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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... necessary self - critical ability and is unwilling to put forth the necessary active effort in struggling with the material , in looking at it from different angles , in reconciling and integrating it with related or contradictory ...
... necessary self - critical ability and is unwilling to put forth the necessary active effort in struggling with the material , in looking at it from different angles , in reconciling and integrating it with related or contradictory ...
˹éÒ 346
... necessary autonomously to dis- cover methods of discovering scientific knowledge in order genuinely to understand and appreciate the process of science than it is necessary autonomously to discover the products of scientific ...
... necessary autonomously to dis- cover methods of discovering scientific knowledge in order genuinely to understand and appreciate the process of science than it is necessary autonomously to discover the products of scientific ...
˹éÒ 446
... necessary to implement high academic and vocational aspirations due to the absence of necessary family , peer group , and community pressures and expectations ; and the seeming unreality and impossibility of attaining the rewards of ...
... necessary to implement high academic and vocational aspirations due to the absence of necessary family , peer group , and community pressures and expectations ; and the seeming unreality and impossibility of attaining the rewards of ...
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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