Analysis Of Motivational Behavior Of High School Biology Teachers Based On ARCS Motivation Model

With the continuous advancement of education reform,the requirements for the curriculum no longer focus on the transfer of knowledge as in the past,but gradually emphasized that the curriculum should focus on developing students 'proactive learning attitudes and improving students' autonomous learning ability.At the same time,for the high school biology department,the release of the latest "General High School Biology Curriculum Standard(2017 Edition)" also further emphasized that the biology curriculum should attach importance to cultivating students' learning interest and motivate autonomous learning.And these all point to the importance of teachers 'work for students' learning motivation.It can be said that stimulating and maintaining learning motivation is a prerequisite for cultivating students' interest in learning and improving their autonomous learning ability.Among many learning motivation theories,the ARCS Model is the most systematic doctrine of integrating motivation principles into teaching practice.The founder of this theoretical model,Professor Keller,has proposed the "ARCS Motivation Model Strategy Catalog" based on the four elements of the model,Attention,Relevance,Confidence,and Satisfaction.Based on the motivational model strategy catalog,this study combined the actual classroom teaching of high school biology to establish the ARCS teacher motivational behavior coding system.Based on this coding system,NVivo12 software is used to code the teacher's motivational behavior in the normal classroom of high school biology.Statistically summarize the popular motivational strategies that teachers use more frequently in the classroom,and compare different classifications of expert teachers and novice teachers,new lectures and review lessons,so as to provide suggestions for effectively improving the effectiveness of classroom teaching.The study found the following conclusions:(1)Teachers use classroom attention to A attention,R1 experience,S2 positive results,and R52 to provide choices in the classroom.(2)Expert teachers use a wider variety of strategies in the classroom.At the same time,novice teachers pay more attention to the application of teaching skills and the transfer of teaching knowledge in the classroom,while expert teachers pay more attention to the cultivation and active learning of learners' confidence.Emotional experience.(3)Compared with the new lectures,teachers use learning motivational strategies in the review lessons more evenly.The motivational opportunities received by students may also be more diverse.At the same time,teachers tend to express expectations and values in a relaxed atmosphere in the review lessons.In the new teaching,teachers pay attention to the application of new knowledge and strictly control the difficulty of learning materials.The suggestions based on the above research results are:First of all,we should pay attention to the comprehensive application of multiple teaching strategies to attract the attention of learners.Second,relevance is a key step in breaking learners' sense of distance to new knowledge and developing learning interest.Third,good self-confidence can further stimulate learners' willingness to complete learning activities.Finally,positive emotions can also stimulate learning motivation.