The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 26
... need to be assessed by an agent " external " to the student , in order to ensure that they are objective and unbiased ... needs for these various functions of learning management are clearly implied for any system whose purpose it is to ...
... need to be assessed by an agent " external " to the student , in order to ensure that they are objective and unbiased ... needs for these various functions of learning management are clearly implied for any system whose purpose it is to ...
Stranica 249
... needs to be answered , as thoroughly and precisely as possible . Assessment exercises , or " tests , " need to be employed at fre- quent intervals for the purpose of giving the student feedback about his achievement . For many topics ...
... needs to be answered , as thoroughly and precisely as possible . Assessment exercises , or " tests , " need to be employed at fre- quent intervals for the purpose of giving the student feedback about his achievement . For many topics ...
Stranica 253
... needs of the individual learner ( Gagné , 1963a ) . There is nothing about predesign as such , therefore , that prohibits the adjustment of the learning situation to the needs of the individual learner . In fact , quite the contrary ...
... needs of the individual learner ( Gagné , 1963a ) . There is nothing about predesign as such , therefore , that prohibits the adjustment of the learning situation to the needs of the individual learner . In fact , quite the contrary ...
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