Educational Psychology: A Cognitive View |
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˹éÒ 63
In the second stage the child understands what he or she perceives; that is,
acquires the meaning. ... It consists of awareness both of the separate meanings
of the component words and of the syntactic relations among them, but stops
short of ...
In the second stage the child understands what he or she perceives; that is,
acquires the meaning. ... It consists of awareness both of the separate meanings
of the component words and of the syntactic relations among them, but stops
short of ...
˹éÒ 127
In the more complete sense of the term, therefore, the actual interactional product
of the meaningful learning process is not just the new meaning of a' but includes
the modification of the anchoring idea and is the composite meaning A'a'.
In the more complete sense of the term, therefore, the actual interactional product
of the meaningful learning process is not just the new meaning of a' but includes
the modification of the anchoring idea and is the composite meaning A'a'.
˹éÒ 320
New actual or experienced meanings are acquired and previously acquired
meanings are consolidated. The learner has another opportunity to acquire more
subtle potential meanings in the material that were partially or completely missed
on ...
New actual or experienced meanings are acquired and previously acquired
meanings are consolidated. The learner has another opportunity to acquire more
subtle potential meanings in the material that were partially or completely missed
on ...
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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