How to Study and Teaching how to StudyHoughton Mifflin, 1909 - 324 頁 "Some seven or eight years ago the question of how to teach children to study happened to be included in a list of topics that I hastily prepared for discussion with one of my classes. On my later examination of this problem I was much surprised, both at its difficulty and scope, and also at the extent to which it had been neglected by teachers. Ever since that time the two questions, How adults should study, and How children should be taught to study, have together been my chief hobby. The following ideas are partly the result of reading; but since there is a meager quantity of literature bearing on this general theme, they are largely the result of observation, experiment, and discussion with my students. Many of the latter will recognize their own contributions in these pages, for I have endeavored to preserve and use every good suggestion that came from them; and I am glad to acknowledge here my indebtedness to them"--Preface. (PsycINFO Database Record (c) 2005 APA, all rights reserved) |
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第 1 到 5 筆結果,共 59 筆
第 3 頁
... lesson was certainly equal to that of a good farm hand , for the same period of time . This way of studying history seemed extremely ridiculous . But the method pursued by myself and several others in beginning algebra at about the same ...
... lesson was certainly equal to that of a good farm hand , for the same period of time . This way of studying history seemed extremely ridiculous . But the method pursued by myself and several others in beginning algebra at about the same ...
第 5 頁
... lesson from a book such as you use in class . Do whatever you think you ought to do in studying this lesson thoroughly , and then tell ( write down ) the different things you have done in studying it . Do not write anything else . " Out ...
... lesson from a book such as you use in class . Do whatever you think you ought to do in studying this lesson thoroughly , and then tell ( write down ) the different things you have done in studying it . Do not write anything else . " Out ...
第 6 頁
Frank Morton McMurry. 828 were able to discover the most important fact in the lesson . Yet determining the subject and the lead- ing facts are among the main things that any one must do in mastering a topic . How they could have been ...
Frank Morton McMurry. 828 were able to discover the most important fact in the lesson . Yet determining the subject and the lead- ing facts are among the main things that any one must do in mastering a topic . How they could have been ...
第 8 頁
... lesson . " This was practi- cally the same test as was given to the 842 children before mentioned . While at least twenty different things were named by these teachers , the most frequent one was , " Finding the most important points ...
... lesson . " This was practi- cally the same test as was given to the 842 children before mentioned . While at least twenty different things were named by these teachers , the most frequent one was , " Finding the most important points ...
第 9 頁
... lesson through and memorize its substance in that time . What more remained to be done ? Very few teachers , I find ... lessons . We are not yet prepared for any such change of name . Consider finally the literature treating of study ...
... lesson through and memorize its substance in that time . What more remained to be done ? Very few teachers , I find ... lessons . We are not yet prepared for any such change of name . Consider finally the literature treating of study ...
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ability adults answer asked assimilation asso attention attitude become called chapter chil child Children's Hour common cream of tartar definite desirable direction discussion drill elementary school energy example exer exercise expected experience extent FACTOR IN STUDY facts feeling fomites geography GEORGE HERBERT PALMER habit HENRY SUZZALLO ideas important independent instruction interest James Anthony Froude John Henry Newman John Stuart Mill judge judgment Julius Cæsar kind knowl knowledge lack lesson likewise literature matter means memorizing ment method of study mind nature necessary neglect Noah Porter one's persons practice present principal proper pupils questions reading reason recitation regard relation requires responsibility selection specific aims specific purposes spelling statements student subject-matter suggestions supplementing task teacher teaching tendency things thinking thought tion topic valuable whole words worth yellow fever young
熱門章節
第 63 頁 - Fra Pandolf" by design, for never read Strangers like you that pictured countenance, The depth and passion of its earnest glance, But to myself they turned (since none puts by The curtain I have drawn for you, but I...
第 249 頁 - There is a time in every man's education when he arrives at the conviction that envy is ignorance ; that imitation is suicide ; that he must take himself for better, for worse, as his portion ; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till.
第 66 頁 - Between the dark and the daylight, When the night is beginning to lower, Comes a pause in the day's occupations, That is known as the Children's Hour.
第 60 頁 - And he arose, and came to his father. But when he was yet a great way off, his father saw him, and had compassion, and ran, and fell on his neck, and kissed him.
第 61 頁 - But the father said to his servants, Bring forth the best robe, and put it on him; and put a ring on his hand, and shoes on his feet...
第 60 頁 - A certain man had two sons : And the younger of them said to his father, Father, give me the. portion of goods that falleth to me. And he divided unto them his living.
第 278 頁 - A man should learn to detect and watch that gleam of light which flashes across his mind -- from within, more than the lustre of the firmament of bards and sages.
第 216 頁 - Friend : but before you come to that, certain it is, that whosoever hath his mind fraught with many thoughts, his wits and understanding do clarify and break up in the communicating and- discoursing with another ; he tosseth his thoughts more easily, he marshalleth them more orderly, he seeth how they look when they are turned into words. Finally, he waxeth wiser than himself; and that more by mi hour's discourse, than by a day's meditation.
第 261 頁 - It does not occur to them to have any inclination, except for what is customary. Thus the mind itself is bowed to the yoke : even in what people do for pleasure, conformity is the first thing thought of; they like in crowds; they exercise choice only among things commonly done: peculiarity of taste, eccentricity of conduct, are shunned equally with crimes: until by dint of not following their own nature, they have no nature to follow...
第 64 頁 - E'en then would be some stooping ; and I choose Never to stoop. Oh sir, she smiled, no doubt, Whene'er I passed her ; but who passed without Much the same smile ? This grew ; I gave commands ; Then all smiles stopped together. There she stands As if alive. Will 't please you rise ? We '11 meet The company below, then. I repeat, The Count your master's known munificence Is ample warrant that no just pretence Of mine for dowry will be disallowed ; Though his fair daughter's self, as I avowed At starting,...