Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1968 - 685 ˹éÒ The 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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˹éÒ 457
... discipline with a laissez - faire approach nor to abdicate the school's primary responsibility for organizing the curriculum . Students should not be given a great deal of responsibility for structuring ... Discipline 457 School Discipline.
... discipline with a laissez - faire approach nor to abdicate the school's primary responsibility for organizing the curriculum . Students should not be given a great deal of responsibility for structuring ... Discipline 457 School Discipline.
˹éÒ 460
... Discipline The proponents of democratic classroom discipline believe in imposing the minimal degree of external control necessary for socialization , person ality maturation , conscience development , classroom learning , and the emo ...
... Discipline The proponents of democratic classroom discipline believe in imposing the minimal degree of external control necessary for socialization , person ality maturation , conscience development , classroom learning , and the emo ...
˹éÒ 463
... discipline , and realistic adult control and guidance with authoritarianism . Permissiveness , by defini- tion , is the absence of discipline , democratic or otherwise . We should cease instructing teachers that it is repressive and ...
... discipline , and realistic adult control and guidance with authoritarianism . Permissiveness , by defini- tion , is the absence of discipline , democratic or otherwise . We should cease instructing teachers that it is repressive and ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
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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 actual adolescent adult anxiety aspects assimilation attitudes Ausubel behavior child classroom cognitive structure component concepts concrete-empirical props creative criterial attributes culturally deprived curriculum derived developmental differential discipline discovery learning discovery method dissociability strength distributed practice E. L. Thorndike educational educational psychology effect ego-enhancement enhance evidence example existing experience facilitating factors feedback genic Hence important increase individual influence insight instances instruction intellectual intelligence test intrinsic motivation Klausmeier knowledge learner learning and retention learning material learning task less logical meaningful learning meanings measure motivation obviously organization overlearning particular personality potentially meaningful practice primary status principles problem solving propositions psychological pupils reception learning relationship relatively relevant response role rote learning scores self-esteem sequentially situations social social class status subject matter subject-matter teachers teaching tend tion transfer typically variables verbal