A Practical Study On The Improvement Of Junior High School Students’ Self-Learning Ability Based On Anchored Teaching Method

At present,science and technology develop rapidly and information is swiftly updated,which proposes strict requirements for people’s lifelong learning capacity.Therefore,to improve the self-learning capacity of students is one of the necessary teaching tasks in the new era.Anchored instruction is a teaching method that promotes students’ reflection,improves their far transfer capacity and ability of solving complicated problems through the situated learning technique in the diversified life contexts(or in the virtual context that uses techniques).Anchored instruction is a very important approach of making students adapt to daily life and learn to independently recognize problems,propose problems and solve real problems.The existing researches are mainly the application practice researches of anchored instruction in the teaching fields.However,the researches seldom mention the relationship between the anchored instruction and cultivation of students’ self-learning ability.This thesis will take anchored instruction as the carrier to study the development conditions of students,learning ability,mainly including the self-monitoring ability,preparation ability of self-learning action,ability of organizing learning activities,and ability of reflecting and evaluating the learning fruits.This thesis aims to seek for the methods of cultivating students’ self-learning ability on the basis of anchored instruction.There are five main research issues:(1)How is the anchored instruction?(2)How to evaluate the junior school students’ self-learning ability of chemistry?(3)What is the status of junior school students’ self-learning ability of chemistry?(4)What’s the status of application of anchored instruction?(5)What’s the influence of anchored instruction on the cultivation of junior school students’ self-learning ability of chemistry?The research methods include the literature research method,questionnaire method,experimental method.The thesis is divided into five parts.Part One is introduction,including the raise of problem,research significance,research contents,research design and method.Part Two is literature review,which illustrates the typical teaching method,the anchored instruction,and evaluation dimension of "junior school students’ self-learning ability of chemistry",and analyzes the status of application of anchored instruction at hole and abroad,and the existing researches of cultivation of students’ self-learning ability.Part Three is the investigation research of status of junior school students’ self-learning ability of chemistry;it illustrates the questionnaire formulation,trial testing,formal release and recycle,describes the data of questionnaires and makes primary analysis.In addition,it analyzes the case research of the influence of students’ self-learning ability of chemistry,selects two parallel classes with the same subject as the observation cases,conducts one-semester teaching experiments,compares and analyzes the differences of students’ self-learning ability of chemistry in the two groups of class,tests the effectiveness of anchored instruction in improving students" self-learning ability of chemistry.Part Five is conclusion and discussion,which summarizes the analysis of the above text,introduces the research conclusions,innovation and deficiencies.The research conclusions are shown as follows:1.Junior school students attach great importance to self-learning ability,but their self-learning ability is average on the whole.They have good ability of organizing the self-learning activities;their preparation ability of self-learning action is intermediary;their self-monitoring ability and the ability of reflecting and evaluating the learning fruits is poor.2.Junior school students’ self-learning ability of chemistry is positively correlated to their academic achievements.And as students’ grade is progressively increased,the correlation is also gradually increased.The ability is mainly related to students,grade and level.On the whole,with the increase of students’ grade and level,their diagnosis ability is also increased.3.In the practice of anchored instruction,it proposes several strategies,such as arousing their learning interest of chemistry in the teaching process,cultivating their self-questioning habit,optimizing the after-class assignments,encouraging students’cooperation,leaving the space for self-learning and proposing queries,so that students may more efficiently learn chemistry and significantly improve their learning ability.This research integrates the new requirements proposed by the current society to teaching,systematically studies the influence of anchored instruction on the development of junior students’ self-learning ability,draws the conclusion that anchored instruction may arouse students’ learning interest,help improve students’ autonomous learning awareness,and improve their self-learning ability.Anchored instruction keeps in line with new curriculum reform’s idea of attaching great importance to students’ autonomous awareness,which is of certain reference value to the teaching of junior school chemistry in the context of new medium test.