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¡ 87
˹éÒ 394
PERSONALITY FACTORS IN LEARNING HOW DO PERSONALITY FACTORS
ENTER into the learning process , and how ... In the first place , like motivational
variables , personality factors deal with subjective and affective - social rather
than ...
PERSONALITY FACTORS IN LEARNING HOW DO PERSONALITY FACTORS
ENTER into the learning process , and how ... In the first place , like motivational
variables , personality factors deal with subjective and affective - social rather
than ...
˹éÒ 410
It is hardly surprising , of course , that personality maladjustment is negatively
related to school achievement , inasmuch as all of the symptoms of such
maladjustment self - evidently interfere in one way or another with the cognitive
and ...
It is hardly surprising , of course , that personality maladjustment is negatively
related to school achievement , inasmuch as all of the symptoms of such
maladjustment self - evidently interfere in one way or another with the cognitive
and ...
˹éÒ 453
A Cognitive View David Paul Ausubel. - Personality Characteristics 453 behavior
in their classroom procedures ( Ryans , 1960 ) . Finally , teachers who are adept
at diagnosing learning difficulties and at appreciating the relevance of particular ...
A Cognitive View David Paul Ausubel. - Personality Characteristics 453 behavior
in their classroom procedures ( Ryans , 1960 ) . Finally , teachers who are adept
at diagnosing learning difficulties and at appreciating the relevance of particular ...
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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 |