CTET Syllabus 2024 In Hindi Download PDF – CBSE Board के Dec CTET का Syllabus PDF जारी देखे नया सिलेबस क्या है !

2024 के CTET Syllabus 2024 In Hindi : यदि आप भी केंद्रीय शिक्षक पात्रता परीक्षा की तैयारी में जुटे हैं, तो यह जानकारी आपके पेपर 1 और पेपर 2 की तैयारी को एक नई दिशा देने के साथ-साथ आपकी सफलता की संभावनाओं को भी मजबूत करेगी। इस लेख में हम आपको CTET Syllabus 2024 In Hindi की विस्तृत जानकारी प्रदान करेंगे, जिसे पढ़ने के लिए आपको सावधानीपूर्वक ध्यान देना होगा।

हम आपको सूचित करते हैं कि CTET Syllabus 2024 In Hindi  के साथ-साथ CTET Syllabus 2024  की अधिसूचना भी जारी की जा चुकी है। इसके आधिकारिक अधिसूचना की PDF लिंक भी आपको इसी लेख में उपलब्ध कराई जाएगी। लेख के अंत तक हमारे साथ बने रहें, जहाँ हम आपको क्विक लिंक्स भी प्रदान करेंगे ताकि आप इसी प्रकार के अन्य लेखों को आसानी से प्राप्त कर सकें और उनका लाभ उठा सकें।


CTET Syllabus 2024 In Hindi – Overview

विवरण जानकारी
परीक्षा बोर्ड का नाम केंद्रीय माध्यमिक शिक्षा बोर्ड (CBSE)
परीक्षा का नाम केंद्रीय शिक्षक पात्रता परीक्षा (CTET)
परीक्षा का संस्करण 18वाँ संस्करण
लेख का नाम CTET पाठ्यक्रम 2024 हिंदी में
लेख का प्रकार पाठ्यक्रम
CTET पाठ्यक्रम 2024 की विस्तृत जानकारी हिंदी में? कृपया लेख को पूरा पढ़ें।

CBSE बोर्ड द्वारा दिसंबर Dec CTET का Syllabus PDF उपलब्ध कराई गई, अब परीक्षा की तैयारी में नहीं आएगी कोई बाधा –CTET Syllabus 2024 In Hindi?

सभी CTET प्रतियोगी जो केंद्रीय शिक्षक पात्रता परीक्षा की तैयारी में लगे हुए हैं, उनका इस लेख में हार्दिक अभिनंदन है। हम आपको विस्तार से CTET Syllabus 2024 In Hindi में जानकारी प्रदान करेंगे।

CTET Syllabus 2024 In Hindi CTET Syllabus 2024  Download PDF – CBSE Board के Dec CTET का Syllabus PDF जारी देखे नया सिलेबस क्या है!


Paper I (for classes 1 to V) Primary Stage

Child Development and Pedagogy

Child Development (Primary School Child)

  • The Concept of Development and Its Relationship with Learning
  • Fundamental Principles of Children’s Development
  • The Effects of Genetics and Environment
  • Socialization Processes: The Impact of the Social World on Children, Including Influences from Teachers, Parents, and Peers
  • Theories of Piaget, Kohlberg, and Vygotsky: Key Concepts and Critical Viewpoints
  • The Notion of Child-Centered and Progressive Education
  • A Critical Examination of the Concept of Intelligence
  • The Idea of Multi-Dimensional Intelligence
  • The Interconnection Between Language and Thought
  • Gender as a Construct in Society: Roles, Bias, and Implications in Education
  • Understanding Individual Variations Among Learners, Including the Influence of Language, Caste, Gender, Community, Religion, etc.
  • Differentiating Between ‘Assessment for Learning’ and ‘Assessment of Learning’, Along with School-Based Assessment and Continuous & Comprehensive Evaluation: Theory and Application
  • Crafting Suitable Questions to Determine Learners’ Readiness, Enhance Learning and Critical Thinking in the Classroom, and Evaluate Student Achievement.

b) Understanding the idea of teaching all kids together, including those with special needs.

  • Reaching out to students from various backgrounds, including those who are less privileged
  • Catering to children who face challenges in learning or have disabilities
  • Providing for those who are gifted, imaginative, or have special abilities

c) Learning and Pedagogy

  • Understanding how children think and learn; reasons why some children do not succeed in school.
  • Fundamental methods of teaching and learning; how children approach learning; learning as a group activity; the social environment’s role in learning.
  • Viewing the child as someone who can solve problems and investigate like a scientist.
  • Different ways children learn, recognizing children’s mistakes as important parts of learning.
  • The relationship between thinking and feelings.
  • The role of motivation in the learning process.
  • Elements that help learning include personal characteristics and the surroundings.

II. Language I

a) Language Comprehension

  •  Comprehending unfamiliar texts – includes reading two pieces; one could be from prose or a play, and the other a poem. Questions will focus on understanding, deduction, grammar, and language skills (The prose section might be from literature, science-related, storytelling, or a discussion).

b) Pedagogy of Language Development

  • The difference between how we learn and how we pick up language.
  • Basic rules for teaching languages.
  • Importance of listening and speaking; how language functions and its use by children as communication.
  • Evaluating the importance of grammar in language learning for effective verbal and written communication.
  • Difficulties faced in language teaching within a diverse group of students: language barriers, mistakes, and disorders.
  • Developing language abilities.
  • Assessing understanding and fluency in a language, including skills in speaking, listening, reading, and writing.
  • Resources for teaching and learning languages: textbooks, multimedia content, and the classroom’s multilingual assets.
  • Strategies for extra help and instruction to address learning gaps.

III. Language -II 

a) Comprehension

  • Two unfamiliar prose excerpts (argumentative, literary, storytelling, or scientific) accompanied by questions to evaluate understanding, grammatical knowledge, and language skills.

b) Pedagogy of Language Development 

  • Understanding the process of learning and acquiring language
  • Fundamental principles guiding the teaching of languages
  • The role of listening and speaking; utilizing language as a cognitive tool for children
  • Critical analysis of grammar’s significance in the verbal and written communication of ideas
  • Addressing the challenges faced in teaching languages in classrooms with diverse student populations, addressing language barriers and errors
  • Enhancing language skills
  • Methods for evaluating language comprehension and proficiency in speaking, listening, reading, and writing
  • Using instructional materials effectively, including textbooks, multimedia, and multilingual classroom resources
  • Implementing supplementary and remedial teaching strategies.

IV Mathematics

a) Content

  • Geometry
  • Shapes & Spatial Understanding
  • Solids around Us
  • Numbers
  • Addition and Subtraction
  • Multiplication
  • Division
  • Measurement
  • Weight
  • Time
  • Volume
  • Data Handling
  • Patterns
  • Money

b) Pedagogical issues

  • Exploring the nature of Mathematics and logical thinking, comprehending the thought processes and reasoning patterns children use to learn and make sense of concepts.
  • The role and significance of Mathematics in the educational curriculum.
  • Understanding and using the specialized language associated with Mathematics.
  • Integrating community-based examples and practices into Mathematics teaching.
  • Employing both formal and informal assessment methods for evaluation.
  • Identifying common issues and challenges in Mathematics teaching.
  • Analyzing errors to enhance both learning and teaching methodologies.
  • Implementing diagnostic and remedial teaching to support students with difficulties.

V. Environmental Studies

a) Content

  • Family and Friends: Relationships, Work and Play, Animals, Plants
    ii. Food
    iii. Shelter
    iv. Water
    v. Travel
    vi. Things We Make and Do.

b) Pedagogical Issues

  • Understanding the concept and extent of Environmental Studies (EVS).
  • Recognizing the importance of EVS and the concept of an integrated EVS curriculum.
  • Distinguishing between Environmental Studies and Environmental Education.
  • Principles that underpin effective learning in EVS.
  • Defining the relationship and overlap between EVS, Science, and Social Science.
  • Strategies for introducing EVS concepts to students.
  • Engaging students through interactive activities.
  • Emphasizing hands-on experimentation and practical work.
  • Facilitating learning through group discussions.
  • Implementing Continuous and Comprehensive Evaluation (CCE) in EVS.
  • Utilizing various teaching materials and aids to enhance learning.
  • Addressing common challenges encountered in teaching EVS.

Paper II (for classes VI to VIII) Elementary Stage

I. Child Development and Pedagogy

a) Child Development (Elementary School Child)

  • Relationship between child development and learning processes.
  • Fundamental principles guiding children’s development.
  • The role of genetics and environment in development.
  • Socialization influences: The impact of teachers, parents, and peers on children.
  • Theories of Piaget, Kohlberg, and Vygotsky on development and their critiques.
  • The philosophy behind child-centred and progressive education methods.
  • Analyzing the concept of intelligence from a critical standpoint.
  • Recognizing the multifaceted nature of intelligence.
  • The interplay between language development and thought processes.
  • Understanding gender as a societal concept, its roles, biases, and educational effects.
  • Acknowledging and respecting individual learner differences based on various socio-cultural factors.
  • Differentiating between evaluative methods: assessment for learning vs. assessment of learning.
  • Strategies for assessing student readiness and promoting critical thinking.
  • Developing effective questions to measure student learning and achievement.

b) concept of inclusive education and understanding children’s special needs

  • Catering to students from varied backgrounds, including those who are underprivileged.
  • Meeting the requirements of children with learning challenges and disabilities.
  • Providing support for gifted, creative, and differently-abled students.

c) LearningandPedagogy

  • Understanding the mental processes and learning methods of children; reasons behind their struggles with academic success.
  • Fundamentals of teaching and learning methods; viewing learning as a social interaction and its environmental influences.
  • Recognizing the child as a problem solver and a keen explorer of their world.
  • Acknowledging different learning models in children and perceiving their mistakes as critical learning milestones.
  • The interplay of cognition and emotions in learning.
  • The role of motivation in the learning process.
  • Identifying personal and environmental elements that enhance learning.

II. Language I

a) Language Comprehension

  • Engaging with two unseen texts: one prose or drama and one poem.
  • Answering questions that test understanding, deduction, grammatical knowledge, and verbal skills.
  • Interpreting literary, scientific, narrative, or argumentative prose passages.
  • Analyzing poetic devices, themes, and expressions within poetry.

b) Pedagogy of Language Development

  • Understanding the process of learning and language acquisition.
  • Foundations of language teaching methodologies.
  • Importance of listening and speaking; language as a practical tool for children.
  • Analyzing the importance of grammar in language learning for both speech and writing.
  • Addressing the challenges of teaching language in classrooms with diverse linguistic backgrounds and dealing with language barriers and disorders.
  • Enhancing and practicing language skills.
  • Assessing comprehension and proficiency in language: spoken, listened, read, and written forms.
  • Utilizing teaching and learning resources: textbooks, multimedia, and multilingual classroom tools.
  • Implementing remedial teaching strategies for students needing additional support.

III. Language-II

a) Comprehension

  • Two unseen prose passages (discursive literary narrative or scientific) with questions on
    comprehension, grammar and verbal ability

b) Pedagogy of Language Development

  • The process of learning and how languages are acquired.
  • Fundamental principles guiding the teaching of languages.
  • The roles of listening and speaking; the use of language as a tool by children.
  • A critical examination of grammar’s importance in language learning for effective verbal and written communication.
  • The complexities of language instruction in diverse classrooms; addressing language challenges, mistakes, and disorders.
  • Development and refinement of language skills.
  • Methods for evaluating comprehension and proficiency in language, including speaking, listening, reading, and writing.
  • Selection and use of teaching and learning materials, including textbooks, multimedia resources, and multilingual classroom aids.
  • Strategies for remedial teaching to support students with additional learning needs.

IV. Mathematics and Science

(i) Mathematics

Number System

  • Knowing our Numbers
  • Playing with Numbers
  • Whole Numbers
  • Negative Numbers and Integers
  • Fractions


  • Introduction to Algebra
  • Ratio and proportion


  • Basic geometrical ideas (2-D)
  • Understanding Elementary Shapes (2-D and 3-D)
  • Symmetry:(reflection)
  • Construction (using Straight edge Scale, protractor, compasses)
  • Mensuration
  • Data handling

b) Pedagogical issues

  • Nature of Mathematics/Logical Thinking
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation
  • RemedialTeaching
  • Problem of teaching

i) Science


  • Origins of food items
  • Constituents of food
  • Food hygiene and cleaning practices


  • Everyday materials and their applications
  • Exploring the living world
  • Dynamics of movement: objects, people, and concepts
  • Understanding the mechanics of how things function
  • Basics of electric current and circuitry
  • The science of magnetism
  • Investigating natural phenomena
  • The conservation and utilization of natural resources.

b) Pedagogical issues

  • The essence and framework of science
  • Objectives and goals of natural science
  • Comprehension and appreciation of scientific principles
  • Unified and cohesive scientific approaches
  • Employing observation, experimentation, and discovery as scientific methods
  • Encouraging innovation within scientific studies
  • Utilizing textbooks and other educational aids effectively
  • Assessing cognitive, psychomotor, and emotional learning
  • Identifying and addressing common scientific and educational challenges
  • Implementing strategies for remedial education in science.

V. Social Studies/Social Sciences

a) Content


  • The timeline and context of historical events
  • Societies in the earliest times
  • The emergence of the first farmers and herders
  • The rise of the first urban centres
  • Formation of early states and societies
  • Introduction of new philosophies and ideas
  • Establishment of the first large empires
  • Trade and cultural exchanges with distant lands
  • Evolution of political structures and governance
  • Developments in culture and scientific thought
  • Rise of new rulers and the consolidation of kingdoms
  • The era of the Delhi Sultanate and its influence
  • Achievements in architecture during different periods
  • Formation and expansion of significant empires
  • Dynamics of social change through history
  • Growth of regional cultural identities
  • The British East India Company’s rise to power
  • Rural society and economic structures
  • Impacts of colonialism on tribal communities
  • The Indian rebellion of 1857-58 and its effects
  • The role of women in social reform movements
  • Efforts to confront and change the caste system
  • Progression of the Indian nationalist movement
  • India’s journey and transformations post-independence.


  • HumanEnvironment: settlement, transport and communication
  • Resources: Types-Natural and Human
  • Agriculture
  • Geography as a social study and as a science
  • Planet: Earth in the solar system
  • Globe
  • Environment in its totality: natural and human environment
  • Air
  • Water

Social and Political Life

  • Exploring diversity in society
  • Structure and role of government
  • Functions of local governmental bodies
  • Various ways of earning a livelihood
  • Principles and practice of democracy
  • Governance at the state level
  • Role and influence of media in society
  • Examining gender roles and equality
  • Understanding the constitution’s significance
  • The framework of parliamentary government
  • The judiciary system and its workings
  • Addressing social justice and marginalized communities

b) Pedagogical issues 

  • Concept & Nature of Social Science/Social Studies
  • Class Room Processes, activities and discourse
  • Developing Critical thinking
  • Enquiry/Empirical Evidence
  • Problems of Teaching Social Science/Social Studies
  • Sources -Primary& Secondary
  • Projects Work
  • Evaluation आदि।

अंत में, हमने आपको पाठ्यक्रम की संपूर्ण जानकारी विस्तार से प्रदान की है ताकि आप इसका पूर्ण लाभ उठा सकें।


हमारे वे सभी विद्यार्थी जो CBSE बोर्ड द्वारा आयोजित केंद्रीय शिक्षक पात्रता परीक्षा (CTET) में भाग लेने वाले हैं, उनकी तैयारी को मजबूती प्रदान करने के लिए हमने CTET पाठ्यक्रम 2024 के बारे में हिंदी में विस्तार से बताया है, ताकि वे अपनी भर्ती परीक्षा की तैयारी आसानी से कर सकें और शानदार सफलता प्राप्त कर सकें।

अंत में, हमें उम्मीद है कि आप सभी परीक्षार्थियों को हमारा यह लेख बहुत पसंद आया होगा और आप इसे लाइक, शेयर और कमेंट करके हमारा उत्साहवर्धन करेंगे।

Quick Links

            Official Website Click Here
      Join Our Telegram Group Click Here
   Join Our WhatsApp Channel Click Here
Direct Link of Official Syllabus & Notification Click Here


सीटेट का फॉर्म कब भरा जाएगा 2024?

जिसके अनुसार यह बताया जा रहा है कि CTET Application form Starting Date 27 अप्रैल 2024 होगी। उम्मीदवार को 26 मई 2024 से पहले विभाग की आधिकारिक वेबसाइट पर ऑनलाइन आवेदन कर करना होगा।

How many attempts are allowed in CTET?

There is no restriction on the number of attempts a person can take to acquire a CTET Certificate. A person qualified for CTET may also appear again to improve his/her score.

How long is the CTET valid for?


The CTET Certificate validity has been extended from seven years to a lifetime. Candidates qualifying for the CTET 2022-23 exam will be able to apply for teacher recruitment in Central schools at any point in time till they fulfil the eligibility criteria prescribed by the respective recruiting agency or school. CTET Syllabus 2024

Amar Kumar is a graduate of Journalism, Psychology, and English. Passionate about communication - with words spoken and unspoken, written and unwritten - he looks forward to learning and growing at every opportunity. Pursuing a Post-graduate Diploma in Translation Studies, he aims to do his part in saving the 'lost…

This is a new paragraph added to the author box.

Leave a Comment