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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 96
˹éÒ 24
Meaningful versus Rote Learning Although the distinction between reception and
discovery learning discussed above has absolutely nothing to do with the rote -
meaningful dimension of the learning process , the two dimensions of learning ...
Meaningful versus Rote Learning Although the distinction between reception and
discovery learning discussed above has absolutely nothing to do with the rote -
meaningful dimension of the learning process , the two dimensions of learning ...
˹éÒ 109
Rote Learning Processes It has already been pointed out that rote learning tasks
are relatable to cognitive structure in an arbitrary , verbatim fashion , and that it is
by virtue of this relatability that : ( a ) already meaningful components of these ...
Rote Learning Processes It has already been pointed out that rote learning tasks
are relatable to cognitive structure in an arbitrary , verbatim fashion , and that it is
by virtue of this relatability that : ( a ) already meaningful components of these ...
˹éÒ 114
This is undoubtedly one of the factors accounting for the superiority of meaningful
over rote learning . A more important reason for the greater stability of meaningful
learning , however , inheres in the nonarbitrary and substantive relatability ...
This is undoubtedly one of the factors accounting for the superiority of meaningful
over rote learning . A more important reason for the greater stability of meaningful
learning , however , inheres in the nonarbitrary and substantive relatability ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
MEANING AND MEANINGFUL LEARNING | 37 |
MEANINGFUL RECEPTION LEARNING | 83 |
ÅÔ¢ÊÔ·¸Ôì | |
18 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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
ºÃóҹءÃÁ
| 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 |