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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Adult versus Peer Group Norms It is impossible for anyone to teach in a
secondary school or college for any length of time without becoming aware of the
fact that a distinctive adolescent subculture exists , and that the values of this
subculture ...
Adult versus Peer Group Norms It is impossible for anyone to teach in a
secondary school or college for any length of time without becoming aware of the
fact that a distinctive adolescent subculture exists , and that the values of this
subculture ...
˹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 ...
˹éÒ 433
frequently dated girl , the most daring drag racer , the most shockingly
sophisticated or anti - adult person in the crowd — but rather , well - paying
professional or managerial jobs , financial security , a comfortable home in the
suburbs ...
frequently dated girl , the most daring drag racer , the most shockingly
sophisticated or anti - adult person in the crowd — but rather , well - paying
professional or managerial jobs , financial security , a comfortable home in the
suburbs ...
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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 |