Learning theory is a psychological principle or theory that reveals the essence and law of human learning activities, explains and explains the psychological mechanism of learning process, and guides human learning, especially students' learning and teachers' classroom teaching, which is of great help to us. For more than a century since Thorndike put forward the world's first learning theory in 1898, many psychologists have studied different problems from different angles and with different methods, put forward their own theoretical propositions, and formed four schools: conditional learning theory, cognitive learning theory, eclectic learning theory and humanistic learning theory. Based on the application of cognitive structure learning theory in children's teaching practice, this paper talks about my own experience and feelings.

Cognitive structure learning theory was put forward by the famous American psychologist Bruner. He believes that cognition refers to the process of cognition and the analysis of cognition. Gilbert, an American psychologist, thinks: "Cognition is a person &; Lsquo's understanding of the objective world of rsquo is a general term for several processes. It includes several unique processes such as perception, understanding and reasoning. This term contains the meaning of consciousness. " The construction of cognition has become the core issue of student psychology that modern educational psychologists try to understand. He not only emphasizes that knowledge learning is a positive cognitive process, but also advocates knowledge discovery learning. Therefore, his cognitive structure learning theory is also called "cognitive discovery theory".

Cognitive structure learning theory provides a theoretical basis for teaching theory, enriches the content of educational psychology and makes great contributions to the development of educational psychology. The cognitive structure learning theory highlights five points, namely: 1, attaches importance to people's subjective value in learning activities, and fully affirms learners' initiative. 2. Emphasize the important position and role of awareness activities such as cognition, meaning understanding and independent thinking in learning. 3. Pay attention to people's preparation in learning activities. That is, the effect of a person's learning depends not only on external stimuli and personal subjective efforts, but also on a person's existing knowledge level, cognitive structure and non-cognitive factors. Preparation is a prerequisite for any meaningful study. 4. Pay attention to the enhanced function. Cognitive learning theory regards human learning as a proactive process, so it attaches great importance to the intrinsic motivation and internal reinforcement brought by learning activities themselves. 5. Promote people's creativity in learning. The discovery learning theory advocated by Bruner emphasizes the flexibility, initiative and discovery of students' learning. It requires students to observe, explore and experiment by themselves, carry forward the creative spirit, think independently, arrange materials, discover knowledge by themselves, master principles and principles, and advocate an inquiry learning method. It emphasizes that students can find learning, develop intellectual potential, adjust and strengthen learning motivation, firmly grasp knowledge and form innovative skills.

At the same time, Bruner's "cognitive discovery theory" has the following characteristics: 1, emphasizing the learning process. In the teaching process, children are active explorers, and the role of teachers is to provide a situation for children to explore independently, rather than providing ready-made knowledge. The main purpose of learning is not to remember what teachers and textbooks say, but to let children participate in the establishment of the subject knowledge system. Therefore, Bruner emphasized that children are not passive and passive recipients of knowledge, but active and active knowledge explorers. 2. Emphasize intuitive thinking. Bruner's discovery method also emphasizes the importance of children's intuitive thinking in learning. In his view, intuitive thinking is different from analytical thinking. It does not follow carefully defined steps, but takes jumps, jumps and shortcuts to think. The formation process of intuitive thinking generally does not depend on oral information, especially on teachers' indicative language. The essence of intuitive thinking is image or image. Therefore, teachers should help children form rich imagination in inquiry activities to prevent premature linguistization. Instead of telling children how to do it, let them try and think while doing it. 3. Emphasize intrinsic motivation. Finding activities helps to stimulate children's curiosity. Children are easily driven by curiosity and show interest in exploring unknown results. So Bruner called curiosity "the prototype of students' internal motivation".