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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Much activity is obviously involved , but not the kind of activity characterizing
discovery . Activity and discovery are not synonymous in the realm of cognitive
functioning . Merely because potential meanings are presented , we cannot
assume ...
Much activity is obviously involved , but not the kind of activity characterizing
discovery . Activity and discovery are not synonymous in the realm of cognitive
functioning . Merely because potential meanings are presented , we cannot
assume ...
˹éÒ 310
Excessive and unessential written work should be avoided . Because of its
repetitive character , pupils are likely to lose interest in it more quickly than in
most other kinds of activity . For this reason , the length of such practice periods
should be ...
Excessive and unessential written work should be avoided . Because of its
repetitive character , pupils are likely to lose interest in it more quickly than in
most other kinds of activity . For this reason , the length of such practice periods
should be ...
˹éÒ 423
Leadership changes hands as the focus of activity within the group shifts , and is
much more a function of the leader ' s commitment to group goals and of his
ability to facilitate and coordinate group activities than of such characteristics as ...
Leadership changes hands as the focus of activity within the group shifts , and is
much more a function of the leader ' s commitment to group goals and of his
ability to facilitate and coordinate group activities than of such characteristics as ...
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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 |