UGC NET Paper-I Units

UGC NET Paper-I Topics

Unit-I: Teaching Aptitude

• Teaching: Concept, objectives, levels of teaching (memory, understanding and reflective), characteristics and basic requirements
• Learner’s characteristics: Characteristics of adolescent and adult learners (academic, social, emotional and cognitive), individual differences
• Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution
• Methods of teaching in institutions of higher learning: Teacher centred vs. learner centred methods; offline vs. online methods (Swayam, Swayamprabha, MOOCs etc.).
• Teaching support system: Traditional, modern and ICT based
• Evaluation systems: Elements and types of evaluation, evaluation in Choice Based Credit System in higher education, computer based testing, innovations in evaluation systems

Unit-II: Research Aptitude

• Research: Meaning, types, and characteristics, positivism and post-positivistic approach to research
• Methods of research: Experimental, descriptive, historical, qualitative and quantitative methods
• Steps of research
• Thesis and article writing: Format and styles of referencing
• Application of ICT in research
• Research ethics

Unit-III: Comprehension

• A passage of text be given. Questions to be asked from the passage to be answered

Unit-IV: Communication

• Communication: Meaning, types and characteristics of communication
• Effective communication: Verbal and non-verbal, inter-cultural and group communications, classroom communication
• Barriers to effective communication
• Mass-media and society

Unit-V: Mathematical Reasoning and Aptitude

• Types of reasoning
• Number series, letter series, codes and relationships
• Mathematical aptitude (fraction, time & distance, ratio, proportion and percentage, profit and loss, interest and discounting, averages etc.)

Unit-VI: Logical Reasoning

• Understanding the structure of arguments: Argument forms, structure of categorical propositions, mood and figure, formal and informal fallacies, uses of language, connotations and denotations of terms, classical square of opposition
• Evaluating and distinguishing deductive and inductive reasoning
• Analogies
• Venn diagram: Simple and multiple use for establishing validity of arguments
• Indian Logic: Means of knowledge
• Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension)
• Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference)

Unit-VII: Data Interpretation

• Sources, acquisition and classification of data
• Quantitative and qualitative data
• Graphical representation (bar-chart, histograms, pie-chart, table-chart and line-chart) and mapping of data
• Data interpretation
• Data and governance

Unit-VIII: Information and Communication Technology (ICT)

• ICT: General abbreviations and terminology
• Basics of Internet, Intranet, E-mail, Audio and Video-conferencing
• Digital initiatives in higher education
• ICT and Governance

Unit-IX: People, Development and Environment

• Development and environment: Millennium development and Sustainable development goals
• Human and environment interaction: Anthropogenic activities and their impacts on environment
• Environmental issues: Local, regional and global; air pollution, water pollution, soil pollution, noise pollution, waste (solid, liquid, biomedical, hazardous, electronic), climate change and its socio-economic and political dimensions
• Impacts of pollutants on human health
• Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear and Forests
• Natural hazards and disasters: Mitigation strategies
• Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/efforts -Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance

Unit-X: Higher Education System

• Institutions of higher learning and education in ancient India
• Evolution of higher learning and research in post-independence India
• Oriental, conventional and non-conventional learning programmes in India
• Professional, technical and skill-based education.
• Value education and environmental education
• Policies, governance, and administration