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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¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 90
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... phase within a generally deductive approach . Cognitive Organization in
Children Does the same hierarchical organization of knowledge based on the
principle of progressive differentiation hold true for elementary - school children ,
as ...
... phase within a generally deductive approach . Cognitive Organization in
Children Does the same hierarchical organization of knowledge based on the
principle of progressive differentiation hold true for elementary - school children ,
as ...
˹éÒ 320
... amount and difficulty of the instructional material ; its internal logic and
organization ; the rate at which new ideas and information are presented ; the
magnitude of the transition between successive tasks or between component
steps within a ...
... amount and difficulty of the instructional material ; its internal logic and
organization ; the rate at which new ideas and information are presented ; the
magnitude of the transition between successive tasks or between component
steps within a ...
˹éÒ 330
Organization of Material Throughout this volume it has been repeatedly stressed
that the conditions of learning primarily influence the meaningful acquisition and
retention of ideas and information by modifying existing cognitive structure .
Organization of Material Throughout this volume it has been repeatedly stressed
that the conditions of learning primarily influence the meaningful acquisition and
retention of ideas and information by modifying existing cognitive structure .
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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 |