The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 22.
Stranica 274
... oral communication for presenting stimuli . The science teacher would feel grossly handicapped if he had to depend solely on oral communication to describe wave motion . The description of a town meeting may not be as satisfactory a ...
... oral communication for presenting stimuli . The science teacher would feel grossly handicapped if he had to depend solely on oral communication to describe wave motion . The description of a town meeting may not be as satisfactory a ...
Stranica 276
... oral communication : much of science and mathematics can- not be taught without recourse to stimulation that includes actual objects and events . PRINTED LANGUAGE MEDIA Books , pamphlets , and leaflets are also a traditional part of the ...
... oral communication : much of science and mathematics can- not be taught without recourse to stimulation that includes actual objects and events . PRINTED LANGUAGE MEDIA Books , pamphlets , and leaflets are also a traditional part of the ...
Stranica 284
... oral communication is judged to be that of inducing knowledge transfer . Of course , to perform this function properly , a suitable interaction between people ( “ oral communicators " ) must be designed , as in a discussion group or ...
... oral communication is judged to be that of inducing knowledge transfer . Of course , to perform this function properly , a suitable interaction between people ( “ oral communicators " ) must be designed , as in a discussion group or ...
Sadržaj
Preface | 8 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 8
Ostala izdanja - Prikaži sve
Uobičajeni izrazi i fraze
able achievement acquired adult animals appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course depend described designed directions discrimination discussion distinguished educational effective English established evidence example expected external fact function given human identify important individual instruction interference involved kind knowledge language later learner learning limited lines mathematics matter means measurement method motivation nature necessary objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed problem problem solving question reading reason recall reinforcement repetition represent response result sense sequence signal simple single situation sounds specific statement stimulus stimulus situation student task teacher teaching things thinking tion topic transfer variety verbal verbal chains York