Research On The Application Of Anchored Teaching Method In High School Ideological And Political Course

Nowadays,high school students are facing greater pressure from the college entrance examinations,and many students focus their studies on the main subjects such as language,mathematics and English,which are worth higher marks,neglecting the importance of the ideology and politics class,coupled with the lack of interest in the ideology and politics class,most students are not very enthusiastic about the ideology and politics class.In response to the many problems that exist in current ideology and politics classes,it is particularly necessary to explore teaching methods that are adapted to their development.The emergence of anchor teaching breaks through the constraints of traditional teaching methods and enhances the interest of the ideology and politics classroom,which is in line with the current direction of education development and plays an important role in improving the teaching effect of high school ideology and politics class.This study adopts a combination of theory and practice.By summarising the results of previous research and combining them with actual research in schools,it introduces in depth the content of the anchor teaching method.The study starts with the definition of the concept of anchor-based teaching and learning,provides a comprehensive explanation of its connotations,and compares and differentiates it from other teaching methods.Secondly,it analyses the main theoretical bases for the application of anchor-based teaching to senior secondary school ideology and politics classes,including Marxist epistemology,constructivist learning theory and nearest development area theory.Once again,the impact of the anchor approach on the development of teachers and students is explained.Finally,some strategies for applying anchor teaching method in high school ideology and politics courses are analysed.Through a survey of students and interviews with teachers of senior secondary thought and politics classes,it is found that the anchor teaching method has been effective in promoting teachers’ self-renewal,improving students’ learning ability and establishing a good classroom atmosphere.However,there are still some problems in the process of using the anchor teaching method,mainly in the form of insufficient use of the anchor teaching method in senior secondary thought and politics classes,the lack of precision in the questions set by teachers in the classroom,and the uneven level of student participation in the classroom.In order to improve the problems in the application of anchor teaching,the following aspects need to be improved.Firstly,in order to address the lack of use,it is necessary to promote the use of anchor-based teaching in a variety of ways,to change the attitudes of schools and teachers,and to form a joint effort to promote the effectiveness of anchor-based teaching.Secondly,to address the problem of imprecise problemsetting in teachers’ classrooms,it is necessary to improve teachers’ professionalism,develop curriculum resources and improve classroom management to better control anchor-based classrooms.Finally,for students’ classroom participation is not high,teachers should respect students’ individuality,guide them scientifically,strengthen the interaction between teachers and students,and enhance students’ subjectivity.High school ideology and politics classes play a crucial role in shaping students’ three outlooks,so improving the effectiveness of teaching in high school ideology and politics classes is an important task for teachers.The anchor teaching method,to a large extent,is in line with the requirements of the new curriculum reform and can promote the progress of teachers and the development of students.Therefore,the combination of anchor teaching method and high school ideology and politics class is conducive to the improvement of the teaching effect of high school ideology and politics class.