一、基础知识系统化的源起认知学派的学习理论认为,个体对外界刺激的反应不是彼此孤立的知觉反应,而是集知觉成意识的整体反应。学习是个体在学习情境中,运用已有的认知结构去认识、辨别、理解新知识,增加自己的经验,从而改变自己的认知结构的过程。教育学家布鲁纳提倡发现学习,他认为,教学不应当使学生处于被动接受知识的状态,而应当让学生自己将事物整理就绪,使自己成为知识的发现者。他主张学生在学习情境中,自己去探索,进而获得问题的答案。但发现学习只有在有结构的学习情境中才会发生,因此应当把教材做适当组织,使其体现出知识的结构性。在发现学习的过程中,教师应当只呈现有关线索或例证,让学生通过直觉思维和归纳推理得出例证之间的内在联系,从而形成有关学科内容的基本结构。体现在教学内容的组织上,就是要体现教学内容 First, the systematization of basic knowledge Cognitive school theory of learning that the individual’s response to external stimuli is not isolated from each other’s perceptual response, but the perceived consciousness into the overall response. Learning is a process in which an individual changes his or her cognitive structure by learning from an existing cognitive structure in a learning situation, recognizing, discerning, understanding new knowledge, increasing his or her own experience. Bruner, an educator advocating the discovery of learning, believes that teaching should not place students in a passive state of knowledge, but instead prepares them for themselves and discovers themselves as discoverer of knowledge. He advocates students in the learning context, to explore their own, and then get the answer to the question. However, it is found that learning takes place only in structured learning situations. Therefore, teaching materials should be properly organized to reflect the structural of knowledge. In the course of discovering learning, teachers should only present relevant clues or examples so that students can form the basic structure of the content of the subject by intuition thinking and inductive inference. Reflected in the organization of teaching content, is to reflect the teaching content