High School "economic Life" Anchored Teaching Model Case Study

There are three parts in this thesis.The first part describes the concepts and characteristics related to anchored instruction model. Anchored instruction model is developed in the process of studying constructivism theory and has become a mature teaching mode. It gives students opportunities to feel, to experience, to solve the problem, and to master the knowledge via feeding them real events or problems. Anchored instruction model is based on constructivism and situated cognition and emphasizes that the teaching process should pay attention to the problem situation settings and pay attention to student's main body status. Anchored instruction mode has four basic facets: creating situation, problem determination, autonomous learning, the discussion, and feedback evaluation. With an explicit purpose of promoting students' coordinated development, each facet is designed based a careful consideration of its impact on student's individual development.Basing on a theoretical analysis of anchored instructional model, the second part conducts a teaching design case on how to this model in high school political course. Using the anchored instruction model for students can promote their independence, initiative and the cultivation of pioneering spirit. For the high school political lesson, the anchored instruction model can keep positive innovation, optimize the thought, political lesson teaching effect. For teachers, using the anchored instruction model can help them promote their role transformation. This case takes economic life in high school "stocks, bonds and insurance" for example; mainly includes teaching materials, learning situation analysis, teaching objectives, teaching difficult point analysis, teaching method and teaching process. Its purpose is to provide reference meaning for anchored instruction model into the high school political course, also provide an example for high school political teachers to carry out teaching activities of actual operational, and optimize certain practical significance for the high school political course teaching.The third part reflects on the teaching design of the second part. The defaults of the teaching design are mainly the time control deficiencies of teaching link, and lack of enthusiasm for part of students' autonomous learning. At the same time, suggestions for some problems existing in the teaching design are proposed: the high school political lesson must avoid blindly copying anchored instruction model; teachers should constantly improve the ability of study and become a guider of student learning, in the process of evaluation, the teacher must learn to evaluate students, multiple evaluation methods to promote the students comprehensive development.