Problem description:

Who put forward anchored teaching and its development!

Analysis:

Anchoring teaching

This teaching requirement is based on infectious real events or real problems. Determining such a real event or problem is figuratively compared to "breaking down", because once such an event or problem is determined, the whole teaching content and process are also determined (just like a ship that is breaking down). Constructivism believes that the best way for learners to complete the meaning construction of what they have learned, that is, to achieve a deep understanding of the nature and laws of things reflected by this knowledge and the relationship between this thing and other things, is to let learners feel and experience in the real environment of the real world (that is, to learn through direct experience), rather than just listening to the introduction and explanation of this experience by others (such as teachers). Because anchored teaching is based on real cases or problems (as anchors), it is sometimes called "example teaching" or "problem teaching".

Anchored teaching consists of the following links:

(1) Create situations: make learning happen in situations that are basically consistent with or similar to the actual situation.

⑵ Determine the problem: In the above situation, choose the real events or problems closely related to the current learning theme as the central content of learning (let students face a real problem that needs to be solved immediately). The selected event or problem is the "anchor", and the role of this link is the "anchor".

⑶ Autonomous learning: Teachers should not directly tell students how to solve the problems they face, but provide students with relevant clues to solve the problems (such as what information needs to be collected, where to obtain relevant information and the exploration process of experts to solve similar problems in reality, etc. ), and pay special attention to cultivating students' "autonomous learning" ability. Autonomous learning ability includes: ① the ability to determine the learning content table (learning content table refers to the list of knowledge points needed to complete the learning task related to a given problem); (2) Ability to obtain relevant information and materials (knowing where and how to obtain the required information and materials); ③ Ability to use and evaluate relevant information and materials.

⑷ Collaborative learning: discussion and exchange, through the confrontation of different viewpoints, supplement, revise and deepen each student's understanding of current issues.

5. Effect evaluation: Because anchored teaching requires students to solve practical problems, the learning process is a problem-solving process, which can directly reflect the learning effect of students. Therefore, the evaluation of this teaching effect often does not need a special test independent of the teaching process, but only needs to observe and record the students' performance at any time during the learning process.

Teaching reform experiment of "Mooney Penz Central Primary School" in Australia;

The experimental class is Grade Six, with 30 students. The teacher's name is Andrea, and the current teaching content is about the Olympic Games. First of all, Andrea encourages her students to formulate some topics around this teaching content, such as the history of the Olympic Games and Australia's achievements in previous Olympic Games (determining real events or problems closely related to the theme as the central content of learning-"decomposition"), determining the role of the media in solving these problems, and asking students to express their chosen problems intuitively and vividly in the form of multimedia. After consulting the materials in the library and Inter Milan for a period of time, Machelle and Shara made a multimedia presentation software about the history of the Olympic Games. Before playing the software to the whole class, the teacher reminded everyone to observe and analyze the content and characteristics of the software. Discuss it immediately after the broadcast. A student said that from the time axis of the Olympic Games, he noticed that the Olympic Games are held every four years. Another student put forward a different view. He believes that this is not always the case. For example, 1904, 1906 and 1908 are held every two years. Some students noticed that the Olympic Games were not held in the years of 19 16, 1940 and 1944 on the time axis. At this time, the teacher asked, "Why didn't you hold the Olympic Games these years?" Some students replied that some important events happened in these years, some students replied that there was a war, and some students pointed out more accurately that 19 16 was closed because of World War I, while 1940 and 1944 were closed because of World War II. After discussion and consultation, it is necessary to make two supplements to the multimedia software developed by Machelle and Sarah: ① explain the influence of World War I and World War II on hosting the Olympic Games; (2) Give a special explanation to several transitional (biennial) Olympic Games in the early Olympic history. At this time, a child suggested that Hitler's photo be scanned to the point of 1940 on the time axis, indicating that he launched World War II. The teacher asked the rest of the class, "Do you have any different opinions?" Sarah raised her hand and answered loudly, "I don't agree to use Hitler's photo." We should use a photo that can truly reflect the great disasters brought to the people by World War II (such as mass bombing or mass slaughter of Jews) to arouse people's hatred of Hitler. " The teacher praised Sarah's speech.

As can be seen from the above lesson examples, the teacher's teaching design for this teaching unit is mainly to let students build a situation about a special topic of the Olympic Games with multimedia computers, and take such real events or problems as "anchor points" (the central content of learning) to stimulate students' interest and initiative in learning, and then gradually lead to a deeper understanding of relevant teaching content through discussion. In this case, students are always in the cognitive position of actively exploring, thinking and constructing meaning, but this can not be separated from the careful teaching design made by teachers in advance and the guidance in the process of collaborative learning. Teachers say little in the whole teaching process, but it is of great help to students in constructing meaning, which fully embodies the combination of teachers' guiding role and students' main role. The whole teaching process revolves around the cognitive links of constructivism, such as situation, cooperation, dialogue, meaning construction, etc., and it is carried out in the multimedia computer environment from beginning to end (and information query is realized with Inter at the same time), so the above example is a good lesson to realize constructivist anchoring teaching with multimedia computers and Inter as cognitive tools.

Anchored teaching mode (1)

Gawaine Wang Haiyan

selected works

The teaching mode of throwing mistakes is an important teaching paradigm based on technology, which is deeply influenced by the prevailing constructivist learning theory in the west. Anchored teaching is closely related to situational learning, situational cognition and cognitive elasticity theory, but this theory mainly emphasizes technology-based learning. The anchored teaching model was developed by Winterbilt Cognitive Technology Group (CTGV) under the leadership of John john brown Stafford. As the main representative of this theory, john brown Ford has contributed to the theory and research of anchored teaching.

Tracking the purpose of teaching

The main purpose of anchored teaching is to make students need to learn under the background of complete and real problems. Through the interactive communication between embedded teaching and members of the learning community, they can experience the whole process from setting goals to putting forward and realizing them, that is, cooperative learning. In a word, painting teaching is a very important way for students to adapt to daily life, learn to find problems independently, ask questions and solve practical problems.

Anchored teaching course

Since 1990, CTGV has focused on using images as "anchors" to provide a reliable macro background for teaching and learning. This image design is completely different from the image design used in general education. Most traditional educational images are basically lectures supported by auditorium images, which strengthens the concept of "knowledge transfer" in teaching, that is, assuming that knowledge is transferred from experts to novices and from teachers to students.

The goal of CTGV is the opposite: they try to create interesting and real backgrounds to motivate learners to actively construct knowledge. Therefore, anchored teaching is different from attending classes at ordinary times. The "anchors" used in teaching are stories with plots, which are designed to help teachers and students explore. In teaching, these can be provided to teachers and students as "macro background" to distinguish them from "micro background". The basic feature of micro-background is an irrelevant "application problem", which can be found at the end of the paper. The ultimate goal of anchored teaching is to use the real macro background to recreate the advantages of learning in the background. This kind of learning is exactly what children and people who enter the apprenticeship can do. Computer and CD-ROM technology can make it easy for learners to review specific parts of the macro background and prompt questions from various angles.

CTGV has developed and tested two softwares, one of which is "Young Sherlock and Olive", which is mainly used for social research including history and teaching basic cultural knowledge. This is a film recorded on a CD. In teaching, students can watch the film first, and then prompt the film from the perspective of the plate maker, who will check everyone's explanation from the aspects of quality and authenticity. How do the primary plot and the secondary plot produce causality? How interesting are these plots? Is the story scene and the protagonist's activities in the scene true? By tracing the causal relationship, the protagonist's motivation and the action of pointing to the goal, students may learn the story structure and a lot of knowledge about the reality of British life at the turn of the century, and learn how to prompt the characteristics and authenticity of extremely diverse stories and scenes.

Another software is Jasper Woodbury Solving series, which mainly solves mathematical problems related to science, history, social studies and literature. It is a series of adventure stories carefully designed and filmed for the purpose of situational teaching. As of 1990, the software has included two adventures: one is a "boat trip", which requires students to determine whether it is possible for Jasper to return the boat before exposure without running out of gas; Another example is to ask students to help find the best thing to save an injured eagle from an area that cars can't reach. This series of adventure activities involves mathematical concepts such as distance, speed and time, and we should pay attention to linking these concepts with knowledge such as history, science and literature when designing.

Before 1990, these two softwares were mainly used for teaching students in grades 5-6. Since 1990, the scope of the experiment has been expanded, and the application scope of the software has been extended to students at nine different learning stages. In the process of further using the software, the researchers learned a lot of papers about cognition and teaching and the real changes in world education, and seriously reflected on many questions raised by others about the group theory and software application. On this basis, CTGV re-examined his previous thinking on description teaching and further developed this course. For example, Jasper Woodbury's problem-solving series has expanded from the initial two adventures to six, and hundreds of students are applying the software. In addition, CTGV also cooperated with teachers and students, compiled corresponding teaching materials, and designed Anchor as the support of teaching.

Design principles of anchored teaching

Anchored teaching has the following two important design principles:

Learning and teaching activities should be designed around an "anchor", which should be a kind of miscellaneous research or problem situation.

Curriculum design should allow learners to explore the teaching content.

The design principle of anchored teaching is based on Jebson's explanation of "supplier" Jebson pointed out that different characteristics of the environment support the activities of various special organisms, and similarly, different types of teaching materials also support different types of learning activities. As a kind of teaching support, "anchor" is designed to promote the types of learning activities emphasized by constructivist learning view. This type of activity is different from the activities advocated by other types of textbooks. For example, in traditional language and reading teaching, students usually jump from one story to another, but they don't spend enough time exploring a certain field further. In mathematics teaching, traditional application problems usually only put forward the goals and the numbers necessary to solve the problems, so students don't need to make any efforts except simple calculations. In contrast, Jasper's adventure provides students with the opportunity to create a problem structure and explore solutions when solving problems, and invisibly leads to more opportunities for students to participate in group interaction to support generative learning.

Anchored teaching method

Set up scaffolding

Painting throwing teaching is not to teach students ready-made knowledge, but to provide help and scaffolding for students in the process of learning knowledge. For example, when students don't know how to add, slow down or convert between minutes and time when solving a problem, the teacher will participate in teaching in time: he first encourages students to approach the problem by intuition, and then provides them with necessary assistance for progress. This usually includes looking for relevant materials in textbooks and other sources of information, or encouraging students to learn from each other in order to solve problems as soon as possible. After solving a challenge of Jasper, discovering the need for new skills and knowing when to do so, teachers and students often jointly propose jobs beyond Jasper's background. For example, when a student clearly realizes the need to better understand decimals and their relationship with friction, he or she can propose solving this problem as a new learning goal.

Many teachers engaged in Jasper series teaching often set up scaffolding for students to help them deal with complex concepts necessary for successfully coping with various challenges. For example, some teachers help students make and use charts so that students can determine how to convert the speed defined by "miles per minute" into the speed defined by "miles per hour". Some teachers have created easy-to-use measuring tools to measure time and distance.

Mosaic teaching

In Jasper's two new geometric adventures, researchers used the form of "mosaic teaching" to build scaffolding for students. Usually, the embedded teaching period is a natural part of adventure stories, which comes from the needs of students in the learning process: with the development of adventure stories, students must obtain some auxiliary information to solve problems, how to use compasses and guides, how to read topographic maps and so on. If you are not familiar with this information, you can't explore further. At this time, teachers can start from the needs of learning, organize "mosaic teaching" of relevant information, and eliminate obstacles in learning. Researchers mainly use mosaic fragments as materials similar to mosaic data. They encourage students to be good at returning to the relevant teaching period when they need to understand the concepts and procedures provided by mosaic teaching period when solving problems.

Active learning

It is found that the best way to make students understand problem solving and exchange experiences is to let them actively participate in various activities supported by images. In the Sherlock project of anchored teaching, these activities include: a) paying attention to the hints implied in the images for further exploration; B) Identify sources of information related to these issues (usually mainly by searching libraries and databases); C) Read relevant information and bring it back to the group; D) Communicate the results of group work with other members of the class. Jasper series includes the following activities: a) considering various possible solutions; B) Determine the sub-goals required to complete each plan; C) Identify relevant materials and distinguish them from irrelevant materials; D) Calculate appropriate answers to evaluate various solutions; E) communicate your own reasoning with members of the same group or class.

Explore various possible answers to this question.

In this kind of anchored or situational teaching, there are many possible solutions to any problem, and the possibility of solving the problem often comes from students' interesting and in-depth discussion. In Jasper series, the diversity of solutions increases with the increase of the difficulty of the problem. Although every Jasper's adventure contains a film-based solution, the film can provide an ending. However, the textbooks provided by researchers to teachers emphasize that every adventure problem has many solutions, and the solutions in the images are not the best. Similarly, in the film, when providing solutions, it is always emphasized that there may be many different solutions according to everyone's initial assumptions, and students are encouraged to compare their own solutions with those provided in the film and evaluate their advantages and disadvantages. Finally, if conditions permit, researchers can also make students' own solutions into videos and save them as teaching resources for other classes.

Students are the instructors of teaching.

In order to improve parents' and community members' understanding of anchored teaching, teachers invited them to come to school and solve an adventure problem by themselves. In such a class, students are usually the instructors of teaching. When parents are too far away from solving problems, students will help them in time. Researchers at CTGV have used this method in various groups, including business leaders, presidents, supervisors and other teachers. The result is very remarkable. The authenticity of teaching, the complexity of problems, the challenge of solving problems and the rich knowledge of students as instructors have left a deep impression on adults. At the same time, students also gain new experiences in the role replacement: success helps to enhance self-confidence and stimulate the need and interest for further study; Being in contact with and recognized by adults will help students to mature socially.

Develop the expression of experience.

An important goal of anchored teaching is to help students develop the representation of their own experiences, thus creating conditions for positive migration. For example, in the Sherlock project, students not only pay attention to the specific stories presented as "young Sherlock", but also discuss the general principles of writing coherent and infectious stories. In Jasper series, middle school students learn the representation of various solutions, summarize data and discuss the general characteristics of various topics (such as travel planning, business activity planning, measurement, etc.). Because there are two kinds of adventures in each topic, it helps students to discuss their differences and similarities to pay attention to general features rather than specific details. The researchers also developed a motivational material, which can encourage students to re-examine the initial adventure from a new perspective and participate in thinking about the "what if" problem, that is, thinking about the influence of some parameters changes in the adventure on problem solving.

Students produce their own projects.

Anchored teaching begins with a specially designed "anchor", but it is not teaching. Anchored teaching encourages students to create their own student projects. For example, students who engage in Shylock's face have published regular publications and multimedia software that is deeply loved by students. Similarly, Jasper's school has also completed aspects related to the adventure problems that students solve in class. Several classes made an educational travel plan by using the travel skills they had learned before, and then made their own business plans by using the business ideas they had learned to raise funds for the trip. Therefore, researchers advocate organizing teaching around "anchor" as a support, and then transition to organizing teaching around students' own real projects.

Intelligent simulation

CTGV believes that intelligent simulation can provide effective support for teaching. At present, they are cooperating with colleagues with computer simulation expertise to carry out intelligent simulation experiments that match each story in the Jasper series. One of them is to ask students to change the diameter of Jasper's boat so that it can beat another boat in the sailing competition. Before running the simulation software, students must explain the changes they will make in advance and explain the reasons. Obviously, the first thing this kind of software encourages is to try wrong learning. The second simulation software is designed to help students quantitatively predict various rescue schemes in The Adventures of Jasper. Students can try various choices with the help of the simulation program, such as choosing various modes of transportation (car, walking, flying, etc.). ). Each choice can get quantitative and qualitative feedback information, which students can fully consider before trying. This skill simulation has the following advantages: 1) It helps to stimulate students' learning motivation and actively think about the "if" problem; 2) Help students organize their own activities systematically.

Common learning

One of the purposes of anchored teaching is to help create an environment that can lead to cooperative learning. Teachers who adopt this teaching mode are very concerned about this, because the problems described in: 1) support are very complicated, and the rights and wrongs of individual students can be completely solved. Therefore, cooperative learning is essential; 2) The visual characteristics of support make it easy for students to participate in group learning, even if they can't read well. Facts show that the anchored course is undoubtedly a boon for students who are not good at learning, because it helps such students to make their own contributions in group learning and win the respect of their peers.

However, experimental research also found that sometimes, group learners do not always play an effective role as expected. In some cases, the opportunity of working in a group can indeed bring better personal migration, but sometimes the effect is not good. This fact forces researchers to further understand the small and formal problem solving in the context of anchoring, and strive to evaluate this kind of teaching from both individual and group aspects. CTGV has now started a discussion spontaneously formed by students in the research group, which has enabled researchers to cooperate. This study shows the influence of group interaction on problem representation. This research result helps researchers to promote cooperative learning by providing teaching and helping students choose specific roles. At the same time, CTGV also intends to provide a comparison between effective and ineffective group interaction modes through video to help students improve their cooperative learning skills.

Teacher's role in anchored teaching

One of the most important challenges faced by teachers in anchored courses is the transfer of roles, that is, teachers should change from information providers to "coaches" and "learning partners" of students, that is, teachers themselves should become learners. For example, students should be encouraged to identify their own problems, goals and themes when exploring support. In Sherlock's software, different students can selectively explore various topics related to the story of Sherlock and Oliver as "anchors", such as Egyptian culture mentioned in the film, the nature of Victorian ingrid education and children's rights. In Jasper series, students can selectively find a unique problem-solving thing that they recognize, and after solving the problem, they can prompt a new one, such as endangered species and flight principle. In order to encourage and support students' generative learning, teachers must be flexible. They should not only follow the pre-established classroom teaching plan, but also teachers can't be experts on every question students choose, so they should always become learners with students.

However, experiments show that it is difficult for many teachers to change this role, especially when they are in the traditional classroom culture background where students are used to treating them as "experts" rather than "instructors" and "learners". In this case, researchers have the responsibility to help teachers change classroom culture. One of the prerequisites is to help teachers understand the scope of problems that students have in the context of using anchored courses. To this end, we must first help teachers to experience these courses from the perspective of learners. For example, in the Jasper series, it is absolutely necessary for the teacher to experience the answer to an enlightenment question first. In addition, teachers and students should be helped to obtain various sources of knowledge and help them explore problems, such as electronic databases on the Internet.

Researchers should also advise teachers to allow students to guide their learning process as much as possible. In order to adapt students to this method, teachers must accept the challenge of knowing when they really need guidance when students struggle with problems in a constructivist way. In addition, teachers are often not sure how to provide guidance to students, so that students can reorganize their problems and put them in a new and more effective problem-solving process. At this point, teachers should try to avoid students solving problems too directly. It should be pointed out that the above challenges are not only the characteristics of anchored teaching, but also the characteristics of all teaching based on the principle of constructivism. This is an area that needs further exploration.

(Author: East China Normal University)

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