Instruction Design For The Ending Section Of College English

As life-long learning becomes an all-embraced concept,together with the wide spreading digital devices,the Internet+ theory has been the trend of today's learning philosophy.The Internet has become a part of people's learning routine in daily life.Learning is not limited within a confined classroom any longer,but extends outside.And the learning resources outside are vast,The author believes the classroom ending section plays a critical role to connect the classroom teaching with outside resources,which will help a learner get exactly and efficiently what he or she wants and to avoid pitfalls of junk information.Based on motivational techniques,which is applied appropriately in the instruction design,it is possible that the learning after class would be to the point and with long last self-initiating effect.Consequently,this study chooses ARCS motivational theory,which was proposed by Professor J.M.Keller,to promote the effect of the learners' motivation in self-learning after class.ARCS has been proved to be of good effect in maintaining students' high motivations in learning.This study chooses 43 students as subjects,starting with an inquiry of the students' present learning motivation,then,based on ARCS motivational theory,the author designs a new teaching model focusing on classroom ending section which divides the functions of ending section into three main domains: closure of the teaching activity to extend the after-class learning goals;the after-class learning tasks and the creation of after-class learning community.Alone with which,four main factors in ARCS motivational theory,namely attention,relevance,confidence and satisfaction are applied in the model.Next,the author implements the new model in the real teaching settings,during which,resources from IT techniques are used.Meanwhile,students' individual needs and motivational factors are taken into consideration.As the tasks going on,learners' cognitive and social needs are met by interacting with peers,teachers and other members of the learning community.After the implement of the new model,questionnaires are distributed again to explore the effect of the teaching model.Compared with the previous survey,the results showthat ARCS teaching model has greatly enhanced the student's confidence and satisfaction of learning,their overall motivational levels have been upgraded and their after-class self-learning practice has been intensified.