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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˹éÒ 13
The latter approaches not only are more time - consuming , but can also yield
only purely empirical laws that cannot be formulated in general terms with
respect to the psychological conditions and relevant cognitive processes
involved .
The latter approaches not only are more time - consuming , but can also yield
only purely empirical laws that cannot be formulated in general terms with
respect to the psychological conditions and relevant cognitive processes
involved .
˹éÒ 50
... meaningfully learn what its referent ( the concept ) signifies , even though the
actual representational learning involved is essentially no different in process
than that involved in learning the meaning of words that do not represent
concepts .
... meaningfully learn what its referent ( the concept ) signifies , even though the
actual representational learning involved is essentially no different in process
than that involved in learning the meaning of words that do not represent
concepts .
˹éÒ 210
Second , once he has acquired difficult concepts , he tends to regard them as self
- evident and to forget both the limiting developmental factors involved in the
learning process , as well as the numerous misconceptions and ambiguities he
had ...
Second , once he has acquired difficult concepts , he tends to regard them as self
- evident and to forget both the limiting developmental factors involved in the
learning process , as well as the numerous misconceptions and ambiguities he
had ...
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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 |