Educational Psychology: A Cognitive View |
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All of the foregoing methods have proved more effective than either complete
discovery or reception learning, particularly in the retention and transfer of
problem-solving skills. In a reception learning situation, external assistance takes
the form ...
All of the foregoing methods have proved more effective than either complete
discovery or reception learning, particularly in the retention and transfer of
problem-solving skills. In a reception learning situation, external assistance takes
the form ...
˹éÒ 337
either completely autonomous discovery or the provision of complete guidance.
Wittrock (1963c) and Wittrock and Twelker (1964) further substantiated this
conclusion recently in well-controlled studies in which college students were
taught to ...
either completely autonomous discovery or the provision of complete guidance.
Wittrock (1963c) and Wittrock and Twelker (1964) further substantiated this
conclusion recently in well-controlled studies in which college students were
taught to ...
˹éÒ 388
ber of study units mastered and/or the amount of time needed successfully to
complete the units.” Successful completion of evaluation items for each study unit
forms the basis for each student's evaluation rather than group testing that ranks
...
ber of study units mastered and/or the amount of time needed successfully to
complete the units.” Successful completion of evaluation items for each study unit
forms the basis for each student's evaluation rather than group testing that ranks
...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
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ability abstract academic achievement acquired acquisition activities actual anxiety approach aspects assimilation attributes Ausubel become behavior changes child classroom cognitive structure complete concepts course creativity culture dependent differentiation discipline discovery educational effects evidence example existing experience facilitate fact factors findings function given greater Hence ideas important increasing individual influence instances instruction intellectual intelligence involved Journal kinds knowledge language later learner learning task less logical material matter meaningful learning meanings measure method motivation nature objectives occurs operations organizers particular performance personality positive possible potentially practice presented principles problem solving propositions Psychology pupils reason reflects relationship relatively relevant response retention rote scores situations social specific stage status subject matter success task teachers teaching tend theory tion transfer understanding variables verbal