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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He enjoys , by the fiat of this acceptance , both an assured derived status and the
accompanying feelings of intrinsic adequacy or self - esteem that are relatively
immune to the vicissitudes of achievement and competitive position . Thus he has
...
He enjoys , by the fiat of this acceptance , both an assured derived status and the
accompanying feelings of intrinsic adequacy or self - esteem that are relatively
immune to the vicissitudes of achievement and competitive position . Thus he has
...
˹éÒ 427
Much more so than the child or adult , he is desperately dependent on the peer
group for whatever status and security he is able to achieve during these hectic
years of transition . The group implicitly and explicitly makes clear to him that it ...
Much more so than the child or adult , he is desperately dependent on the peer
group for whatever status and security he is able to achieve during these hectic
years of transition . The group implicitly and explicitly makes clear to him that it ...
˹éÒ 431
dence in the adult sense of the term , and can obviously acquire only a token
earned status outside the mainstream of the adult culture . He not only resents his
exclusion from adult spheres of independence and status - giving activities , but ...
dence in the adult sense of the term , and can obviously acquire only a token
earned status outside the mainstream of the adult culture . He not only resents his
exclusion from adult spheres of independence and status - giving activities , but ...
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PSYCHOLOGY | 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 |