Study On The Design Of Physics Teaching In High School Based On Anchored Teaching

Under the concept of the new curriculum standard,the education of physics subject pays more attention to the cultivation of students' core literacy.So students can establish physical concepts while learning physical knowledge,and improve their comprehensive application ability of physical knowledge.Anchored teaching mode starts teaching activities with the real situation in class.Teachers condense the problems that need to be solved from the situation.Students cooperate in groups to discuss the problems.As the problems are solved,students' knowledge and ability are constantly enriched and improved.This way provides a new way to promote the development of students' core literacy.By using the methods of literature,questionnaire and educational experiment,this paper constructs the basic framework of applying anchored teaching mode in senior high school physics class,and compiles teaching design cases based on physics concept class,regular class and review class.The teaching experiment was carried out in Yan'an Middle School of Yan'an City,and the results were statistically analyzed with SPSS 22.The result shows that the application of anchored teaching mode in physics classroom can significantly improve students' learning performance,interests in physics learning,autonomous learning ability,cooperative learning ability,knowledge application ability and other aspects.After the practical research,this paper sums up some problems that are easy to be ignored in the process of applying the anchored teaching mode,and it gives the following teaching suggestions:(1)the creation of the situation.Using multimedia to play video;creating "anchor" with text materials;creating anchor with interesting experiments;introducing anchor points from the history of physics.(2)Cooperative learning.Groupmode "seeking common ground while reserving differences";regular and flexible adjustment;diversified forms of cooperation.(3)Multiple evaluation.Pay attention to formative evaluation;mutual evaluation between different groups;group mutual evaluation;self summary evaluation.