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 202
Abstract Logical Stage Beginning in the junior - high - school period , the pupil
becomes increasingly less dependent upon the availability of concrete -
empirical props in meaningfully relating abstract relationships to cognitive
structure .
Abstract Logical Stage Beginning in the junior - high - school period , the pupil
becomes increasingly less dependent upon the availability of concrete -
empirical props in meaningfully relating abstract relationships to cognitive
structure .
˹éÒ 206
Too much unevenness exists in any individual's experiential background and
pattern of abilities for the transition from concrete to abstract functioning to occur
simultaneously in all areas . A stage of development , also , is always referable to
a ...
Too much unevenness exists in any individual's experiential background and
pattern of abilities for the transition from concrete to abstract functioning to occur
simultaneously in all areas . A stage of development , also , is always referable to
a ...
˹éÒ 220
With his developmental dependence on concreteempirical props removed , the
only condition necessary for the understanding and meaningful manipulation of
higher - order concepts and abstract propositions is that their substantive import ...
With his developmental dependence on concreteempirical props removed , the
only condition necessary for the understanding and meaningful manipulation of
higher - order concepts and abstract propositions is that their substantive import ...
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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 |