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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This is where the concept of assimilation enters the picture — an aspect of the meaningful learning process that was deliberately not introduced earlier to avoid overcomplicating the issue unnecessarily at that point .
This is where the concept of assimilation enters the picture — an aspect of the meaningful learning process that was deliberately not introduced earlier to avoid overcomplicating the issue unnecessarily at that point .
˹éÒ 95
Here the process of obliterative assimilation must obviously conform to a somewhat different paradigm , since the more stable anchoring ideas in this case are less inclusive than the new superordinate meanings they assimilate .
Here the process of obliterative assimilation must obviously conform to a somewhat different paradigm , since the more stable anchoring ideas in this case are less inclusive than the new superordinate meanings they assimilate .
˹éÒ 101
The acquisition of a body of knowledge , therefore , is largely a matter of counteracting the trend toward obliterative assimilation in retaining correlative , superordinate , and combinatorial learnings . Thus J. S. Bruner's exclusive ...
The acquisition of a body of knowledge , therefore , is largely a matter of counteracting the trend toward obliterative assimilation in retaining correlative , superordinate , and combinatorial learnings . Thus J. S. Bruner's exclusive ...
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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 |