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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... differentiated cognitive con- tent elicited by particular symbols or groups of symbols and acquired as the end - product of a meaningful learning process , is commonly regarded as “ mentalistic " by individuals subscribing to a ...
... differentiated cognitive con- tent elicited by particular symbols or groups of symbols and acquired as the end - product of a meaningful learning process , is commonly regarded as “ mentalistic " by individuals subscribing to a ...
˹éÒ 152
... Differentiation When subject matter is programmed in accordance with the principles of progressive differentiation , the most general and inclusive ideas of the discipline are presented first , and are then progressively differentiated ...
... Differentiation When subject matter is programmed in accordance with the principles of progressive differentiation , the most general and inclusive ideas of the discipline are presented first , and are then progressively differentiated ...
˹éÒ 154
... differentiated subject matter , but the ideas within each unit as well as the various units in relation to each other , are also progressively differentiated - organized in descending order of inclusiveness . The initial organizers ...
... differentiated subject matter , but the ideas within each unit as well as the various units in relation to each other , are also progressively differentiated - organized in descending order of inclusiveness . The initial organizers ...
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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