Study On The Application Of Anchored Instruction Model In Senior Geography Teaching

The reform of basic education curriculum requires a change of the current state of attaching great importance to imparting knowledge, indoctrinating teaching while despising ability training and student’s inquiry, and advocating the changing of learning method to establish the dominant position of students in learning and promote students to learn actively. Considering the problems above, geography teachers should change the traditional concept of education, be innovative in classroom teaching to achieve the goal of curriculum reform. Anchored instruction is a teaching mode based on the theory of c onstructivism, focusing on teaching situation creating, determining the problem to be s tudied according to situations, so students can learn knowledge in the problem solving process, finally achieving the construction of the meaning of the knowledge learned through students’ self-learning, collaborative learning and teachers’ proper guidance. Geography is very close to our life, us ing visible daily geographical phenomenon as teaching situation both attracts students’ attention and enhances the actual link between knowledge and life. Apply this teaching mode in the geography teaching of high school to highlight the dominant position of students in t he learning process, helping stimulating students’ interest in l earning, developing students’ learning ability and improving teacher’s educational research ability.This study mainly uses th e literature method, questionnaire method, classroom observation method and teaching experimentation. Through looking up relevant literature, it explains the definition of anchored instruction model including teaching link as well as basic theory and research status at home and abroad, and summarizes the deficiencies existing in current domestic research. The starting point of the research is based on the deficiencies of senior high geography class. This paper takes tenth senior high school of Changyuan for example, from the investigation of the current situation of this school’ geography class and the experiment of anchored instruction in the school for t eaching practice, several conclusions were made. Firstly, students are not very active and initiative about their geography study. From the investigation, we found that there were few students who would autonomously preview what they were going to learn before the class and actively explore and discuss with the teacher or their classmates when they met some difficulties. Most students did not have much motivation and initiative for their geography class thus their interest needs to be improved. Secondly, students look forward to a reform of the current teaching ways. We found that teaching was the main activity of the class and teacher was still the dominant role of the class while students’ subject position is ignored. Students hope that teaching time can be appropriately reduced so that discussion and cooperative study can be added thus students’ ability to communicate and cooperate can be cultivated. Thirdly, anchored instruction is more effective than traditional teaching style. From the observation during the experiment and the comparison and analysis of the statistics gathered before and after the experiment, we found that the study atmosphere and cooperative study situation in groups were much better and students showed higher motivation and initiative in sampled class than in normal class. On th e condition of little difference in the mid-term exam, the tw o classes adopted different teaching ways. It turned out that the result of final exam was much better in sampled class than in normal class which showed that anchored instruction is more effective than traditional way. Fourth, the way group-work organized influences the efficiency of cooperative study. Cooperative study is a key part for students to construct a social meaning for the knowledge they learn. In group work, there is a big difference for study efficiency between choosing partners by themselves and forming a group by gathering students near to them. Some groups didn’t have active discussion and they failed in finishing the assignment because of inappropriate way of grouping. Mixed grouping is a more effective way for group work which takes students’ individual differences into account and allows students to play an appropriate role in the group based on their own characteristics thus their potential ability can be discovered.Applying anchored instruction to geography class helps expand the filed of anchored instruction. Meanwhile, suggestions about how to improve the application of anchored instruction were made according to the conclusions made during the experim ent. Cooperative study is a key part i n anchored instruction. In the experiment, the change of students’ study before and after cooperative study were taken as guide for validating anchored instruction which made the detection more comprehensive and accurate. It is of innovation significance.