Research On Chinese Teaching Based On ARCS Motivation Model

In recent years,with the development of economy and trade between China and Hungary,There is a growing demand for bilingual talents in Hungary.Therefore,Hungary has not only set up a Chinese Hungarian bilingual school to meet the demand for bilingual talents,but also incorporated "Chinese teaching" into the national education system,offering Chinese courses from primary school to university.In the process of teaching,the author found that the students' learning motivation is relatively single,and the learning initiative and enthusiasm are not high.Therefore,it is necessary to improve the students' learning motivation to enhance the teaching effect and increase the number of Chinese learners.Although in recent years,there are many related studies on Hungarian students' Chinese learning motivation.But most of them focus on the analysis of learning motivation.However,the application of ARCS motivation model to teaching design to stimulate and maintain students' learning motivation of Chinese elective courses is few,and the research space is large.This article takes the 54 students of Chinese elective course learners in the Japanese Department of Karori Gaspar Protestant University in Hungary as the objects,and in order to clarify the motivation points,the author analyzes the current situation of students' Chinese learning motivation by means of questionnaire survey.After a semester of teaching experiments,and the author verified the effectiveness and specific influence of the design from three aspects of motivation level,achievement level and students' emotional change.The results show that the ARCS motivation model can improve students' learning motivation and academic performance,but its effectiveness has different levels.After the intervention of ARCS Motivation Model in teaching,the learning motivation and effort level of students in middle and low segments have been significantly improved,and the students' performance has also been generally improved.The learning motivation and learning attitude of the students in the high section did not change significantly.Secondly,the validity of the ARCS motivation model is unbalanced.After the intervention of ARCS Motivation Model,the students' oral performance improved most significantly,while the listening and reading scores did not change significantly.Generally speaking,the ARCS Motivation Model intervention teaching can improve students' learning motivation of Chinese elective courses,and has an impact on attention,relevance,confidence and satisfaction.The author hopes to help Chinese teachers to use the ARCS motivation model in Chinese teaching,so as to stimulate and maintain the learning motivation of non-Chinese college students to take Chinese courses.It also helps us understand the complexity and variability of learning motivation.Besides,it also provides some references for improving the teaching mode of Chinese elective courses in non-Chinese Department of Hungarian University.