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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Most important , however , is the fact that behavioral terminology more often
obscures than clarifies educational goals . The taxonomy of educational
objectives ( Bloom , Engelhart , Furst , Hill , and Krathwohl , 1956 ; Krathwohl ,
and others ...
Most important , however , is the fact that behavioral terminology more often
obscures than clarifies educational goals . The taxonomy of educational
objectives ( Bloom , Engelhart , Furst , Hill , and Krathwohl , 1956 ; Krathwohl ,
and others ...
˹éÒ 411
Particularly during adolescence , current problems of adjustmentvocational
choice , emancipation from parents , somatic deviations , relationships with peers
, adults , and members of the opposite sex — are very real and important to
pupils .
Particularly during adolescence , current problems of adjustmentvocational
choice , emancipation from parents , somatic deviations , relationships with peers
, adults , and members of the opposite sex — are very real and important to
pupils .
˹éÒ 565
Equally important , they must provide data that make it possible for us to monitor
and thus insure quality control over the educational enterprise . Thus , at any
given point in time , they must enable us to know how effective our educational ...
Equally important , they must provide data that make it possible for us to monitor
and thus insure quality control over the educational enterprise . Thus , at any
given point in time , they must enable us to know how effective our educational ...
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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 |