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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structs it into a spoken message , relying on his intuitive knowledge of the syntax
of the spoken language . However , once a certain facility in reading is acquired ,
it seems reasonable to suppose that the spoken language no longer plays a ...
structs it into a spoken message , relying on his intuitive knowledge of the syntax
of the spoken language . However , once a certain facility in reading is acquired ,
it seems reasonable to suppose that the spoken language no longer plays a ...
˹éÒ 73
the basic vocabulary and the syntactic code of one language . Second , he is
generally able to read this latter language . Lastly , he is capable of
comprehending and applying formally - stated syntactical propositions . Thus "
the learner ...
the basic vocabulary and the syntactic code of one language . Second , he is
generally able to read this latter language . Lastly , he is capable of
comprehending and applying formally - stated syntactical propositions . Thus "
the learner ...
˹éÒ 74
of grammatical generalizations ; ( d ) presentation of the spoken form of the
language before the written form ; and ( e ) insistence on exposing the beginner
to the “ natural speed rendition ” of the spoken language ( Ausubel , 1964a ) .
of grammatical generalizations ; ( d ) presentation of the spoken form of the
language before the written form ; and ( e ) insistence on exposing the beginner
to the “ natural speed rendition ” of the spoken language ( Ausubel , 1964a ) .
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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 |