Under The Learning Theory Of Ausubel Of High School Mathematics Classroom Teaching

There are some changes in the new class reform when compared with the traditional teaching method. However, its implementation bas met many obstacles:some education conductors do not understand the real meaning of the class, or they have no method to reach the meaning they have understood.The Standards for New Courses has pointed that it is needed to obey the principle of " not only consider the character of math its self but also need to obey the mental regulation of the students, strengthening the point to start from the real experience of the students. The learning of math must be established on the basis of students’ established experiences.The principles such as learning knowledge gradually and retrospect the old to know the new things better advocated by Chinese great educators is in accordance with the principles proposed by the educators in America. The studying theory about Ausubel has emerged endlessly. This thesis will started from the cognitive structure of the students, describe the class teaching of high school math under the new class theory based on the assimilation learning principle proposed by Ausubel. The author hope this thesis will benefit the work of the teachers from the view point of psychology.The article focuses on the guidance of Ausubel’s learning theory on senior high school math teaching. By reading relevant literature, it conducts researches on case study, teaching practices and other methods. The requirements of new curriculum concept for the mathematics in senior high schools is the starting point of this research. In essence, new curriculum reform has changed traditional teaching to some extent. The article first of all studies the characteristics and current situation of the math teaching in senior high schools under the new curriculum concept, then illustrates the Ausubel’s learning theory and finally discusses how this theory can guide senior high school math teaching and the expected results.The article provides teaching guidance from the perspective of instruction psychology, and this is exactly where the innovation of the topic selection lies in. In writing the article, the author has read a large number of literature. However, the author has worked only for four years, and the teaching experience is therefore inadequate. Meanwhile, the understanding of math education theories may be superficial and one-sided and, the reflections on practices are not in-depth, either.