Analysis of the concept of Meaningful Learning in light of the Ausubel's Theory

ABSTRACT Objective: To analyze the concept of Meaningful Learning, according to David Ausubel's Theory. Method: Integrative review using the Meleis's Theoretical Analysis model. Results: The following were identified as antecedents: Previous students' knowledge, potentially meaningful instructional material and student's willingness to learn. The attributes found were: Existence of previous knowledge that allows the connection with the new knowledge; interaction of previous and new knowledge in the cognitive structure; expansion of the cognitive structure through the incorporation of prior knowledge with the new. The consequent ones found: Existence of new knowledge in the cognitive structure of the student, that generate sense and meaning in the cognitive system of the student and that confers importance to him according to the utility for his daily life. Conclusion: The conceptual analysis carried out contributed to the establishment of a more complete definition for Meaningful Learning, which can be appreciated in teaching and research, regardless of the area of activity.

摘要：
研究目的：依据戴维·奥苏贝尔（David Ausubel）的理论，分析有意义学习（Meaningful Learning）的概念内涵。
研究方法：采用梅莱斯（Meleis）的理论分析模型开展整合性综述研究。
研究结果：本次研究识别出有意义学习的三类前置条件：学习者既有的知识储备、具备潜在意义的教学材料，以及学习者主动学习的意愿。所确认的核心属性包括：存在可与新知识建立联结的既有知识；新旧知识在认知结构中发生交互作用；通过融合既有知识与新知识实现认知结构的拓展。研究得出的后续效应包括：学生认知结构中留存新知识，该知识可在学习者的认知系统中产生意义与价值，并依据其对日常生活的实用性赋予学习者自身价值感。
研究结论：本研究开展的概念分析可为有意义学习确立更为完善的定义，该定义可在各类活动领域的教学与研究工作中得到应用。