Research On The Instructional Design Of Senior High School English Reading Under The Guidance Of ARCS Motivational Design

Motivation is one of the most important areas of psychology.Therefore,while teaching,foreign language teachers should be aware of how to stimulate the learner's motivation.The purpose of this thesis is to combine ARCS motivation model with curriculum design theory.This study is an exploratory study of instructional design.The research questions of this thesis are:1.What is the status of English reading motivation of high school students?2.How do teachers use the ARCS motivation model for teaching design?3.What should be noted during the execution?In order to solve the above problems,this study was carried out in a junior high school in Tianjin,a typical middle school,through questionnaire survey and test.A survey of English reading motivation of senior high school students was conducted by selecting 200 students from four classes of senior one.Then the corresponding conclusions and Suggestions are drawn through the data analysis of the questionnaire.Study shows that the ARCS Model of Motivational Design can provide some beneficial help in stimulating and maintaining students' motivation to learn in the teaching process for English teachers in high schools.In the teaching process.English teachers in senior schools should combine the characteristics of English teaching in high schools,English learning characteristics,psychological characteristics of high school students,differences of the ability to learn,differences of learning intentions.temperament,personality and gender differences,and makes teaching activities in a relaxed and rigorous teaching atmosphere through the practice,so that English teachers car:improve effect in teaching output.Students have some effect in raising interest in learning English.Therefore,this study has some theoretical significance and practical value.