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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That is , the only things that are involved in considering the relationship between
success in mastering the preclinical curriculum and success in learning clinical
subject matter , are the actual content relationships between the disciplines in ...
That is , the only things that are involved in considering the relationship between
success in mastering the preclinical curriculum and success in learning clinical
subject matter , are the actual content relationships between the disciplines in ...
˹éÒ 167
... and the abilities influencing success in the first task are similarly less related to
the abilities influencing success in the ... clinical and preclinical subject matter is
a necessary but not a sufficient condition for successful clinical problem solving .
... and the abilities influencing success in the first task are similarly less related to
the abilities influencing success in the ... clinical and preclinical subject matter is
a necessary but not a sufficient condition for successful clinical problem solving .
˹éÒ 575
Not only is it very difficult to measure professional success in medicine , but there
are also many different criteria of success , varying for the most part with the
individual's particular career choice ( general practice , specialty practice ,
research ...
Not only is it very difficult to measure professional success in medicine , but there
are also many different criteria of success , varying for the most part with the
individual's particular career choice ( general practice , specialty practice ,
research ...
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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 |