奥苏贝尔作为教育心理学认知主义学派的代表人物，提出了有意义接受学习理论。该理论主要包括接受学习、认知结构同化理论、先行组织者策略 以及意义学习，澄清了接受学习和机械学习的界限，并打破了长期以来人们对于传统讲授教学和接受学习的偏见。

本研究首先了分析了该理论在实践教学中的应用价值，基于其中几个主要理论提出了与高中数学圆锥曲线相关的教学策略。接着，通过分析高中圆 锥曲线相关题目的特点，将这些策略应用到圆锥曲线的复习课教学中。最后，将该理论与圆锥曲线复习课链接起来，选择合适的教学内容和研究对象进行了教学设计，实现理论与实践的有机结合。

本研究目的是基于有意义接受学习理论，在实践中通过教师的有效引导与讲授，帮助学生理解新旧知识之间的联系，自主建构认知结构。最终的研 究结果能够帮助学生在有限的时间里获得系统的知识，形成良好的认知结构，为学生圆锥曲线的整体学习和复习ᨀ供了指导思路和可行模式，使有意义接受学习理论能够更好地运用于教学实践中。

As a representative of the cognitive school of educational psychology, Ausubel proposed the theory of meaningful reception learning. This theory mainly includes receptive learning, cognitive structure assimilation theory, proactive organizer strategy, and meaningful learning, clarifying the boundary between receptive learning and mechanical learning, and breaks the long-standing prejudice against traditional teaching and receptive learning.

This research first analyzes the application value of this theory in practical teaching, and proposes teaching strategies related to conic sections in high school mathematics based on several main theories. Next, by analyzing the characteristics of this theory and the problems related to high school conic sections,these strategies will be applied to the review teaching of high school mathematical conic sections. Finally, the theory was linked to the teaching of the conic sections review lessons, and appropriate teaching content and research objects were selected for teaching design, achieving an organic combination of theory and practice.

The purpose of this research is based on the theory of meaningful reception learning, and in practice, through effective guidance and teaching by teachers, to help students understand the connection between new and old knowledge, and independently construct cognitive structures. The final research results can help students acquire systematic knowledge within a limited time, form a good cognitive structure, provide guidance and feasible models for the overall learning and review of conic sections, and enable the theory of meaningful reception learning to be better applied in teaching practice.