Educational Psychology: A Cognitive View |
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of behavioral objectives. It was natural, therefore, that research would be
forthcoming to “test” the value of behavioral objectives. Duchastel and Merrill (
1973) have reviewed some of these studies, and they concluded: Results
obtained from ...
of behavioral objectives. It was natural, therefore, that research would be
forthcoming to “test” the value of behavioral objectives. Duchastel and Merrill (
1973) have reviewed some of these studies, and they concluded: Results
obtained from ...
˹éÒ 380
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian.
learning goals were carefully specified so that the student understood the criteria
for successful achievement. To facilitate clarity in instructional objectives, Mager ...
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian.
learning goals were carefully specified so that the student understood the criteria
for successful achievement. To facilitate clarity in instructional objectives, Mager ...
˹éÒ 381
Furthermore, it is undoubtedly premature at this point of development and degree
of conceptual consensus in educational psychology to specify detailed and
specific behavioral objectives in the cognitive and affective domains when
general ...
Furthermore, it is undoubtedly premature at this point of development and degree
of conceptual consensus in educational psychology to specify detailed and
specific behavioral objectives in the cognitive and affective domains when
general ...
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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