Interpretation
Ausubel’sexplanation
Accordingtotherelationshipbetweenthelearningmaterialsandtheexistingknowledgeinthelearner’scognitivestructure,AusubeldivideslearningintomechanicalLearningandmeaningfullearning.Ausubelbelievesthatmeaningfullearningreferstotheprocessofestablishingnon-artificialandsubstantiveconnectionsbetweennewknowledgerepresentedbysymbolsandappropriateconceptsinthelearner’scognitivestructure.
Thedefinitionofnon-artificial
Non-artificialmeansthattheconnectionbetweennewknowledgeandrelatedconceptsinthecognitivestructureisnotarbitrary,butisbasedonalogicalbasis.
Substantialdefinition
Substantialconnectionreferstonon-literalconnection,thatis,theexpressionwordsusedinnewknowledgeandrelatedideasinthecognitivestructuremaybedifferent,butthetwoAreequivalent.Suchas"equilateraltriangle"and"trianglewiththreeequalsides".
Prerequisites
(1)Representationlearning:themeaningrepresentedbysymbols,andtheestablishmentofequivalencerelations.(Vocabularylearning)
(2)Conceptlearning:masterthecommonfeaturesofsimilarthings.(Triangle)
(3)Propositionlearning:aNon-conceptualproposition:therelationshipbetweenthings.(BeijingisthecapitalofChina);bConceptualproposition:compoundmeaningcomposedofseveralconcepts.(Learningtheoremsofmathematics)
Prerequisites
1.Thelearningmaterialsthemselveshavelogicalmeaning;
2.Thestudents’cognitivestructurepossessesandnewKnowledgepreparationrelatedtoknowledge;
3.Studentshaveamindsetformeaningfullearning.
①Objectiveconditions:Thematerialformeaningfullearningmusthavealogicalmeaning,whichisunderstandableinthelearner'spsychologyandiswithinthescopeoftheirlearningability.
②.Subjectiveconditions:A.Thelearner’scognitivestructuremusthaveanappropriatecognitivestructurecapableofcommunicatingnewknowledge;B.Thelearnermusthaveanactiveunderstandingofthenewknowledgeandrecognitionrepresentedbythesymbol.Thetendencyoflinkingappropriateknowledgeintheknowledgestructure;C.Learnersmustactivelymakethispotentialnewknowledgeinteractwiththerelevantoldknowledgeinthecognitivestructure,sothatthecognitivestructurecanbeimprovedandthenewTheactualmeaningofknowledgeacquisitionisthepsychologicalmeaning.
Thepurposeofmeaninglearningistomakenewknowledgegainpsychologicalmeaning.
Assimilationmechanism
Conditionsforassimilation
Teachingisforlearning,teachingmethodsmustbebasedonlearningmethods,andteachingmethodreformsshouldreturntolearningtheoryTofindapsychologicalbasis.AmericancognitiveeducationpsychologistOsubelbelievesthatthepsychologicalmechanismofmeaningfullearningisassimilation,andtheconditionsforitsproductionareobjectively,thelearningmaterialitselfhaslogicalmeaning,subjectively,thelearner’soriginalcognitivestructureshouldbeHaveappropriateconceptsthatcanbeusedtoassimilatenewknowledge(includingrelatedconcepts,propositions,representations,andalreadymeaningfulsymbols).Atthesametime,learnersmustalsohavetheintentionofmeaningfullearning,whichismanifestedasaproactivecombinationofnewknowledgeandThetendencyoflinkingtheoriginalappropriateknowledgeinthecognitivestructure,sothatthenewandoldknowledgecanestablishanimpersonalandsubstantivelink.Basedonthis,Ausubelsummeduptheessenceofmeaningfullearningas:thenewknowledgerepresentedbythelanguagesymbolsandtheexistingappropriateconceptsinthelearner'scognitivestructureestablishanon-artificialandsubstantiveconnection(ieassimilation).
Theprocessofassimilationrealization
Howistheassimilationofoldandnewknowledgerealized?Generallyspeaking,theeffectivenessofpeople’slearningismainlydeterminedbywhetherthelearner’scognitivestructurehasoriginalideassimilartothecurrentnewlearningcontent,andhowsimilartheangleanddegreeare.Theassimilationprocessisbasedonthesimilaritiesbetweenthenewandtheoldknowledge.The"mixed",butconnectsorfixesthedissimilarpoints.Inthisway,throughassimilation,newknowledgeisincorporatedintothelearner'scognitivestructure,enrichingtheoriginalcognitivestructure,andtheoriginalcognitivestructurehasbeentransformedandreorganizedafterabsorbingnewknowledge.Becauseofthis,Osubelalsoregardsmeaningfullearningastheorganizationandreorganizationofcognitivestructures.Theviewofassimilationdeepensourunderstandingofthesubjectivityofstudents'learning.
Aspectsinvolvedinassimilation
Ontheonehand,nomatterhowspecialthecognitiveactivitiesinteachingare,theyalwaysneedtobeconstructedandorganizedinthemindsofstudentsTeacherscannotreplacethispoint.Students’initiativeandautonomyinlearningaretheessentialmanifestationsofthesubjectivityofstudents’learning.Teachers’teachingactivitiesshouldbeestablishedonthebasisofstudents’conscious,active,andself-pursuinglearning.
Ontheotherhand,cognition,astheinteractionofnewandoldknowledge,isbasedonandrestrictedbythestudents’originalcognitivestructure,whichtranscendsthe"learningabilityofcognitivestructure"."Category",theinteractionofsubjectandobjectlosesthepointofintersectionandfoundation.Atthistime,nomatterhowactiveandconsciousthestudentsare,theyarestillinspiringandnotinitiating,anditisimpossibletoproducemeaningfullearning.Ausubelputitwell:"Themostimportantfactoraffectinglearningiswhatstudentsalreadyknow,andteachingshouldbebasedonthestudents'originalknowledge.
Applicationofassimilationinteaching
Inteaching,itisnecessarytoplaytheroleofstudents’initiativebasedonthepremiseoffoundation,andtoplaytheroleofstudents’basicroleundertheguidanceofinitiative,sothatstudentscanlearnbothactivelyandsolidly.PracticehasprovedthatitisbasedonMeaningfullearningontheassimilationmechanismcanenablestudentstoacquirerealknowledge.Thiskindofknowledgehaspsychologicalsignificance.Itisintegratedintothestudent’sknowledgestructureandistheirownknowledge.Studentscanfreelyextractanduseflexibly.ThiskindofknowledgeisorganicItisembeddedinthecognitivesequencethatstudentshaveformed,sothatthecognitivestructureofstudentsisconstantlyorganizedandreorganizedlikeasnowball.
Meaningfullearningisscientific,lively,andactivethinking.Inordertoensureeffective,high-qualityandefficientlearning,teachingmustultimatelybeimplementedonstudents’meaningfullearning.Totestwhetherteachingisscientificornot,theactualstandardistoseewhetheritproducesmeaningfullearningforstudents.Thisisourteachingmethod.Wemustpayattentiontoitinthereform.