Analysis Of High School Chemistry Quality Class Teaching Based On ARCS Motivation Model

As a kind of non-intelligence factors, the influence of learning motivation on students' learning has attracted more and more attention in educational field. Among the various motivation theories, ARCS model has been considered the most systematic and easy-to-apply model. Its effectiveness has been confirmed and tested by a large number of domestic and foreign educational practice. Professor Keller who put forward ARCS model believed that there are four essential categories affecting students' motivation: Attention, Relevance,Confidence, and Satisfaction, also called ARCS model for short. The model implies that the process of teaching must capture students' attention first,and try to establish a connection between students' need and their knowledge, then help them develop self-confidence so as to produce a sense of satisfaction for learning activities.Research ideas and methods in this study are determined after reading relative literature and analyzing researches related to ARCS motivation model. Firstly, the encoding system for high school chemistry lessons is constructed based on motivational strategies of ARCS model and characteristics of chemistry teaching.Secondly, 20 excellent high school chemistry lessons are selected and encoded, and the data are analyzed. Finally, combined with concrete lesson cases, characteristics of each motivational strategy are analyzed one by one. Thus, we may conclude that how teachers in these excellent lessons use motivational strategies to stimulate and sustain students' motivation of learning chemistry, so as to put forward some valuable suggestions for chemistry classroom teaching and provide reference for chemistry teachers.The results of the study indicate that ARCS model is suitable for chemistry classroom teaching. Although these teachers have never learned to work with a systematic ARCS motivation design, they can apply a lot of motivational strategies that meet the model. The most used strategies are Concreteness, Challenge,Variability, Participation. Experience and Positive Outcomes. Also, in the process of teaching, these four strategies are not isolated and used separately, but cooperated with each other, so as to stimulate and maintain students' motivation effectively.Based on the analysis of the specific cases, the research suggests that teachers can use the following strategies to stimulate and sustain students' motivation of learning chemistry: First,use a variety of means to attract and maintain students' attention to learning activities; Second, make learning activities relevant to students in order to stimulate their motivation to learn; Third, help students establish self-confidence of learning chemistry; Fourth, strengthen their own efforts, so that students are able to get a sense of satisfaction.