Signature and Name of Invigilator Answer Sheet No. : ......................................................

(To be filled by the Candidate)

1. (Signature)
Roll No.
(Name)
(In figures as per admission card)

2. (Signature) Roll No.

(Name)
D—0 9 0 6 PAPER—II
Time : 1¼ hours] EDUCATION
Number of Pages in this Booklet : 16
Instructions for the Candidates
1. Write your roll number in the space provided on the top of this
page.
2. This paper consists of fifty multiple-choice type of questions.
3. At the commencement of examination, the question booklet
will be given to you. In the first 5 minutes, you are requested
to open the booklet and compulsorily examine it as below :
(i) To have access to the Question Booklet, tear off the paper
seal on the edge of this cover page. Do not accept a
booklet without sticker-seal and do not accept an open
booklet.
(ii) Tally the number of pages and number of questions in
the booklet with the information printed on the cover
page. Faulty booklets due to pages/questions missing
or duplicate or not in serial order or any other
discrepancy should be got replaced immediately by a
correct booklet from the invigilator within the period of
5 minutes. Afterwards, neither the question booklet
will be replaced nor any extra time will be given.
(iii) After this verification is over, the Serial No. of the booklet
should be entered in the Answer-sheets and the Serial
No. of Answer Sheet should be entered on this Booklet.
4. Each item has four alternative responses marked (A), (B), (C)
and (D). You have to darken the oval as indicated below on the
correct response against each item.
Example : A B C D
(In words)
Test Booklet No.
[Maximum Marks : 100
Number of Questions in this Booklet : 50
ÂÚUèÿææçÍüØô¢ ·ð¤ çÜ° çÙÎðüàæ
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2. §â ÂýàÙ-˜æ ×𢠿æâ Õãéçß·¤ËÂèØ ÂýàÙ ãñ¢Ð
3. ÂÚUèÿææ ÂýæÚ•UÖ ãôÙð ÂÚU, ÂýàÙ-ÂéçSÌ·¤æ ¥æ·¤ô Îð Îè ÁæØð»èÐ ÂãÜðU ÂUæ¡¿ ç×ÙÅU
¥æ·¤ô ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ÌÍæ ©â·¤è çÙ•ÙçÜç¹Ì Áæ¡¿ ·ð¤ çÜ° çÎØð
ÁæØð¢»ð çÁâ·¤è Áæ¡¿ ¥æ·¤ô ¥ßàØ ·¤ÚUÙè ãñ Ñ
(i) ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ·ð¤ çÜ° ©â·ð¤ ·¤ßÚU ÂðÁ¤ÂÚU Ü»è ·¤æ»Á ·¤è
âèÜ ·¤ô ȤæǸU Üð¢UÐ ¹éÜè ãé§ü Øæ çÕÙæ SÅUè·¤ÚU-âèÜU ·¤è ÂéçSÌ·¤æ
Sßè·¤æÚU Ù ·¤Úð¢UÐ
(ii) ·¤ßÚU ÂëDU ÂÚU ÀUÂð çÙÎðüàææÙéâæÚU ÂýàÙ-ÂéçSÌ·¤æ ·ð¤ ÂëDU ÌÍæ ÂýàÙô¢ ·¤è
⢕Øæ ·¤ô ¥‘ÀUè ÌÚUã ¿ñ·¤ ·¤ÚU Üð¢U ç·¤ Øð ÂêÚðU ãñ¢UÐ ÎôáÂê‡æü ÂéçSÌ·¤æ
çÁÙ×ð¢ ÂëDU / ÂýàÙ ·¤× ãô¢ Øæ ÎéÕæÚUæ ¥æ »Øð ãô¢ Øæ âèçÚUØÜU ×ð¢ Ù ãô¢
¥ÍæüÌ ç·¤âè Öè Âý·¤æÚU ·¤è ˜æéçÅUÂê‡æü ÂéçSÌ·¤æ Sßè·¤æÚU Ù ·¤Úð¢U ÌÍæ
©âè â×Ø ©âð ÜUõÅUæ·¤ÚU ©â·ð¤ SÍæÙ ÂÚU ÎêâÚUè âãè ÂýàÙ-ÂéçSÌ·¤æ
Üð Üð¢Ð U §â·ð¤ çÜ° ¥æ·¤ô Âæ¡¿ ç×ÙÅU çÎØð ÁæØð¢»ðÐ ©â·ð¤ ÕæÎ Ù
Ìô ¥æ·¤è ÂýàÙ-ÂéçSÌ·¤æ ßæÂâ Üè ÁæØð»è ¥õÚU Ù ãè ¥æ·¤ô
¥çÌçÚUQ¤ â×Ø çÎØæ ÁæØð»æÐ
(iii) §â Áæ¡¿ ·ð¤ ÕæÎ ÂýàÙ-ÂéçSÌ·¤æ ·¤è R¤× ⢕Øæ ©•æÚU-˜淤 ÂÚU ¥¢ç·¤Ì
·¤Úð¢U ¥UõÚU ©•æÚU-˜淤 ·¤è R¤×¤â¢•Øæ §â ÂýàÙ-ÂéçSÌ·¤æ ÂÚU ¥¢ç·¤Ì ·¤ÚU
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4. ÂýˆØð·¤ ÂýàÙ ·ð¤ çÜ° ¿æÚU ©•æÚU çß·¤Ë (A), (B), (C) ÌÍæ (D) çÎØð »Øð ãñ¢Ð
¥æ·¤ô âãè ©•æÚU ·ð¤ Îèƒæüßë•æ ·¤ô ÂðÙ âð ÖÚU·¤ÚU ·¤æÜæ ·¤ÚUÙæ ãñ Áñâæ ç·¤ Ùè¿ð
çιæØæ »Øæ ãñÐ
©ÎæãÚU‡æ Ñ A B C D

where (C) is the correct response.
5. Your responses to the items are to be indicated in the Answer
Sheet given inside the Paper I booklet only. If you mark at
any place other than in the ovals in the Answer Sheet, it will
not be evaluated.
6. Read instructions given inside carefully.
7. Rough Work is to be done in the end of this booklet.
8. If you write your name or put any mark on any part of the test
booklet, except for the space allotted for the relevant entries,
which may disclose your identity, you will render yourself
liable to disqualification.
9. You have to return the test question booklet to the invigilators
at the end of the examination compulsorily and must not carry
it with you outside the Examination Hall.
10. Use only Blue/Black Ball point pen.
11. Use of any calculator or log table etc., is prohibited.
12. There is NO negative marking.
ÁÕç·¤ (C) âãè ©•æÚU ãñÐ
5. ÂýàÙô¢ ·ð¤ ©•æÚU ·ð¤ßÜU Âýà٠˜æ I ·ð¤ ¥‹ÎÚU çÎØð »Øð ©•æÚU-˜淤 ÂÚU ãè ¥¢ç·¤Ì
·¤ÚUÙð ãñ¢Ð ØçÎ ¥æ ©•æÚU ˜淤 ÂÚU çÎØð »Øð Îèƒæüßë•æ ·ð¤ ¥Üæßæ ç·¤âè ¥‹Ø
SÍæÙ ÂÚU ©•æÚU ç¿‹ãæ¢ç·¤Ì ·¤ÚUÌð ãñ, Ìô ©â·¤æ ×êËUØ梷¤Ù Ùãè¢ ãô»æÐ
6. ¥‹ÎÚU çÎØð »Øð çÙÎðüàæô¢ ·¤ô ŠØæÙÂêßü·¤ Âɸð¢UÐ
7. ·¤“ææ ·¤æ× (Rough Work) §â ÂéçSÌ·¤æ ·ð¤ ¥ç‹Ì× ÂëDU ÂÚU ·¤Úð¢UÐ
8. ØçÎ ¥æ ©•æÚU-ÂéçSÌ·¤æ ÂÚU ¥ÂÙæ Ùæ× Øæ °ðâæ ·¤ô§ü Öè çÙàææÙ çÁââð ¥æ·¤è
Âã¿æÙ ãô â·ð¤, ¤ç·¤âè Öè Öæ» ÂÚU ÎàææüÌð Øæ ¥¢ç·¤Ì ·¤ÚUÌð ãñ¢ Ìô ÂÚUèÿææ ·ð¤
çÜØð ¥Øô‚Ø ƒæôçáÌ ·¤ÚU çÎØð ÁæØð¢»ðÐ
9. ¥æ·¤ô ÂÚUèÿææ â×æ# ãôÙð ¤ÂÚU ©•æÚU-ÂéçSÌ·¤æ çÙÚUèÿæ·¤ ×ãôÎØ ·¤ô ÜUõÅUæÙæ
¥æßàØ·¤ ãñ ¥õÚU ÂÚUèÿææ â×æç# ·ð¤ ÕæÎ ¥ÂÙð âæÍ ÂÚUèÿææ ÖßÙ âð ÕæãÚU Ù
Üð·¤ÚU ÁæØð¢Ð
10. ·ð¤ßÜ ÙèÜð / ·¤æÜð ÕæÜU Œßæ§ZÅU ÂñÙ ·¤æ ãè §SÌð×æÜ ·¤Úð¢UÐ
11. ç·¤âè Öè Âý·¤æÚU ·¤æ ⢻‡æ·¤ (·ñ¤Ü·é¤ÜðÅUÚU) UØæ Üæ» ÅðUÕÜ ¥æçÎ ·¤æ
ÂýØô» ßçÁüÌ ãñÐ
12. »ÜÌ ©•æÚU ·ð¤ çÜ° ¥¢·¤ Ùãè¢ ·¤æÅðU ÁæØð¢»ðÐ

D—0906 1 P.T.O.
 EDUCATION
PAPER—II

Note : This paper contains fifty (50) objective-type questions, each question carrying
two (2) marks. Attempt all of them.

1. Aurobindo’s views on education give importance to :

(A) Religion (B) Science (C) Politics (D) Skills

2. In Education who emphasized the idea of ‘Education through productive work’ ?

(A) Tagore (B) Gandhi (C) Aurobindo (D) Vivekanand

3. The Principle of Back to Nature in Education was given by :

(A) Shri Aurobindo (B) Vivekanand (C) Rousseau (D) Dewey

4. Emile was written by :

(A) Plato (B) Rousseau (C) Neitzsche (D) Satre

5. Which philosopher in the following list is not an existentialist ?

(A) Kirkegard (B) Heidegar (C) Jean Paul Satre (D) Kant

6. According to Koran education is compulsory for :

(A) All men (B) All men and women
(C) All women (D) None of the above

7. Which philosophy of Education believes in the “punishment from natural

consequences.”
(A) Naturalism (B) Realism (C) Idealism (D) Marxism

8. Pragmatism believes in :
(A) Permanent values (B) Changing values
(C) Perennial values (D) Social values

9. Analytical school of Philosophy was propounded by :

(A) Theodor Brameld (B) Vitjenstine
(C) Bertrand Russell (D) R.S. Piters

10. Which philosophy believes in the following three philosophical principles -

momentariness, universal suffering and soullessness.
(A) Jainism (B) Islam (C) Buddhism (D) Hinduism

D—0906 2
 çàæÿææ
Âýà٠˜æ—II
ÙôÅU Ñ §â Âýà٠˜æ ×𢠿æâ (50) ßSÌéçÙD ÂýàÙ ãñ¢Ð ÂýˆØð·¤ ÂýàÙ ·ð¤ Îô (2) ¥¢·¤ ãñ¢Ð âÖè ÂýàÙô¢ ·ð¤ ©•æÚU
ÎèçÁ°Ð
1. ¥ÚçÕ‹Îæð ·ð¤ çàæÿææ çß¿æÚ ×ð´ ×ãˆß ãæðÌæ ãñ Ñ
(A) Ï×ü (B) çß™ææÙ (C) ÚæÁÙèçÌ (D) ·¤æñàæÜ

2. çàæÿææ ×ð´ ÒÒ©ˆÂæη¤ ·¤×ü ·ð¤ mæÚæ çàæÿææÓÓ ÂÚ ç·¤âÙð ÕÜ çÎØæ?

(A) Åñ»æðÚ (B) »æ´ÏèÁè (C) Ÿæè ¥ÚçÕ‹Îæð (D) çßßð·¤æÙ‹Î

3. çàæÿææ ×ð´ Âý·ë¤çÌ ·¤è ¥æðÚ ßæÂâ ÁæÙð ·¤æ çâhæ‹Ì ç·¤âÙð çÎØæ Íæ?
(A) Ÿæè ¥ÚçÕ‹Î (B) çßßð·¤æÙ‹Î (C) M¤âæð (D) ÇKê§ü

4. Ò°×èÜÓ ç·¤âÙð çܹè?

(A) ŒÜðÅæð (B) M¤âæð (C) çÙÅàæð (D) âæ˜æ

5. çÙ•Ù âê¿è ×ð´ ·¤æñÙâæ ÎæàæüçÙ·¤ ¥çS̈ßßæÎè Ùãè´ ãñ?

(A) ç·ý¤·ð¤»æÇü (B) ãðÇð»Ú (C) Áæ¡ ÂæÜ âæ˜æ (D) ·¤æ‹Å

6. ·é¤Ú¥æÙ ·ð¤ ¥ÙéâæÚ çàæÿææ ¥çÙßæØü ãñ Ñ

(A) âÖè ÂéL¤áæð´ ·ð¤ çÜØð (B) âÖè ÂéL¤á ß ×çãÜæ¥æð´ ·ð¤ çÜØð
(C) âÖè ×çãÜæ¥æð´ ·ð¤ çÜØð (D) ©ÂØüé•Ì ×ð´ âð ·¤æð§ü Öè Ùãè´

7. çàæÿææ ·¤æ ·¤æñÙâæ ÎàæüÙ §â×ð´ çßàßæâ ·¤ÚÌæ ãñ — ÒÒÂýæ·ë¤çÌ·¤ ÂçÚ‡ææ×æð´ mæÚæ ·ÇÓÓ Ñ
(A) Âý·ë¤çÌßæÎ (B) ØÍæÍüßæÎ (C) ¥æÎàæüßæÎ (D) ×æ•âüßæÎ

8. ÂýØæðÁÙßæÎ ·¤è ×æ‹ØÌæ ãñ Ñ

(A) SÍæØè ×êËØæð´ ×ð´ (B) ÂçÚßÌüÙàæèÜ ×êËØæð´ ×ð´
(C) ç¿Ú‹ÌÙ ×êËØæð´ ×ð´ (D) âæ×æçÁ·¤ ×êËØæð´ ×ð´

9. ÎàæüÙàææS˜æ ·¤è çßàÜðá‡ææˆ×·¤ çß¿æÚàææÜæ ·ð¤ â´SÍæ·¤ Íð Ñ

(A) çÍØæðÇæðÚ Õýð×æËÇ (B) çßÅ÷ÁÙ
ð SÅèÙ
(C) ÕÅþü‹Ç ÚâðÜ (D) ¥æÚ.°â. ÂèÅâü

10. çÙ•Ù ÌèÙ ÎæàæüçÙ·¤ çâhæ‹Ìæð´ ×ð´ ·¤æñÙ âæ ÎàæüÙ çßàßæâ ·¤ÚÌæ ãñ — ÿæ‡æ Ö´»éÚÌæ, âßüÃØæÂè Îéѹ ¥æñÚ ¥æˆ×çßãèÙÌæ Ñ
(A) ÁñÙ (B) §SÜæ× (C) Õæñh (D) çã‹Îê

D—0906 3 P.T.O.
11. The meaning of Prabbajja ceremony is :
(A) admission to Buddhist monastery (B) Thread ceremony
(C) Ceremony to perform yajna (D) Admission to gurukulas

12. Which statements are true for Tagore and Rousseau both ?
(i) both are naturalists.
(ii) both established institutions.
(iii) both gave importance to bookish education.
(iv) both believed in the freedom and identity of the individuals.
(A) (i), (ii) and (iii) are correct (B) (i) and (iv) are correct
(C) (i), (ii) and (iv) are correct (D) (iii) and (iv) are correct

13. Which statements are true to both Hindu and Buddhist philosophies ?
(i) both give importance to Guru.
(ii) both believe in salvation.
(iii) both accept the immortality of soul.
(iv) both give importance to meditation.
(A) (i), (ii) and (iv) are correct (B) (ii) and (iv) are correct
(C) (i), (iii) and (iv) are correct (D) (ii), (iii) and (iv) are correct

14. Who said, “A teacher can never truly teach unless he is still learning himself. A lamp
can never light another lamp unless it continues to burn its own flame” ?
(A) Gandhi (B) Aurobindo (C) Tagore (D) Vivekananda

15. Democratic Socialism combines:

(A) Social equality with political democracy
(B) Capitalism with political democracy
(C) Economic equality with capitalism
(D) Political democracy with economic democracy

16. Socialization is a process of :

(A) Learning to be a member of society (B) Being and Becoming
(C) Changing asocial into social (D) Social changes

17. The study of social stratification in education is meant for :

(A) Consideration of the prevailing status of social equity and opportunity.
(B) Creating a society without any type of stratum.
(C) Encouraging upward mobility in the society.
(D) The study of imbalances in the society.

18. To meet the purposes of modernizing democratic and socialistic society like India it is
more important to have :
(A) An economic revolution (B) A social revolution
(C) A revolution in education (D) An Industrial revolution

D—0906 4
11. ÂýÖ”ææ â×æÚæðã ·¤æ ¥Íü ãñ Ñ
(A) Õæñh çßãæÚ ×ð´ Âýßðàæ (B) ÁÙ𪤠â×æÚæðã
(C) Ø™æ ·¤æ â×æÚæðã (D) »éL¤·é¤Ü ×ð´ Âýßðàæ

12. Åñ»æðÚ ÌÍæ M¤âæð ÎæðÙæð´ ·ð¤ çÜ° ·¤æñÙ âð çÙ•Ù ßæ•Ø âãè ãñ´?
(i) ÎæðÙæð´ Âý·ë¤çÌßæÎè ãñ´Ð
(ii) ÎæðÙæð´ Ùð â´SÍæ¥æð´ ·¤è SÍæÂÙæ ·¤èÐ
(iii) ÎæðÙæð´ Ùð ç·¤ÌæÕè çàæÿææ ·¤æð ×ãˆß çÎØæÐ
(iv) ÎæðÙæð´ Ùð SßÌ´˜æÌæ ÌÍæ ÃØç•Ì ·¤è Âã¿æÙ ×ð´ çßàßæâ çιæØæÐ
(A) (i), (ii) ÌÍæ (iii) âãè ãñ´Ð (B) (i) ÌÍæ (iv) âãè ãñ´Ð
(C) (i), (ii) ÌÍæ (iv) âãè ãñ´Ð (D) (iii) ÌÍæ (iv) âãè ãñ´Ð

13. çã‹Îê °ß´ Õæñh ÎàæüÙ ÎæðÙæð´ ·ð¤ çÜ° çÙ•Ù ×ð´ âð ·¤æñÙ âð ßæ•Ø âãè ãñ´?
(i) ÎæðÙæð´ »éL¤ ·¤è ×ã•ææ ·¤æð Sßè·¤æÚ ·¤ÚÌð ãñ´Ð
(ii) ÎæðÙæð´ ×éç•Ì ×ð´ çßàßæâ ·¤ÚÌð ãñ´Ð
(iii) ÎæðÙæð´ ¥æˆ×æ ·¤è ¥×ÚÌæ ×ð´ çßàßæâ ·¤ÚÌð ãñ´Ð
(iv) ÎæðÙæð´ ŠØæÙ ·¤æð ×ãˆß ÎðÌð ãñ´Ð
(A) (i), (ii) ¥æñÚ (iv) âãè ãñ´Ð (B) (ii) ¥æñÚ (iv) âãè ãñ´Ð
(C) (i), (iii) ¥æñÚ (iv) âãè ãñ´Ð (D) (ii), (iii) ¥æñÚ (iv) âãè ãñ´Ð

14. ç·¤âÙð ·¤ãæ— ÒÒ°·¤ çàæÿæ·¤ ÌÕ Ì·¤ ßæSÌçß·¤ É´» âð Ùãè´ Âɸæ â·¤Ìæ ÁÕ Ì·¤ ßã SßØ´ âè¹ Úãæ ãæðÐ °·¤ Îè·¤
ÎêâÚð Îè·¤ ·¤æð ÌÕ Ì·¤ Ùãè´ ÁÜæ â·¤Ìæ ÁÕ Ì·¤ ßã ¥ÂÙè Üæñ ·¤æð Ùãè´ ÁÜæÌæ ÚãÌæÐÓÓ
(A) »æ´Ïè (B) ¥ÚçÕ‹Îæð (C) Åñ»æðÚ (D) çßßð·¤æÙ‹Î

15. ÂýÁæÌæ´ç˜æ·¤ â×æÁßæÎ ÁæðǸÌæ ãñ Ñ

(A) âæ×æçÁ·¤ â×æÙÌæ ¥æñÚ ÚæÁÙñçÌ·¤ ÂýÁæÌ´˜æ (B) Âê¡ÁèßæÎ ¥æñÚ ÚæÁÙñçÌ·¤ ÂýÁæÌ´˜æ
(C) ¥æçÍü·¤ â×æÙÌæ ¥æñÚ Âê¡ÁèßæÎ (D) ÚæÁÙñçÌ·¤ ÂýÁæÌ´˜æ ¥æñÚ ¥æçÍü·¤ ÂýÁæÌ´˜æ

16. âæ×æçÁ·¤è·¤Ú‡æ ·¤è Âýç·ý¤Øæ ãñ Ñ

(A) â×æÁ ·ð¤ â•Ø ãæðÙæ âè¹Ùð ·ð¤ çÜØð (B) ÒãæðÙæÓ ¥æñÚ Òãæð ÁæÙæÓ ·¤è
(C) â×æÁ-çÙÚÂðÿæ ·¤æð âæ×æçÁ·¤ ÕÙæÙð ·¤è (D) âæ×æçÁ·¤ ÂçÚßÌüÙ ·¤è

17. çàæÿææ ×ð´ âæ×æçÁ·¤ SÌÚè·¤Ú‡æ ·¤æ ¥•Øæâ Ñ

(A) âæ×æçÁ·¤ ‹ØæØ ß âæ×æçÁ·¤ ¥ßâÚæð´ ·¤è ÂýßÌü×æÙ çSÍçÌ ·¤æð ŠØæÙ ×ð´ ÜðÙð ·ð¤ çÜØð ãñÐ
(B) ç·¤âè Öè ÌÚã ·ð¤ SÌÚ âð ÚçãÌ â×æÁ çÙ×æü‡æ ·ð¤ çÜØð ãñÐ
(C) â×æÁ ×ð´ ª¤Šßü»æ×è »çÌàæèÜÌæ ·¤æð ÂýæðˆâæçãÌ ·¤ÚÙð ·ð¤ çÜØð ãñÐ
(D) â×æÁ ×ð´ ¥â‹ÌéÜÙæð´ ·¤æ ¥•Øæâ ·¤ÚÙð ·ð¤ çÜØð ãñÐ

18. ¥æÏéçÙ·¤ ÁÙÌ´˜æ ß â×æÁßæÎè â×æÁM¤Âè ÖæÚÌ ·ð¤ ©gðàØæð´ ·¤è ÂýæçŒÌ ãðÌé ¥æßàØ·¤ ãñ Ñ
(A) °·¤ ¥æçÍü·¤ ·ý¤æç‹Ì (B) °·¤ âæ×æçÁ·¤ ·ý¤æç‹Ì
(C) àæñçÿæ·¤ ·ý¤æç‹Ì (D) ¥æñlæðç»·¤ ·ý¤æç‹Ì

D—0906 5 P.T.O.
19. Existentialism could not become very popular because :
(A) it was based on old principles (B) it was impractical
(C) it was not different from pragmatism (D) it was based on strict principles

20. Culture in its proper sense is :

(A) civilized behaviour of educated mass.
(B) complex whole of whatever men achieved as a member of society.
(C) sophistications in life style.
(D) change in the set up of society.

21. Education as sub system of the society :

(A) Brings changes in the society and makes it modern.
(B) Creates rift between educated and uneducated in the society.
(C) Dominates the society
(D) Accepts dominance of the society.

22. The role of home in education is :

(A) To help child in acquisition of knowledge.
(B) To interfere in the functioning of school.
(C) To accept education as a value and to vitalize its spirit.
(D) To provide assistance and co-operation to school.

23. Which one is not a National value ?

(A) Freedom of speech (B) Social justice
(C) Sectarian faith (D) Fraternity

24. Which of the following is NOT the social aim of education ?

(A) Education for social service
(B) Education for the perfection of the individual
(C) Education for citizenship
(D) Education for social efficiency

25. Match List I with List II

List I List II
(a) Universal Brotherhood (i) Spencer
(b) Scientific Education (ii) Gandhi
(c) Social Education (iii) Tagore
(d) Vardha Scheme of Education (iv) Vivekananda
(v) John Dewey
(a) (b) (c) (d)
(A) (i) (iii) (ii) (iv)
(B) (iv) (i) (v) (ii)
(C) (iii) (i) (iv) (ii)
(D) (ii) (iv) (iii) (v)

D—0906 6
19. ¥çS̈ßßæÎ ÕãéÌ Üæð·¤çÂýØ Ùãè´ ãæð â·¤æ, •Øæð´ç·¤ Ñ
(A) Øã ÂéÚæÙð çâhæ‹Ìæð´ ÂÚ ¥æÏæçÚÌ ÍæÐ (B) Øã ¥ÃØßãæçÚ·¤ ÍæÐ
(C) Øã ÂýØæðÁÙßæÎ âð çÖóæ Ùãè´ ÍæÐ (D) Øã ·¤ÆæðÚ çâhæ‹Ìæð´ ÂÚ ¥æÏæçÚÌ ÍæÐ

20. â×éç¿Ì ¥Íü ×ð´ â´S·ë¤çÌ ¥ÍæüÌ÷ Ñ

(A) çàæçÿæÌ â×êã ·¤æ â•ØÌæÂê‡æü ÃØßãæÚÐ
(B) â×æÁ ·ð¤ â•Ø ·ð¤ M¤Â ×ð´ ×ÙécØ Ùð Áæð ·é¤À ¥çÁüÌ ç·¤Øæ ©â·¤è ÁçÅÜ â×»ý‡ææÐ
(C) ÁèßÙàæñÜè ×ð´ Õã·¤æßÐ
(D) âæ×æçÁ·¤ »ÆÙ ×ð´ ÕÎÜæßÐ

21. âæ×æçÁ·¤ ©Â-ÃØßSÍæ ·ð¤ M¤Â ×ð´ çàæÿææ Ñ

(A) â×æÁ ×ð´ ÂçÚßÌüÙ ÜæÌè ãñ ¥æñÚ ©âð ¥æÏéçÙ·¤ ÕÙæÌè ãñÐ
(B) â×æÁ ×ð´ çàæçÿæÌ ¥æñÚ ¥çàæçÿæÌ ·ð¤ ×ŠØ ÎÚæÚ ÇæÜÌè ãñÐ
(C) â×æÁ ·¤æð ÂýÖæçßÌ ·¤ÚÌè ãñÐ
(D) â×æÁ ·ð¤ ÂýÖéˆß ·¤æð Sßè·¤æÚ ·¤ÚÌè ãñÐ

22. çàæÿææ ×ð´ »ëã ·¤è Öêç×·¤æ Ñ

(A) ™ææÙ ÂýæçŒÌ ×ð´ ÕæÜ·¤ ·¤æð âãæØÌæ ÂýÎæÙ ·¤ÚÙæÐ
(B) àææÜæ ·ð¤ ·¤æØü ×ð´ ãSÌÿæð ·¤ÚÙæÐ
(C) çàæÿææ ·¤æ ×êËØ ·ð¤ M¤Â ×ð´ Sßè·¤æÚ ·¤ÚÙæ ¥æñÚ §â·¤è ÏæÚ‡ææ ·¤æð àæç•Ì ÂýÎæÙ ·¤ÚÙæÐ
(D) àææÜæ ·¤æð âãæØÌæ ÂýÎæÙ ·¤ÚÙæ ¥æñÚ çßçÙØé•Ì ·¤ÚÙæÐ

23. ·¤æñÙâæ ÚæcÅþèØ ×êËØ Ùãè´ ãñ?

(A) ßæ‡æè SßæÌ´˜Ø (B) âæ×æçÁ·¤ ‹ØæØ
(C) âæ•ÂýÎæçØ·¤ çßàßæâ (D) ÖæÌëÖæß

24. çÙ•Ù ×ð´ âð ·¤æñÙ çàæÿææ ·¤æ âæ×æçÁ·¤ ©gðàØ Ùãè´ ãñ?
(A) â×æÁ âðßæ ·ð¤ çÜØð çàæÿææ (B) ÃØç•Ì ·¤è Âýßè‡æÌæ ·ð¤ çÜØð çàæÿææ
(C) Ùæ»çÚ·¤Ìæ ·ð¤ çÜ° çàæÿææ (D) âæ×æçÁ·¤ ·é¤àæÜÌæ ·ð¤ çÜØð çàæÿææ

25. âê¿è I ·¤æ ç×ÜæÙ âê¿è II âð ·¤èçÁ° Ñ

âê¿è I âê¿è II
(a) âæßüÖæñ× Öæ§ü¿æÚæ (i) SÂð‹âÚ
(b) ßñ™ææçÙ·¤ çàæÿææ (ii) »æ´Ïè
(c) âæ×æçÁ·¤ çàæÿææ (iii) Åñ»æðÚ
(d) çàæÿææ ·¤è ßÏæü ØæðÁÙæ (iv) çßßð·¤æÙ´Î
(v) ÁæòÙ Çèßè
(a) (b) (c) (d)
(A) (i) (iii) (ii) (iv)
(B) (iv) (i) (v) (ii)
(C) (iii) (i) (iv) (ii)
(D) (ii) (iv) (iii) (v)

D—0906 7 P.T.O.
26. Pick out the need which has not been included in Maslow’s ‘B’ needs :
(A) Creative (B) Aesthetic
(C) Enlightenment (D) Alienation

27. Which of the following is not associated with Freudian Psychology ?

(A) Eras (B) Thantos (C) Libido (D) Archetype

28. Pick out the term which has not been used by Piaget :
(A) Assimilation (B) Organization (C) Schema (D) Sublimation

29. The name of the psychologist associated with IQ scam is :

(A) Alfred Binet (B) Theodore Simon
(C) Cyril Ludowic Burt (D) Howard Gardner

30. Indicate the statement which is NOT correct :

(A) Ability to produce language is different from the actual linguistic production.
(B) All natural languages of the World have the same underlying structure and
principles.
(C) Semantic development is slower than the syntactic development.
(D) Environment does not have any role in language acquisition.

31. Which of the following may NOT be identified through Sociometry ?

(A) Gifted (B) Isolated (C) Rejected (D) Most liked

32. Which of the following theories is NOT a personality theory ?

(A) Intrapsychic theory (B) Type theories
(C) Trait theory (D) System theory

33. Operant conditioning mainly emphasises on the role of :

(A) the teacher (B) the learning material
(C) the reinforcement (D) the environment

34. Good learning depends upon :

(A) the teacher (B) active interest of the pupil
(C) active teaching methods (D) Judicious use of teaching aids

35. Participant observation method is used in :

(A) Experimental Research (B) Ethnographic Studies
(C) Historical Research (D) Ex-post-facto Research

36. The standard error of measurement is :

(A) an index of the error in that estimate.
(B) an error related to the error in the measurement tool.
(C) an error of the standard deviation.
(D) an error the standardized test.

D—0906 8
26. °ðâè ¥æßàØ·¤Ìæ ·¤æð ÕÌæØð Áæð ×æòâÜæð ·¤è ÒÕèÓ ¥æßàØ·¤Ìæ ×ð´ Ùãè´ ãñ?
(A) âëÁÙæˆ×·¤ (B) âæñ‹ÎØüàææS˜æ (C) ™ææÙæðÎèçŒÌ (D) °ðÜèÙðàæÙ

27. çÙ•Ù ×ð´ âð 緤ⷤæ â•Õ‹Ï Èý¤æòØÇ ×Ùæðçß™ææÙ âð Ùãè´ ãñ?

(A) §Úæñâ (B) ÍñÙÅæñâ (C) çÜçÕÇæð (D) ¥æ¿ðüÅæ§Â

28. çÂØæ$Áð mæÚæ ÂýØé•Ì Ù ç·¤Øæ Ùæ× ¹æðÁð Ñ

(A) ¥æˆ×è·¤Ú‡æ (B) â´ƒæÅÙ (C) S·¤è×æ (D) ©gæ•æè·¤Ú‡æ

29. ¥æ§ü •Øê ƒææðÅæÜð âð â´Õ´çÏÌ ×Ùæðßñ™ææçÙ·¤ ·¤æ Ùæ× ãñ Ñ

(A) °ÜÈýð¤Ç çÕÙðÅ (B) çÍØæðÇæðÚ âæ§×Ù
(C) çâçÚÜ ÜéÇæðçß·¤ ÕÅü (D) ãæðßæÇü »æÇüÙÚ

30. »ÜÌ ßæ•Ø ·¤æð §´ç»Ì ·¤èçÁ° Ñ

(A) Öæáæ§ü çÙ×æü‡æ ·¤è Øæð‚ØÌæ ßæSÌçß·¤ Öæáæ§ü ·¤æØü â•ÂæÎÙ âð çÖóæ ãñÐ
(B) âÖè â´âæÚ ·¤è Âýæ·ë¤Ì× Öæáæ¥æð´ ×ð´ °·¤ âð â´Ú¿Ùæ °ß´ çâhæ‹Ì ãñÐ
(C) ßæ•Ø Ú¿Ùæ ·¤æ çß·¤æâ âð àæ•ÎæÍüàææS˜æ ·¤æ çß·¤æâ Ïè×æ ãæðÌæ ãñÐ
(D) Öæáæ ÂýæçŒÌ ×ð´ ßæÌæßÚ‡æ ·¤è ·¤æð§ü Öêç×·¤æ Ùãè´ ãæðÌèÐ

31. çÙ•Ù ×ð´ âð ·¤æñÙ âæ â×æÁç×Ìè mæÚæ Âã¿æÙ ×ð´ Ùãè´ ¥æÌæ?
(A) Âý¹Ú (B) °·¤æ·¤è (C) ©ÂðçÿæÌ (D) Üæð·¤çÂýØ

32. çÙ•Ù ×ð´ âð ·¤æñÙ âæ çâhæ‹Ì ÃØç•Ìˆß çâhæ‹Ì Ùãè´ ãñ?

(A) §‹Åþæâæ§ç·¤·¤ çâhæ‹Ì (B) Åæ§Â çâhæ‹Ì
(C) ÅþðÅ çâhæ‹Ì (D) çâSÅ× çâhæ‹Ì

33. ç·ý¤ØæÂýâêÌ âæã¿Øü çâhæ‹Ì ×é•Ø M¤Â âð 緤ⷤè Öêç×·¤æ ÂÚ ÕÜ ÎðÌæ ãñ?
(A) çàæÿæ·¤ (B) âè¹Ùð ·¤è âæ×»ýè
(C) ÂéÙÚÕÜÙ (D) ßæÌæßÚ‡æ

34. ¥‘Àæ ¥çÏ»× çÙÖüÚ ·¤ÚÌæ ãñ Ñ

(A) çàæÿæ·¤ (B) Àæ˜ææð´ ·¤è âç·ý¤Ø L¤ç¿
(C) ¥‘Àè çàæÿæ‡æ çßçÏØæ¡ (D) çàæÿæ‡æ âãæØ·¤ âæ×»ýè ·¤æ ‹ØæØæðç¿Ì ©ÂØæð»

35. âãÖæç»Ìæ ¥ßÜæð·¤Ù çßçÏ ©ÂØæð» ×ð´ ÜæØè ÁæÌè ãñ Ñ

(A) ÂýØæð»æˆ×·¤ àææðÏ (B) ×æÙßÁæÌèØ àææðÏ
(C) °ðçÌãæçâ·¤ àææðÏ (D) °•â-ÂæðSÅ Èñ¤•Åæð àææðÏ

36. ×æÂÙ ·¤è Âýæ×æç‡æ·¤ ˜æéçÅ __________ ãñÐ

(A) ©â ¥æ»‡æÙ ×ð´ ˜æéçÅ ·¤è âê¿·¤Ð (B) ×æÂÙ ·ð¤ ©Â·¤Ú‡æ â´Õ´çÏÌ ˜æéçÅÐ
(C) ×æÙ·¤ çß¿ÜÙ ·¤è ˜æéçÅÐ (D) Âý×æ‡æè·ë¤Ì ÂÚèÿæ‡æ ·¤è ˜æéçÅÐ

D—0906 9 P.T.O.
37. Who said “adolescence is a period of storm and stress” ?
(A) Elizabeth Hurlock (B) Piaget
(C) Freud (D) George Staley Hall

38. Which one of the following is correct ?

(A) When extreme values are not known one can use Median.
(B) The mid point on the scales of measurements is Mean.
(C) The most frequently occurred score is Standard deviation.
(D) The most popular measures of Central tendency is mode.

39. Difference between two means is significant at 0.01 level of significance. It means
that :
(A) the value of t-ratio is equal to 1.96 (B) the value of t-ratio exceeds 2.58
(C) the value of t-ratio is 2.36 (D) the value of t-ratio is 2.48

40. Which of the following is NOT a correct statement ?

(A) A test can be reliable without being valid.
(B) A test cannot be valid without being reliable.
(C) A test can be reliable and valid both.
(D) A test can be valid without being reliable.

41. A researcher intends to ascertain the significance of difference between two means of
two randomly selected independent samples on a particular test. He should
compute :
(A) Chi-square value
(B) t-ratio
(C) Product moment coefficient of correlation
(D) Kurtosis

42. The formula for the computation of skewness is :

3(median - mean)
(A) SK = (B) SK
SD

(C) SK (D) SK

43. Which one of the following is not a non-parametric test :

(A) The chi-square test (B) The median test
(C) The sign test (D) The t-test

D—0906 10
 37. ç·¤âÙð ·¤ãæ, ÒÒç·¤àææðÚæßSÍæ ÌêȤæÙè °ß´ ÌÙæßÂê‡æü ¥ßSÍæ ãñÐÓÓ
(A) §ÜðÁæÕðÍ ãÚÜæò·¤ (B) çÂØæ$Áð (C) Èý¤æòØÇ (D) ÁæÁü SÅðÙÜð ãæÜ

38. çÙ•Ù ×ð´ âð ·¤æñÙ °·¤ âãè ãñ?

(A) ÁÕ ¿Ú× ÂÚ ·ð¤ ×æÙ ¥™ææÌ ãæð´ ÌÕ ×ŠØæ´·¤ ·¤æ ©ÂØæð» ç·¤Øæ Áæ â·¤Ìæ ãñÐ
(B) ×æÂÙ ·ð¤ Âñ×æÙð ·¤æ ×ŠØ çÕ‹Îé ×æŠØ ãñÐ
(C) âßæüçÏ·¤ ÕæÚ•ÕæÚÌæ ßæÜæ ¥´·¤ ×æÙ·¤ çß¿ÜÙ ãñÐ
(D) ·ð¤‹ÎýèØ Âýßëç•æ ·ð¤ ×æÂæð´ ×ð´ âÕâð Âý¿çÜÌ ×æ ÕãéÜæ´·¤ ãñÐ

39. Îæð ׊Ø×æÙæð´ ·ð¤ ×ŠØ ¥‹ÌÚ 0.01 âæÍü·¤Ìæ SÌÚ ÂÚ âæÍü·¤ ãñ, §â·¤æ ÌæˆÂØü ãñ Ñ
(A) Åè-¥ÙéÂæÌ ·¤æ ×æÙ 1.96 ãñÐ (B) Åè-¥ÙéÂæÌ ·¤æ ×æÙ 2.58 âð ¥çÏ·¤ ãñÐ
(C) Åè-¥ÙéÂæÌ ·¤æ ×æÙ 2.36 ãñÐ (D) Åè-¥ÙéÂæÌ ·¤æ ×æÙ 2.48 ãñÐ

40. çÙ•Ù ×ð´ âð ·¤æñÙ âæ ·¤ÍÙ âãè Ùãè´ ãñ?

(A) °·¤ ÂÚèÿæ‡æ çÕÙæ ßñÏÌæ ·ð¤ çßàßâÙèØ ãæð â·¤Ìæ ãñÐ
(B) °·¤ ÂÚèÿæ‡æ çÕÙæ çßàßâÙèØÌæ ·ð¤ ßñÏ Ùãè´ ãæð â·¤ÌæÐ
(C) °·¤ ÂÚèÿæ‡æ çßàßâÙèØ ß ßñÏ ÎæðÙæð´ ãæð â·¤Ìæ ãñÐ
(D) °·¤ ÂÚèÿæ‡æ çÕÙæ çßàßâÙèØÌæ ·ð¤ ßñÏ ãæð â·¤Ìæ ãñÐ

3 =Eı®ˆŽ“’¬Jı®ˆıŽ˜F
41. °·¤ àææðÏ·¤Ìæü ØæÎëç‘À·ë¤Ì M¤Â âð ¿ØçÙÌ Îæð SßÌ´˜æ ‹ØæÎàææðZ ·ð¤ °·¤ çßàæðá ÂÚèÿæ‡æ ×ð´ ÂýæŒÌ ׊Ø×æÙæð´ ·ð¤ ×ŠØ âæÍü·¤
¥‹ÌÚ ÁæÙÙæ ¿æãÌæ ãñ, ©â𠻇æÙæ ·¤ÚÙè ¿æçã° Ñ
ıŽ˜’¬=ž˝›˙˜
(A) ·¤æ§ü-S•ßæØÚ ·ð¤ ×æÙ ·¤è
(B) Åè-ÚðçàæØæð
(C) ÂýæðÇ•Å ×æð×ð‹Å ·¤æð§È¤èçâØð‹Å ¥æòȤ ·¤æðçÚÜðàæÙ
(D) ·¤Åæðçü ââ

42. S•ØêÙñàæ ·¤è »‡æÙæ ·¤ÚÙð ·¤æ âê˜æ ãñ Ñ

2 =Eı®ˆıŽ˜Jı®ˆŽ“’¬F
(A) S•ØêÙàñ æ= (B) S•ØêÙàñ æ=
ıŽ˜’¬=ž˝›˙˜

3 =Eı®ˆıŽ˜Jı®ˆŽ“’¬F 2 =Eı®ˆŽ“’¬Jı®ˆıŽ˜F
(C) S•ØêÙàñ æ= (D) S•ØêÙàñ æ=
ıŽ˜’¬=ž˝›˙˜ ıŽ˜’¬=ž˝›˙˜

43. çÙ•ÙçÜç¹Ì ×ð´ âð ·¤æñÙ âæ °·¤ ÙæñÙ-ÂñÚæ×ðçÅþ·¤ ÅðSÅ Ùãè´ ãñ?

(A) ·¤æ§ü S•ßæØÚ ÅðSÅ (B) ×èçÇØÙ ÅðSÅ
(C) âæ§Ù ÅðSÅ (D) Åè-ÅðSÅ

D—0906 11 P.T.O.
44. Which of the following correlation is more suitable for item-analysis :
(A) Bi serial (B) Point-bi serial
(C) Tetrachoric (D) Phi-coefficient

45. The section research is mainly helpful to :

(A) apply the result to the entire population
(B) develop the principles
(C) formulate plans and policies
(D) improve educational practice

Direction (Q.No. 46 - 50) : Read the following passage and answer the questions
that follow :
Disadvantaged children are sometimes treated as part of a category of “poor
kids” “lousy students”, or some similar grouping. Disadvantaged children are especially
vulnerable to this labeling effect. With nothing in their background to make them
expect success in school, the teacher is easily perceived as carrying the familiar message
of failure. Sometimes it appears that a silent deal is made - you don’t bother me, and I
won’t bother you - and the disadvantaged child sits quietly in the back of the room and
learns nothing, as expected. Teachers must make a special effort to break away from
such self-fulfilling prophecies. Although not necessarily true for their entire life situation,
disadvantaged children almost invariably have poor self-concepts in relation to school.
Because of their outlook and their values and habits, they very easily appear to be a
threat to what the teacher is trying to accomplish. This leads easily to the teacher
taking immediate steps that in effect knock down the self-concept of the child. Teachers
should avoid such negative attacks and instead, find ways of building the much needed
positive self-concept. The successes you have with disadvantaged children will probably
be outnumbered by those cases where you feel you have made no progress. This in no
way negates the importance of the success. The teacher must consistently, repeatedly
and with patience offer the disadvantaged child the opportunity to succeed in school
and accept failure on his or her part just as the child must learn to accept his or her
failures. But failure must not lead to giving up, neither for the student nor for the
teacher. It is probably very rare for a teacher to compare one child with another with
malicious intent, but it is very common for teachers to compare children either
intentionally or unintentionally. The result of such comparisons for the disadvantaged
child is often a feeling of inferiority, embarrassment, jealousy, bitterness or resentment.
The child fails to see the teacher’s positive intent of encouragement and providing a
goal to work for and instead sees only the negative connotations of being compared
with other children.

46. The disadvantaged children are not motivated to learn because :

(A) their I. Q is less.
(B) it is taken for granted that they will not succeed.
(C) they sit on the last benches.
(D) failure is their destiny.

D—0906 12
44. ¥æ§Å×-çßàÜðá‡æ ãðÌé çÙ•ÙçÜç¹Ì ×ð´ âð ·¤æñÙ âãâ•Õ‹Ï ¥çÏ·¤ ©ÂØé•Ì ãñ Ñ
(A) Õæ§ü-âèçÚØÜ (B) Âæð§‹Å Õæ§ü âèçÚØÜ
(C) ÅðÅþæ·¤æðçÚ·¤ (D) Ȥæ§ü-·¤æð§çȤçàæØð‹Å

45. ç·ý¤Øæˆ×·¤ àææðÏ ×é•Ø M¤Â âð âãæØ·¤ ãñ Ñ

(A) â•Âê‡æü ÁÙâ´•Øæ ·ð¤ çÜØð ÂçÚ‡ææ× ·¤æð Üæ»ê ·¤ÚÙð ×ð´
(B) çâhæ‹Ìæð´ ·¤æð çß·¤çâÌ ·¤ÚÙð ×ð´
(C) ØæðÁÙæ¥æð´ ¥æñÚ ÙèçÌØæð´ ·¤æð çÙç×üÌ ·¤ÚÙð ×ð´
(D) àæñçÿæ·¤ ç·ý¤Øæ¥æð´ ×ð´ âéÏæÚ ·¤ÚÙð ×ð´

çÙÎðüàæ (Âý.â´. 46 - 50) Ñ çÙ•Ù »læ´àæ ·¤æð Âɸ𴠥æñÚ ÂýàÙæ𴠷𤠩•æÚ çܹð´ Ñ
¥ßâÚ ß´ç¿Ì Õ“æð ·¤Öè ·¤Öè ç·¤âè °ðâè Ÿæð‡æè Áñâð ÒÒÕð¿æÚð Õ“æðÓÓ, ÒÒ×ê¹ü Àæ˜æÓÓ ¥Íßæ §ââð ç×ÜÌð ÁéÜÌð
¥‹Ø â×êãæð´ ·ð¤ Öæ» â×Ûæð ÁæÌð ãñ´Ð °ðâð â×Øæð´ ×ð´ ¥´·¤Ù ãæðÙð ·¤æ ¥ßâÚ ß´ç¿Ì ÂÚ ¥ˆØæçÏ·¤ ·é¤ÂýÖæß ÂǸÙð ·¤è
çßàæðá ¥æàæ´·¤æ ÕÙè ÚãÌè ãñÐ ©Ù·¤è âȤÜÌæ ·¤æ ·¤æð§ü ¥æÏæÚ Ùãè´ ãæðÌæ, ¥ÌÑ çàæÿæ·¤æð´ ·ð¤ çÜ° §â×ð´ ¥âȤÜÌæ ·¤æð
â×ÛæÙð ·¤æ â´Îðàæ ç×Ü ÁæÌæ ãñÐ ·¤Öè ·¤Öè °ðâæ Ü»Ìæ ãñ ç·¤, °·¤ ×ê·¤ â×ÛææñÌæ ãæð »Øæ ãñ — Ìé× ×éÛæð Ì´» ×Ì ·¤Úæð
¥æñÚ ×ñ´ Ìé•ãð´ Ì´» Ù ·¤M¡¤ — ¥æñÚ ßã ¥ßâÚ ß´ç¿Ì ÕæÜ·¤ àææ‹Ì ·¤×Úð ·ð¤ ¥´Ì ×ð´ àææ‹Ì ÕñÆæ ÚãÌæ ãñ ÌÍæ ·é¤À Ùãè´
âè¹Ìæ, Áñâæ âæð¿æ »Øæ ÍæÐ çàæÿæ·¤æð´ ·¤æð §â Âý·¤æÚ ·ð¤ ¥Ùé×æçÙÌ ¥Ùé×æÙæð´ ·¤æð çßàæðá Âý؈٠mæÚæ ÌæðǸÙæ ¿æçã°Ð
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SßÂýˆØØ çÙÕüÜ ãæðÌæ ãñÐ ¥ÂÙð ÎëçcÅ·¤æð‡æ ×êËØæð´ ÌÍæ ¥æÎÌæ𴠷𤠷¤æÚ‡æ Øã ÕãéÌ ¥æâæÙè âð çàæÿæ·¤æ𴠷𤠩gðàØ ÂýæŒÌè
×ð´ ÕæÏ·¤ ÂýÌèÌ ãæðÌæ ãñÐ §â·ð¤ ÂçÚ‡ææ× SßM¤Â çàæÿæ·¤æð´ ·ð¤ mæÚæ ç·¤Øð »Øð Âý؈٠ÕæÜ·¤ ·ð¤ SßÂýˆØØ ÂÚ ·é¤ÂýÖæß
ÇæÜÌð ãñÐ çàæÿæ·¤æð´ ·¤æð °ðâð Ù·¤æÚæˆ×·¤ ¥æƒææÌæð´ âð Õ¿Ùæ ¿æçã° ¥æñÚ ©â·ð¤ SÍæÙ ÂÚ °ðâð ÌÚè·ð¤ Éê´É¸Ùð ¿æçã° çÁââð
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çÁâ·¤è ÌéÜÙæ ×ð´ ¥ßâÚ ß´ç¿Ì ÕæÜ·¤æð´ ·ð¤ çÜ° ç·¤Øð Áæ Úãð ¥çÏ·¤ÌÚ ¥âȤÜÌæ ç×ÜÌè ãñÐ ç·¤‹Ìé §â ·¤æÚ‡æ âð
âȤÜÌæ ·ð¤ ×ãˆß ·¤æð Ù·¤æÚæ Ùãè´ Áæ â·¤Ìæ ãñÐ çàæÿæ·¤ ·¤æð çÙÚ‹ÌÚ, ÕæÚ•ÕæÚ ¥æñÚ ÕãéÌ ÏñØü ·ð¤ âæÍ ¥ßâÚß´ç¿Ì
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¿æçã°, °ðâð ãè Áñâð Àæ˜æ ·¤æð ¥ÂÙè ¥âȤÜÌæ ·¤æð Sßè·¤æÚ ·¤ÚÙæ âè¹Ùæ ¿æçã°Ð ç·¤‹Ìé ¥âȤÜÌæ ·ð¤ ·¤æÚ‡æ
çàæÿæ·¤ °ß´ Àæ˜æ ÎæðÙæð´ ·¤æð §Ù ÂýØæâæð´ ·¤æð ÀæðǸÙæ Ùãè´ ¿æçã°Ð â•ÖßÌÑ §ücØæü ßàæ ·¤æð§ü çàæÿæ·¤ °·¤ ÕæÜ·¤ ·¤è ÌéÜÙæ
ÎêâÚð âð Ùãè´ ·¤ÚÌæ, ç·¤‹Ìé çàæÿæ·¤æð´ ×ð´ ÁæÙÕêÛæ·¤Ú ¥Íßæ ¥´ÁæÙð ×ð´ Õ“ææð´ ×ð´ ÌéÜÙæ ãæðÙæ SßæÖæçß·¤ ãñÐ °ðâè ÌéÜÙæ¥æð´
âð ¥ßâÚß´ç¿Ì ÕæÜ·¤ ×ð´ ãèÙ ÖæßÙæ, ¥æ·é¤ÜÌæ, §ücØæü, ·¤Îé¥æãÅ °ß´ ¥æ·ý¤æðàæ ·¤æð Á‹× ÎðÌè ãñ´Ð ÕæÜ·¤ çàæÿæ·¤æð´ ·ð¤
ÂýæðˆâæãÙ ÌÍæ ·¤æØü ·ð¤ ÜÿØ ·¤æð ÂýÎæÙ ·¤ÚÙð â´Õ´Ïè â·¤æÚæˆ×·¤ ©gðàØæð´ ·¤æð Ùãè´ â×Ûæ ÂæÌæ ÌÍæ ©â·ð¤ SÍæÙ ÂÚ ÎêâÚæð´
âð ÌéÜÙæ ç·¤Øð ÁæÙð ×ð´ Ù·¤æÚæˆ×·¤ SßM¤Â ·¤æð ãè Îð¹Ìæ ãñÐ

46. ¥ßâÚß´ç¿Ì Õ“æð ÂɸÙð ·ð¤ çÜØð ÂýðçÚÌ Ùãè´ ãæðÌð, •Øæð´ç·¤ Ñ
(A) ©Ù·¤è ÕéçhÜ•Ïè (I.Q.) ·¤× ãæðÌè ãñÐ
(B) Øã â×Ûæ çÜØæ ÁæÌæ ãñ ç·¤, ©‹ãð´ âȤÜÌæ ç×Ü ãè Ùãè´ â·¤ÌèÐ
(C) ßã ÂèÀð ·ð¤ Õñ‹¿æð´ ÂÚ ÕñÆÌð ãñ´Ð
(D) ¥âȤÜÌæ ©Ù·¤è çÙØçÌ ãñÐ

D—0906 13 P.T.O.
47. The disadvantaged group has poor self concept because :
(A) they are failures in class.
(B) they sit silently in class.
(C) they face similar situation in life.
(D) it is difficult to assess their abilities.

48. The main cause of failure of disadvantaged children is due to :

(A) non-availability of suitable methods
(B) lack of patience in teachers.
(C) negative self-concept.
(D) lack of proper opportunities.

49. The best way to educate disadvantaged group of children is by :

(A) having good infrastructure.
(B) positive attitude and patience for children.
(C) upliftment of self-concept in children.
(D) avoiding punishment.

50. Disadvantaged children should not be compared with other children because it :
(A) reflects the bias attitude of teachers.
(B) has a negative aim
(C) results in the feeling of inferiority and self-pity in children.
(D) has a malicious intention.

-oOo-

D—0906 14
47. ¥ßâÚß´ç¿Ì Õ“ææð´ ·¤æ SßÂýˆØØ ÕãéÌ çÙÕüÜ ãæðÌæ ãñ, •Øæð´ç·¤ Ñ
(A) ßã ·¤ÿææ ×ð´ ¥âÈ¤Ü ãæðÌð ãñ´Ð
(B) ßã ·¤ÿææ ×ð´ ¹æ×æðàæ ÕñÆÌð ãñ´Ð
(C) ßã ÁèßÙ ×ð´ °ðâè ãè ÂçÚçSÍçÌØæð´ ·¤æ âæ×Ùæ ·¤ÚÌð ãñ´Ð
(D) ©Ù·¤è Øæð‚ØÌæ¥æð´ ·¤æ ¥æ´·¤ÜÙ ·¤çÆÙ ãñ´Ð

48. ¥ßâÚß´ç¿Ì Õ“ææð´ ·¤è ¥âȤÜÌæ ·¤æ ×é•Ø ·¤æÚ‡æ Ñ

(A) ßæ´çÀÌ çßçÏØæð´ ·¤æ ¥ÖæßÐ (B) çàæÿæ·¤æð´ ×ð´ ÏñØü ·¤è ·¤×èÐ
(C) Ù·¤æÚæˆ×·¤ SßÂýˆØØÐ (D) ©ÂØé•Ì ¥ßâÚæð´ ·¤æ ¥æÖæßÐ

49. ¥ßâÚß´ç¿Ì Õ“ææð´ ·¤æð ÂɸæÙð ·¤è âÕâð ©ÂØé•Ì çßçÏ ãæð â·¤Ìè ãñ Ñ
(A) ¥‘Àð âæÏÙæð´ ·¤æ ©ÂÜ•Ï ãæðÙæÐ
(B) â·¤æÚæˆ×·¤ ÎëçcÅ·¤æð‡æ °ß´ Õ“ææð´ ·ð¤ çÜ° ÏñØü ·¤æ ãæðÙæÐ
(C) Õ“ææð´ ·ð¤ SßÂýˆØØ ·¤æ𠪡¤¿æ ©ÆæÙæÐ
(D) Î‡Ç ·¤è ¥ßãðÜÙæ ·¤ÚÙæÐ

50. ¥ßâÚß´ç¿Ì Õ“ææð´ ·¤è ÎêâÚð Õ“ææð´ âð ÌéÜÙæ Ùãè´ ·¤ÚÙè ¿æçã°, •Øæð´ç·¤ Ñ
(A) §â×ð´ çàæÿæ·¤ ·¤æ Âêßæü»ýã ÛæÜ·¤Ìæ ãñÐ
(B) Ù·¤æÚæˆ×·¤ ©gðàØ ãæðÌæ ãñÐ
(C) §â·¤æ ÂçÚ‡ææ× ãèÙ ÖæßÙæ °ß´ ¥æˆ× ÃØÍæ ·ð¤ M¤Â ×ð´ ãæðÌæ ãñÐ
(D) §â×ð´ çßmðàæÂê‡æü ÖæßÙæ ·¤æ ©gðàØ ãæðÌæ ãñÐ

-oOo-

D—0906 15 P.T.O.
 Space For Rough Work

D—0906 16