Research On The Motivation Strategy Of High School Mathematics Quality Class Based On The ARCS Motivation Model

Learning motivation promotes students’ autonomous learning.In classroom teaching,teachers play an important role in motivating students’ learning motivation.The so-called motivation strategy refers to a series of specific behaviors adopted by teachers to stimulate the intrinsic motivation of students or to achieve teaching goals.The effective use of motivation strategies can not only transform students’ learning methods,but also fundamentally improve the effectiveness and efficiency of learning.In recent years,research on teacher motivation strategies has achieved certain results.Among them,the ARCS motivation model has been widely used in classroom teaching,teaching design,teacher training and other fields,but the research on teacher motivation strategies in the field of mathematics teaching is not enough.Therefore,to analyze mathematics classroom teaching from the perspective of motivational strategies,and use ARCS motivational models as the theoretical basis and coding framework to conduct classroom video analysis.The main research questions include three aspects:(1)What motivational strategies did the teachers use in the "one teacher,one excellent course" high school mathematics department-level excellent course?(2)What are the characteristics of teachers’ motivational strategies in "one teacher,one excellent course" in senior high school mathematics?(3)What is the application model of the teacher’s motivation strategy in the "one teacher,one excellent course" in senior high school mathematics?The research is based on the ARCS motivation model,and the literature analysis method is used to collect relevant data and literature.The relevant concepts and motivation strategy coding system are determined.Take the high school mathematics department-level excellent courses in 20 “one teacher and one excellent course” as the research object,use Nvivo11 qualitative analysis software and use classroom video coding analysis method to encode and analyze the course examples to ensure the reliable encoding results In particular,a second random coding check was conducted,and the coding consistency of each lesson was between 88.46% and 100%.Based on the original data obtained by encoding,further in-depth analysis was performed with the help of Excel data sorting and SPSS cluster analysis,including macro overall analysis,micro case density analysis and dynamic curve analysis,course examples,and motivation strategy dimensions.Cluster analysis,etc.Through the research and analysis of 20 lesson examples,combined with coded band density analysis and dynamic curve analysis,the following research results are obtained: 1.Attention strategies run through the classroom throughout the course with the largest changes,of which problem strategies and change strategies are the main ones;The classroom teaching styles are diversified,and different motivation strategies are used crosswise;3.The use of some motivation strategies is closely related to the subject content;4.Teachers are increasingly paying attention to multimedia presentation methods;5.Teachers tend to use feedback and praise as Supporting strategies.Based on the results of cluster analysis of class examples,class types are divided into three categories: intensive,variable,and multivariate;based on the results of cluster analysis of motivation strategies,motivation strategies are reclassified into four categories: Most valued,second valued,second valued,and most valued.This paper summarizes the application models of motivation strategies of senior high school mathematics teachers from three aspects: introduction of new knowledge,cooperative inquiry,and knowledge application,and draws three model frameworks.Based on the analysis of the above research conclusions,combined with the interviews of three senior high school mathematics teachers,the author puts forward some enlightenments on the use of teachers’ motivational strategies: 1.attach importance to the value of motivational strategies and give classroom vitality;2.combine different teaching content and use flexibly Motivation strategies;3.Grasp students’ emotional states and stimulate learning motivation in a timely manner;4.Switch motivation strategies in a timely manner to maintain students’ attention;5.Focus on the use of relevance strategies and indicate the motivation for goal matching;6.Improve their professional abilities and base themselves on students’ long-term development.