Research On Anchored Instruction Of Chinese Reading In Junior Middle School

Reading is one of the five major sections of Chinese teaching,and it occupies a core position in Chinese education.To some extent,the nature of the Chinese subject,reading is responsible for the important mission of expanding students' knowledge and guiding students to correctly understand and use the native language.From the prospect of student development,reading is conducive to improving students' knowledge system,developing intelligence,and cultivating sentiment,aesthetic ability and morals.It providing a scientific and systematic platform for students to become talents.From the prospect of teachers' professional growth,reading instruction is conducive to improving teachers' professional knowledge,skills,and affection.However,the utilitarian,stylized,and pseudo-innovative of the current test-oriented education has led to the cognition of teachers and students is blurred,roles are misplaced,so that reading efficiency is low.As a creative teaching method,anchored instruction is based on constructivism and emphasizes "anchor" as the carrier.Through the use of multimedia technology to create situations,clarify key points,and design teaching,it enhances student cooperation and inquiry with highly infectious "anchors" ability,independent learning ability,logical thinking ability,problem-solving ability,and then improve learning efficiency.The application of anchored instruction to the teaching of Chinese reading in junior secondary school is conducive to providing new ideas and strategies for the teaching of reading,effectively improving the current situation of reading,and improving students' Chinese literacy in an all-round way.This article uses constructivism theory,cooperative learning theory,situational cognition theory,etc.as the theoretical basis of anchored reading instruction in junior secondary school,and conducts research through field investigations,case analysis,etc.and the theory.The main research contents are as follows:The introduction describes the origin of the thesis,research status,research significance,research ideas,research methods,major and difficult research points,possible innovations,and deficiencies.The first chapter analyzes the core concepts and theoretical basis of anchored instruction,as well as the similarities and differences between anchored instruction,situational teaching and scaffolding teaching,demonstrating the feasibility of anchoring reading instruction in junior middle school.The second chapter,starting from the reality of reading instruction,carries out an investigation on the current situation of Chinese reading instruction in junior middle school,deeply analyzes the existing problems and reasons,and provides a practical basis for the application research of this paper.The third chapter,with the existing problems in junior middle school Chinese reading instruction as the starting point and the breakthrough point,combined with the advantages of anchor instruction itself,puts forward the "anchor" strategy of guiding teaching design,coordinating teaching process and promoting ability development with "anchor".As well as in the context of the creation of interest in the collision of thinking in problem solving,in the cooperative inquiry to improve literacy,in the scientific evaluation of feedback and correction of the application of methods.Chapter four,from the perspective of overall application,analyzes the characteristics of the teaching cases of famous teachers,and explains the specific implementation methods and skills of anchored instruction from the cases.Then,based on the strategy of inquiry,the teaching design is carried out to reflect and summarize the applicability of anchored reading instruction,the guidance of teachers,the construction of evaluation system,and the development of curriculum resources,so as to further improve the reliability and validity of anchored reading instruction.