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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are simply not aware of the distinctive standards and values that operate in the
lives of their pupils . By the age of adolescence , the estrangement between
children and their elders has made considerable progress and is often
compounded ...
are simply not aware of the distinctive standards and values that operate in the
lives of their pupils . By the age of adolescence , the estrangement between
children and their elders has made considerable progress and is often
compounded ...
˹éÒ 420
teachers , emphasizing shame as a technique of control , tend to inhibit pupil
creativity . It also seems likely that an authoritarian and punitive classroom
climate would increase the anxiety level of less able and anxious pupils and
make them ...
teachers , emphasizing shame as a technique of control , tend to inhibit pupil
creativity . It also seems likely that an authoritarian and punitive classroom
climate would increase the anxiety level of less able and anxious pupils and
make them ...
˹éÒ 452
Hence , al . though such factors presumably influence many significant aspects of
the pupil ' s mastery of subject matter ... significant cognitive variables in teachers
create obstacles in measuring corresponding learning outcomes in pupils .
Hence , al . though such factors presumably influence many significant aspects of
the pupil ' s mastery of subject matter ... significant cognitive variables in teachers
create obstacles in measuring corresponding learning outcomes in pupils .
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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 |