I. Background
He received a bachelor's degree from the University of Pennsylvania (1939) and a master's degree in psychology from Columbia University, and then received a doctor's degree in medicine from Brandeis University (1943) and a doctor's degree in psychology from Columbia University (1950). 1950- 1974 Professor, College of Education, University of Illinois. 1975 was transferred to be a professor at the Graduate School and University Center of City University of New York, and 1978 retired as an honorary professor. Later, I opened a clinic and became a psychiatrist. He won the Thorndike Prize.
Second, teachers and teammates.
Cognitive schools: Piaget, Bruner, Gagne, Kohler, tolman.
Third, the opponent
Bruner (discovery learning), Rogers (informed and unified meaningful learning), behaviorism
Fourth, representative works
Self-development and personality disorder (1952);
Theories and problems of adolescent development (1954, 1977, 2nd edition, cooperation with others).
Theories and problems of children's development (1958).
Meaningful Psychology of Language Learning (1963).
Educational psychology: cognitive view (1968, 1978, 2nd edition).
School study: an introduction to educational psychology (1969, cooperation with people).
Self-psychology and mental disorder (1977, cooperation with others).
The core idea of verb (abbreviation of verb)
Ausubel believes that students' learning should be as meaningful as possible if it is valuable, so he puts forward meaningful learning.
Meaningful learning
The concept of 1: The essence of meaningful learning is to establish a non-artificial substantive connection between new knowledge and existing knowledge. It is the process of absorbing new ideas from the original ideas in learners' cognitive structure.
Two conditions:
Subjective conditions:
(1) Intention of meaningful learning (I think)
(2) There is appropriate knowledge in the cognitive structure (I can).
(3) Learners actively link old and new knowledge (I am willing).
Objective conditions: the learning material itself has logical significance (the learning content has potential significance to students)
3 type:
① Symbol learning (representation learning): specifically (vocabulary, name, place, etc. )
② Conceptual learning: Generally speaking (mastering the common essential characteristics of a class of things).
③ Proposition learning: relationship (formula, theorem)
(B) the process of cognitive assimilation
1 upper learning (package learning)
Subordinate learning (generic learning): ① Derivative learning ② Related generic learning (new content can expand, modify and restrict students' existing concepts and propositions to make them accurate).
3 Parallel combined learning (Parallel combined learning)
(c) Ausubel's learning classification
1 According to the way of learning, it can be divided into acceptance learning and discovery learning.
According to the relationship between learning materials and learners' original knowledge, it can be divided into mechanical learning and meaningful learning.
Ausubel puts more emphasis on meaningful acceptance and learning.
(4) Accept learning
Ausubel believes that students' learning is mainly to accept learning, and learning should happen through acceptance rather than discovery. Contrary to Bruner's concept of discovery learning.
Teaching methods of accepting learning:
Explaining teaching is to impart knowledge to students in an organized and meaningful way. Suitable for meaningful phonetic learning.
The characteristics of explanation teaching are as follows: ① There are many interactions between teachers and students. ② Examples of extensive application. ③ The teaching process is deductive, that is, from general understanding to special understanding. ④ The teaching process is orderly and the presentation of materials has certain steps. These steps are first and foremost the organizers.
(5) Explain the "two principles and one strategy" in teaching.
(1) The principle of gradual differentiation: First, teach the most general and inclusive concepts, and then make gradual differentiation according to specific details, which can provide an ideal fixed point for the teaching of each knowledge unit, that is, the previous knowledge that plays a fixed role in new knowledge.
(2) The principle of integration and cooperation refers to how to reorganize the existing elements in students' cognitive structure. Ausubel believes that all learning that leads to integration and coordination will also lead to further differentiation of students' existing knowledge. Therefore, integration and coordination is a form of gradual differentiation of cognitive structure in meaning learning.
In addition to the above two main principles, Ausubel also put forward two principles: sequential organization and consolidation. The principle of sequential organization emphasizes that the former knowledge should provide the basis for the latter knowledge. The principle of consolidation emphasizes that students must master what they have just learned before learning new content, so as to ensure that students are prepared for new learning and lay the foundation for the success of new learning.
(3) Advance organizer strategy
The so-called "advance organizer" is the guiding material presented before the learning task itself. It has a higher level of abstraction, generalization and synthesis than the learning task itself, and can be clearly associated with the original concepts and new tasks in the cognitive structure. In other words, by presenting the "organizer", a bridge is built between the learners' existing knowledge and the new content that needs to be learned, so that students can learn new materials more effectively.
With the deepening of research, researchers developed the concept of "organizer" on the basis of Ausubel's original definition.
The "organizer" usually appears before the material to be studied (the first organizer), but it can also appear after the learning material. It can be a material that is higher than the learning material in abstraction and generalization; It can also be a concrete concept, which is lower in abstraction and generalization than the original learning materials.
What are the categories of "organizers"?
One is a declarative "organizer", when students face the task of learning; If there is no suitable epistemological concept in its cognitive structure to assimilate new knowledge, we can design an organizer with higher generalization level and tolerance than the new materials to be learned, with the aim of providing a generic for new knowledge and generating an epistemological relationship with new knowledge.
The other is a comparative "organizer", which is used in familiar learning materials. Its purpose is to compare new materials with materials with similar cognitive structure, so as to enhance the distinction between specious old and new knowledge and provide a stable fixed point for these new ideas.
(VI) Classification of learning motivation-classification of Ausubel's achievement motivation.
Ausubel believes that achievement motivation in school situations should include at least three internal driving forces, namely, cognitive internal driving force, self-improvement internal driving force and affiliated internal driving force.
1 Cognitive internal drive (internal)
Cognitive internal drive refers to a tendency that students are eager to know and understand, require knowledge, and systematically explain and solve problems. Generally speaking, this internal driving force mostly comes from the tendency of curiosity. In meaningful learning, cognitive drive is the most important and stable motivation.
2 Self-improvement internal drive (external) (a person's status, ranking, honor, reputation, self-esteem, etc. Self-improvement and internal drive is the desire of individuals to win corresponding status by virtue of their own abilities and work achievements.
The internal driving force of self-improvement is different from that of cognition, which does not directly point to the learning task itself. The internal driving force of self-improvement regards achievement as the foundation of winning status and self-esteem, which is obviously an external driving force.
3 Accessory internal force (external)
Accessory internal drive is a need for students to study hard in order to maintain the recognition or recognition of parents and teachers. This is an external motive. In early childhood, the affiliated internal drive is the most prominent.
(7) Learning transfer theory-cognitive structure transfer theory.
Ausubel, an American educational psychologist, put forward a new cognitive structure transfer theory on the basis of meaningful speech learning theory.
According to this theory, all meaningful learning is based on the original cognitive structure, and meaningful learning that is not affected by the original cognitive structure does not exist.
Ausubel put forward three main variables that affect the cognitive structure of transfer: when students learn new knowledge, the cognitive structure with high availability, flexibility and stability can promote the transfer of new knowledge learning.
1. Availability, that is, when students face new learning tasks, their cognitive structure should have the original concept of absorbing and fixing new knowledge, thus producing meaningful learning.
2. Differentiability refers to the degree of differentiation between a new learning task and the relevant knowledge absorbed by it. The higher the resolution, the more helpful it is to transfer and avoid the interference caused by the confusion of old and new knowledge.
3. Stability refers to whether the original knowledge in students' cognitive structure is stable and consolidated in the face of new learning tasks. The more stable the original knowledge, the more helpful it is to the migration.
(8) Forgetting theory-assimilation theory
Ausubel believes that forgetting is actually a process of knowledge organization and simplification of cognitive structure, that is, replacing low-level concepts with high-level concepts and laws, so that low-level concepts are forgotten, thus refining and simplifying knowledge and reducing memory burden, which is a positive forgetting.
Forgetting can be divided into positive forgetting (saving memory space) and negative forgetting (remembering things wrong and mixing them up).