ARCS Learning-Motivation Designing Model And Its Application In "Oxford English"

Affected by the exam-oriented system, present English teaching in high schools is still bound in spoon-feeding teaching and students'passive learning. Teachers lay emphasis on theoretic explanation rather than students'ability. As a result, students'motivation and exploration are ignored, which limits their creative and practical abilities. While English teaching is far from grammar explanation, pronunciation practice and vocabulary learning, it counts only if students'communication ability is cultivated and language output is meaningful. That's why we are supposed to spare no efforts to research how to stimulate and sustain learners'motivation in the course of teaching. ARCS Learning-Motivation Designing Model is parallel with"Students-center"theory. Teachers purposefully set related and familiar situation or atmosphere so as to interest students, activate their situational thinking and to excite students'exploration. Thus, students can understand and use knowledge. Their confidence to solve problems and creative thinking are built up. Based on their experience, they can enjoy the satisfaction of completing a task.Combined with English teaching characteristics and teachers'practical experience, this thesis explores relative theories and operational strategies in the application of ARCS in Oxford English teaching, aiming to have effective exploration in English teaching in high schools.This thesis mainly consists of four sections.In the first section, the author introduces the general theories of motivation, explains what is ARCS Learning-Motivation Designing Model and illustrates the connection between the model and teaching practice.In the second section, the author analyzes general situation of Oxford English teaching in high schools and concludes some problems we are faced with in English teaching.In the third section, the author conducts a survey on students'motivation on Oxford English and analyzes their motivation characteristics. In the fourth section the author discusses the strategies and methods in English teaching based on ARCS Learning-Motivation Designing Model...