Educational Psychology: A Cognitive View |
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... conditions and relevant cognitive processes involved. ... type of research and
are based on such modifications of learning theory as are necessitated by the
practical difficulties or the additional new variables involved in the task of
teaching.
... conditions and relevant cognitive processes involved. ... type of research and
are based on such modifications of learning theory as are necessitated by the
practical difficulties or the additional new variables involved in the task of
teaching.
˹éÒ 244
Second, once the teacher has acquired difficult concepts, he or she tends to
regard them as self-evident and to forget both the limiting developmental factors
involved in the learning process and the numerous misconceptions and
ambiguities ...
Second, once the teacher has acquired difficult concepts, he or she tends to
regard them as self-evident and to forget both the limiting developmental factors
involved in the learning process and the numerous misconceptions and
ambiguities ...
˹éÒ 405
Thus they facilitate dissociability strength catalytically and nonspecifically (rather
than through direct involvement in the parameters of the interactional process
involved in the acquisition of meanings). Furthermore, the effects of motivational ...
Thus they facilitate dissociability strength catalytically and nonspecifically (rather
than through direct involvement in the parameters of the interactional process
involved in the acquisition of meanings). Furthermore, the effects of motivational ...
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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