align="right">133
| Examples for study |
137 |
| Development of General Knowledge |
139 |
| The conceptual lesson |
139 |
| The inductive lesson |
140 |
| The formal steps |
141 |
| Conception as learning process |
143 |
| Induction as learning process |
144 |
| Further examples |
145 |
| The inductive-deductive lesson |
148 |
| Chapter XVI |
| The Lesson Unit |
150 |
| Whole to Parts |
151 |
| Parts to Whole |
154 |
| Precautions |
155 |
| Chapter XVII |
| Lesson Types |
156 |
| The Study Lesson |
157 |
| The Recitation Lesson |
160 |
| Conducting recitation lesson |
161 |
| The Drill Lesson |
162 |
| The Review Lesson |
165 |
| The topical review |
166 |
| The comparative review |
169 |
| Chapter XVIII |
| Questioning |
171 |
| Qualifications of Good Questioner |
171 |
| Purposes of Questioning |
173 |
| Socratic Questioning |
174 |
| The Question |
177 |
| The Answer |
179 |
| Limitations |
181 |
| PART III |
| EDUCATIONAL PSYCHOLOGY |
| Chapter XIX |
| Consciousness |
183 |
| Value of Educational Psychology |
186 |
| Limitations |
186 |
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