Research On Design Of Junior High School Mathematicsmicro-Lecture Based On ARCS Motivation Model

In recent years,micro-lecture has been favored by the vast number of educators in the form of short and concise lectures.However,from the analysis of a large number of junior high school mathematics micro-lecture,it is found that at present teachers usually attach great importance to the presentation and explanation of knowledge points in micro-lecture design,and lack of strong support for the stimulation and maintenance of learners’ learni ng motivation.However,micro-classes are often used for autonomous learning.Learners lack supervision and on-site guidance from teachers.Lack of learning motivation will lead to insufficient interest,boring learning,easy fatigue and even interruption of learning.According to ARCS motivation model,this paper analyzes the supporting strategies of t he four elements in the motivation model,and combines them with the specific needs of mathematics micro-lecture learning to find more targeted motivation stimulation and strate gies for micro-lecture learning.The junior high school mathematics micro-lecture is divide d into two main types according to the explanation method:the new knowledge explanati on type and the question solution type.The new knowledge explanation type micro-lecture is generally used to preview new knowledge points before class,and the question explan ation type micro-lecture is generally used to provide learning guidance for specific difficu lt problems when students review after class.There are obvious differences between the t wo types of micro-lectures in the use situation,teaching purpose and teaching content.The reasons for students’ lack of learning motivation are different,so the corresponding desig n strategies are also different.The new knowledge explanation micro-lecture usually includes the introduction,explanati on,practice and summary of the complete teaching process.The introduction part sets up a situation closely related to life and establishes a close connection with students’ life and learning experience.In the explanation link,multimedia abstraction is used as concrete,and computer modeling is used to reproduce the mathematical thinking process to promote t he connection between the new and old knowledge of learners.In the practice phase,learn ers are actively guided to transfer their knowledge through a variety of variant exercises,graded exercises,appropriate inspiration,etc.In the summary phase,give the learners timely encouragement,enhance their satisfaction,and complete the study in a relaxed and pleasant atmosphere.Question-answering micro-lecture is used by students when they actively seek help in case of problems.Therefore,generally speaking,students have a clear learning purpose and higher learning motivation when using such micro-class for learning.However,they may al so lose their motivation to learn because of difficulties and setbacks.Therefore,special em phasis should be placed on the introduction and explanation of problems in the design of such micro-lectures.Accurate analysis of common causes of errors,hit the nail on the hea d and solve problems quickly,can meet the needs of students to efficiently solve difficult problems,and enable students to regain self-confidence,thus improving learning motivation,and timely integration of refining and sublimation of knowledge points,in order to preven t the sea-crossing tactics practiced for practice.Taking "the concept of rational number" and "the formula method to solve the quadratic e quation with one variable" as examples,according to the above micro-lecture design strateg y,two types of mathematical micro-lectures are designed and produced.After the initial fee dback from the learners,it is found that the introduction part can easily stimulate the lear ning interest of the learners,and the learners know better that the new knowledge is base d on the original knowledge or skills,and have a better sense of satisfaction after learnin g,and the knowledge points can be more easily understood the preliminary verification sh ows that the proposed micro-lecture design strategy can stimulate the learning motivation of the learners to a certain extent.