Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1968 - 685 ˹éÒ The basic premise of this book is that educational psychology is primarily concerned with the nature, conditions, outcomes, and evaluation of classroom learning. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 90
˹éÒ 5
... principles rather than the arbitrary application of a single rule . Possessing a set of psychological principles , a resourceful teacher can take all relevant considerations into account , and , can improvise solutions to new problems ...
... principles rather than the arbitrary application of a single rule . Possessing a set of psychological principles , a resourceful teacher can take all relevant considerations into account , and , can improvise solutions to new problems ...
˹éÒ 6
... principles of learning can be transformed into principles of teaching . In formulating principles of teaching , it is essential to take into account complexities arising from the classroom situation , such as the pres- ence of many ...
... principles of learning can be transformed into principles of teaching . In formulating principles of teaching , it is essential to take into account complexities arising from the classroom situation , such as the pres- ence of many ...
˹éÒ 13
... principles of teaching are neces- sarily based on relevant principles of learning , but , as pointed out above , are not simple and direct applications of these principles . Laws of classroom learning merely provide general direction ...
... principles of teaching are neces- sarily based on relevant principles of learning , but , as pointed out above , are not simple and direct applications of these principles . Laws of classroom learning merely provide general direction ...
à¹×éÍËÒ
THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
ÅÔ¢ÊÔ·¸Ôì | |
32 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
ability abstract academic achievement acquired acquisition actual adolescent adult anxiety aspects assimilation attitudes Ausubel behavior child classroom cognitive structure component concepts concrete-empirical props creative criterial attributes culturally deprived curriculum derived developmental differential discipline discovery learning discovery method dissociability strength distributed practice E. L. Thorndike educational educational psychology effect ego-enhancement enhance evidence example existing experience facilitating factors feedback genic Hence important increase individual influence insight instances instruction intellectual intelligence test intrinsic motivation Klausmeier knowledge learner learning and retention learning material learning task less logical meaningful learning meanings measure motivation obviously organization overlearning particular personality potentially meaningful practice primary status principles problem solving propositions psychological pupils reception learning relationship relatively relevant response role rote learning scores self-esteem sequentially situations social social class status subject matter subject-matter teachers teaching tend tion transfer typically variables verbal