Educational Psychology: A Cognitive View |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 61
˹éÒ 54
Where the referent of a given word is an actual object or event, learning that the
word signifies the same thing as the referent does not really involve a prior
substantive task of learning what the referent itself signifies. Getting to know ...
Where the referent of a given word is an actual object or event, learning that the
word signifies the same thing as the referent does not really involve a prior
substantive task of learning what the referent itself signifies. Getting to know ...
˹éÒ 545
... for substantive (meaningful) comprehension and retention of entire paragraphs
. As pointed out in Chapter 5, however, adjunct questions may be used to
facilitate meaningful learning of substantive comprehension and retention tested
for ...
... for substantive (meaningful) comprehension and retention of entire paragraphs
. As pointed out in Chapter 5, however, adjunct questions may be used to
facilitate meaningful learning of substantive comprehension and retention tested
for ...
˹éÒ 591
Identification of Creative Potentialities It follows from our substantive conception
of creativity that potentiality for creativity can be measured only in terms of
capacity for sustained and highly original achievement in an important area of
human ...
Identification of Creative Potentialities It follows from our substantive conception
of creativity that potentiality for creativity can be measured only in terms of
capacity for sustained and highly original achievement in an important area of
human ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
ÅÔ¢ÊÔ·¸Ôì | |
18 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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 studies subject-matter success task teachers teaching tend theory tion transfer understanding variables verbal
ºÃóҹءÃÁ
| ª×èÍ˹ѧÊ×Í | Educational Psychology: A Cognitive View |
| ¼Ùéà¢Õ¹ | David Paul Ausubel, Joseph Donald Novak, Helen Hanesian |
| ©ºÑº | 2, ©ºÑº·ÕèÁÕÀÒ¾»ÃСͺ |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Holt, Rinehart and Winston, 1978 |
| µé¹©ºÑºÁÒ¨Ò¡ | University of Michigan |
| á»Å§à»ç¹¢éÍÁÙÅ´Ô¨Ô·ÑÅ | 3 ¾.Â. 2006 |
| ISBN | 0030899516, 9780030899515 |
| ¤ÇÒÁÂÒÇ | 733 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |