The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 208
... positive motivation toward school attendance is both real and important . Nevertheless , it is not a kind of motivation that can be directly treated here . Ensuring positive motivation toward school is something that must be dealt with ...
... positive motivation toward school attendance is both real and important . Nevertheless , it is not a kind of motivation that can be directly treated here . Ensuring positive motivation toward school is something that must be dealt with ...
Stranica 227
... positive motivation for learning . THE MANAGEMENT OF INSTRUCTION The instructional process may be thought of as a set of pro- cedures designed to accomplish the various objectives described in the present chapter . Once the structure of ...
... positive motivation for learning . THE MANAGEMENT OF INSTRUCTION The instructional process may be thought of as a set of pro- cedures designed to accomplish the various objectives described in the present chapter . Once the structure of ...
Stranica 253
... positive advantages of predesign of learning conditions go beyond this particular feature of adaptation to the needs of the individual learner . They include the following : 1. The selection of proper learning conditions may be made as ...
... positive advantages of predesign of learning conditions go beyond this particular feature of adaptation to the needs of the individual learner . They include the following : 1. The selection of proper learning conditions may be made as ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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