Educational Psychology: A Cognitive View |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 80
˹éÒ 73
Phonetic versus Wholistic Methods of Teaching Reading In terms of the foregoing
analysis of the cognitive processes involved in learning to read , the so - called
phonetic or phonic method of teaching reading ( that is , prior emphasis on letter
...
Phonetic versus Wholistic Methods of Teaching Reading In terms of the foregoing
analysis of the cognitive processes involved in learning to read , the so - called
phonetic or phonic method of teaching reading ( that is , prior emphasis on letter
...
˹éÒ 528
What are some of the legitimate claims, the defensible uses, and the palpable
advantages of the discovery method? In the early, unsophisticated stages of
learning any abstract subject matter, particularly prior to adolescence, the
discovery ...
What are some of the legitimate claims, the defensible uses, and the palpable
advantages of the discovery method? In the early, unsophisticated stages of
learning any abstract subject matter, particularly prior to adolescence, the
discovery ...
˹éÒ 556
A number of long - term curriculum studies in the older literature are frequently
cited as providing empirical support for the discovery method . Using basically
identical research designs , McConnell ( 1934 ) , Swenson ( 1949 ) , and Thiele ...
A number of long - term curriculum studies in the older literature are frequently
cited as providing empirical support for the discovery method . Using basically
identical research designs , McConnell ( 1934 ) , Swenson ( 1949 ) , and Thiele ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅè§¢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 | |
16 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 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