Abstract: Fragmented learning suffers from a lack of systematic knowledge and a superficial level of learning. This paper proposes a new anchor-based teaching model in a fragmented learning environment based on anchor-based learning theory. The results of an empirical study of 381 students in five years of civil engineering from 2016 to 2020 show that the reconstructive effect of "anchor" can effectively link fragmented knowledge to build a knowledge network. In addition, the catalytic effect of "anchor" can motivate students to extend their existing research content and form new projects in deep fragmented learning. The new model outperforms the traditional teaching model in innovation training outcomes and final exam results in civil engineering materials.

Key words: Fragmented learning, Fragmented thinking, New anchor teaching model, Innovation training, t-test, Empirical study