Anchored Instruction Model In The Application Of The Senior Middle School Geography Teaching

High school geography is a comprehensive basis across the natural sciences and humanitiesdisciplines, knowledge content and more complex, the sense of space and time to the student thedemand is higher, it gives the students’ learning and teachers’ teaching more difficult. Developedconstructivism theory in the1990s, anchored instruction model as the constructivist learning theoryin a kind of teaching mode, emphasize the real problems is introduced into the classroom, theteaching content set in some reality problem situation, lets the student experience problems in realsituation, independently explore and solve the problem, finally construct meaning, learning gains.This kind of teaching mode is under the guidance of teachers, students to analyze the currentproblems, active problem solving, and sort out the knowledge needed to solve these problems.Improve the enthusiasm of students learning geography, also found that the problem was increased,the ability to solve problems. Of this study is to apply the anchored instruction model in high schoolgeography teaching in the classroom, mainly by the experimental method for research methods,supplemented by questionnaire investigation, interview method, comparative method, data statisticsand analysis, it is concluded that the meaning of the teaching mode of high school geographyteaching.In this study were anchored instruction design theory, on the basis of determining the researchcontent, mainly including five each part:The first part, introduction. Mainly introduces the background and significance of this study,content and method, and the research status quo of anchored instruction model.The second part, the theoretical foundation of the anchored instruction model. Brieflysummarized under constructivism theory basic situation of the anchored instruction model, anchoredinstruction model and the definition of the basic link of operation, and its teaching design in highschool geography curriculum teaching.The third part, the teaching experiment. This is the main content of this study, mainly using themethod of experiment the anchored instruction model and conventional teaching mode were appliedin different classes, and through the experiments before and after the test results were analyzed. Andsupplemented by questionnaire and interview method, this paper discusses using the anchoredinstruction model to the role of the high school geography classroom teaching, and to evaluate the effect after the practice and reflection.The fourth part, the effect of the anchored instruction model and evaluation, found that, and thesuperiority and from three aspects: teaching content, teacher, student evaluation.The fifth part, conclusion. It is concluded that the institute of enlightenment and educationsignificance.Research proved: using the anchored instruction model, is helpful for students of high schoolgeography to understand and master, improve the students’ autonomous learning ability and theability to solve practical problems. For students to attend high school proficiency test and theentrance exam is also very beneficial.