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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inherent advantages and disadvantages . Hence , neither method can be said to
be invariably superior to the other . Their relative efficacy varies with the amount ,
difficulty , and organization of the learning material ; with the age , intelligence ...
inherent advantages and disadvantages . Hence , neither method can be said to
be invariably superior to the other . Their relative efficacy varies with the amount ,
difficulty , and organization of the learning material ; with the age , intelligence ...
˹éÒ 307
little relationship to each other , the part method is more effective . The factor of
integration is more important than that of task complexity . An increase in task
complexity does not reverse the superiority of the whole over the part method
when ...
little relationship to each other , the part method is more effective . The factor of
integration is more important than that of task complexity . An increase in task
complexity does not reverse the superiority of the whole over the part method
when ...
˹éÒ 471
Historically , the discovery method may also be considered , in part , a revolt
against the prevailing educational psychology of our time , which is largely an
eclectic hodge - podge of logically incompatible theoretical propositions
superimposed ...
Historically , the discovery method may also be considered , in part , a revolt
against the prevailing educational psychology of our time , which is largely an
eclectic hodge - podge of logically incompatible theoretical propositions
superimposed ...
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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 |