A Study On The Application Of "Anchorage - Type" Teaching Mode In High School Geography Teaching

The reformation of teaching mode has developed simultaneously since the newcurriculum reform was put into practice. Many educational models test have beencarried out in some areas instead of the traditional teaching mode. In recentyears, thanks to the development of modern educational technology, multimediateaching, internet teaching is more and more applied to education and teaching, servefor teaching, The Flipped Classed Model thanks largely to the development of moderneducational technology. It provides a new mode for our country’s education reform,especially for the teaching mode, which is the subversion of the traditional teachingmode. This method can not only meet the needs of personalized learning, but alsoreduce the burden of students and improve the efficiency. On the basis of the theoryand practice of The Flipped Classroom Model, this study puts forward the concept of“The Anchored Flipped Classroom "teaching mode, aiming at the characteristics ofmiddle school geography teaching and the fusion of the advantage of anchoredinstruction model. This kind of mode provides a workable, effective new way for thereformation of the middle school geography teaching model.This article is divided into five parts, the introduction part expounds the reasonof selecting this research subject, the significance of the study, the present situation ofthe domestic and foreign researches, research methods, etc. The second part, the paperintroduces the teaching mode, The Flipped Classroom Model and The AnchoredInstruction Model. Combining the advantage of The Flipped Classroom Model withThe Anchored Instruction model, this thesis puts forward “The Anchored FlippedClassroom” teaching mode for the first time. This thesis expounds the theoreticalbasis of “The Anchored Flipped Classroom” teaching mode, and elaborates thecharacteristics of it. By comparing the “The Anchored Flipped Classroom” teachingmode with the traditional teaching mode, this thesis clarifies the advantages of thismode and the existing problems. The third part discusses the organization, implementation process, the design of the evaluation of “The Anchored FlippedClassroom” teaching mode. The fourth part firstly through a questionnaire survey tounderstand the learning situation, and then set the experimental group and the controlgroup, the experimental group adopt “The Anchored Flipped Classroom” teachingmode, the control group used the traditional teaching mode, and teaching effectanalysis. The fifth part through the analysis of the implementation effect ofreversal “The Anchored Flipped Classroom” teaching mode in middle schoolgeography teaching the conclusion.In this study a process using the questionnaire investigation method, literaturemethod, case method, classroom observation and other research methods, and in theteaching experiment in the experimental class application "The Anchored FlippedClassroom " teaching model, this research obtains the following conclusion:(1) The application of "The Anchored Flipped Classroom" teaching mode inmiddle school geography teaching, can greatly enhance students interest in learninggeography, and improve the efficiency of learning.(2) Through the teaching experiment of this study found that "TheAnchored Flipped Classroom" teaching mode, to various aspects ability developmentof the students.(3) The study also found that the use of "The Anchored FlippedClassroom" teaching mode in the high school geography classroom helps to shapethe students’ emotional attitude and values.