Educational PsychologyCRC Press, 2020 M04 27 - 416 páginas When this classic book was first published in 1926, L.S. Vygotsky was well on his way to becoming one of the leading intellectuals in Russia. His study of the psychology of education led him to believe that the child should be the main figure in the educational process - and the efforts of the teacher should be directed toward organizing, not dicta |
Dentro del libro
Resultados 1-5 de 78
Página 5
... speaking , and from the scientific point of view , there is no other way of teaching ... Ultimately , the child ... speak of problems of education [ problemy vospitaniya ] ( in present - day educational psychology one speaks basically of ...
... speaking , and from the scientific point of view , there is no other way of teaching ... Ultimately , the child ... speak of problems of education [ problemy vospitaniya ] ( in present - day educational psychology one speaks basically of ...
Página 14
... speaking of fully developed means of satisfying his needs ) arise and develop in the course of his lifetime ( cf. Selected Psychological Works , Vol . 1 , page 79 , etc. ) . And , as we showed earlier , Vygotsky himself in the latter ...
... speaking of fully developed means of satisfying his needs ) arise and develop in the course of his lifetime ( cf. Selected Psychological Works , Vol . 1 , page 79 , etc. ) . And , as we showed earlier , Vygotsky himself in the latter ...
Página 15
... speak , themselves recorded in our consciousness , but rather as a special type of activity oriented towards the perception of our own experiences . This activity may influence other actions , may disturb them , and may itself be ...
... speak , themselves recorded in our consciousness , but rather as a special type of activity oriented towards the perception of our own experiences . This activity may influence other actions , may disturb them , and may itself be ...
Página 16
... speaking of reactions in these cases . Thus , the concept of a reaction helps us to include human behavior in the lengthy chain of biological adaptive movements all organisms engage in , from the lowest to the highest , to locate it ...
... speaking of reactions in these cases . Thus , the concept of a reaction helps us to include human behavior in the lengthy chain of biological adaptive movements all organisms engage in , from the lowest to the highest , to locate it ...
Página 27
Alcanzaste el límite de visualización de este libro.
Alcanzaste el límite de visualización de este libro.
Contenido
7 | |
15 | |
15 | |
The Most Important Laws of Higher Nervous | 27 |
Biological and Social Factors in Education | 47 |
The Instincts as the Subject Mechanism | 59 |
Education of Emotional Behavior | 95 |
Psychology and Pedagogics of Attention | 111 |
Social Behavior and the Childs | 205 |
Ethical Behavior | 219 |
Esthetic Education | 241 |
Exercise and Fatigue | 273 |
Abnormal Behavior | 283 |
Temperament | 297 |
The Problem of Giftedness | 321 |
Basic Forms of Investigations of | 327 |
Reinforcement and Recollection | 135 |
Thinking as an Especially Complex Form | 157 |
Psychological Understanding | 181 |
Historical Notes | 337 |
Bibliography | 351 |
Otras ediciones - Ver todas
Términos y frases comunes
action activity adaptation animal appear arises associated assume attention become behavior biological changes character child complex component concept conditional consciousness consequently constitutes course created creative desires direction effect elements emotional entirely environment essential established esthetic everything example exist experience expression external fact feelings force forms function fundamental given goal hand human imagination important individual influence instincts interest internal involved knowledge labor man's manifests matter means mechanism memory mental mind moral motor movements nature nervous system objects observation occurs once organism orientation particular pedagogical person play possess possible precisely present principle problem produced psychology question reactions reason recall reflex relation relationship requires response result role scientific sense simply social speaking stimulus struggle student teacher teaching thinking thought turn understand whole