Research On Motivation Strategy Design Of Primary Chinese Micro-lesson Based On ARCS Model

With the advent of the era of micro-learning,the application of micro-course has become more and more popular,scholars at home and abroad have made more and more in-depth research on micro-course,but the current research on micro-course seldom pays attention to learners' learning motivation.Therefore,this study introduces ARCS motivation model to design motivation strategies for primary Chinese micro-course,and adds motivation design factors to the design of micro-course in order to improve the application effect of micro-course.Firstly,this paper summarizes the development of micro-course and ARCS model at home and abroad through literature research,then the concepts of micro-course,learning motivation and ARCS model are defined,and the theoretical basis of this study is ARCS motivation model theory,cognitive load theory and ADDIE model.This study analyzed the influencing factors of designing primary Chinese micro-course based on ARCS model from three aspects: pupils' learning characteristics,primary Chinese teaching objectives and primary Chinese teaching contents.According to "Literacy and Writing","Reading","Writing" and "Oral Communication",the primary Chinese micro-course were divided into four types,according to the four aspects of attention,relevance,confidence and satisfaction in each kind of micro-course,the corresponding motivation strategies are designed and case references are provided.Finally,the teaching practice of reading and writing micro-course was carried out in the sixth grade of a primary school.After the micro-course were completed,the students were surveyed with questionnaires and the data were analyzed.The results show that integrating the motivation strategy of primary Chinese micro-course based on ARCS motivation model into micro-course design can enhance students' learning motivation and improve the teaching effect,and provide some reference for front-line teachers in micro-course teaching.