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Ottawa:
Secrtariat
Franais:Thories
mthodes
pdagogiques.
et
dtat.
ISBN
dressage
0660557932]
pdagogique
the other hand, are ordinarily presented at the same level of abstraction,
generality, and inclusiveness as the learning material itself. They simply
emphasize the salient points of the material by omitting less important
information. Thus, they largely achieve their effect by repitition and
simplification p.11
... the factors that are responsible for maturational progress are transferable to
the new discipline (i.e., the existence of a large body or critical mass of stable
abstractions in cognitive structure and of sufficient transactional terms for
relating them to each other, as well as considerable experience in comprehending
and manipulating abstract ideas without the benefit of concrete props in other
disciplines) p.13-14
... the scope of the theory of learning elaborated in this book [...] deals:
(1)
(2)
(3)
Dans sa rflexion sur lassimilation dlments abstraits par rapport aux lments
factuels, Ausubel (2000, p.113) propose quune reconstruction factuelle
satisfaisante pour la communication savre possible lorsque leur reproduction
est requise ou tente: In any case a degree of factual reconstruction that is
satisfactory enough for most purposes of communication is usually possible
when reproduction is required or attempted.
... all conceptions of learning and retention and of their underlying psychological
processes are forms of information processing p.137
... but rather one of maintaining their [concepts and propositions] dissociability
from the more general and inclusive meanings of the established ideas in
cognitive structure that assimilate them semantically p.139
of course, verbal anchoring ideas need not necessarily be stated in propositional
(sentence( form. schematic models and diagrams, flow charts, etc., often indicate
the relationship between ideas more effectively and succinctly than sentences and
paragraphs. they can thus serve as advance organizers in many instances,
especially for learners who find it easier to take in at a glance an explanatory
model than to read successive sentences and paragraphs p.140
cognitive drive. At the human level, cognitive drive (the desire for knowledge as
an end in itself) is more important in meaningful than in rote or instrumental
learning. It is, at least potentially, the most important kind of motivation in
classroom learning p.202