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 , it is much less arbitrary to learn that a particular foreignlanguage
word is equivalent in meaning to a word or an idea that is already meaningful —
that " garçon ” represents the meaning of already meaningful “ boy ” -than to learn
...
Furthermore , it is much less arbitrary to learn that a particular foreignlanguage
word is equivalent in meaning to a word or an idea that is already meaningful —
that " garçon ” represents the meaning of already meaningful “ boy ” -than to learn
...
˹éÒ 46
If they were already meaningful , the goal of meaningful learning , that is , the
acquisition of new meanings , would be already accomplished , by definition ,
before any learning was ever attempted . It is true , of course , that in most
potentially ...
If they were already meaningful , the goal of meaningful learning , that is , the
acquisition of new meanings , would be already accomplished , by definition ,
before any learning was ever attempted . It is true , of course , that in most
potentially ...
˹éÒ 69
A Cognitive View David Paul Ausubel. potential meaning to cognitive structure so
as to comprehend it . The beginning reader , who is already able to perceive the
potential meaning in spoken messages , must now acquire the same ability in ...
A Cognitive View David Paul Ausubel. potential meaning to cognitive structure so
as to comprehend it . The beginning reader , who is already able to perceive the
potential meaning in spoken messages , must now acquire the same ability in ...
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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 |