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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 88
˹éÒ 87
Through reception learning , students can proceed directly to a level of abstract
understanding that is qualitatively superior to the intuitive level in terms of
generality , clarity , precision , and explicitness . At this stage of development ,
therefore ...
Through reception learning , students can proceed directly to a level of abstract
understanding that is qualitatively superior to the intuitive level in terms of
generality , clarity , precision , and explicitness . At this stage of development ,
therefore ...
˹éÒ 199
The pre - operational child's understanding and manipulation of abstract
concepts and propositions take place at a level ... logically operational " ) imply a
capability to understand and manipulate relationships between secondary
abstractions .
The pre - operational child's understanding and manipulation of abstract
concepts and propositions take place at a level ... logically operational " ) imply a
capability to understand and manipulate relationships between secondary
abstractions .
˹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 ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
PSYCHOLOGY | 3 |
MEANING AND MEANINGFUL LEARNING | 37 |
MEANINGFUL RECEPTION LEARNING | 83 |
ÅÔ¢ÊÔ·¸Ôì | |
17 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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
ºÃóҹءÃÁ
| 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 |