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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... and teachers typically introduce more general and inclusive propositions first ,
and then present examples , corollaries ... commonly in conceptual than in
propositional learning as , for example , when children learn that the familiar
concepts ...
... and teachers typically introduce more general and inclusive propositions first ,
and then present examples , corollaries ... commonly in conceptual than in
propositional learning as , for example , when children learn that the familiar
concepts ...
˹éÒ 303
... rule itself or a worked example of it ) was more effective than furnishing both
rule and worked example or furnishing neither rule nor example . The provision
of rules was more effective in all instances than the provision of worked examples
.
... rule itself or a worked example of it ) was more effective than furnishing both
rule and worked example or furnishing neither rule nor example . The provision
of rules was more effective in all instances than the provision of worked examples
.
˹éÒ 574
An achievement test , for example , merely assumes that ability to answer
correctly a particular set of subject - matter items is really reflective of degree of
mastery of a designated discipline or subdiscipline ; unfortunately , there is no
more ...
An achievement test , for example , merely assumes that ability to answer
correctly a particular set of subject - matter items is really reflective of degree of
mastery of a designated discipline or subdiscipline ; unfortunately , there is no
more ...
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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 |