Research On Teaching Design Of Chemistry Micro-course In Senior Middle School Guided By ARCS Motivation Theory

The mismatch between the demand for high-quality education and the quality of education is still the educational contradiction of the new era.In the old days when the Internet was not developed,the channels for students to obtain information were relatively narrow,and teachers and books were the main channels of access to information.With the rapid development of the Internet and all kinds of information technologies,students can have more sources of information,and teachers should make full use of them.Micro-lessons come into the students' perspective in a completely new way.We use micro-lessons to find a fulcrum for high-quality teaching.Let education develop faster and better.Professor Keller's motivation theory consists of four elements: attention,Relationship,confidence confidence,satisfaction,for short,"ARCS" motivational motivation theory.Under the guidance of ARCS motivation incentive theory,this paper focuses on the theory of motivation and motivation.Some chemistry contents in senior high school are selected and applied to the classroom to realize the diversity of teaching methods,the improvement of teaching quality and the increase of interest in chemistry learning.This thesis takes the contents of the elective 4th edition of the Chemical PEP as the research object,combines the four elements of the motivational theory of ARCS with the four links of the micro-curriculum to carry out instructional design.The practicality,subjectivity,and diversification of the types are used as teaching principles and design patterns.Target design,process design,and overall interface design were used to create micro-courses for instructional design strategies.Micro-course recordings of PPT and flash animations were made using EV recording software.In the middle school of a middle school class in Hohhot City,the actual teaching was conducted.The results of the experiment were compared with the results of an experiment to verify the validity of the study.Student questionnaires and interviews with teachers were also conducted.Through the students' pretest and posttest,students' performance in the experimental class is higher than that in the control class.Through the questionnaire,students can be willing to accept this learning method.Through interviews with teachers,it is better to understand what kind of content is more suitable for micro-curriculum..Finally,it is concluded that the teaching of micro-curriculum is an effective model under the guidance of ARCS motivating motivation theory.Students' chemistry scores are improved,learning interest is increased,and classes become more efficient.This practice provides a direction for diversified educational development.The teaching design of the course is based on the motivational motivation theory of ARCS to meet the cognitive development of students.It also expects more chemistry teachers to verify and use it.