Educational Psychology: A Cognitive View |
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Relationship of Meaning to Meaningful Learning Our discussion of meaningful
learning thus far leads to the ... in a given learner by a particular symbol, or group
of symbols, after either of these expressions has been meaningfully learned.
Relationship of Meaning to Meaningful Learning Our discussion of meaningful
learning thus far leads to the ... in a given learner by a particular symbol, or group
of symbols, after either of these expressions has been meaningfully learned.
˹éÒ 46
meaningful. If they were already meaningful, the goal of meaningful learning, that
is, the acquisition of new meanings, would be already accomplished, by
definition, before any learning was ever attempted. It is true, of course, that in
most ...
meaningful. If they were already meaningful, the goal of meaningful learning, that
is, the acquisition of new meanings, would be already accomplished, by
definition, before any learning was ever attempted. It is true, of course, that in
most ...
˹éÒ 113
ing is a product or outcome of learning rather than primarily an attribute of the
content of what is to be learned. It is this process rather than the meaningfulness
of the content5 which is learned that characterizes meaningful learning. Thus the
...
ing is a product or outcome of learning rather than primarily an attribute of the
content of what is to be learned. It is this process rather than the meaningfulness
of the content5 which is learned that characterizes meaningful learning. Thus the
...
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THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
The Decline of Classroom Learning Theory | 9 |
Types of Learning | 20 |
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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 acquired acquisition adolescent adult anchoring ideas aspects assimilation attitudes Ausubel B. F. Skinner behavior child cognitive functioning cognitive structure concepts concrete-empirical props creative criterial attributes culturally deprived curriculum derived developmental differentiation discipline discovery learning dissociability strength distributed practice E. L. Thorndike educational educational psychology effect elementary-school example existing experience facilitating factors feedback genic Hence ideational important individual influence instruction intellectual intelligence intrinsic motivation knowledge language learner learning and retention learning material learning task less logical logical operations meaning meaningful learning meaningfully measure method motivation organization overlearning particular personality potentially meaningful practice primary status principles problem solving propositions Psychol psychological pupils reception learning relationship relatively relevant response retroactive interference rote learning sequentially situations social social class stage studies subject matter subject-matter substantive subsumers teachers teaching tend theory tion transfer understanding variables words
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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 |