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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¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 94
˹éÒ 152
Progressive Differentiation When subject matter is programmed in accordance
with the principles of progressive differentiation , the most general and inclusive
ideas of the discipline are presented first , and are then progressively
differentiated ...
Progressive Differentiation When subject matter is programmed in accordance
with the principles of progressive differentiation , the most general and inclusive
ideas of the discipline are presented first , and are then progressively
differentiated ...
˹éÒ 236
Children with highly “ differentiated " mothers ( Dyk and Witkin , 1965 ) tend to
undergo most differentiation . ... 1947 ) , evidence of increasing differentiation at
the older age levels does not render the concept of general intelligence
completely ...
Children with highly “ differentiated " mothers ( Dyk and Witkin , 1965 ) tend to
undergo most differentiation . ... 1947 ) , evidence of increasing differentiation at
the older age levels does not render the concept of general intelligence
completely ...
˹éÒ 237
The increased differentiation of intellectual ability during adolescence is a
general phenomenon , but also varies in relation to many differential factors . D .
Segel ' s evidence ( 1948 ) shows that differentiation among intellectual traits is
greater ...
The increased differentiation of intellectual ability during adolescence is a
general phenomenon , but also varies in relation to many differential factors . D .
Segel ' s evidence ( 1948 ) shows that differentiation among intellectual traits is
greater ...
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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 |