On acceptance of Ausubel#39;s meaningful learning theory.docVIP

On acceptance of Ausubel#39;s meaningful learning theory Abstract: Ausubel’s meaningful learning theory with the study of the acceptance of a scientific analysis, noting that it can be meaningful. In this paper, the teaching objectives, teaching procedures, teacher-student roles and teaching strategies, etc., introduced Ausubel’s meaningful learning theory accepted. Keywords: meaningful learning; teaching objectives; teaching procedures; Strategy American educational psychologist Ausubel believes that human beings have a variety of types of learning. But to learn the contents of the learners existing knowledge and experience of relationships, can be divided into meaningful learning classes to learn rote learning: According to the study carried out by means of view, can students learn from sub-acceptance found in learning. In teaching than in the students through the “discovery” learning knowledge is very limited. “Now studying hard to become the kinds of effective means for the primary.” Vast majority of knowledge still needs to students through “accept-style learning” to obtain information. As the teaching process is a particular cognitive process, the students mainly to receive indirect knowledge, this particularity decided to students to gain a wealth of knowledge must be accepted in nature. Ausubel criticized the teaching of the language learning is dismissed as a hollow receiving mechanical imitation of didactic argument, he used to study the theory of meaningful learning to accept a scientific analysis, pointing out that it can not be equated with rote learning, which can be meaningful. If a teacher can have potential significance of learning materials with students cognitive structure has been linked to mastery, students can also take heart to meaningful learning, that is, the process of learning new knowledge, and actively take the initiative from the original knowledge structure to extract the most easy-to-link old knowledge of new knowledge. In