Educational Psychology: A Cognitive View |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 71
˹éÒ 223
They tend to perceive the stimulus world more in general, abstract, and
categorical terms and less in tangible, time-bound, and particularized contexts (
Gollin, 1958; Piaget, 1950, 1954a; Serra, 1953). 2. They demonstrate increasing
ability to ...
They tend to perceive the stimulus world more in general, abstract, and
categorical terms and less in tangible, time-bound, and particularized contexts (
Gollin, 1958; Piaget, 1950, 1954a; Serra, 1953). 2. They demonstrate increasing
ability to ...
˹éÒ 441
They resist accepting new values not because of loyalty to parents or teachers
but because they tend to feel threatened by unfamiliar ideas. By the same token,
novel learning tasks and methods of instruction should be presented to them ...
They resist accepting new values not because of loyalty to parents or teachers
but because they tend to feel threatened by unfamiliar ideas. By the same token,
novel learning tasks and methods of instruction should be presented to them ...
˹éÒ 505
For all of these reasons these teachers tend to score high on the Minnesota
Teacher Attitude Inventory, which is keyed in this direction, and to promote more
wholesome selfconcepts in elementary-school pupils (Spaulding, 1963).
For all of these reasons these teachers tend to score high on the Minnesota
Teacher Attitude Inventory, which is keyed in this direction, and to promote more
wholesome selfconcepts in elementary-school pupils (Spaulding, 1963).
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅè§¢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 | |
16 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 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