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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school teachers will presumably have a course in child development , and
prospective secondary - school teachers will presumably have a course in
adolescent psychology . Similarly , certain aspects of motivation are obviously
relevant for ...
school teachers will presumably have a course in child development , and
prospective secondary - school teachers will presumably have a course in
adolescent psychology . Similarly , certain aspects of motivation are obviously
relevant for ...
˹éÒ 340
courses . These versions include topics , detail , and level of sophistication that
vary in appropriateness from the tenth ... Only the green version gives the
impression of being at an appropriate level of sophistication for a beginning
course .
courses . These versions include topics , detail , and level of sophistication that
vary in appropriateness from the tenth ... Only the green version gives the
impression of being at an appropriate level of sophistication for a beginning
course .
˹éÒ 577
Second , comprehensive tests of achievement that are given six months to
several years after the completion of a course also measure the functional
retention of genuine knowledge as well as discourage the “ book slamming ”
phenomenon .
Second , comprehensive tests of achievement that are given six months to
several years after the completion of a course also measure the functional
retention of genuine knowledge as well as discourage the “ book slamming ”
phenomenon .
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PSYCHOLOGY | 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 |