Research And Practice Of High School Chemistry Blended Teaching Based On Arcs Motivation Model

How to effectively improve students' learning initiative in chemistry class is a common problem in the current chemistry teaching process in high school."ARCS motivation model" was first proposed by keller,professor of psychology at the university of Florida,us.It is a theoretical paradigm to explore learners' intrinsic learning motivation.This model includes four elements: Attention,Relationship,Confidence and Satisfaction,and is referred to as "ARCS" motivation model.Taking the knowledge content of "benzene and aromatic hydrocarbon" in senior high school chemistry of people's education edition as an example,combined with relevant literature,this paper proposes a "four-link" hybrid teaching design model that integrates motivation elements into teaching,and conducts teaching practice in grade one of HeTian no.1 middle school.This paper is divided into six parts:Part ?: Research Overview.It mainly describes the research background,expounds the reasons for the topic according to the training requirements of the new curriculum standard on learning motivation,summarizes the development status of ARCS motivation model at home and abroad,and introduces the significance,methods and ideas of this research.Part II: Concept definition and theoretical basis.This paper defines the core concepts of the ARCS motivation model and hybrid teaching,sorts out the relevant theories of the motivation model and its enlightenment to this research,and introduces the components of the ARCS motivation model.Part ?: The investigation and analysis of the motive status.Firstly,the academic status of the experimental class and the control class was pretested,and the pretest data were collected.SPSS 25.0 data analysis system was used for data analysis,so as to ensure that there was no significant difference in the chemical performance of the selected class.The students' learning status of benzene and aromatic hydrocarbons was studied through the questionnaire.Part ?: Teaching activity design and practice.Based on the analysis of the previous chapters,the teaching example is "benzene and aromatic hydrocarbon".In addition,a variety of teaching resources,such as PPT,pictures,videos and textbooks,are mixed to integrate the four elements of ARCS motivation model into the "four links" teaching design of mixed teaching.The teaching cases of "benzene","homologue of benzene" and "aromatic hydrocarbon" were designed by applying the "four-link" teaching design model.Part ?: Results and analysis.After the completion of the teaching,special tests of "benzene and aromatic hydrocarbon" related knowledge and post-test investigation of learning status were conducted.SPSS 25.0 software was used to analyze the results of the two classes,and "questionnaire star" software was used to analyze the learning status of the experimental class students,and the teaching implementation results were evaluated.Part VI: Conclusion and prospect.The last part summarizes the research results based on the implementation of teaching cases,expounds the innovation points of the research,reflects on the deficiencies in the research,and puts forward reasonable teaching Suggestions and prospects.The innovation of this research is to demonstrate the operability of incorporating motivational elements into blended instructional design,to propose a "four-link" instructional design model that incorporates motivational elements into instructional design,and to conduct "benzene" "Homologous" and "aromatic hydrocarbon" teaching case design,in order to provide reference for middle school chemistry teaching.