Educational Psychology: A Cognitive View |
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... on long-term, meaningful reception learning, we shall not have to grapple with
such general issues as the nature and classification of drives. Only the following
kinds of issues need engage our attention: Is motivation necessary for learning?
... on long-term, meaningful reception learning, we shall not have to grapple with
such general issues as the nature and classification of drives. Only the following
kinds of issues need engage our attention: Is motivation necessary for learning?
˹éÒ 415
Educational aspirations and achievement are both necessary prerequisites for,
and steppingstones to, their vocational counterparts. Hence in addition to
encouraging intrinsic motivation for learning, it is also necessary, from the
standpoint of ...
Educational aspirations and achievement are both necessary prerequisites for,
and steppingstones to, their vocational counterparts. Hence in addition to
encouraging intrinsic motivation for learning, it is also necessary, from the
standpoint of ...
˹éÒ 510
First, it is necessary for socialization—for learning the standards of conduct that
are approved and tolerated in any culture. Second, it is necessary for normal
personality maturation—for acquiring such adult personality traits as
dependability, ...
First, it is necessary for socialization—for learning the standards of conduct that
are approved and tolerated in any culture. Second, it is necessary for normal
personality maturation—for acquiring such adult personality traits as
dependability, ...
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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