The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 65.
Stranica 227
... chapter . Once the structure of learning has been planned in accordance with the principles of Chapter 7 , the task of initial instruction becomes one of establishing motivation , of presenting a suitable stimulus situation , of ...
... chapter . Once the structure of learning has been planned in accordance with the principles of Chapter 7 , the task of initial instruction becomes one of establishing motivation , of presenting a suitable stimulus situation , of ...
Stranica 245
... Chapter 7 . Analysis of a topic begins with the statement of the terminal objective - the performance or performances one expects the student to be able to exhibit after the learning of that topic has been com- pleted . Once this ...
... Chapter 7 . Analysis of a topic begins with the statement of the terminal objective - the performance or performances one expects the student to be able to exhibit after the learning of that topic has been com- pleted . Once this ...
Stranica 267
... chapter . When these decisions are wise , they lead to efficient learning ; when they are not , learning is inefficient and often ineffective . The educational system also has the function of executing these decisions , and nowadays it ...
... chapter . When these decisions are wise , they lead to efficient learning ; when they are not , learning is inefficient and often ineffective . The educational system also has the function of executing these decisions , and nowadays it ...
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Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 9
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Uobičajeni izrazi i fraze
able achievement acquired activity adult appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course decisions depend described designed determined directions discussion distinguished educational effective English established evident example expected external fact function given human identify important individual inference instruction involved kind knowledge language later learner learning Limited lines mathematics matter means measurement method motivation nature necessary needs objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed probably problem problem solving question reading reason recall represent response result sense sequence signal simple situation sounds specific statement stimulus stimulus situation structure student teacher teaching things thinking tion topic transfer variety verbal York