Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/25638
Title: 奧素柏認知教學理論之分析研究
Other Titles: A Study on the Cognitive Teaching Theory of David Ausubet
Authors: 魏世台
Issue Date: Jun-1982
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 認知教學是學校教育的重點。二十世紀以來,許多教育學者倡議以求知方法的陶養代知識內容的傳遞,作為認知教學的目的;並為配合此一理想的實現,主張教師應避免扮演知識訊息提供者的角色,讓學生自己去探索、去發現,並假設此種學習方式,一方面可增進學習者推理思考的智力技巧,同時經由學生自行發現的知識內容可以更長期的被保留。然而實徵性研究的結果並未能積極支持上述論點。於是學者們以折衷的觀點,重新檢視知識內容學習的價值,以及教師在認知教學中所應扮演的角色。
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
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/25638
Other Identifiers: FA1A712D-B037-ABF8-FD48-A5F3F176D7AD
Appears in Collections:教育研究所集刊

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