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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Another reason is that because of a generally high level of anxiety , or because of
chronic failure experience in a given subject ( reflective , in turn , of low aptitude
or poor teaching ) , they lack confidence in their ability to learn meaningfully ...
Another reason is that because of a generally high level of anxiety , or because of
chronic failure experience in a given subject ( reflective , in turn , of low aptitude
or poor teaching ) , they lack confidence in their ability to learn meaningfully ...
˹éÒ 195
operations in his science course in October , but may revert for no apparent
reason to a concrete level of cognitive functioning in November , or even several
years later when confronted with an extremely difficult and unfamiliar problem in
the ...
operations in his science course in October , but may revert for no apparent
reason to a concrete level of cognitive functioning in November , or even several
years later when confronted with an extremely difficult and unfamiliar problem in
the ...
˹éÒ 217
Many reasons exist for believing that under certain conditions young children can
learn more efficiently than older and intellectually more mature persons . In the
first place , older individuals , particularly if miseducated , must often unlearn ...
Many reasons exist for believing that under certain conditions young children can
learn more efficiently than older and intellectually more mature persons . In the
first place , older individuals , particularly if miseducated , must often unlearn ...
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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 |