基于认知心理的奥苏贝尔意义学习理论对初中道法课的启示

The Enlightenment of Ausubel’s Meaning Learning Theory Based on Cognitive Psychology to the Moral and Rule of Law Course of Junior High School

奥苏贝尔从认知心理学的角度出发,研究学生的认知过程及影响学生学习的心理因素,提出了意义学习理论。其中,“认知同化”是奥苏贝尔意义学习理论提出的理论基石,强调新旧知识不断进行相互作用,形成新的心理意义,从而促进学习者对知识的习得、巩固、内化与迁移。认知心理学视域下的奥苏贝尔意义学习理论包含意义学习的基础概念,内部心理机制,两大教学原则、应用策略及三大心理驱力理论,符合学生的认知结构、知识背景及心理特点。目前,初中道法课存在着教学内容枯燥、教学方式单一、学生兴趣减退等问题。奥苏贝尔意义学习理论初中道法课具有重要的启示意义,将二者有机融合,有助于从认知心理的角度切实了解学生认知的心理过程和情感因素,从而优化初中道法课教学理念、教学设计及教学手段。

From the perspective of cognitive psychology, Ausubel studies students’ cognitive process and the psychological factors that affect students’ learning, and puts forward the theory of meaning learn-ing. Among them, “cognitive assimilation” is the theoretical cornerstone of Ausubel’s meaning learning theory, which emphasizes the continuous interaction of old and new knowledge to form new psychological meaning, so as to promote learners’ acquisition, consolidation, internalization and transfer of knowledge. From the perspective of cognitive psychology, Ausubel’s theory of meaning learning contains the basic concept of meaning learning, internal psychological mecha-nism, two teaching principles, application strategies and three psychological drive theories, which are in line with students’ cognitive structure, knowledge background and psychological character-istics. At present, the moral and rule of law course of junior middle school has some problems, such as boring teaching content, single teaching method, and students’ decreasing interest. The meaning learning theory of Ausubel is of great significance to the middle school Daofa course. The combina-tion of the two is helpful to understand the psychological process and emotional factors of students’ cognition from the perspective of cognitive psychology, so as to optimize the teaching concept, teaching design and teaching means of the middle school moral and rule of law course.