The Application Of ARCS Motivation Design Mode In The Teaching Of Aerobics In Ordinary Colleges And Universities

ARCS motivational design pattern is a motivation theory put forward by Professor Keller.This model is named after the English word initials that pay attention to(Attention),'s vital(Relevance),confidence that(Confidence),is satisfied with the four elements of(Satisfaction).So far,it has been widely verified in many countries,and its effectiveness has been fully affirmed.At present,the motivation of students majoring in physical education is generally low,and aerobics class is no exception,which not only affects students' academic achievement,but also affects the quality of course teaching.It is very important to improve students' apparent motivation in curriculum teaching.Only by stimulating students' learning interest and motivation can they improve their academic achievement,teaching effect and teaching quality.In view of the low learning motivation of students in aerobics teaching,this paper studies the application of ARCS motivational design mode in aerobics in colleges and universities from the point of view of teaching practice,in order to explore the effective methods to improve students' learning motivation.The experimental objects selected in this study are students of grade 2017 in physical education major of Shanxi normal University,mainly using the methods of literature,questionnaire,teaching experiment and mathematical statistics,and draw the following conclusions:1.There was no difference between the experimental class and the control class before the experiment.The test content was 50 m,standing long jump,sitting position flexion,girls 800 m and sit-up,boys 1000 m and leading up,the object selection was reasonable and comparable.After the experiment,the scores of flexion,sit-up and pull-up in sitting position were all P < 0.05,and there was significant difference between the three items P < 0.05.2.Before the experiment,the learning motivation test of the experimental class and the control class was P > 0.05,there was no significant difference between the experimental class and the control class.The students in the two classes were lower in the attention level and higher in the satisfaction level,and there was no significant difference in the technical skill level of aerobics P > 0.05,but there was no significant difference between the two classes P > 0.05.3.Compared with the experimental class before and after the experiment,there were significant differences in learning motivation,attention,relevance andself-confidence P < 0.05,but there was no significant difference in satisfaction level.The technical skill level of aerobics was significantly different P < 0.05.4.There was no significant difference in learning motivation P > 0.05,and there was no significant difference P > 0.05 in the technical skill level of aerobics between before and after the experiment in the control class.5.There were significant differences in learning motivation,attention,correlation and satisfaction between the experimental class and the control class P < 0.05 after the experiment,and there was significant difference between the experimental class and the control class in the four levels of learning motivation P < 0.05.The test result of aerobics technical skill level was P < 0.05,there was significant difference,and the result of experimental class was improved significantly.6.There was a significant difference between the experimental class and the control class P < 0.05.The result of the experimental class was better than that of the control class P < 0.05.Above shows that the use of ARCS motivation strategy can effectively stimulate and maintain students' learning motivation and improve the teaching effect.The training of students' learning motivation should not be neglected in aerobics teaching,and the design mode of ARCS motivation can be integrated into aerobics teaching and promoted.