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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Implicit in this proposition is the assumption that the objectives involved in
developing problem - solving ability , on the one hand ... Hence it cannot be
assumed that methods promoting one objective necessarily promote the other ,
and that the ...
Implicit in this proposition is the assumption that the objectives involved in
developing problem - solving ability , on the one hand ... Hence it cannot be
assumed that methods promoting one objective necessarily promote the other ,
and that the ...
˹éÒ 567
The next step is to devise an appropriate instructional program that can realize
the objectives we designate as important , and to determine what kinds of
evidence of attainment of a given objective are both theoretically defensible and
subject ...
The next step is to devise an appropriate instructional program that can realize
the objectives we designate as important , and to determine what kinds of
evidence of attainment of a given objective are both theoretically defensible and
subject ...
˹éÒ 583
Fourth , how objective is the scoring and how straightforward is the interpretation
of the results ? Is special training required to score and interpret the test ? Does
the test manual provide directions for administration and scoring , a table of ...
Fourth , how objective is the scoring and how straightforward is the interpretation
of the results ? Is special training required to score and interpret the test ? Does
the test manual provide directions for administration and scoring , a table of ...
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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 |