Educational Psychology: A Cognitive View |
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necessarily follows that learning outcomes should be superior to those that
eventuate when instruction is geared to a hypothetical set of characteristics and
requirements reflective of the mean pupil in a group. Surprisingly enough,
however ...
necessarily follows that learning outcomes should be superior to those that
eventuate when instruction is geared to a hypothetical set of characteristics and
requirements reflective of the mean pupil in a group. Surprisingly enough,
however ...
˹éÒ 296
Programmed Instruction The highly complex logistical task of individualizing
instruction for each pupil in terms of the pupil's differential abilities and aptitudes ,
cognitive style , personality traits , existing preconceptions , and current ...
Programmed Instruction The highly complex logistical task of individualizing
instruction for each pupil in terms of the pupil's differential abilities and aptitudes ,
cognitive style , personality traits , existing preconceptions , and current ...
˹éÒ 384
are essentially A-T units that contain all of the components listed above for
instructional modules. Tutorial Instruction From the standpoint of assimilation
theory, tutorial instruction could be the most effective method of teaching. In
tutorial ...
are essentially A-T units that contain all of the components listed above for
instructional modules. Tutorial Instruction From the standpoint of assimilation
theory, tutorial instruction could be the most effective method of teaching. In
tutorial ...
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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