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 146
Students with a more extensive knowledge of Christianity are better able to learn
principles of Buddhism than are students of equal academic aptitude who have
less knowledge of Christianity ( Ausubel and Fitzgerald , 1961 ) . Similarly ...
Students with a more extensive knowledge of Christianity are better able to learn
principles of Buddhism than are students of equal academic aptitude who have
less knowledge of Christianity ( Ausubel and Fitzgerald , 1961 ) . Similarly ...
˹éÒ 164
Further , even if this were possible , the primary goal or function of education still
would not be to provide students with knowledge that is applicable to the
everyday problems of living . This " social utility " objective of education has long
since ...
Further , even if this were possible , the primary goal or function of education still
would not be to provide students with knowledge that is applicable to the
everyday problems of living . This " social utility " objective of education has long
since ...
˹éÒ 167
instance , the two kinds of learning tasks ( learning an abstract body of clinical
knowledge and learning to solve the particular clinical problems of individual
patients ) are less closely related than in the case of the first transfer situation ;
and the ...
instance , the two kinds of learning tasks ( learning an abstract body of clinical
knowledge and learning to solve the particular clinical problems of individual
patients ) are less closely related than in the case of the first transfer situation ;
and the ...
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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 |