文摘
英文文摘
前言
声明
ACKNOWLEDGEMENTS
Chapter 1 Introduction
1.1 Background of the research
1.2 Objective and contents of the research
1.3 Significance of the research
Chapter 2 Introduction to Ausubel's Meaningful Reception Learning Theory
2.1 Two different types of learning
2.1.1 Meaningful Learning VS. Rote Learning
2.1.2 Meaningful (Reception) Learning VS. Discovery Learning
2.2 Meaningful learning and its requirements
2.3 Learning as subsumption into cognitive structure
2.3.1 Superordinate learning
2.3.2 Subordinate learning
2.3.3 Combinatorial learning
2.4 Summary
Chapter 3 Application of Ausubel's Theory to Teaching——Advance Organizer Model of Teaching
3.1 Advance Organizer
3.2 Advance Organizer Model of Teaching
3.2.1 Syntax
3.2.2 Support system
3.2.3 Instruetional and nurturant effects
3.3 Evaluation of the Advance Organizer Model
3.3.1 Syntax
3.3.2 Support system
3.3.3 Instruetional and nurtuant effects
3.4 Summary
Chapter 4 Test of Efficacy of Ausubel's Theory——an Empirical Study
4.1 Introduction
4.2 Preparation of experiment materials
4.2.1 Teaching design
4.2.2 Testing tools
4.3 Experiment implementation
4.3.1 Experiment one
4.3.2 Experiment two
4.4 Summary
Chapter 5 Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations of the study
5.4 Suggestions for future research
References
Appendix
