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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˹éÒ 28
... are three related trends in educational thought : greater concern with the
importance and quality of intellectual training in the school , greater stress on the
acquisition of knowledge as an end in itself , and greater willingness on the part
of the ...
... are three related trends in educational thought : greater concern with the
importance and quality of intellectual training in the school , greater stress on the
acquisition of knowledge as an end in itself , and greater willingness on the part
of the ...
˹éÒ 29
Greater Concern with Intellectual Training There are many indications that
persons connected with the educational ... First , the subject - matter preparation
and competence of teachers are receiving greater attention in the form of fifth -
year ...
Greater Concern with Intellectual Training There are many indications that
persons connected with the educational ... First , the subject - matter preparation
and competence of teachers are receiving greater attention in the form of fifth -
year ...
˹éÒ 224
The transition from concrete to abstract cognitive functioning enables the
secondary - school student to master a much greater volume of subjectmatter
knowledge . To begin with , the logistics of the learning situation become more
favorable .
The transition from concrete to abstract cognitive functioning enables the
secondary - school student to master a much greater volume of subjectmatter
knowledge . To begin with , the logistics of the learning situation become more
favorable .
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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 |