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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But : .. although the verification of general laws is surely a desirable objective ,
the assumption that the kind of change in ... But these varieties of learning have
tended to be identified with certain kinds of stimulus situations generated by ...
But : .. although the verification of general laws is surely a desirable objective ,
the assumption that the kind of change in ... But these varieties of learning have
tended to be identified with certain kinds of stimulus situations generated by ...
˹éÒ 26
As indicated previously , we shall be concerned in this volume only with
meaningful kinds of learning , both reception and discovery . Excluded from
consideration , in addition to rote learning , are such noncognitive (
nonintellectual ) kinds of ...
As indicated previously , we shall be concerned in this volume only with
meaningful kinds of learning , both reception and discovery . Excluded from
consideration , in addition to rote learning , are such noncognitive (
nonintellectual ) kinds of ...
˹éÒ 188
More recently it has been invoked by advocates of the proposition that young
children can learn many intellectual skills and kinds of subject matter more
efficiently than adults can . The argument in both instances is that since there are
...
More recently it has been invoked by advocates of the proposition that young
children can learn many intellectual skills and kinds of subject matter more
efficiently than adults can . The argument in both instances is that since there are
...
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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 |