| With improvement of living standard, more and more children enjoy in acomfortable life, which greatly influenced them in the gradual formation of the world,life and values. Meanwhile, exam-oriented thinking is also bounding the concept ofthe majority of teachers. In a variety of factors, students’ performance shows lack ofmotivation to learn, even the external motivation is significantly higher than theinternal. Therefore, a growing trend in instructional design is concerned about themotives design. One of the most influential is Professor Kellers ARCS motivationaldesigning mode, which stand for Attention, Relevance, Confidence and Satisfaction.The process can be interpreted as this: on the basis of stimulating students attention,they establish a contact with the current knowledge, then build confidence so as toachieve satisfaction from the appropriate task.With the new curriculum reform, the ARCS pattern means not only conformingthe trend of compulsory education curriculum reform, but also helping to achievethe goal of the new curriculum. Coupled with students’ psychological andphysiological characteristics, as well as the low level of motivation to learn, this paperis just based on the application of the ARCS model of motivational strategiesmathematics curriculum.The general idea of this article is to theoretical study the mathematics teachingstrategies under the guidance ARCS motivational design model theory, and then toprove them with teaching practice. Specifically, this paper firstly focused on thetheory of motivation, as well as Professor Kellers ARCS motivation theory; and thencombined the characteristics of the motivation of students of junior high school withthe mathematics curriculum, designed a set of patterns based on the ARCS followedby a teaching practice; using SPSS for related data to outcome evaluation andanalysis, and came the final argument that the the ARCS motivational strategies canenhance the students motivation and improve their math achievements. |
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