The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 25
... learning . How can the student be motivated to begin and to continue learning ? How should the direction of his interest and effort be guided ? What can be done to assess the outcomes of learning ? These are questions that pertain to ...
... learning . How can the student be motivated to begin and to continue learning ? How should the direction of his interest and effort be guided ? What can be done to assess the outcomes of learning ? These are questions that pertain to ...
Stranica 259
... objectives . Tests of immediate learning outcomes cannot be designed merely by changing the purpose of the total test . Attention must also be paid to the form of each item that the test contains . The item must be designed to measure ...
... objectives . Tests of immediate learning outcomes cannot be designed merely by changing the purpose of the total test . Attention must also be paid to the form of each item that the test contains . The item must be designed to measure ...
Stranica 263
... outcomes of learning , then , are of considerable importance to the whole instructional enterprise . No better guide can be found to the phrasing of the questions that make up this assessment than the clear and unambiguous statement of ...
... outcomes of learning , then , are of considerable importance to the whole instructional enterprise . No better guide can be found to the phrasing of the questions that make up this assessment than the clear and unambiguous statement of ...
Sadržaj
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