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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Such self - instruction is more efficient for most aspects of subject matter learning
than is class instruction ( Milton , 1962 ) . As will be pointed out below ,
programmed instruction does not necessarily involve the short - frame and small -
step ...
Such self - instruction is more efficient for most aspects of subject matter learning
than is class instruction ( Milton , 1962 ) . As will be pointed out below ,
programmed instruction does not necessarily involve the short - frame and small -
step ...
˹éÒ 263
In view of the tremendous emphasis that members of these professions have
placed on individualized instruction , at least in the realm of theory , one might
have anticipated more concern with providing greater empirical support for its
efficacy .
In view of the tremendous emphasis that members of these professions have
placed on individualized instruction , at least in the realm of theory , one might
have anticipated more concern with providing greater empirical support for its
efficacy .
˹éÒ 264
stable and substantive aspects of a discipline are learned individually by means
of programmed instruction . Individualization can be implemented better by
specialist teachers who are more conversant , both with subject - matter content
and ...
stable and substantive aspects of a discipline are learned individually by means
of programmed instruction . Individualization can be implemented better by
specialist teachers who are more conversant , both with subject - matter content
and ...
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PSYCHOLOGY | 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 |