Educational Psychology: A Cognitive View |
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Figure 10.5 shows that we draw from the discipline to form our curriculum and to
select specific instructional activities. We also draw from the discipline of
education to plan instruction, and hopefully our Discipline Student Cognitive
Knowledge ...
Figure 10.5 shows that we draw from the discipline to form our curriculum and to
select specific instructional activities. We also draw from the discipline of
education to plan instruction, and hopefully our Discipline Student Cognitive
Knowledge ...
˹éÒ 510
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian.
empirical data are obtainable and even relevant in matters of discipline. Whether
or not particular disciplinary practices are appropriate depends, in the first place,
...
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian.
empirical data are obtainable and even relevant in matters of discipline. Whether
or not particular disciplinary practices are appropriate depends, in the first place,
...
˹éÒ 512
Distortions of Democratic Discipline Many educational theorists have
misinterpreted and distorted the ideal of democratic discipline by equating it with
an extreme form of permissiveness. Fortunately, however, most classroom
teachers have ...
Distortions of Democratic Discipline Many educational theorists have
misinterpreted and distorted the ideal of democratic discipline by equating it with
an extreme form of permissiveness. Fortunately, however, most classroom
teachers have ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
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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 necessary 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