The Practical Research Of ARCS Motivation Model In Junior Middle School Mathematics Teaching

Motivation is the original form of behavior,and behavior is the explicit expression of motivation.Learning motivation determines students' learning achievement to a great extent.Junior high school mathematics needs to be more interested in learning than elementary school mathematics.Teachers are seriously bound by the thought of examination-oriented education.If the traditional teaching method is still followed,students' interest in learning mathematics can not be well stimulated.This requires teachers in the future teaching design process.The primary consideration is how to stimulate students' learning motivation,and to maintain it.Studies shows that learning motivation is one of the guarantee of successful teaching activities.The most influential factor in improving learning motivation is the ARCS motivational design model proposed by Professor Keller of Florida State University in the United States.He described four factors that affect learning motivation,namely,A-attention,R-relevance,C-confidence,S-satisfaction.And he put forward a series of teaching strategies according to these four factors.These strategies can be used as a reference in the design of mathematics teaching in junior high school.This thesis attempts to use ARCS motivation model to interfere mathematics teaching and explore the method of designing teaching scheme by using ARCS motivation model in order to improve the motivation level of junior middle school students in learning mathematics and thus improve their learning achievement in mathematics learning.Specifically,this thesis investigates and analyzes the current situation of students' motivation level(pre-test),and then compiles the teaching strategy coding table by using the motivational method table in ARCS motivational model.According to the coding table of teaching strategies and ARCS motivation model,several teaching schemes were designed,and the teaching experiments were carried out in a middle school in a city for a period of half a year with this series of teaching schemes.In the process of teaching experiment,one class was used as the experimental group and the other class with similar levels was used as the control group.After the experiment,the teachers and students were interviewed face-to-face,and questionnaire and data analysis(post-test)of the effect of the teaching experiment was carried out.We analyzed and compared the mathematics learning motivation level and mathematics achievement between the experimental group and the control group before and after the experiment.The results show that the teaching scheme under the ARCS motivation model has a different effect on the learning motivation of male and female students.Generally speaking,it can improve students' mathematics learning motivation level and academic achievement.Finally,the improvement measures are put forward according to the experimental results.The method of qualitative and quantitative analysis is adopted in the whole research process.The teaching scheme designed by using the ARCS motivation model is valuable for teachers to use for reference.The research shows that it is also necessary for teachers to use ARCS motivation model to design teaching schemes.