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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It is true , of course , that in most potentially meaningful learning tasks , the
component parts of the material are already meaningful ; but in these instances
the task as a whole is only potentially meaningful . For example , in learning a
new ...
It is true , of course , that in most potentially meaningful learning tasks , the
component parts of the material are already meaningful ; but in these instances
the task as a whole is only potentially meaningful . For example , in learning a
new ...
˹éÒ 306
The basic advantages of the whole method are both that the learner can better
grasp the relationship of each part to every other part as well as to the learning
task in its entirety , and that he does not have to forge connecting links between ...
The basic advantages of the whole method are both that the learner can better
grasp the relationship of each part to every other part as well as to the learning
task in its entirety , and that he does not have to forge connecting links between ...
˹éÒ 314
This aspect of learning set reflects both : ( a ) general methodological
sophistication in approaching a given learning task or attacking a particular type
of problem ( " learning to learn " ) , and ( b ) an appropriate performance attitude
or ...
This aspect of learning set reflects both : ( a ) general methodological
sophistication in approaching a given learning task or attacking a particular type
of problem ( " learning to learn " ) , and ( b ) an appropriate performance attitude
or ...
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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 |