1, emphasizing that students' learning is mainly meaningful to accept learning.

2. The essence of meaningful learning is that the new knowledge represented by symbols establishes a non-artificial and substantive connection with the related concepts in learners' cognitive structure.

3. The conditions of meaningful learning are the result of the interaction between subjective and objective conditions.

4. Teaching strategies to promote meaningful learning.

Introduction to Ausupol:

David Pawl Ausubel, American cognitive education psychologist. He got a bachelor's degree from the University of Pennsylvania (1939), a master's degree in psychology from Columbia University, and then a doctor's degree in medicine from Brandeis University (1943) and a doctor's degree in psychology from Columbia University (1950).

1950- 1974 Professor, College of Education, University of Illinois. 1975 was transferred to be a professor at the Graduate School and University Center of City University of New York, and 1978 retired as an honorary professor. Later, I opened a clinic and became a psychiatrist. He won the Thorndike Prize.

Major achievements:

Ausubel mainly pays attention to the study of school learning theory, and also has research in theoretical medicine, clinical medicine, psychopathology, developmental psychology and so on. He has worked in the American Psychological Association, the American Educational Association, the American Medical Association, the Agriculture and Education Department of the National Academy of Sciences, the White House Drug Abuse Research Group, and the Biology Curriculum Research Committee, and was awarded the Thorndike Prize for Educational Psychology 1976 by the American Psychological Association.

His main representative works include Self-development and Personality Disorder, Theories and Problems of Adolescent Development (1954, 1977, 2nd Edition, Cooperation with Others), Theories and Problems of Child Development, etc.