Research On The Motivation Of Mathematics Learning In First-year High School Students Based On ARCS Motivation Model

Mathematical knowledge is widely used in many fields of learning and research.Its ideas and ways of thinking are essential knowledge for cultivating talents.Mathematical knowledge in primary and secondary schools is the basis of mathematics learning,It is especially important to improve students' motivation for mathematics learning and to reserve basic knowledge.However,compared with junior high school and elementary school mathematics,the learning content of high school mathematics is more abstract and theoretical.In addition,the first year of high school is the link between junior high school and high school mathematics knowledge learning,and is the key period for students to smoothly adapt to more systematic and abstract mathematical knowledge.Therefore,it is of great significance to improve the motivation of mathematics learning for first-year high school students and help students to complete the transformation of thinking and learning methods.If the curriculum design and teaching methods are still old-fashioned and lack of innovation,many students will not adapt to the unchanging teaching style,lack of learning motivation,and the teaching effect is not satisfactory.In order to improve the classroom teaching effect,teachers should pay attention to students' learning motivation,because only by stimulating students' learning motivation,students will actively and actively learn the knowledge they want to know.Many studies have shown that stimulating students' learning motivation is especially important for the effectiveness of teaching and the efficiency of students' learning.To improve students' learning motivation,students can actively participate in classroom teaching activities to help students better understand concepts.Learning mathematics.Therefore,in teaching,changing traditional classroom teaching methods,stimulating and maintaining students' mathematics learning motivation,and mobilizing students' initiative in learning mathematics are the key to solving problems and an important teaching task for mathematics teachers.The ARCS motivation design model is a heuristic teaching model proposed by American psychology professor Keller.It aims to stimulate and maintain the learner's motivation.The first letter of the four motivational elements(Attention?Relevance?Confidence and Satisfaction)included in the theory is named ARCS motivation model.For the four motivational elements of Professor Keller,we can understand that to stimulate and maintain the learner's motivation,the learner should first notice the content to be learned,and cause the learner's interest in learning.The teaching process should be related to learning.The social experience of the people is linked and personal relationships are established,that is,to establish a personal relationship,thereby helping students to establish learning goals,to find self-confidence in learning,and to achieve satisfaction with accomplishment by accomplishing these goals.The introduction of this theoretical model has attracted the attention of many scholars at home and abroad,and has been applied to the teaching research of various fields,including languages,English,chemistry,biology,geography,information technology,etc.,but few about mathematics.The research,especially the research aimed at stimulating the motivation of high school students' mathematics learning.Based on the above analysis,this thesis takes the first-year high school students as the research object,and takes the high school mathematics teaching version compulsory 1 as the research textbook.Based on the ARCS motivation model theory,based on the analysis of the high school mathematics teaching content and the learner's motivation status,The four elements of ARCS are integrated into the teaching design,and the high school mathematics classroom teaching strategy is designed accordingly,and the specific implementation plan based on the ARCS motivation design pattern to stimulate the mathematics learning motivation of the first grade students is formed.This study mainly uses experimental research methods and interview methods.The research objects are divided into experimental and control classes.The mathematics learning motivation of the subjects is investigated and analyzed before the experiment.Then according to the data analysis results of the experimental class,the teaching design,with a focus on using motivation to stimulate strategies,to help students better and more comprehensively stimulate mathematics learning motivation.Then,the experimental plan is implemented in a specific course teaching.Finally,the change of learning motivation after the experiment was conducted was investigated.The feasibility and effectiveness of the ARCS motivation model to stimulate the mathematics learning motivation of the first-year high school students were verified by comparing the data of the motivation questionnaire with the pre-and post-test data.The data comparison before and after the experiment was performed using the paired sample T test.According to the data comparison results,the mathematics learning motivation scores of the two experimental classes in the first four dimensions of the experiment were 901,658,912,708 and 974,671,1002,730,respectively.The total score is 3179 and 3377respectively;The mathematics learning motivation scores of the four dimensions after the experiment were 827,638,679,646 and 894,636,828,698,respectively,and the total scores were 2790 and 3056 respectively.The scores of the control class before and after the experimentwere 942,669,983,731 and 959,674,927,and 710,respectively,and the total scores were 3325 and 3270,respectively.According to the questionnaire assignment method,the lower the score of the questionnaire,the higher the motivation of the study participants.The research shows that the mathematics learning motivation of the two experimental classes has been significantly improved after the experiment,while the mathematics learning motivation of the control class students has changed locally,but it is not significant.It is feasible and effective to stimulate the mathematics learning motivation of first-year students based on the ARCS motivation model.