Research On The Teaching Practice Of Physics Review Course In High School Under Anchored Teaching Mode

Physics is the basis of the scientific worldview and methodology,and the precursor of the modern technological revolution.Our daily life is closely related to physics,therefore,it is necessary to learn physics well.Physics contains a wide and deep content,it can show that students have some difficulties in learning physics.Therefore,it is important for teachers to teach their students how to learn physics well.The physics review class is an important type of physics teaching at the secondary school level,which has a significant effect on consolidating knowledge,strengthening memory,making up for knowledge deficiencies,developing students’ ability to analyze and solve problems,and promoting thinking skills.Therefore,how to conduct physics review lessons is the key point we need to focus on,However,the traditional teaching mode of review classes has certain drawbacks and is not quite able to achieve the goal of training students.Anchored teaching mode is a popular teaching model.It creates a need for learning by immersing students in a real and contagious problem situation,after which students start further learning around the problem,it is conducive to enhancing students’ interest in learning,it can mobilize the initiative of students to participate in learning activities,and facilitating the development of students’ abilities.Therefore,the author tries to apply the anchor teaching model to a high school physics review class to verify whether it can solve the drawbacks brought by the traditional teaching model.This study is divided into the following parts:Firstly,using the literature review method,I will sort out the related concepts,theories and current research status of review class,physics review class and anchor teaching mode,and clarify the close connection between anchor teaching and high school physics review class before,and establish the content,methods and ideas of the research on this basis.Secondly,questionnaires and interviews were used to understand the current situation of students’ learning in revision classes and teachers’ teaching in revision classes,as well as the problems that exist.I designed a questionnaire for students and an interview outline for teachers,the results of the survey showed that the traditional teaching mode brought not very good teaching effect.Students pay more attention during the 20 minutes in the middle of the class.Teachers do not pay enough attention to the development of students’ abilities.It is feasible to integrate the anchor teaching model into the high school physics review class.Then,based on the findings,the teaching process(creating a situation,identifying problems,independent learning,cooperative learning,and effect evaluation)and teaching principles(authenticity,appropriateness,inspiration,teacher-led,student subjectivity,and cooperation)of high school physics review class based on anchored teaching mode were proposed as a theory for conducting teaching practice.The author conducted the practice in two classes in a school in Kaifeng,one of which was an experimental class adopting the anchor teaching mode;the other was a control class adopting the traditional teaching mode.The results showed that there was little difference between the basic learning levels of the two classes,and the teaching design was put into practice according to the anchor teaching model.According to the students’ classroom and post-class behaviors observed by the teachers,it was found that the anchor teaching model improved students’ interest in learning and stimulated their desire for knowledge.After the practice,the author used SPSS27.0 software to analyze the correlation and difference between the final exam results and the four dimensions of the student self-assessment scale,and combined the results of student interviews to analyze the data and elaborate the effect.It was found that the anchoring teaching model can effectively stimulate students’ learning interest,promote the construction of knowledge framework,improve students’ performance,and enhance students’ self-learning ability,cooperation ability and knowledge application ability.Finally,pedagogical reflections on the whole teaching practice and corresponding suggestions are made.