Ausubel used assimilation theory to demonstrate this point from the perspective of students' internal psychological process. Whether learning is meaningful depends on the interaction of new knowledge, which leads to the assimilation of old and new knowledge, so that not only the new knowledge is meaningful, but also the old knowledge is modified to obtain new meaning. Ausubel pays more attention to the application of psychological principles in classroom teaching, and his exposition on concept learning and concept assimilation is more enlightening. His analysis of subordinate relationship, superior relationship and combination relationship in concept learning makes concept teaching concrete, and teachers can make various attempts according to his model of concept learning.

Learning process: Three relationships between old and new knowledge lead to three forms of learning.

(1) epistatic learning. When students have formed several concepts in their cognitive structure, they need to learn a proposition or concept with a higher degree of generalization and abstraction on the basis of the original concepts, which leads to superordinate learning or blanket learning.

(2) Dependent learning. The original ideas in learners' cognitive structure enrich the newly learned knowledge at the level of inclusion and generalization, so the new knowledge and the old knowledge form a generic relationship, which is also called subordinate learning. It includes two forms: one is called derived generic learning, and the other is called related generic learning.

(3) Parallel learning and combined learning. When a new concept or proposition and the original concept in the cognitive structure are neither generic nor general, but parallel combination, parallel combination learning occurs.

The above three kinds of learning show that the construction and organization of knowledge follow the principle of gradual differentiation and comprehensive integration.