The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 27
... designed by a teacher . In any case , instruction very often involves communicating verbally with the student for the purposes of informing him of what he is going to achieve , reminding him of what he already knows , directing his ...
... designed by a teacher . In any case , instruction very often involves communicating verbally with the student for the purposes of informing him of what he is going to achieve , reminding him of what he already knows , directing his ...
Stranica 258
... designed for the assessment of learning outcomes , in contrast , needs to take quite a different tack . In particular , tests should be designed to assess the immediate outcomes of learning , as exhibited by the learner when he has ...
... designed for the assessment of learning outcomes , in contrast , needs to take quite a different tack . In particular , tests should be designed to assess the immediate outcomes of learning , as exhibited by the learner when he has ...
Stranica 295
... designed to establish generalizability of the principles . Step 3 : An assessment exercise is conducted by the teacher , primarily to determine that the required principles have been at- tained . If students have not acquired these ...
... designed to establish generalizability of the principles . Step 3 : An assessment exercise is conducted by the teacher , primarily to determine that the required principles have been at- tained . If students have not acquired these ...
Sadržaj
Preface | 3 |
3 BASIC FORMS OF LEARNING | 62 |
MOTOR AND VERBAL | 87 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 7
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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