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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It attempts to accomplish this objective through the rote learning of phrases and
through the inductive learning of syntactic rules ; through direct association of
second - language words and phrases with objects , pictures , and situations
rather ...
It attempts to accomplish this objective through the rote learning of phrases and
through the inductive learning of syntactic rules ; through direct association of
second - language words and phrases with objects , pictures , and situations
rather ...
˹éÒ 179
The objection has been offered that we can have no direct knowledge of an
individual ' s state of developmental readiness , and that we would therefore be
better advised to ignore these factors and manipulate other learning variables
about ...
The objection has been offered that we can have no direct knowledge of an
individual ' s state of developmental readiness , and that we would therefore be
better advised to ignore these factors and manipulate other learning variables
about ...
˹éÒ 529
It is unnecessary and educationally wasteful to wait for such concepts to evolve
spontaneously from direct experience . Further , many abstract concepts ( for
instance , “ photosynthesis , ” “ ionization " ) can only be acquired verbally since
they ...
It is unnecessary and educationally wasteful to wait for such concepts to evolve
spontaneously from direct experience . Further , many abstract concepts ( for
instance , “ photosynthesis , ” “ ionization " ) can only be acquired verbally since
they ...
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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 |