The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 79.
Stranica 26
... teacher requires that he understand the condi- tions of learning . Knowing these conditions makes it possible for the teacher to reach the proper decisions about what achievements the student is being motivated for , and to give ...
... teacher requires that he understand the condi- tions of learning . Knowing these conditions makes it possible for the teacher to reach the proper decisions about what achievements the student is being motivated for , and to give ...
Stranica 253
... teacher to use valuable time in extemporaneous de- sign , and thus makes it possible for a proper emphasis to be re- stored to the teacher functions of managing instruction , motivating , generalizing , and assessing . The fourth point ...
... teacher to use valuable time in extemporaneous de- sign , and thus makes it possible for a proper emphasis to be re- stored to the teacher functions of managing instruction , motivating , generalizing , and assessing . The fourth point ...
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 ...
Sadržaj
Preface | 3 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 8
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Uobičajeni izrazi i fraze
able achievement acquired adult animals appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course depend described designed directions discrimination discussion distinguished educational effective English established evidence example expected external fact function given human identify important individual instruction interference involved kind knowledge language later learner learning limited lines mathematics matter means measurement MICHIGAN motivation nature necessary objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed probably problem problem solving question reading reason recall reinforcement repetition represent response result sense sequence signal simple single situation sounds specific statement stimulus stimulus situation student task teacher things thinking tion topic transfer variety verbal verbal chains York