Educational Psychology: A Cognitive ViewThe basic premise of this book is that educational psychology is primarily concerned with the nature, conditions, outcomes, and evaluation of classroom learning. |
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bodies of subject matter are acquired through reception learning, whereas the
everyday problems of living are solved through discovery learning. Nevertheless,
some overlap of function obviously exists: knowledge acquired through reception
...
bodies of subject matter are acquired through reception learning, whereas the
everyday problems of living are solved through discovery learning. Nevertheless,
some overlap of function obviously exists: knowledge acquired through reception
...
˹éÒ 509
First, there is the problem of how concepts are acquired and the different kinds of
psychological processes involved in such acquisition. Second, there is the
equally important problem of how concepts, once acquired, influence: (a) the ...
First, there is the problem of how concepts are acquired and the different kinds of
psychological processes involved in such acquisition. Second, there is the
equally important problem of how concepts, once acquired, influence: (a) the ...
˹éÒ 529
As L. S. Vygotsky (1962) notes, the elementary-school child, in acquiring
assimilated concepts, is greatly assisted by the ... The same kinds of relationships
also undoubtedly prevail between the more precise and abstract concepts
acquired at ...
As L. S. Vygotsky (1962) notes, the elementary-school child, in acquiring
assimilated concepts, is greatly assisted by the ... The same kinds of relationships
also undoubtedly prevail between the more precise and abstract concepts
acquired at ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
MEANING AND MEANINGFUL LEARNING | 37 |
MEANINGFUL RECEPTION LEARNING | 83 |
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Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
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ability abstract academic achievement acquired acquisition activity actual adult already applied approach aspects assimilation attributes become changes child classroom cognitive structure completely concepts course creative culture dependent derived differentiated difficulty direct discipline discovery educational effect established evidence example existing experience facilitating fact factors findings function given greater Hence ideas important increase individual influence instances instruction intellectual intelligence involved kinds knowledge language largely later learner learning task less logical material meaning meaningful learning measure method motivation nature necessary objective operations organization particular personality positive possible potentially practice presented principles problem solving propositions psychological pupils reason reflects relationship relatively relevant response retention rote scores Second situations social stage status studies subject matter success teachers teaching tend theory tion transfer understanding variables verbal
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| ª×èÍ˹ѧÊ×Í | Educational Psychology: A Cognitive View |
| ¼Ùéáµè§ | David Paul Ausubel |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Holt, Rinehart and Winston, 1968 |
| µé¹©ºÑºÁÒ¨Ò¡ | University of Michigan |
| á»Å§à»ç¹¢éÍÁÙÅ´Ô¨Ô·ÑÅ | 14 ¡.¤. 2008 |
| ISBN | 0030696402, 9780030696404 |
| ¤ÇÒÁÂÒÇ | 685 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |