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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Furthermore , the verbal ability scores of boys who drop out of school at the age
of 17 tend to decline , whereas their scores on tests of mechanical aptitude
continue to improve ( Vernon , 1948 ) . Thus , by the time an individual reaches ...
Furthermore , the verbal ability scores of boys who drop out of school at the age
of 17 tend to decline , whereas their scores on tests of mechanical aptitude
continue to improve ( Vernon , 1948 ) . Thus , by the time an individual reaches ...
˹éÒ 220
Hence , on developmental grounds , he is ready at the secondaryschool level for
a new type of verbal expository teaching that uses particular examples primarily
for illustrative purposes , that is , to clarify or dramatize truly abstract meanings ...
Hence , on developmental grounds , he is ready at the secondaryschool level for
a new type of verbal expository teaching that uses particular examples primarily
for illustrative purposes , that is , to clarify or dramatize truly abstract meanings ...
˹éÒ 221
jection of verbal exposition and to the paradoxical acceptance of such inherently
rote problem - solving and discovery practices as the teaching of " type problems
, ” the wholly mechanical manipulation of mathematical symbols , and the ...
jection of verbal exposition and to the paradoxical acceptance of such inherently
rote problem - solving and discovery practices as the teaching of " type problems
, ” the wholly mechanical manipulation of mathematical symbols , and the ...
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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 |