《教育心理学》（英文版）Chapter 5 Cognitive Learning Theorie

Chapter 5 Cognitive Learning Theories: Ausubel?s Learning Theory TT had to reduce all educational psychology just one principle, I would say this: The most important single factorinfluencing learning is what the learner already knows. Ascertain this

Chapter 5 Cognitive Learning Theories: Ausubel’s Learning Theory “If I had to reduce all educational psychology just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly

Chapter 5 AusubeI's Learning Theory 5.4.1 About Ausubel: David P. Ausubel: 1918- Born on 25 oct 1918 in Brooklyn, New York. 1939, Uni. of Pennsylvanian, ba. 1940. Columbia Uni. MA 1943, Brandis Uni. Doctor degree of medicine 1950,Uni. of Columbia, Ph D

Chapter 5 Ausubel’s Learning Theory • 5.4.1 About Ausubel: • David P. Ausubel: 1918- • Born on 25 Oct.1918 in Brooklyn, New York. • 1939, Uni. of Pennsylvanian, Ba. • 1940, Columbia Uni.,MA • 1943, Brandis Uni. Doctor degree of medicine. • 1950,Uni. of Columbia,Ph.D

Chapter 5 Ausubel's Learning Theory 5.4.1 About Ausubel 1950-68, taught in Uni, of Illinois, Toronto 1968, taught in Uni. of New York 976, won Thorndike Prize of Educational Psy o 1978 retired, honorary professor of Uni. of New York. 2 N5 Educational Psv. A Cognitive perspective (1978

Chapter 5 Ausubel’s Learning Theory • 5.4.1 About Ausubel • 1950-68,taught in Uni. of Illinois, Toronto • 1968, taught in Uni.of New York • 1976, won Thorndike Prize of Educational Psy. • 1978, retired, honorary professor of Uni.of New York. • Educational Psy.:A Cognitive Perspective, (1978)

Chapter 5 Ausubels Learning Theory 5.4.2 Main ideas: an overview His theory is concerned with how individuals learn meaningful material from verbal/ textual presentations in a school setting, learning is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the reception of information A primary process in learning is subsumption in which new material is related to relevant ideas in-the existing cognitive structure on a substantive. non-verbatim basis. Cognitive structures represent the residue(残余,剩余物 of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity. He was very active in the 1950s to 1970

Chapter 5 Ausubel’s Learning Theory • 5.4.2 Main ideas:an overview • His theory is concerned with how individuals learn meaningful material from verbal/textual presentations in a school setting . learning is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the reception of information. A primary process in learning is subsumption in which new material is related to relevant ideas in the existing cognitive structure on a substantive, non-verbatim basis. Cognitive structures represent the residue（残余，剩余物） of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity. He was very active in the 1950s to 1970s

Chapter 5 Ausubel's Learning Theory 5.4.2 Main ideas: about learning Consider the following sentences 1) Enso firs hmen mam snoi teha erso iakt Slae otin mes esna nrae (2)Easier that nonsense information to make then sense is learn (3)Information that makes sense is easier to learn than nonsense. a Which one is easiest to learn and remember?

Chapter 5 Ausubel’s Learning Theory • 5.4.2 Main ideas: about learning • Consider the following sentences: • (1) Enso firs hmen mam snoi teha erso iakt siae otin mes esna nrae. • (2) Easier that nonsense information to make then sense is learn. • (3) Information that makes sense is easier to learn than nonsense. • Which one is easiest to learn and remember?

Chapter 5 Ausubel's Learning Theory 5.4.2 Main ideas: about learnin The message in (3) has profound implications for instruction. One of the teachers most important tasks is to make information meaningful to students, by presenting it in a clear, organized way, by relating it to information already in student's minds, and s by make sure that students have truly understood the concepts being taught and apply them to new situations

Chapter 5 Ausubel’s Learning Theory • 5.4.2 Main ideas: about learning • The message in (3) has profound implications for instruction. One of the teacher’s most important tasks is to make information meaningful to students, by presenting it in a clear, organized way, by relating it to information already in student’s minds, and by make sure that students have truly understood the concepts being taught and apply them to new situations

s Chapter 5 Ausubel's Learning Theory 5.4.2 Main ideas: a bout learning x Rote and Meaningful Learning rote learning: memorize something without relating it to prior experience or memorize just by mere repetition. (the memorization of facts or associations) e.g. the multiplication tables, the chemical symbols for the elements, words in foreign languages, etc. Much of rote learning involves associations that are essentially arbitrary. The chemical symbol for gold could just as well have been go or gd

Chapter 5 Ausubel’s Learning Theory • 5.4.2 Main ideas: about learning ＊Rote and Meaningful Learning rote learning: memorize something without relating it to prior experience or memorize just by mere repetition. (the memorization of facts or associations). e.g. the multiplication tables, the chemical symbols for the elements, words in foreign languages, etc. Much of rote learning involves associations that are essentially arbitrary. The chemical symbol for gold could just as well have been Go or Gd

Chapter 5 Ausubel's Learning Theory 5.4.2 Main ideas: about learning meaningful learning: attempts to create some connection to something that they alread know, or learn with understanding. It is not arbitrary e.g. if we learn that silver is an excellent conductor of electricity, this information relate to our existing information about silver and about electrical conductivity. The association between silver and electrical conductivity is not arbitrary

Chapter 5 Ausubel’s Learning Theory • 5.4.2 Main ideas: about learning • meaningful learning: attempts to create some connection to something that they already know, or learn with understanding. It is not arbitrary. • e.g.if we learn that silver is an excellent conductor of electricity, this information relate to our existing information about silver and about electrical conductivity.The association between silver and electrical conductivity is not arbitrary

Chapter 5 Ausubel's Learning Theory 5.4.2 Main ideas: about learning Materials learned that have relation to experiences or memories that are firm in the person's memory are more likely to be retained. Whereas, rotely learned materials are discrete(不连续的,离散的)and isolated entities which have not been related to established concepts. and may soon be forgotten(Ausubel, 1962)

Chapter 5 Ausubel’s Learning Theory • 5.4.2 Main ideas: about learning • Materials learned that have relation to experiences or memories that are firm in the person’s memory are more likely to be retained. Whereas, rotely learned materials are discrete（不连续的，离散的） and isolated entities which have not been related to established concepts…and may soon be forgotten (Ausubel, 1962)

Chapter 5 Ausubel's Learning Theory 5.4.2 Main ideas: about learning x Reception and Discovery Learning discovery learning: learning by individualor group exploration. Real knowledge would be obtained through it. Reception Learning: learning through expository, or subsumption

Chapter 5 Ausubel’s Learning Theory • 5.4.2 Main ideas: about learning • ＊Reception and Discovery Learning • discovery learning：learning by individual or group exploration. Real knowledge would be obtained through it. • Reception Learning: learning through expository, or subsumption