Educational Psychology: A Cognitive View |
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sion, elaboration, modification, or qualification of previously learned propositions.
... a superordinate relationship to cognitive structure when one learns an
inclusive new proposition under which several established ideas may be
subsumed.
sion, elaboration, modification, or qualification of previously learned propositions.
... a superordinate relationship to cognitive structure when one learns an
inclusive new proposition under which several established ideas may be
subsumed.
˹éÒ 61
Substrate propositions, in turn, are of two main types: (1) problem-setting
propositions, defining the nature and conditions of the current problem situation;
and (2) background propositions, consisting of relevant aspects of previously
acquired ...
Substrate propositions, in turn, are of two main types: (1) problem-setting
propositions, defining the nature and conditions of the current problem situation;
and (2) background propositions, consisting of relevant aspects of previously
acquired ...
˹éÒ 127
Most of the material taught in schools is in the form of propositions, which are
comprised of concepts that in combination have some new composite meaning.
To learn a proposition requires more than just learning the meanings of the ...
Most of the material taught in schools is in the form of propositions, which are
comprised of concepts that in combination have some new composite meaning.
To learn a proposition requires more than just learning the meanings of the ...
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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