ABSTRACT

The papers in this volume relate to the nature and conditions of classroom learning, with particular emphasis on the cognitive aspects. They are concerned with the question of concept formation and stress the importance of the teacher’s function in ensuring that the child really has assimilated the ideas and not merely the words for the concepts. The role of language is fundamental to this theme, and the interaction of language, thinking and learning is dealt with in the first section of the book. This section also provides a context within which subsequent discussions of classroom learning problems can be viewed. Some problems concerning the elaboration of a general theory of teaching are then examined with particular reference to possible methods of bridging the gap between research and implementation.

part |4 pages

Overview

part |80 pages

Thinking, Language and Learning

chapter 1|10 pages

Learning to Think*

chapter 3|11 pages

Words, Meanings and Concepts*

chapter 4|10 pages

Language and Concepts*

chapter 6|7 pages

Thought and Word*

chapter 8|18 pages

The Learning of Principles*

part |136 pages

Learning Theory and Teaching Practice

chapter 3|13 pages

Some Theorems on Instruction*

chapter 8|15 pages

Words, Meanings and Concepts*

part |1 pages

Some Aspects of Subject Teaching

chapter 6|11 pages

Reading Skills Re-Examined*

chapter 7|13 pages

Learning to think about Reading*

chapter 8|10 pages

Musical Communication*

part |48 pages

Failure in Learning

part 7|45 pages

The Evaluation of Learning