The Application Of Stroke Teaching In Middle School History Teaching

At the beginning of the 21st century,China began to implement the new curriculum reform,the new curriculum reform requires highlight the "people-oriented",pay attention to the students’comprehensive quality development,but is still not achieved "exam oriented education" to "quality education" comprehensive transformation.Under the influence of "examination oriented education",the history teaching in middle school adopts the traditional teaching method.Lead the traditional teaching in the classroom,teachers have the absolute authority, "chalk and talk"between teachers and students in the classroom to almost zero exchange,the whole classroom atmosphere is boring.Obviously,implement such a teaching model,it is difficult to promote the formation of students’historical quality.Some of the traditional teaching methods have not adapted to the requirements of the new curriculum reform.Therefore,it is necessary to choose a new teaching model adopt to the new curriculum reform,and anchored instruction as a new teaching model conforms to the new curriculum reform requirements have attracted the attention of scholars in our country.In 1990s, the theory of constructivism has been respected and recognized by the majority of scholars in foreign countries,and has been well developed. This theory gradually spread to China,and attracted the attention of scholars in our country,many scholars of education began to apply it to teaching and research. Anchored instruction is an important teaching mode under the constructivism learning theory,it emphasized the creation of real events or issues in the classroom situation,the instruction content is substituted into the situation,students through the real situation to found problems.research and solve problems,construct their own historical knowledge.Application of anchored teaching in middle school history teaching not only stimulate the enthusiasm of students to learn history,but also improve the ability of students to discover problems,analyze problems and solve problems,and has also help teachers improve the teaching quality.This paper mainly studies the application of anchored instruction in middle school history teaching.Firstly,the definition,characteristics,theoretical origin,basic link of anchored instruction and the basic and significance of anchored instruction in history teaching in middle school are summarized.Secondly,through the status of anchored instruction in middle school history teaching were investigated by questionnaire,and through comparative analysis with traditional teaching in class case and small teacher interview,draws the conclusion that the anchored instruction in middle school history teaching effective use and advantages,and through anchored instruction case analysis to proved more teaching cases reference for other teachers.Finally.through the investigation and analysis of conclusion summarizes anchored instruction in middle school history teaching in the use of strategies.that is,how to make advantage of anchored instruction and effective used in middle school history teaching. "Anchor" is the key point in anchored teaching,to "anchor" to guide teaching activities,concludes that "anchor"design strategy;Build "scaffolding" strategy summary results that how teachers and students to complete the reasonable and effective anchored instruction classroom teaching.This paper finally draws the conclusion:the application of anchored instruction in middle school history teaching,help students to absorb,grasp and understand historical knowledge,and help students to improve the ability of discover problems,analyze problems and solve problems,but also help teacher to improve the quality of teaching.