Research On The Suitability Of Anchored Teaching Based On Knowledge Classification

In order to adapt to the new round of college entrance examination reform,high school geography needs to enhance its competitiveness and leverage its unique disciplinary advantages through teaching reform.The core part of teaching reform is the teaching mode,which encourages students to question and discuss,actively participates in classroom activities,organically combines knowledge transfer and ability cultivation,and explores various teaching modes that meet the requirements of the new college entrance examination and new curriculum reform.Based on this background,this article uses literature research,questionnaire surveys,and other methods to study the suitability of anchor based teaching based on constructivist theory in different types of knowledge content.Attractive cases and questions are introduced in teaching experiments,encouraging students to think independently and participate actively,and cultivating their creativity and collaborative spirit,Based on students’ learning feedback,determine the suitability of anchor based teaching with different knowledge content.This article mainly consists of five parts: The first part is an introduction,which explains the background,significance,current situation,purpose,content,methods,technical route,and research characteristics of this study.The second part introduces the definition and theoretical basis of concepts related to this study.The third part categorizes the knowledge of "Compulsory Course 1" in geography,conducts a questionnaire survey on the suitability of anchor based teaching for frontline teachers in geography knowledge,and conducts a survey on students’ attitudes and understanding towards teaching this model.The fourth part mainly conducts empirical research,selecting one or two classes in a high school in Henan Province as the experimental subjects for alternating teaching.The experimental data is processed using EXCEL and SPSS data analysis tools,and it is concluded that anchor based teaching has different suitability for various types of knowledge.The experimental effect is verified through a student post test questionnaire.The fifth part is the conclusion and outlook,analyzing and summarizing the experimental results.The main conclusions of the study are as follows:(1)Existing research lacks research on anchor based teaching from the perspective of knowledge classification.Different types of knowledge have different characteristics.When designing teaching materials,it is necessary to sort out the knowledge in the textbooks,carry out anchor based teaching practices based on the characteristics of each type of knowledge,and systematically analyze the teaching effectiveness.(2)Most teachers believe that anchor based teaching methods are more effective than traditional teaching methods.Anchored teaching emphasizes students’ independent cooperation and exploration,making them active constructors of knowledge,which helps to improve learning efficiency and enhance students’ learning abilities.(3)Most students have a relatively positive attitude towards the teaching method of independent cooperative exploration.The survey found that students generally encounter some difficulties when learning geography,and they hope that teachers can improve their teaching strategies.They believe that anchor based teaching is helpful for learning and hope to increase classroom activities.(4)The overall suitability of anchor based teaching in the knowledge system of geography "Compulsory 1" in the People’s Education Press is strong.Nearly 33.33% of the knowledge points in Compulsory 1 are very suitable for anchor dropping teaching;Nearly 38.10% of the knowledge points are suitable for anchor dropping teaching;Nearly 28.57% of the knowledge points are not suitable for anchor dropping teaching.(5)There are significant differences in the suitability of anchor based teaching in the knowledge system of geography "Compulsory 1" in the People’s Education Press.Knowledge of geographical distribution and geographical evolution process is very suitable for anchoring teaching;Knowledge of geographical features,knowledge of geographical element connections,and knowledge of temporal dynamic causal connections are suitable for anchor based teaching;Knowledge of geographical location,geographical cycle processes,and dynamic causal relationships in geographical space are not suitable for anchor based teaching.