Ausubel is the main representative of modern cognitive theory in educational psychology. He put forward the theory of meaningful receptive learning in educational psychology. Ausubel explained the general process and psychological mechanism of meaningful acceptance learning with cognitive viewpoint and assimilation theory. He believes that the process of meaningful acceptance learning is the process of cognition-assimilation, that is, the process of individuals incorporating new knowledge into the original cognitive structure; The results of learning make the original cognitive structure of individuals change accordingly. Therefore, his theory of meaningful receptive learning is also called cognitive assimilation theory.

(A) the essence of meaningful learning

The essence of meaningful learning refers to the process of establishing substantive and non-artificial connection between new knowledge represented by symbols and existing appropriate concepts in learners' cognitive structure.

The so-called substantive connection means that although the words expressed are different, they are equivalent, that is, this connection is not literal. For example, when learning the new proposition of "equilateral triangle", we should grasp "triangle with three equal sides". Learners' cognitive structure has the concepts of representation and equilateral triangle, and students have also observed objects or figures composed of equilateral triangles. When they learn this new proposition, they naturally connect with the corresponding representations and concepts in their original cognitive structure. Once the connection is established, you can express this new proposition in your own words, that is, "any triangle is an equilateral triangle as long as its three sides are equal" or "an equilateral triangle has three equilateral sides". Although the words expressed are different, the key features of the concept have not changed, and the psychological content they cause has not changed. In this way, it can be said that there is a substantial connection between new knowledge and the corresponding concepts in the original cognitive structure.

The so-called non-artificial connection refers to internal connection rather than arbitrary association or connection, and refers to the connection between new knowledge and related concepts in the original cognitive structure only on a reasonable or logical basis. For example, in the original cognitive structure, learners have "the sum of the internal angles of a triangle is equal to 180". Now they are learning a new proposition. The sum of the internal angles of a quadrilateral is equal to 360. They can deduce that any quadrilateral can be divided into two triangles, and the sum of the internal angles of the triangles is equal to 180, so the sum of the internal angles of the quadrilateral is of course 360. This connection is the connection between the whole and the parts. Any connection like this is artificial.

(B) the conditions for meaningful learning

Ausubel believes that meaningful learning must meet three preconditions: learning materials must have logical significance; Learners must have the intention of meaningful learning; Learners must have proper concepts to absorb new knowledge in their cognitive structure.

(C) the nature and strategies of receptive learning

1. Accept the essence of learning

Accepted learning means that learners accept the meaning of things under the guidance of teachers. Reception learning is also a process of conceptual assimilation and the main form of classroom learning. Ausubel believes that learning is suitable for older, knowledgeable and experienced people. In the process of learning, most of the contents to be learned are ready-made, conclusive and scientific basic knowledge, including some abstract concepts, propositions and laws, which are directly presented to learners in the form of definitions through textbooks or teachers. At this time, it is impossible to discover any new knowledge, and learners can only accept these existing knowledge and master its meaning.