The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 251
... teacher . However , he is likely to remember his own motivational changes that resulted from the teacher's efforts , and this is surely a legitimate basis for recalling a teacher favorably . There is much to be said in favor of ...
... teacher . However , he is likely to remember his own motivational changes that resulted from the teacher's efforts , and this is surely a legitimate basis for recalling a teacher favorably . There is much to be said in favor of ...
Stranica 264
... teacher now make decisions about learning objectives - parents ' groups , school ad- ministrators , university scholars , writers of textbooks , and others . ( The objectives they decide on are not always defined , or even made public ...
... teacher now make decisions about learning objectives - parents ' groups , school ad- ministrators , university scholars , writers of textbooks , and others . ( The objectives they decide on are not always defined , or even made public ...
Stranica 265
... teacher has learned a variety of techniques for conducting discussions that aid the generalizability of knowledge . 3. ASSESSMENT The teacher should be the best - equipped person to know what questions to ask the student . Teachers need ...
... teacher has learned a variety of techniques for conducting discussions that aid the generalizability of knowledge . 3. ASSESSMENT The teacher should be the best - equipped person to know what questions to ask the student . Teachers need ...
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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