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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Channels of communication break down and teachers are obliged to interpret
pupils ' behavior at face value or by their own standards and frames of reference .
They fall back upon interpretive biases from recollections of their own ...
Channels of communication break down and teachers are obliged to interpret
pupils ' behavior at face value or by their own standards and frames of reference .
They fall back upon interpretive biases from recollections of their own ...
˹éÒ 437
Their underlying hostility and resentment toward this arbitrary and often unfair
authority is later expressed in such displaced forms as scapegoating , prejudice ,
extremist political and religious behavior , ethnocentrism , and delinquency ...
Their underlying hostility and resentment toward this arbitrary and often unfair
authority is later expressed in such displaced forms as scapegoating , prejudice ,
extremist political and religious behavior , ethnocentrism , and delinquency ...
˹éÒ 462
Other educators deplore this type of pupil behavior but insist , nevertheless , that
punishment is unwarranted under these circumstances . In the first place , they
assert , reproof or punishment constitutes a “ negative ” and hence axiomatically
...
Other educators deplore this type of pupil behavior but insist , nevertheless , that
punishment is unwarranted under these circumstances . In the first place , they
assert , reproof or punishment constitutes a “ negative ” and hence axiomatically
...
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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 |