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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But since the limitations of this approach are not generally appreciated , some
bureaus of educational research confidently invest their major resources in such
programs , and then complacently expect that the research findings which
emerge ...
But since the limitations of this approach are not generally appreciated , some
bureaus of educational research confidently invest their major resources in such
programs , and then complacently expect that the research findings which
emerge ...
˹éÒ 168
This second approach is the one that is principally advocated in this book . ... This
type of supervised clinical problem - solving experience can be considered a
special variant of the first approach , that is , as a protracted , concentrated , but ...
This second approach is the one that is principally advocated in this book . ... This
type of supervised clinical problem - solving experience can be considered a
special variant of the first approach , that is , as a protracted , concentrated , but ...
˹éÒ 356
Contrary to the strong and explicitly stated bias of the blue and yellow versions ,
there is still much room in introductory biology for the naturalistic approach . It is
much more important for the beginning student in science to learn how to
observe ...
Contrary to the strong and explicitly stated bias of the blue and yellow versions ,
there is still much room in introductory biology for the naturalistic approach . It is
much more important for the beginning student in science to learn how to
observe ...
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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 |