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|Other Titles:||A Study on the Cognitive Teaching Theory of David Ausubet|
Department od Education, NTNU
According to the information─processing theory David P. Ausubel（1918 ） assumed that the cognitive structure as a hierarchically organized system consisted of the totality of an individuals existing knowledge. Besides he emphasized that the learning materials should be presented on hierarchical forms and should be substantively related to the learner's cognitive structure, therefore the new information will be really internatized or learned. From this point of view, he constructed his meaningful learning theory. Experimental evidence have proved that if a more general, abstractive, or inclusive idea has been established in the learner's cognitive structure, it will be easier for the learner to subsump a new, less inclusive idea. So he conveyed three main concepts─ advance organizer, progressive differerntiation, and integrative reconciliation─ suggested that the teachers would better teach a broad concept first, then break down this concept into narrower ones continually and help the students to examine the similarities and difference between or among these concepts. He believes that students acquire large bodies of subject matter primarily through meaningful reception learning facilitated by appropriately designed expository teaching and instructional materials, so he concentrated his attention on how to extend the advantaged of the meaningful verbal learning in school teaching. This thesis is undertaken from the theoretical analysis and divided into five chapters：In chapter one, the background of this study was presented. The second chapter described the cognitive development theory of Ausubel's theory. Following, the meaningful learning theory and the empirical studies on subsumption learning were discussed. Then an Ausubel Teaching Model was explored to reveal the application of his theory. Finally, a chapter was written to discuss the relevance and implication of his theory. In brief, Ausubel's cognitive teaching theory infere four main ideas：1. The significant
|Appears in Collections:||教育研究所集刊|
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