Comes To Anchor The Type Teaching By The Middle School History Class

Comes to anchor the type teaching is deeply been in vogue the front west constructs the construction principle theory influence, take technology study as foundation important teaching Fan. Since long ago, the middle school history class uses gives and receives the type teaching, has some malpractices, but uses comes to anchor the type teaching, can Demonstration the middle school history classthe characteristic and the superiority, overcomes the traditional。teaching existence the question, complied with the new curriculum reforms the basic request, obviously is advances the history class educational reform one kind of beneficial attempt.The middle school history class comes to anchor the type teaching implementation in the design to persist studies and the teaching activity must revolve some one "the anchor" to design, the curriculum design must allow the study to carry on the exploration to the course content the principle. According to the different course content need, comes to anchor in the type teaching in the concrete history class, divides into the establishment situation, the establishment question, inquires into the question, the effect appraises four links. In the above link, the teacher transforms from the information tenderer into the training, student's partner and the study; But the student is the knowledge significance constructs the construction on own initiative, in specific "anchor" in the situation, positively on own initiative finds the problem, and can independently analyze the question, the cooperation completes inquires into the duty. Thus promotes the student knowledge to construct the construction, the ability enhancement, correct emotion, manner, values formation.The experiment designing that the pattern is in progress in middle school history teaching to this teaching studies, two set of identical by initial state (four collation class shift, liang are relative) , dyadic teaching theory tradition better than guiding lower teaching to design that the experiment carrying out contrast, at anchor dyadic teaching carrying out the classroom studying design that are obvious in the field of the sex bringing the student main body , participation into play , working together teaching designs that by putting tradition history classroom teaching into practice and being out of order. Analyse but know the secondary testing picture finally, two Class of the shift who designs that two class who is in progress studying grasps in student knowledge , the ability cultivates , the knowledge can migrate , the emotion attitude outlook on values forms this several aspect is obvious better than that contrast with each other with at anchor dyadic teaching. Also to at anchor dyadic teaching, the pattern base program and problem should pay attention to in the middle applying analyse the main body of a book.