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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... findings are applied to practical problems which have social value ; in fact , there is reason to believe that they ... findings in the basic sciences can be applied once their relevance has been established . It should be self - evident ...
... findings are applied to practical problems which have social value ; in fact , there is reason to believe that they ... findings in the basic sciences can be applied once their relevance has been established . It should be self - evident ...
˹éÒ 500
... findings that meaningful reception learning of twelfth - grade mathematics is less efficacious than learn- ing by discovery . Preliminary findings of the Inquiry Training Program ( Suchman , 1959 , 1962 ) also fail to support the ...
... findings that meaningful reception learning of twelfth - grade mathematics is less efficacious than learn- ing by discovery . Preliminary findings of the Inquiry Training Program ( Suchman , 1959 , 1962 ) also fail to support the ...
˹éÒ 502
... findings can hardly be considered impressively firm . We come finally to a series of experimental studies in which varying amounts of guidance were furnished to different groups of subjects in prob- lem - solving situations . C. L. ...
... findings can hardly be considered impressively firm . We come finally to a series of experimental studies in which varying amounts of guidance were furnished to different groups of subjects in prob- lem - solving situations . C. L. ...
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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