Research On The Design Of High School Geography Micro-lesson Based On ARCS Motivation Model

The development of information technology has brought new changes to geography teaching,which is conducive to promoting the reform of geography teaching,promoting the change of students' learning methods and teachers' teaching methods,and helping students to enjoy fair and effective geography education."Ordinary High School Geography New Curriculum Standards(2017 Edition)" emphasizes deepening the application of information technology.Learning with information technology such as "Internet +" and artificial intelligence is one of the ways of learning for the future.In this context,micro-courses are New way.However,there is no in-depth special research on micro-courses.There is no unified statement on the definition and classification of micro-classes.Therefore,the micro-courses are still in a certain stage of groping.Due to the short performance time,the limitation of use and the diversity of application scenarios,the micro-courses determine that the use of micro-courses is based on the students' strong motivation for learning and the quality of the micro-course itself.However,a considerable number of micro-courses have a tendency to ignore student motivation,making students' demand for self-learning using micro-courses not strong.The American psychologist Professor Keller proposed the ARCS motivation model in 1983.The four elements of the model are Attention,Relevance,Confidence,and Satisfaction.contact.It has been proved by practice that the ARCS motivation model can significantly improve students' learning motivation and is a systematic theory that incorporates motivation theory into instructional design.Based on the ARCS motivation model,the thesis designs high school geography micro-courses,and integrates appropriate motivation strategies into micro-course design to stimulate students' learning motivation and enhance students' needs for micro-learning.The thesis uses literature research method,questionnaire survey method and case analysis method to conduct research.First,through the review of relevant literature,the background and research significance of the development of micro-courses are analyzed.Secondly,through the existing literature,the ARCS motivation model and the micro-curricular research status at home and abroad are analyzed.It is found that the research on the high school geography micro-course design based on the ARCS motivation model is almost blank.Thirdly,the questionnaire survey method is used to investigate the current situation of geography learning motivation of high school students.The data analysis software such as Excel and SPSS are used to analyze the survey results.It is concluded that the motivation of students' geography learning is generally not high and there is much room for improvement.The analysis of each dimension shows that students' efforts in geography learning are insufficient;students believe that geography learning has nothing to do with life,mainly for the college entrance examination;it does not use migration for the knowledge acquired;it has low self-efficacy for geography lessons,and is satisfied.Low levels lead to reduced motivation for geographic learning;most students can be attributed correctly;external rewards can motivate learning.Fourthly,using case analysis method,the first-class geography micro-courses selected on the Chinese micro-course online are coded,quantified and analyzed,and then returned to the micro-course video itself to obtain the use of motivation strategies in excellent micro-class works:(1)Note that the strategy is used most frequently,mainly for the import process;(2)the relevance strategy is more common in the design of the micro-course;(3)the target is used most in the confidence strategy;(4)the use of the satisfaction strategy is less.At the same time,in the process of analyzing excellent micro-classes,it is also found that the common shortcoming in the design of geographic micro-classes is that the interaction is not strong.According to the current situation of students' geography learning motivation and the use of excellent geographic micro-curriculum strategies,the strategies of high school geography micro-course design based on ARCS motivation model are proposed from four dimensions:(1)attention dimension,emphasis on introduction,intuitive teaching methods,changeable The teaching methods and appropriate body language strategies help teachers to attract and maintain students' attention in each teaching session;(2)Relevance dimension,contact existing knowledge,meet the needs of students' affinity,and connect with life is to maintain student learning Key strategies of interest;(3)Confidence dimension,clear goal,expressing expectation is an effective way to establish confidence;(4)Satisfaction dimension,experiencing success,demonstrating reward and punishment,enhancing self-efficacy;in addition,strengthen interactive design,Increase teacher-student exchanges.Based on the above research,the principles and processes of high school geography micro-course design based on ARCS motivation model are proposed,and the specific geography micro-class case design and analysis is carried out.The paper analyzes the excellent geography micro-classes in quantitative form,and applies the ARCS motivation model to the high school geography micro-course design,enriches the theoretical research of geo-micro-course design,and helps to promote the application of information technology in geography teaching.The diversified learning needs of students are conducive to the cultivation of students' core cultural literacy.