On The Anchored Instruction In Elementary And Secondary Schools

With the present reform of classroom teaching developing constantly, more and more new teaching paradigms emerge rapidly, many researchers and experts have paid attention to Anchored Instruction because of its unique theoretical and practical value, at the same time, many teachers all apply and explore Anchored Instruction in the present reform of classroom teaching constantly. In the recent years, it have gained obvious developments in studying Anchored Instruction, which is in terms of theory and practice. Indubitably, there are many problems still existed in practice which have influenced the expected effect of Anchored Instruction. Then, what is the Anchored Instruction on earth? What problems exist in practice? And which factors have caused these related problems? Which strategies should we take to solve them more effectively? In this paper we will discuss these problems by systematic investigation and deep discussion with the horizon of teaching theory, technology and the basis of Constructivist theory, situated cognition theory, anchored theory.This thesis is composed of six chapters. Firstly, we have mainly discussed the times background of present Anchored Instruction, then we focus on analyzing the significance of theory and practice, in basis of the analysis of the present situation, we also analyzed the existing research results. We should define the concept of Anchored Instruction firstly, so that we can come to understand the related Content more clearly. we can find that Anchored Instruction is based on the theory of Technology, to be influenced by the theory of Constructivism. It advocate that teachers should create real situations for their students, which can make the teaching based on real cases or problems. Teachers should cooperate with students, thereby, it can not only improve the quality of teaching, but also is a strategy to improve the students’ ability,which means they could solve practical problems independently. Moreover, we also clarified the relationships among “Situation-Question Teaching”“Scaffolding Instruction” and Random Access Instruction” to lay a solid and theoretical foundation for the further study.Secondly, we discussed the function of Anchored Instruction from the view of teachers,students and campus culture. That can not only make a optimization of the students’ self-improvement: improve their thinking and comprehensive capabilities, complete their personality; also can make the comprehensive growth of teachers: make them to update self-knowledge and comprehensive capability, make a better relationship which shows more harmonious and friendly; and can be good for the virtuous cycle of school culture, creating a autonomous and cooperative learning atmosphere and learning community between teachers and students, and it also can be helpful to shape a kind of Research-Based C lassroom C ulture.Again, according to many kinds of investigations, with the sampling survey of many schools in several provinces, we summarized the existing four problems of“scant innate character”, “deviation of cognitive and action”,“hesitation”,“ uncontrollable operation”,then we found several related influence factors combined with the results of the investigations and some kinds of theoretical knowledge, including many teachers misinterpret the essence of Anchored Instruction, they are lack of preparation when operating, they are always plagued by annoying teaching stereotype and the weak teaching implementation, and the vacancy of security system.Finally, in basis of some previous analysis of the present situation and the reasons, this paper have a profound thinking on how to improve the effective Anchored Instruction, and put forward six strategies, as “to make the right understanding of essential connotation of Anchored Instruction, improve teachers’ professionalism gradually, choose some appropriate teaching point cautiously, create a dynamic teaching field, make the teaching evaluation mechanism better, ensure a good teaching environment, they all aim to help teachers understand the Anc hored Instruction clearly, so that it can maximize the value of Anchored Instruction. Ultimately, it can promote the entire system of the new curriculum reform to be more ordered and fluky.This paper explores the problems of Anchored Instruction, and discusses its implementation and related factors systematically, puts forward the corresponding strategies finally. Not only it hopes to provide some methodological advice on how to improve the teaching quality for the majority of teachers in primary and seco ndary schools, but also make some contribution for the exploration of theory and practice of the present classroom teaching reform.