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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The child - centered versus the subject matter approach to education constitutes
a pseudodichotomy that causes serious disagreement only among extremists at
either end of the continuum . No realistic advocate of the subject matter approach
...
The child - centered versus the subject matter approach to education constitutes
a pseudodichotomy that causes serious disagreement only among extremists at
either end of the continuum . No realistic advocate of the subject matter approach
...
˹éÒ 207
Thus , even though an adolescent or adult characteristically functions at the
abstract level of cognitive development , he tends initially to function at a concrete
, intuitive level when he is first introduced to a wholly unfamiliar subject matter
field .
Thus , even though an adolescent or adult characteristically functions at the
abstract level of cognitive development , he tends initially to function at a concrete
, intuitive level when he is first introduced to a wholly unfamiliar subject matter
field .
˹éÒ 352
Collaboration of Subject Matter , Learning Theory , and Measurement Specialists
A basic premise of all curriculum reform projects is that only a person with subject
- matter competence12 in a given discipline should prepare curriculum ...
Collaboration of Subject Matter , Learning Theory , and Measurement Specialists
A basic premise of all curriculum reform projects is that only a person with subject
- matter competence12 in a given discipline should prepare curriculum ...
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PSYCHOLOGY | 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 |