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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A Cognitive View David Paul Ausubel. and out of school are presented rather than discovered . And since most learning material is presented verbally , it is equally important to appre- ciate that verbal reception learning is not ...
A Cognitive View David Paul Ausubel. and out of school are presented rather than discovered . And since most learning material is presented verbally , it is equally important to appre- ciate that verbal reception learning is not ...
˹éÒ 54
... presented to him . In reception learning this content is presented to the learner in the form of a substantive or non - problem - setting proposition that he need only under- stand and remember . In discovery learning , on the other ...
... presented to him . In reception learning this content is presented to the learner in the form of a substantive or non - problem - setting proposition that he need only under- stand and remember . In discovery learning , on the other ...
˹éÒ 296
... presented materials ( facts , principles , arbitrary associations ) so that they are available for later reproduction , the learner may either be presented with numerous study trials or repetitions of the task , or he may elect or be ...
... presented materials ( facts , principles , arbitrary associations ) so that they are available for later reproduction , the learner may either be presented with numerous study trials or repetitions of the task , or he may elect or be ...
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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