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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To do so meaningfully, they need no longer depend on current or recent concrete
-empirical props, and hence are able to bypass completely the intuitive type of
understanding reflective of such dependence. In large measure this development
...
To do so meaningfully, they need no longer depend on current or recent concrete
-empirical props, and hence are able to bypass completely the intuitive type of
understanding reflective of such dependence. In large measure this development
...
˹éÒ 113
Gestalt theorists (Katona, 1940; Koffka, 1935), on the other hand, identify insight
and the understanding of relationships with the establishment of stable "structural
" traces, which are contrasted, in turn, with the relatively "rigid" and unstable ...
Gestalt theorists (Katona, 1940; Koffka, 1935), on the other hand, identify insight
and the understanding of relationships with the establishment of stable "structural
" traces, which are contrasted, in turn, with the relatively "rigid" and unstable ...
˹éÒ 486
Aptitude in problem solving also involves a much different pattern of abilities than
those required for understanding and retaining abstract ideas. The ability to solve
problems calls for qualities (flexibility, resourcefulness, improvising skill, ...
Aptitude in problem solving also involves a much different pattern of abilities than
those required for understanding and retaining abstract ideas. The ability to solve
problems calls for qualities (flexibility, resourcefulness, improvising skill, ...
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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 |