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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Postponement of learning experience beyond this age of readiness wastes valuable and often unsuspected learning opportunities , thereby unnecessarily reducing the amount and complexity of subject - matter content that can be mastered in ...
Postponement of learning experience beyond this age of readiness wastes valuable and often unsuspected learning opportunities , thereby unnecessarily reducing the amount and complexity of subject - matter content that can be mastered in ...
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[ Equilibration ) is heavily dependent on activity and experience , [ but such experience ) is not assumed to act through external reinforcements , but by a process of mutual influence of the child's activities on each other ...
[ Equilibration ) is heavily dependent on activity and experience , [ but such experience ) is not assumed to act through external reinforcements , but by a process of mutual influence of the child's activities on each other ...
˹éÒ 312
In older pupils , however , once a sufficient number of basic abstract concepts is acquired , new concepts are primarily derived from other verbal abstractions rather than from direct experience , and new propositions are comprehended ...
In older pupils , however , once a sufficient number of basic abstract concepts is acquired , new concepts are primarily derived from other verbal abstractions rather than from direct experience , and new propositions are comprehended ...
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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 |