A Study On Application Of Anchored Instructional Model In Chinese Reading Teaching In Junior Middle School

Reading is an important part of Chinese teaching.The improvement of its effectiveness is closely related to the development of students.According to Chinese Curriculum Standard(2011 Edition),it requires students to accomplish the course objectives through the Chinese activities of reading and appreciating,expressing and communicating,classifying and exploring,and emphasizes the Chinese activities of reading and appreciating.However,in the teaching practice,the teaching effect is not ideal.For instance,students lack good reading habits,reading teaching mode is tedious,the efficiency of teaching reading is low,and so on.So based on the needs of the Chinese Curriculum Reform and the problems exist in the Chinese reading teaching,the researcher was dedicated to the application research of applying Anchored Instructional Model to Chinese reading class in junior middle school.Through the case study,literature study,investigation and action research,the writer puts forward these four methods to solve these problems with detailed teaching steps and related strategies.This paper divides the whole research process into two stages,each stage is composed of four steps: planning,implementation,reflection and improvement.In the first stage,it mainly explores the preliminary implementation of Anchored Instructional Model.Through the implementation of the first stage,the writer found that Anchored Instructional Model could cultivate students’ good Chinese reading habits and help them improve their reading ability on the basis of initially stimulating students’ interest in reading.In addition,the researcher found that there were problems in the teaching process,such as lacking time,the evaluation system is out-of-date and teachers’ own control ability of class is insufficient and put forward improvement suggestions from the three aspects of optimizing time management,improving teachers’ comprehensive ability and optimizing the teaching evaluation mechanism.Before the implementation of the second stage,the researcher perfected the teaching steps from the four aspects of teacher’s ability,teaching evaluation,teaching activities and observation.The implementation of the second phasecontinues on a sound basis.At the end of the two stages of the study,EXCEL and SPSS19.0 were used to conduct a comparative analysis of the questionnaire before and after the study as well as the results of the test paper.Firstly,Anchored Instructional Model can not only enrich teachers’ teaching methods,but also stimulate student’ interest in Chinese reading and help students develop good Chinese reading habits.Secondly,compared with the traditional teaching mode of reading,Anchored Instructional Model has significantly improved students’ Chinese reading performance,which indicates that Anchored Instructional Model is suitable for junior middle school Chinese reading teaching,which is of great help to the improvement of students’ Chinese performance.In conclusion,the researcher found that Anchored Instructional Model has positive effects in the following aspects: Firstly,it can stimulate students’ interest in Chinese reading.Secondly,it can help the development of students’ Chinese accomplishment.Thirdly,it can increase the students’ reading enthusiasm.Fourthly,it is conducive to the role exchange between teachers and students and can change the previously silent classroom atmosphere.Fifthly,it can improve students’ performance.In addition,teaching enlightenment is proposed from the following aspects,in order to better apply Anchored Instructional Model in future educational activities: Firstly,the creation of situation should closely follow teaching objectives,it should be able to extract problems from it,and give students real feelings and experience.Secondly,the design of the question should be closely related to the created situation,in line with the students’ zone of proximal development,the amount of question design should not be too much and the question should be authentic.Thirdly,in the link of cooperative learning,teachers should make learning tasks specific to each student to ensure that each student has something to do.Fourthly,the teacher should pay attention to the summary of teaching after carrying out teaching activities and cultivate the students’ learning ability.