1. Attach importance to the subjective value of people in learning activities, and fully affirm the initiative of learners.
2. Emphasize the important position and role of awareness activities such as cognition, meaning understanding and independent thinking in learning.
3. Pay attention to people's preparation in learning activities. That is, the effect of a person's learning depends not only on external stimuli and personal subjective efforts, but also on a person's existing knowledge level, cognitive structure and non-cognitive factors. Preparation is a prerequisite for any meaningful study.
4. Pay attention to the enhanced function. Cognitive learning theory regards human learning as a proactive process, so it attaches great importance to the intrinsic motivation and internal reinforcement brought by learning activities themselves.
5. Promote the creativity of human learning. The discovery learning theory advocated by Bruner emphasizes the flexibility, initiative and discovery of students' learning. It requires students to observe, explore and experiment by themselves, carry forward the creative spirit, think independently, arrange materials, discover knowledge by themselves, master principles and principles, and advocate an inquiry learning method. It emphasizes that students can find learning, develop intellectual potential, adjust and strengthen learning motivation, firmly grasp knowledge and form innovative skills.
The deficiency of cognitive learning theory is that it does not reveal the psychological structure of learning process. We believe that learning psychology is composed of psychological structure in the learning process, that is, intellectual factors and non-intellectual factors. Intellectual factors are the psychological basis of the learning process and play a direct role in learning; Non-intelligence factors are psychological conditions in the process of learning and play an indirect role in learning. Only by combining intellectual factors with non-intellectual factors can learning achieve the expected goal. However, cognitive learning theory does not pay enough attention to the study of non-intelligence factors.