Research On The Application Of Anchored Teaching Strategy In History Teaching In High School

Anchored instruction strategy is since the mid-1980 s,led by John brown ford's winterbillt cognitive and technical teams" to solve students' knowledge of inertia,mechanical learning orientation,enhance the consciousness of students take the initiative to solve the problem,to improve students' application of knowledge skills flexibly to life practice ability,put forward the anchored instruction strategy.In terms of content,anchoring teaching strategy requires teaching on the basis of real events or real problems with appeal.In terms of methods,it mainly adopts the Mosaic teaching and the interaction and communication between the learning group members to experience the whole process of knowledge construction.The purpose is to cultivate students' innovative transfer and practical ability.In the design of teaching content,two principles should be followed:"learning and teaching activities should be designed around an 'anchor' and "curriculum design should allow learners to explore the teaching content".Since the anchor-anchored teaching was introduced into China in the 1990s,there have been some research achievements in various subjects,and some researches have been made on the theoretical connotation and specific advantages of anchor-anchored teaching.However,there are some problems in the connection between history classroom and anchored teaching strategies,such as the insufficient connection with the characteristics of history,the insufficient scope of theoretical research,and the few practical studies combining with the actual situation of the region.Therefore,on the basis of the actual teaching situation in northwest China,it is necessary to closely connect with the subject characteristics of history,deeply expand the theoretical scope of anchored teaching,and conduct systematic practical research on anchored teaching in high school history class.In theoretical research and practice of combining previous research results,on the basis of correct understanding and expand the theoretical characteristics of anchored instruction strategy,combined with concrete teaching practice of high school history classroom,through the design of anchored strategy in the high school history classroom teaching cases,teaching strategy implementation process,analysis of the implementation of inquiry teaching actual situation as a result,in view of the problems in the solution is put forward.In the process of research,it is found that anchoring teaching can better mobilize students' learning interest by designing a situation closely related to students' real life.In the cooperation and communication between teachers and students,there is more space for students to develop their ability to explore historical materials,so that students can consciously establish their awareness of problems,master the core ability of learning history in the process of inquiry learning,and finally play a certain role in promoting students'accomplishment in history.However,there are some problems in this process,such as students' lack of collection and application ability of historical materials,and their weak ability of independent exploration before and during classes.Therefore,teachers in teaching process,should follow the original knowledge of student's level,guide students to accurately identify and use of historical materials,the teacher must keep track of students' discussion,guide the student to carry on the difficult to solve,and timely summary and evaluation after the class,let the anchored instruction strategies in the true sense to promote the development of students' historical core accomplishment.