Research Anchored Instruction Of Students' Innovative Capacity Development

With the social development, the requirements for education are changing constantly. In the period of social transformation, some reforms and practice are carried out in basic education at primary and secondary schools in China.From the1990s, people have paid more and more attention to constructivism learning theories (constructivism in narrow sense, one that is the modern constructivist learning theory), accompanied by the increasing attention to the creative learning and the thoughts on the the students’ subjectivity. Anchored instruction model is one of the important teaching modes which is based on the constructivism learning theory. The main purpose of anchored instruction is to motivate the students to produce the needs of learning in a real situation and experience the whole process from identifying the target to putting forward and achieving it. To complete this process, students not only should apply the Mosaic type teaching and cooperate with the members of learning community, but also rely on the their own active learning.This paper, using the method of literature, questionnaire survey, experimental research, interviews and other research methods, researches on the anchored instruction model in biology teaching at senior high school. The study is divided into four parts——the background and significance; the current situation and development trend; relevant concepts and theoretical basis. On this basis, the strategies and evaluation of anchored instruction model in the high school biology teaching are studied. Meanwhile, the author carried out the contrast experiment teaching for6months and analyze the results of the survey. After the experiment and statistical analyses, some reliable findings are concluded:in biology teaching of senior high school, with the help of anchored instruction, students can not only improve the performance, develop their ability to analyze and solve problems, but can also cultivate their creative personality and thinking ability in some degree. Finally, the author puts forward her own thoughts and suggestions of anchored instruction of high school biology teaching.