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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... not potentially meaningful — if it is not nonarbitrarily and substantively
relatable to his cognitive structure . One reason why pupils commonly develop a
rote learning set in relation to potentially meaningful subject matter is because
they learn ...
... not potentially meaningful — if it is not nonarbitrarily and substantively
relatable to his cognitive structure . One reason why pupils commonly develop a
rote learning set in relation to potentially meaningful subject matter is because
they learn ...
˹éÒ 46
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 113
Both rotely and meaningfully learned tasks contain already meaningful
components , but in the first instance the task as a whole is not potentially
meaningful , whereas in the second instances it is . The presence of the already
meaningful ...
Both rotely and meaningfully learned tasks contain already meaningful
components , but in the first instance the task as a whole is not potentially
meaningful , whereas in the second instances it is . The presence of the already
meaningful ...
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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 |