Research On The Application Of Anchored Teaching In Physics Law Course In Senior Middle School

The rise of knowledge economy and the development of information bring new challenges to education,which require education to cultivate new talents who can learn independently,cooperate and develop innovatively.Under the new situation,How to improve the quality of physics teaching in middle schools has also become the focus of attention in the field of education.Physics law plays an important role in the knowledge system of physics in middle school,and it is also an effective way to broaden students' thinking.Therefore,the teaching of physics law is the focus of our physics teaching.This paper first discusses the research background from the demand of talent training and the reform of national education policy,discusses the significance of the research from the angle of teachers and students,and then summarizes the current research situation of physics law course and anchored teaching at home and abroad.It is found that most of the literature is only a macroscopic presentation of the teaching mode of physics law,and only a few documents are concerned with the concrete research on the implementation of the teaching mode of the law course.Moreover,there is still a big gap in the application of the anchored teaching model in the physics law course.Then,in order to further understand the current teaching situation of physics law course in senior high school,I use questionnaire method to investigate teachers and students in senior high school.The results show that there are many problems existing in the course of physics law in the current educational environment,such as students are not interested in the law of physics,they ignore the creation of situation,and pay more attention to knowledge than ability.But the new teaching mode comes into being at the same time,and the anchored teaching mode enables students to explore independently and cooperatively with the anchor as the center,and finally solve the problem.In order to understand the current situation of teachers' understanding of this teaching mode,we conducted interviews with senior high school physics teachers and found that the first-line teachers did not know much about anchored teaching.In order to popularize and better implement the anchored teaching mode in the first line teaching,I have expounded the concrete principle and flow of the application of the anchor teaching mode in the physics law course of senior high school,and divided the anchor teaching into "lead anchor" and "set anchor".In order to build a bridge between teaching theory and teaching practice,the links of "dropping anchor" and "unanchoring" and "lifting anchor" are discussed.Two classes in a certain school in Yantai used the anchored teaching mode and the traditional teaching mode to carry out the teaching practice for one semester.Before practice,we tested the students' interest in the law of physics,their ability to cooperate in learning,and their academic achievements.In the course of practice,we used the classroom observation evaluation form to observe and record the students' performance in the classroom.After the practice,the students' interest in physics law,the ability of cooperative learning,the score of academic achievement and physics rule were tested again,and some students were interviewed.The correlation and difference of students' academic achievement,regular question score,interest scale and cooperative learning scale were analyzed by SPSS20.0 software.The following conclusions are drawn: the "1: 1" anchored teaching model can effectively increase the students' interest in learning the laws of physics.Let the students realize the fun of the law class and look forward to the physics law class.2 anchor teaching to improve the students' autonomy and cooperative learning ability to play a positive role.It is helpful for students to finish all kinds of tasks independently in their future study or life,and conforms to the requirements of the new curriculum standard for students.3.3.The anchor teaching makes students' academic achievement and the score of physics law make great progress.After practice,the average achievement of the class with anchor teaching is nearly 6 points higher than that of the class with traditional teaching.4.The atmosphere of the class is active in the anchored teaching,and the students' ability is also developed when they acquire the knowledge of physics law.Finally,the whole teaching practice activities are combed,the situation in the teaching process is summarized,and the corresponding suggestions for improvement are put forward.