The core of anchored instruction is to create a real “anchor” to stimulate students’ interest in inquiry, guide students to think actively, and thereby enhance their ability to solve real problems. Taking the teaching of “refraction of light” in high school physics as an example, this paper specifically demonstrates the application process of anchored instruction. The classroom revolves around the core of “anchoring, probing the anchor, solving the anchor, and lifting the anchor.” The teacher first creates a real problem situation of a scientific expedition team experiencing measurement errors due to water ingress in detection equipment as the “anchor.” Guided by a series of questions and through the design of progressive tasks, students gradually engage in experimental observation, data analysis, scientific argumentation, and exploration of patterns. They first experimentally explore the laws of refraction, learn the laws, and then apply them to solve problems. Students learn by doing and develop their scientific thinking in the process of solving real problems, demonstrating the advantages of anchored instruction.
WU et al. (Wed,) studied this question.