UGC NET Questions (Paper – 1)

One important maxim of teaching is to proceed from simple to complex. This principle advises teachers to start with content that learners can easily grasp and then gradually introduce more difficult concepts as understanding grows. It respects the learner’s cognitive readiness and helps avoid overload. Thus, the correct completion of the maxim in the stem is simple.

Option A:
Simple content includes basic ideas, straightforward examples and familiar situations that can be understood with minimal cognitive effort. Beginning with these allows learners to build confidence and background knowledge. Because the maxim is literally phrased "from simple to complex," simple is the correct term.

Option B:
Known belongs to a different maxim, namely "from known to unknown," which focuses on familiarity rather than complexity. While related, it is not the phrase cited in the stem.

Option C:
Abstract belongs to yet another maxim, "from concrete to abstract," which stresses moving from tangible experiences to conceptual thinking. It does not fit the wording given.

Option D:
Whole relates to the maxim "from whole to part," which focuses on providing an overview before details. This also does not match the "simple to complex" wording used in the stem.

One of the important maxims of teaching is to move “from simple to complex.” This means that instruction should start with easier,more basic ideas and gradually progress to more difficult or abstract concepts. The stem describes exactly this progression,so the missing word is simple.

Option A:
Unknown would belong to the maxim “from known to unknown,”which emphasises familiarity rather than level of difficulty.

Option B:
Abstract appears in the maxim “from concrete to abstract,”which focuses on moving from tangible to conceptual ideas,not necessarily on ease or difficulty.

Option C:
Simple correctly captures the starting point of content in this maxim,where learners first handle manageable ideas before tackling complex ones.

Option D:
Spontaneous does not feature in the standard teaching maxims and does not describe the progression of difficulty.

The maxim “from known to unknown” advises teachers to start with ideas,examples or experiences that learners already understand and gradually lead them to new or unfamiliar concepts. This builds on existing cognitive structures and reduces anxiety. The stem states that the lesson begins with familiar examples and then moves to new ideas,which fits this maxim exactly.

Option A:
Simple belongs to the maxim “from simple to complex,”which focuses on degree of difficulty rather than familiarity. Although often related,it is not the phrase quoted in the question.

Option B:
Known indicates what is already familiar to learners; introducing new concepts by relating them to what students already know helps create meaningful connections. Because the stem stresses familiar examples leading to new ideas,known is the correct completion.

Option C:
Concrete is used in the maxim “from concrete to abstract,”emphasising movement from tangible experiences to conceptual understanding,yet the stem speaks about familiarity rather than concreteness.

Option D:
Whole is part of the maxim “from whole to part,”which involves presenting an overview before details,and does not best describe the pattern of starting with familiar and moving to unfamiliar.

The maxim “from life to books” advises teachers to start with real-life situations and then move to textbook explanations and formal theory. When teaching begins with learners’ daily experiences, it makes content meaningful and easier to grasp. Only after this connection is made do textbooks gain relevance. Thus, the maxim mentioned in the stem is correctly completed by the word books.

Option A:
Unknown belongs to the maxim “from known to unknown,” which emphasises familiarity rather than the relation between life situations and textbooks. It does not match the wording used in the stem.

Option B:
Abstract is part of the maxim “from concrete to abstract,” which deals with moving from tangible examples to conceptual ideas. Although related, it is not the phrase quoted in this question.

Option C:
Simple belongs to “from simple to complex,” focusing on difficulty level, not on the movement from real life to textbook content.

Option D:
Books symbolise formal, organised knowledge found in curriculum materials. The maxim encourages teachers to ground textbook material in learners’ lived experiences, so books is the right completion here.

Maxims of teaching guide the logical and psychological arrangement of content. The maxim from simple to complex suggests that learners should first encounter easier tasks so that they build confidence and basic understanding. Once they are comfortable with simple problems, they can handle more complex ones. In the situation described, moving from simple numerical problems to complex word problems clearly follows this maxim.

Option A:
This option presents the opposite sequence and would make learning more difficult. Starting with complex tasks can create confusion and anxiety, especially when foundational skills are not yet secure. It contradicts the principle illustrated in the example.

Option B:
This option correctly matches the described progression. Numerical problems are usually simpler and more straightforward, while word problems require interpretation and additional steps. Introducing the simple form first respects learners’ readiness and supports gradual increase in difficulty.

Option C:
This option refers to a different maxim which connects new content to existing knowledge. Although related to sequencing, it is not specifically demonstrated by the example, which focuses on complexity of tasks rather than familiarity of content.

Option D:
This option involves movement from abstract ideas to concrete experiences, which again does not fit the given situation. Both numerical and word problems in statistics are relatively abstract representations rather than concrete objects.

The maxim "from known to unknown" guides teachers to begin instruction with ideas and experiences that learners already understand. By building on what is familiar, teachers can gradually introduce new and more complex concepts. This approach reduces anxiety and cognitive overload while providing meaningful connections. Hence, the blank in the well-known maxim is correctly filled by the word known.

Option A:
Known indicates the existing knowledge, experiences or concepts that students hold before instruction. Effective teachers elicit this prior knowledge and then connect it to new content, making learning more meaningful. Because the maxim literally uses the phrase "from known to unknown," this option precisely matches the stem and is correct.

Option B:
Simple refers to the degree of complexity rather than familiarity. Although another maxim advises teachers to move from simple to complex, the stem specifically quotes wording that contrasts known and unknown, not simple and complex.

Option C:
Concrete relates to tangible, sensory-based experiences. There is also a maxim "from concrete to abstract," but this is different from the maxim cited in the question. Therefore, concrete is not appropriate here.

Option D:
Particular suggests moving from specific instances to general principles, which corresponds to the maxim "from particular to general." That is a separate principle and does not match the quoted phrase.

Statement A is correct because "known to unknown" directs the teacher to link new content with what learners already know. Statement B is correct since "simple to complex" helps in arranging learning experiences so that learners gradually handle more difficult material. Statement D is also correct because maxims of teaching serve as broad guidelines for planning and conducting classroom activities. Statement C is false; "concrete to abstract" actually means starting from concrete experiences or objects, not from symbolic representations alone. Therefore the correct set of statements is A, B and D only.

Option A:
Option A lists A, B and D, all of which accurately express the meaning and function of common maxims of teaching. It properly excludes C, which misinterprets the maxim "concrete to abstract". Because it contains all and only the true statements, A, B and D only is the correct combination.

Option B:
Option B selects A and B but omits D, even though D correctly states that maxims function as general guidelines for organising instruction. By ignoring this true statement, the option provides an incomplete list of correct statements. Hence A and B only cannot be accepted as the right answer.

Option C:
Option C groups A, C and D and treats them as correct, but C presents a wrong explanation of the "concrete to abstract" maxim. While A and D are true, including C as if it were correct undermines the logical consistency of the combination. Therefore A, C and D only is not a valid answer.

Option D:
Option D brings together B, C and D and assumes all three are correct. Although B and D are true statements, the presence of C, which misrepresents the role of concrete experiences, makes the set partly false. For this reason, B, C and D only cannot be the correct option.

The maxim “from concrete to abstract” advises teachers to begin with tangible,observable examples before moving to symbolic or theoretical descriptions. Real objects and models give learners direct experience that helps them understand later abstract ideas. The stem explicitly describes this sequence,so concrete is the correct word.

Option A:
Whole appears in the maxim “from whole to part,”which concerns presenting an overview before analysing components and is different from concrete experiences.

Option B:
Complex is part of the maxim “from simple to complex,”which deals with difficulty level,not with tangibility.

Option C:
Concrete refers to real and specific materials that can be seen or handled,which perfectly matches the use of objects and models.

Option D:
Unknown would belong to the maxim “from known to unknown,”which focuses on familiarity rather than concreteness,so it is not appropriate here.

The maxim “from known to unknown” advises teachers to anchor new learning in learners’ existing experiences and prior knowledge. Starting from what students already know helps reduce anxiety and makes it easier to connect new ideas meaningfully. This principle reflects psychological readiness and the constructivist view of learning. Therefore, “known” is the appropriate word to complete the well-known maxim in the stem.

Option A:
If teachers began “from unknown to unknown”, students would face unfamiliar content without any clear reference point. Such an approach would make it harder to build understanding because it ignores existing schemas. Hence, this phrase is not a recognized maxim of teaching.

Option B:
The phrase “from simple to complex” is indeed another important maxim, but it refers to the level of difficulty rather than familiarity. The stem explicitly mentions “to unknown”, which is paired with “known” in a different maxim. Therefore, “simple” is not the correct completion here.

Option C:
The recognized form of the maxim is “from known to unknown”, stressing that prior knowledge provides a bridge to new concepts. Using “known” indicates that teaching should begin with familiar examples, situations or ideas before moving into unfamiliar territory. This option precisely matches the wording of the maxim referenced in the stem.

Option D:
The term “abstract” appears in the maxim “from concrete to abstract”, which deals with moving from tangible examples to theoretical ideas. While important, it is not part of the “known to unknown” expression used in the question. Therefore, it does not correctly complete the given statement.

One of the classical maxims of teaching is “from simple to complex”, which suggests sequencing content so that learners first face easier material. As their understanding grows, they are gradually introduced to more difficult ideas. This progression supports confidence and prevents cognitive overload. Hence, when a teacher increases difficulty step by step, they are following the maxim from simple to complex.

Option A:
The phrase “from unknown to complex” is not a standard maxim of teaching and combines two challenging conditions for learners. Beginning with unknown material and ending with complex content would make learning unnecessarily difficult. Thus, “unknown” does not correctly complete the maxim in the stem.

Option B:
The word “abstract” belongs to the maxim “from concrete to abstract”, which focuses on moving from tangible experiences to theoretical concepts. The stem, however, ends with “to complex”, indicating a focus on difficulty rather than concreteness. Therefore, “abstract” is not the best choice here.

Option C:
The maxim “from concrete to complex” is not commonly recognized in teaching literature. “Concrete” relates to the tangible versus abstract nature of content, not directly to its level of difficulty. So this option does not align well with the phrase ending in “complex”.

Option D:
The phrase “from simple to complex” directly addresses the idea of increasing difficulty level as learners progress. Using “simple” at the beginning ensures that students can grasp the basics before tackling more sophisticated aspects. This option correctly completes the maxim referred to in the question.