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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... applied branch of knowledge . It might be mentioned in pass- ing that automobile engineers are also not entirely agreed as to the char- acteristics of the " ideal " car ; and physicians disagree violently in formulat- ing a definition ...
... applied branch of knowledge . It might be mentioned in pass- ing that automobile engineers are also not entirely agreed as to the char- acteristics of the " ideal " car ; and physicians disagree violently in formulat- ing a definition ...
˹éÒ 16
... applied or engineering type of research that actu- ally takes into account both the kinds of learning that occur in the classroom as well as the salient characteristics of the learners . We cannot merely ex- trapolate to classroom ...
... applied or engineering type of research that actu- ally takes into account both the kinds of learning that occur in the classroom as well as the salient characteristics of the learners . We cannot merely ex- trapolate to classroom ...
˹éÒ 19
... applied level , is the most relevant and direct of the three , yet paradoxically is util- ized least of all by professional research workers in the field . When research is performed in relation to the actual problems of education , at ...
... applied level , is the most relevant and direct of the three , yet paradoxically is util- ized least of all by professional research workers in the field . When research is performed in relation to the actual problems of education , at ...
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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