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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¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 86
˹éÒ 364
Is Motivation Necessary for Learning ? Few theoretical issues in psychology
provoke more heated controversy than the role of motivation in learning .
Positions vary all the way from the assertion that no learning whatsoever takes
place without ...
Is Motivation Necessary for Learning ? Few theoretical issues in psychology
provoke more heated controversy than the role of motivation in learning .
Positions vary all the way from the assertion that no learning whatsoever takes
place without ...
˹éÒ 378
Advantages and Disadvantages of Ego - Enhancement Motivation The emphasis
that has been placed on intrinsic motivation for learning should not be interpreted
as a denigration of the importance of developing extrinsic motivations .
Advantages and Disadvantages of Ego - Enhancement Motivation The emphasis
that has been placed on intrinsic motivation for learning should not be interpreted
as a denigration of the importance of developing extrinsic motivations .
˹éÒ 447
Motivating the Culturally Deprived Pupil 447 limited - quantity learning , it is not
necessary to postpone learning activities until pupils develop appropriate
interests and motivations . Often , as pointed out above , the best way of
motivating an ...
Motivating the Culturally Deprived Pupil 447 limited - quantity learning , it is not
necessary to postpone learning activities until pupils develop appropriate
interests and motivations . Often , as pointed out above , the best way of
motivating an ...
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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 |