① Students have mastered the knowledge about division, division, quotient and remainder, and continue to learn the knowledge about divisibility; ② Students have mastered the knowledge about rectangles and parallelograms, and continue to learn the knowledge about trapezium; (3) Students have mastered the knowledge about division in tables, one-digit division and so on, and continue to learn the knowledge about multi-digit division;

① Reasons for poor learning effect: Related concepts in the original cognitive structure are subordinate concepts in the new concept.

② Reasons for parallel learning: The two concepts do not constitute a genus-species relationship, but they are similar.

③ Reasons for superior learning: The new concept is the subordinate concept of the concept in the original cognitive structure. …