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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Principles are more flexible than rules because , being less prescriptive , they
can be adapted to individual differences between persons and situations ; and ,
as is usually the case , most educational situations require the balancing of
several ...
Principles are more flexible than rules because , being less prescriptive , they
can be adapted to individual differences between persons and situations ; and ,
as is usually the case , most educational situations require the balancing of
several ...
˹éÒ 13
Valid principles of teaching are necessarily 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 for
...
Valid principles of teaching are necessarily 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 for
...
˹éÒ 303
discovery ( either providing the learner with a verbal explanation of the
underlying principles and permitting him to apply them autonomously to specific
examples , or encouraging him to discover the principles himself after working a
carefully ...
discovery ( either providing the learner with a verbal explanation of the
underlying principles and permitting him to apply them autonomously to specific
examples , or encouraging him to discover the principles himself after working a
carefully ...
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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 |