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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˹éÒ 111
In seeking evidence of meaningful learning , whether through verbal questioning
or problem - solving tasks , the possibility of rote memorization should always be
borne in mind . Long experience in taking examinations makes students adept ...
In seeking evidence of meaningful learning , whether through verbal questioning
or problem - solving tasks , the possibility of rote memorization should always be
borne in mind . Long experience in taking examinations makes students adept ...
˹éÒ 409
Some of its more important components , according to M . Rokeach ( 1960 ) ,
include : ( a ) closedmindedness — unwillingness to examine new evidence after
an opinion is formed ; a tendency summarily to dismiss evidence or logic in
conflict ...
Some of its more important components , according to M . Rokeach ( 1960 ) ,
include : ( a ) closedmindedness — unwillingness to examine new evidence after
an opinion is formed ; a tendency summarily to dismiss evidence or logic in
conflict ...
˹éÒ 498
valid evidence of this nature is virtually nonexistent . It appears that the various
enthusiasts of the discovery method have been supporting each other research -
wise by taking in each other ' s laundry , so to speak , that is , by citing each other
...
valid evidence of this nature is virtually nonexistent . It appears that the various
enthusiasts of the discovery method have been supporting each other research -
wise by taking in each other ' s laundry , so to speak , that is , by citing each other
...
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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 |