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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The principle determinant of creative persons , in other words , is genic within a
specified range of environmental influences . These latter influences function
more as limiting rather than as directive factors . A good environment is less of a ...
The principle determinant of creative persons , in other words , is genic within a
specified range of environmental influences . These latter influences function
more as limiting rather than as directive factors . A good environment is less of a ...
˹éÒ 554
To summarize , creativity is a particularized , substantive capacity , whereas the
commonly measured creative abilities ... like general intelligence and capacity for
disciplined concentration , help implement the expression of creativity , that is ...
To summarize , creativity is a particularized , substantive capacity , whereas the
commonly measured creative abilities ... like general intelligence and capacity for
disciplined concentration , help implement the expression of creativity , that is ...
˹éÒ 560
The currently popular objective of “ teaching for creativity ” —to make every child
an original and creative thinker — is , therefore , based on one or more of four
untenable propositions . The first proposition assumes that every child , by ...
The currently popular objective of “ teaching for creativity ” —to make every child
an original and creative thinker — is , therefore , based on one or more of four
untenable propositions . The first proposition assumes that every child , by ...
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PSYCHOLOGY | 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 |