Educational Psychology: A Cognitive View |
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*2K Why Educational Psychology for Prospective Teachers? ~ Any justification
for educational psychology as a science rests on two fundamental premises: first,
the nature of classroom learning and the factors influencing such learning can be
...
*2K Why Educational Psychology for Prospective Teachers? ~ Any justification
for educational psychology as a science rests on two fundamental premises: first,
the nature of classroom learning and the factors influencing such learning can be
...
˹éÒ 14
By teaching we mean primarily the deliberate guidance of learning processes
along lines suggested by relevant classroom learning theory. It would seem
reasonable to suppose, therefore, that the discovery of the most effective
methods of ...
By teaching we mean primarily the deliberate guidance of learning processes
along lines suggested by relevant classroom learning theory. It would seem
reasonable to suppose, therefore, that the discovery of the most effective
methods of ...
˹éÒ 15
The facilitation of learning is the only proper end of teaching. We do not teach as
an end in itself but only so that pupils will learn; even though the failure of pupils
to learn does not necessarily indict the competence of the teacher, learning is ...
The facilitation of learning is the only proper end of teaching. We do not teach as
an end in itself but only so that pupils will learn; even though the failure of pupils
to learn does not necessarily indict the competence of the teacher, learning is ...
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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