Educational Psychology: A Cognitive View |
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Principles are more flexible than rules because , being less prescriptive , they
can be adapted to individual differences between persons and situations . In
addition , most educational situations require the balancing of several pertinent ...
Principles are more flexible than rules because , being less prescriptive , they
can be adapted to individual differences between persons and situations . In
addition , most educational situations require the balancing of several pertinent ...
˹éÒ 8
Applying Psychological Principles to Educational Practice Although principles of
classroom learning have an important place in education, they cannot be
translated directly and immediately into classroom teaching practices. They
merely give ...
Applying Psychological Principles to Educational Practice Although principles of
classroom learning have an important place in education, they cannot be
translated directly and immediately into classroom teaching practices. They
merely give ...
˹éÒ 15
The Role of Learning Theory for Teaching Even though a valid theory of learning
cannot tell us how to teach in a prescriptive sense, it does offer us the most
feasible point of departure for discovering general principles of teaching that can
be ...
The Role of Learning Theory for Teaching Even though a valid theory of learning
cannot tell us how to teach in a prescriptive sense, it does offer us the most
feasible point of departure for discovering general principles of teaching that can
be ...
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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