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Bruner thought that the roles of discovery learning were as follows: first, it was to  enhance  the  potential  of  intelligence;  the  second  was  to  turn  external  motivation into  internal  motivation;  the  third  was  to  learn  to  discover;  fourth,  it  was  helpful  to memorize the materials. As a result, cognitive discovery theory was a learning theory which  should  be  particularly  concerned.  The  cognitive  discovery  theory  stressed learning proactivity and the vital roles of the existing cognitive structure and learning content’s structure. And students’ autonomous thinking was also focused on. The task of teachers was not to explain and instill existing knowledge, but to create conditions to  require  students  to  observe,  explore  and  experiment,  carry  forward  the  spirit  of creation,  think  autonomously,  reorganize  materials,  discover  knowledge  and  master principles  by  themselves,  so  as  to  make  them  acquire  basic  principles  or  rules autonomously. 

Ausubel, a cognitive structuralist, believed that “learning is the reorganization of cognitive  structure”.  Ausubel  not  only  attached  importance  to  the  function  of  the original cognitive structure (knowledge experience system), but also emphasized the inner  logical  relationship  of  learning  materials.  The  main  points  of  Ausubel’s cognitive  assimilation  theory  were  as  follows:  first,  the  process  of  meaningful learning  is  the  process  of  new  meaning  assimilation.  Ausubel’s  learning  theory divided  cognitive  learning  into  mechanical  learning  and  meaningful  learning.  The essence  of  mechanical  learning  was  to  form  the  surface  connection  of  words  and symbols.  If  students  did  not  understand  the  essence  of  words  and  symbols,  their psychological  process  was  association.  The  essence  of  meaningful  learning  was  that the  individual  obtained  the  meaning  of  logically  meaningful  literal  symbols,  which was to establish a substantive rather than artificial relationship between new concepts which  were  represented  by  symbols and original concepts in the student’s cognitive structure;  second,  assimilation  could  be  taken  place  by  means  of  receiving  learning. Acceptance  learning  meant  that  the  main  content  of  learning  was  basically  accepted by students in the form of c本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。