Research On Mathematical Micro - Course Design Based On ARCS Motivation Model

We are living in the 21 st century, with the rapid development of information technology and the popularity of new equipment, new technologies are gradually infiltrating modern education. Firstly, education is becoming more and more important to human beings. It is more and more urgent for people to pursue easy and convenient and effective ways of learning. The traditional way of learning has been unable to meet the needs of people. With the arrival of the era of micro,micro-lectures are getting more and more attention. Secondly, the new mathematics curriculum standard puts forward to integrate information technology into mathematics education, providing a new way of learning, stimulating students’ interest in learning mathematics. Thirdly, due to the lack of traditional mathematics education such as boring, tasteless, stiff, students may be disgusted with this way of learning, resulting in the students not interested in Mathematics. Based on this background, this paper proposes a key question is that how to design a mathematics micro-lecture based on ARCS motivation model to promote the student’s mathematics learning?To solve this problem, first of all, the literature review of related research at home and abroad are reviewed, and the paper also compares between the micro-lecture and the traditional classroom, the micro-lecture and flipped classroom,and so on. Then the paper determines theories such as the "Internet plus", the cognitive load theory, motivated theory and constructively theory. And three excellent mathematics micro-lectures are carried out from three aspects such as from the mathematics micro-lectures content, mathematics micro-lectures characterizations,mathematics micro-lectures production technologies, obtaining the general evaluation index of effective mathematics micro-lectures. Then a model of mathematics micro-lecture design based on ARCS model is proposed. Finally, the following strategies are put forward.1. From the perspective of teaching in mathematics micro lesson knowledge content,(1) mathematics micro-lecture design should take the student as the center,taking the needs of students, cognitive level, psychological characteristics into account etc…(2)The decomposition of the mathematical content knowledge.(3) The overall design of the content of mathematics knowledge.(4) Learning mathematicsmicro-lectures is rewarding.2. From the perspective of the art in mathematics micro-lectures characterizations,(1) Teacher’s teaching styles should be appropriate.(2)The characterization of mathematical knowledge presented(including fonts, colors,symbols, graphics, animation, and long time) should be reasonable, diverse and accurate.3. From the perspective of a technical in making mathematics micro-lecture, we should choose the suitable and proper production method.According to the patterns and strategies based on the questionnaire and interview,the paper makes the history of mathematics micro-lecture and abstract function micro-lecture, illustrating the mathematics micro-lecture design is effective. These two mathematics micro-lectures can promote student’s mathematics learning.