Educational Psychology: A Cognitive View |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 91
˹éÒ 24
Reception versus Discovery Learning In reception learning (rote or meaningful)
the entire content of what is to be learned is presented to the learner in final form.
The learning task does not involve any independent discovery on the student's ...
Reception versus Discovery Learning In reception learning (rote or meaningful)
the entire content of what is to be learned is presented to the learner in final form.
The learning task does not involve any independent discovery on the student's ...
˹éÒ 50
It is true, of course, that in most potentially meaningful learning tasks, the
component parts of the material are already meaningful; but in these instances
the task as a whole is only potentially meaningful. For example, in learning a new
...
It is true, of course, that in most potentially meaningful learning tasks, the
component parts of the material are already meaningful; but in these instances
the task as a whole is only potentially meaningful. For example, in learning a new
...
˹éÒ 628
Meaningful learning: the acquisition of new meanings; it presupposes a
meaningful learning set and a potentially meaningful learning task (that is, a task
that can be related in nonarbitrary, substantive fashion to what the learner
already ...
Meaningful learning: the acquisition of new meanings; it presupposes a
meaningful learning set and a potentially meaningful learning task (that is, a task
that can be related in nonarbitrary, substantive fashion to what the learner
already ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
ÅÔ¢ÊÔ·¸Ôì | |
18 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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 studies subject-matter success task teachers teaching tend theory tion transfer understanding variables verbal
ºÃóҹءÃÁ
| ª×èÍ˹ѧÊ×Í | Educational Psychology: A Cognitive View |
| ¼Ùéà¢Õ¹ | David Paul Ausubel, Joseph Donald Novak, Helen Hanesian |
| ©ºÑº | 2, ©ºÑº·ÕèÁÕÀÒ¾»ÃСͺ |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Holt, Rinehart and Winston, 1978 |
| µé¹©ºÑºÁÒ¨Ò¡ | University of Michigan |
| á»Å§à»ç¹¢éÍÁÙÅ´Ô¨Ô·ÑÅ | 3 ¾.Â. 2006 |
| ISBN | 0030899516, 9780030899515 |
| ¤ÇÒÁÂÒÇ | 733 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |