A Study On The Application Of Ausubel 's Meaningful Acceptance Learning Theory In Senior Middle School Mathematics Teaching

Under the background of the based curriculum reform, the mathematical newcurriculum reform calls for diversification of learning including independent learning,cooperative learning or explored learning. Reception learning which is a traditionalstudy way has been desolated by people. Even a part of people think that receptionlearning is passive or mechanical and does not conform to the new curriculum reform.Ausubel who is a famous educational psychologist of America in present ageproposed the theory of meaningful reception learning. He thinks that receptionlearning is not equivalent to mechanical learning and emphasizes that the process ofmeaningful reception learning new knowledge is the process of students activelyconstructing knowledge. They can obtain systematic knowledge in a limited time, andform a good cognitive structure. The theory of meaningful reception learning meetsrequirements of the new curriculum reform and provides a good theory support whenteachers and students accepts meaningful reception learning.The article mainly researches application of the theory of meaningful receptionlearning in high mathematical teaching, analyzes the effects which the application ofapplication of the theory of meaningful reception learning in mathematical teaching,and surveys the research objects who think of the theory of meaningful receptionlearning is used in mathematical teaching. Specific points are as follows:One, across stating the background and significance of paper, explainthe the content the purpose and the research method of this study. Through looking upthe related literature of meaningful reception learning theory, to make a detailedinterpretation and interpretation; Select suitable teaching content and students toimplement teaching experiment; Combined the experimental results of this study withthe excellent teachers’ teaching experience, giving some classroom teachingsuggestions for meaningful accepting learning. The research method of this articlerefers to the documentary analysis, case study and the questionnaire survey.Two, based on meaningful accepting learning study and analysis of relevanttheories, applying meaningful accepting learning theory to design the teaching experiment procedure,the content includes: through the pretest select the researchobjects are eligible for the meaningful accepting learning condition,determining theexperimental class and the non-experimental class. Regard the concept of the functionand the monotonicity of the function of the two high school mathematics knowledgeas the research content.In the experimental classes, the classroom teaching is carriedout by the meaningful accepting teaching mode. While the non-experimental class,traditional teaching mode is used (teachers impartation-students reception).Comparison of different teaching methods teaching effect by the post test and delayedtest. After teaching, knowing what the students think of the meaningful acceptingteaching mode by the questionnaire.Three, by comparing experimental class and control class test score three times,and through the statistical analysis of the survey results, drawing the followingconclusions: The meaningful accepting teaching mode of teaching effect is superior tothe traditional teaching mode of teaching effect; The meaningful accepting teachingmode promote student learning and maintaining new mathematical knowledge,deepening students understand and grasp of mathematical knowledge; The meaningfulaccepting teaching mode promote the student who are in lower level learning newmathematical knowledge, but it’s more obvious to top students maintain their grades;The teaching effect of meaningful accepting teaching mode has nothing to sex.According to the questionnaire, the students accept and adapt to the meaningfulaccepting teaching mode, and they believe the teaching mode can promote theirenthusiasm, improve their learning effect, help their understanding of new knowledge.