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 524
process of concept acquisition occurs , in the level of abstraction of the concept
meanings that emerge from this process , and in the abstractness and complexity
of the kinds of concepts that lie within the child ' s grasp . As indicated earlier ...
process of concept acquisition occurs , in the level of abstraction of the concept
meanings that emerge from this process , and in the abstractness and complexity
of the kinds of concepts that lie within the child ' s grasp . As indicated earlier ...
˹éÒ 529
Increased Abstractness and Precision 529 It is important to recognize and take
account of the highly significant interaction that takes place between many
assimilated concepts and their subverbal or intuitive precursors . As L . S .
Vygotsky ...
Increased Abstractness and Precision 529 It is important to recognize and take
account of the highly significant interaction that takes place between many
assimilated concepts and their subverbal or intuitive precursors . As L . S .
Vygotsky ...
˹éÒ 530
In operating with spontaneous concepts the child is not conscious of them
because his attention is always centered on the object to which the concept
refers , never on the act of thought itself . . . . . A concept can become subject to ...
In operating with spontaneous concepts the child is not conscious of them
because his attention is always centered on the object to which the concept
refers , never on the act of thought itself . . . . . A concept can become subject to ...
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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 |