This is Set 8 of 60 in the smartvidya question bank on Teaching Aptitude (UGC NET Paper 1, Unit I). Part I: Teaching: concept, objectives and levels. This set covers Maxims of teaching and general principles of teaching.
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Set 8: Maxims and Principles of Teaching
1. The maxim "from known to unknown" means that teaching should
(a) start with unfamiliar ideas to create curiosity
(b) teach only what the learner already knows
(c) start from what the learner already knows and move to new knowledge
(d) avoid using the learner's experience
Ans. (c) start from what the learner already knows and move to new knowledge — Explanation: New knowledge is easier to understand when it is linked to existing knowledge. [Ref: Maxims of teaching]
2. Teaching the letters of the alphabet before words, and words before sentences, follows the maxim
(a) from abstract to concrete
(b) from complex to simple
(c) from whole to part
(d) from simple to complex
Ans. (d) from simple to complex — Explanation: Simple elements are taught first and then combined into more complex forms. [Ref: Maxims of teaching]
3. Showing a real flower before describing the parts of a flower in words follows the maxim
(a) from abstract to concrete
(b) from general to particular
(c) from concrete to abstract
(d) from unknown to known
Ans. (c) from concrete to abstract — Explanation: Concrete objects help learners form clear ideas before moving to abstract descriptions. [Ref: Maxims of teaching]
4. The maxim "from particular to general" is the basis of the
(a) inductive method
(b) deductive method
(c) memory method
(d) lecture method
Ans. (a) inductive method — Explanation: In induction, learners study particular examples and derive a general rule. [Ref: Inductive method]
5. Teaching a poem as a whole first and then its parts follows the maxim
(a) from empirical to rational
(b) from part to whole
(c) from whole to part
(d) from simple to complex
Ans. (c) from whole to part — Explanation: Gestalt psychology stresses that the whole is perceived first, so wholes are introduced before parts. [Ref: Maxims of teaching]
6. The maxim "from whole to part" is supported mainly by
(a) faculty psychology
(b) Gestalt psychology
(c) behaviourism
(d) psychoanalysis
Ans. (b) Gestalt psychology — Explanation: Gestalt psychologists held that the whole is more than the sum of its parts and is perceived first. [Ref: Gestalt psychology]
7. The maxim "from empirical to rational" means moving from
(a) general rules to particular examples
(b) reasoning to memorisation
(c) theory to observation
(d) observation and experience to reasoning and explanation
Ans. (d) observation and experience to reasoning and explanation — Explanation: Learners first observe or experience something and then understand the reasoning behind it. [Ref: Maxims of teaching]
8. The maxim "from psychological to logical" means that teaching should
(a) ignore the learner's psychology
(b) start from the learner's interests and needs and gradually move to the logical order of the subject
(c) follow the logical order of the subject only
(d) be based only on the teacher's interest
Ans. (b) start from the learner's interests and needs and gradually move to the logical order of the subject — Explanation: Content is first arranged according to the learner's interests and maturity and later organised in logical subject order. [Ref: Maxims of teaching]
9. Many maxims of teaching such as "simple to complex" and "concrete to abstract" are associated with
(a) Sigmund Freud
(b) Kurt Lewin
(c) Ivan Pavlov
(d) Herbert Spencer
Ans. (d) Herbert Spencer — Explanation: Herbert Spencer, in his writings on education, laid down several such maxims. [Ref: Spencer, Education (1861)]
10. The maxim "from analysis to synthesis" means
(a) memorising first and understanding later
(b) breaking a problem into parts and then combining the parts into a whole solution
(c) starting with the most difficult topic
(d) teaching only parts and never the whole
Ans. (b) breaking a problem into parts and then combining the parts into a whole solution — Explanation: Analysis breaks the whole into elements and synthesis recombines them, helping deep understanding. [Ref: Maxims of teaching]
11. The principle of "learning by doing" was emphasised most strongly by
(a) Plato
(b) Herbart
(c) John Dewey
(d) Spearman
Ans. (c) John Dewey — Explanation: Dewey advocated active, experience-based learning in which children learn through purposeful activity. [Ref: Dewey, pragmatism]
12. The principle of motivation in teaching implies that the teacher should
(a) teach without considering interest
(b) arouse and sustain the interest of learners
(c) rely only on punishment
(d) avoid praising students
Ans. (b) arouse and sustain the interest of learners — Explanation: Motivated learners pay attention and persist, so arousing interest is a basic principle of teaching. [Ref: Principles of teaching]
13. The principle of "linking with life" means that teaching should
(a) relate content to the real-life situations and experiences of learners
(b) be unrelated to society
(c) confine learning to the textbook
(d) avoid examples from the environment
Ans. (a) relate content to the real-life situations and experiences of learners — Explanation: Relating lessons to daily life makes them meaningful and useful. [Ref: Principles of teaching]
14. The principle of "individual differences" requires the teacher to
(a) ignore slow learners
(b) adapt teaching to the different abilities and needs of learners
(c) teach only the gifted
(d) treat all learners in exactly the same way
Ans. (b) adapt teaching to the different abilities and needs of learners — Explanation: Learners differ in ability, interest and pace, so teaching must be adapted to them. [Ref: Principles of teaching]
15. The principle of "definite aim" in teaching means
(a) students should decide the aim each day
(b) every lesson should have clear objectives
(c) the teacher should aim only at examinations
(d) teaching should have no fixed purpose
Ans. (b) every lesson should have clear objectives — Explanation: Clear objectives give direction to the lesson and make evaluation possible. [Ref: Principles of teaching]
16. Which maxim is followed when a teacher teaches the geography of the school's own district before the geography of the country?
(a) From abstract to concrete
(b) From rational to empirical
(c) From far to near
(d) From near to far
Ans. (d) From near to far — Explanation: Learners understand their immediate surroundings first and then extend learning to distant places. [Ref: Maxims of teaching]
17. Starting with a rough idea of a concept and gradually making it precise follows the maxim
(a) from whole to part
(b) from indefinite to definite
(c) from known to unknown
(d) from definite to indefinite
Ans. (b) from indefinite to definite — Explanation: Children's early ideas are vague; teaching should gradually make them clear and definite. [Ref: Maxims of teaching]
18. The principle of "activity" in teaching is based on the idea that
(a) activity distracts learners
(b) learning is a passive process
(c) learners learn better when they are physically and mentally active
(d) only the teacher should be active
Ans. (c) learners learn better when they are physically and mentally active — Explanation: Active participation through doing, discussing and exploring improves understanding and retention. [Ref: Principles of teaching]
19. The principle of "correlation" in teaching means
(a) relating one subject or topic with others
(b) correlating marks with attendance
(c) matching teachers with classes
(d) comparing students with each other
Ans. (a) relating one subject or topic with others — Explanation: Correlation links knowledge across subjects and with life, making learning integrated. [Ref: Principles of teaching]
20. A mathematics teacher shows students many examples of triangles and lets them find that the angles add up to 180 degrees. The maxim followed is
(a) from general to particular
(b) from abstract to concrete
(c) from whole to part
(d) from particular to general
Ans. (d) from particular to general — Explanation: Students observe particular cases and arrive at the general rule, which is inductive reasoning. [Ref: Inductive method]
21. The principle of "recapitulation and revision" helps mainly in
(a) consolidation and retention of learning
(b) increasing the syllabus
(c) classroom decoration
(d) introducing new topics
Ans. (a) consolidation and retention of learning — Explanation: Periodic review strengthens memory and helps learners organise what they have learnt. [Ref: Principles of teaching]
22. The maxim "from actual to representative" means that teaching should
(a) begin with real objects and then use models, pictures or symbols
(b) use only models
(c) begin with symbols and then show real objects
(d) avoid real objects
Ans. (a) begin with real objects and then use models, pictures or symbols — Explanation: Real objects give direct experience; representations are easier to understand after that. [Ref: Maxims of teaching]
23. The principle of "democratic dealing" in teaching implies
(a) respecting students' views and encouraging their participation
(b) letting the class monitor teach
(c) taking a vote on every question
(d) allowing students to skip lessons
Ans. (a) respecting students' views and encouraging their participation — Explanation: A democratic teacher respects learners, encourages participation and shares responsibility. [Ref: Principles of teaching]
24. Which of the following maxims is the reverse of the inductive approach?
(a) From particular to general
(b) From concrete to abstract
(c) From general to particular
(d) From known to unknown
Ans. (c) From general to particular — Explanation: The deductive approach starts with the general rule and applies it to particular cases. [Ref: Deductive method]
25. The principle of "planning" in teaching implies that
(a) planning is required only for examinations
(b) lessons should be completely spontaneous
(c) only the principal should plan
(d) teaching should be pre-planned with objectives, methods, aids and evaluation
Ans. (d) teaching should be pre-planned with objectives, methods, aids and evaluation — Explanation: A well-prepared plan ensures logical sequence, appropriate methods and proper use of time. [Ref: Lesson planning]
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