“Didn't understand or not fully understand” is the most common situation that students experience when they learn medical biochemistry and molecular biology (MBMB). Therefore, the primary task of teaching MBMB is to help students overcome the difficulties in “conceptual understanding.” The core of the solution to these problems lies in the acquisition and application of cognitive skills. The key to applying Ausubel cognitive assimilation theory (A's CAT) is to expand the knowledge capacity of students’ cognitive structure through the purposeful “production” and employment of advanced organizers, with which students can replace “rote learning” with “meaningful learning” and ultimately develop an interest in MBMB courses. The results showed that the application of A's CAT did not only encourage the students to use cognitive skills to learn and understand MBMB knowledge and overcome the barrier to learning that results from the characteristics of the MBMB course, but also expanded and deepened the MBMB course contents. As a branch of learning theory, A's CAT provides practical methods for the several hypotheses of learning theory. Among these, the advanced organizer strategy realizes the organization and reorganization of new knowledge; the progressive differentiation strategy reduces the difficulty of complex and abstract knowledge; the implementation of the advanced organizer strategy and integrative reconciliation strategy forms the concept map. Taken together, the application of A's CAT includes cognitive strategy and metacognitive strategy when the cognitive process is conducted in a meaningful way. More importantly, application of A's CAT guides students to participate in active learning and builds “scaffolding” for the teaching/learning MBMB of student‐centered goals.

中文翻译：

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Ausubel认知同化理论在医学生物化学和分子生物学教学中的应用

“不明白或不完全明白”是学生在学习医学生物化学和分子生物学（MBMB）时遇到的最常见的情况。因此，MBMB教学的首要任务是帮助学生克服“概念理解”的困难。解决这些问题的核心在于认知技能的获得和应用。应用奥苏贝尔认知同化理论（A's CAT）的关键是通过有目的的“生产”和高级组织者的运用，扩展学生认知结构的知识能力，让学生用“有意义的学习”代替“死记硬背”，最终培养对 MBMB 课程的兴趣。结果表明，应用A' CAT 不仅鼓励学生运用认知技能去学习和理解 MBMB 知识，克服 MBMB 课程特点造成的学习障碍，而且扩展和深化了 MBMB 课程内容。作为学习理论的一个分支，A's CAT为学习理论的几个假设提供了实用的方法。其中，先进的组织者策略实现了新知识的组织和重组；渐进差异化策略降低复杂抽象知识的难度；高级组织者策略和综合和解策略的实施形成了概念图。综合来看，A'的应用 当认知过程以有意义的方式进行时，CAT 包括认知策略和元认知策略。更重要的是，A's CAT的应用引导学生积极参与学习，为以学生为中心的MBMB教学/学习搭建“脚手架”。