Home Learning Video For Std 9 DD Girnar / Diksha Portal
In This Post, We Are Provide Information About Home Learning Video For Std 9 DD Girnar And Diksha Portal. std 9 Home Learning Video DD Girnar And Diksha Portal. std 9 All Date Home Learning Video YouTuibe And Diksha Portal Link. You Can Check Daily This Post For Your Home Learning Video.
In this time science and technology are advancing while wisdom and wisdom are advancing. Knowledge is increasing but personality is collapsing which is causing imbalances in many areas in which we face various disasters. this example has forced us to think deeply about our education system.
Online Education TV channel List Gujarat (Std 3 To 12 DD Girnar Time Table Online Education TV channel List Gujarat )
09.30 to 10.00 ; STD 4
10.00 to 10.30 STD 5
10.30 to 11.00 STD 6
11.30 to 12.00 STD 7
02.30 to 03.00 STD 8
12.00 to 01.00 STD 9/10
DD GIRNAR Channel DD Girnar Gujarati Channel is available on the following various Cables/DTH.
(2) Airtel - 589
(3) TATA SKY - 1749
(4) VIDEOCON - 878
(5) DISHTV - 1279
(6) SUN - 660
According to the National Curriculum Framework (NCF-2005), while the national level textbook was being written, the task of translating its objectives was challenged by the group performing on the book. The authors would really like to share their experiences on a couple of issues discussed during this process.
the kid looks at the environment around him as an entire. they are doing not divide any issue into "science" and "social science". So it became necessary to consider compiling this book rather than two different sections. rather than performing on content issues. it had been decided to develop the curriculum itself by associating it with the occupation and establishing interrelationships.
The textbook covers all the aspects in physical, social, and cultural contexts in such how that the kid features a choice. The challenge of writing at the national level was to reflect the multicultural dimensions of various classrooms. it had been imperative that the kid gives equal importance to each community, culture, and way of life.
When the book was written, who is that the child we are addressing, the large question was, is he a toddler of an enormous city or a toddler of a slum school, a toddler of a little town, a faculty of a village, or a toddler of a foreign school during a mountainous region? How can we address such a various group? It must face diversity like caste, class, culture, religion, language, geographical situation, etc.
The book covers a number of these issues, which the teacher must also present sensitively in his own style. In the middle of the book's content is that the child, which provides him ample opportunity for innovation. Attempts are made to consciously avoid gossip and descriptions and definitions.
it's easy to offer information, but the important challenge is to offer the kid opportunities to find out where he can sing, nurture his curiosity, study through activity, ask questions, do experiments, and so on. within the same context, descriptions, poems, stories, puzzles, jigsaws, humorous stories, etc. are wont to keep the kid working with the book.
In this time science and technology are advancing while wisdom and wisdom are advancing. Knowledge is increasing but personality is collapsing which is causing imbalances in many areas in which we face various disasters. this example has forced us to think deeply about our education system.
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| Home Learning Video For Std 9 DD Girnar / Diksha Portal |
Online Education TV channel List Gujarat (Std 3 To 12 DD Girnar Time Table Online Education TV channel List Gujarat )
Time TABLE STD 3 TO 12 OF DD GIRNAR PRASARAN july 2020
09.30 to 10.00 ; STD 4
10.00 to 10.30 STD 5
10.30 to 11.00 STD 6
11.30 to 12.00 STD 7
02.30 to 03.00 STD 8
12.00 to 01.00 STD 9/10
DD GARNER CHANNEL LIST OF TV
DD GIRNAR Channel DD Girnar Gujarati Channel is available on the following various Cables/DTH.
(1) GTPL- 275(2) Airtel - 589
(3) TATA SKY - 1749
(4) VIDEOCON - 878
(5) DISHTV - 1279
(6) SUN - 660
about std 9 NCERT textbook and National Curriculum Framework
According to the National Curriculum Framework (NCF-2005), while the national level textbook was being written, the task of translating its objectives was challenged by the group performing on the book. The authors would really like to share their experiences on a couple of issues discussed during this process.
the kid looks at the environment around him as an entire. they are doing not divide any issue into "science" and "social science". So it became necessary to consider compiling this book rather than two different sections. rather than performing on content issues. it had been decided to develop the curriculum itself by associating it with the occupation and establishing interrelationships.
The textbook covers all the aspects in physical, social, and cultural contexts in such how that the kid features a choice. The challenge of writing at the national level was to reflect the multicultural dimensions of various classrooms. it had been imperative that the kid gives equal importance to each community, culture, and way of life.
When the book was written, who is that the child we are addressing, the large question was, is he a toddler of an enormous city or a toddler of a slum school, a toddler of a little town, a faculty of a village, or a toddler of a foreign school during a mountainous region? How can we address such a various group? It must face diversity like caste, class, culture, religion, language, geographical situation, etc.
The book covers a number of these issues, which the teacher must also present sensitively in his own style. In the middle of the book's content is that the child, which provides him ample opportunity for innovation. Attempts are made to consciously avoid gossip and descriptions and definitions.
it's easy to offer information, but the important challenge is to offer the kid opportunities to find out where he can sing, nurture his curiosity, study through activity, ask questions, do experiments, and so on. within the same context, descriptions, poems, stories, puzzles, jigsaws, humorous stories, etc. are wont to keep the kid working with the book.
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Stories and occasions are wont to make the kid sensitive in order that he can easily reconcile with the characters. The language of the book is kept within the sort of general conversation instead of formal. it's important that children take a lively part in creating knowledge. The activities given within the book require gardens, farms, reservoirs for youngsters to watch,
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