Educational Psychology: A Cognitive View |
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The rationale for using organizers is based primarily on 1. ... and their own
relevance for the new learning material In short, the principal function of the
organizer is to bridge the gap between what the learner already knows and what
he needs.
The rationale for using organizers is based primarily on 1. ... and their own
relevance for the new learning material In short, the principal function of the
organizer is to bridge the gap between what the learner already knows and what
he needs.
˹éÒ 175
In Defense of Organizers The most pervasive cirticism of advance organizers is
that their definition is vague, and thus different researchers have varying
concepts of what an organizer is and can only rely on intuition in constructing one
—since ...
In Defense of Organizers The most pervasive cirticism of advance organizers is
that their definition is vague, and thus different researchers have varying
concepts of what an organizer is and can only rely on intuition in constructing one
—since ...
˹éÒ 177
Working with 6- and 10 - year - old children Lawton ( 1976 ) found an
acceleration and facilitated effect from advance organizers on the learning of
subject matter in that advance organizers significantly accelerated " a move from
the level of ...
Working with 6- and 10 - year - old children Lawton ( 1976 ) found an
acceleration and facilitated effect from advance organizers on the learning of
subject matter in that advance organizers significantly accelerated " a move from
the level of ...
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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