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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The subject matter of educational psychology , therefore , can be inferred directly
from the problems facing the classroom teacher . The latter must generate
interest in subject matter , inspire commitment to learning , motivate pupils , and
help ...
The subject matter of educational psychology , therefore , can be inferred directly
from the problems facing the classroom teacher . The latter must generate
interest in subject matter , inspire commitment to learning , motivate pupils , and
help ...
˹éÒ 10
enterprise , who have investigated problems quite remote from the type of
learning that goes on in the classroom . The focus has been on animal learning
or on short - term and fragmentary rote or nonverbal forms of human learning ,
rather ...
enterprise , who have investigated problems quite remote from the type of
learning that goes on in the classroom . The focus has been on animal learning
or on short - term and fragmentary rote or nonverbal forms of human learning ,
rather ...
˹éÒ 417
Classroom Climate Although the weight of the evidence indicates that the choice
between authoritarian and democratic classroom climates in the United States
has little effect on subject - matter achievement ( G. G. Stern , 1963 ) , there is ...
Classroom Climate Although the weight of the evidence indicates that the choice
between authoritarian and democratic classroom climates in the United States
has little effect on subject - matter achievement ( G. G. Stern , 1963 ) , there is ...
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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 |