Research On Design And Application Of High School Mathematics Micro-course Based On ARCS Motivation Model

With the advent of the educational information age,the application of micro-classes is also widely accepted by the public.But how to design micro-classes that can stimulate students’ learning interest,enhance students’ learning motivation,and promote students’ active learning is a problem that we need to study.But nowadays,there is still a lack of specialized micro-class design theories.The designed micro-classes often ignore the core of the learner as the main body.The learner’s learning motivation cannot be improved,and therefore it is impossible to encourage the learner to maintain the enthusiasm of active learning.The development of micro-classes is still in a certain stage of exploration,and this research uses the ARCS motivation model proposed by Professor Keller to guide the micro-classes.It is hoped that motivational design strategies can be used in teaching to improve the practical application of micro-classes.This research first adopts the literature research method,and through a lot of reading about ARCS motivation theory and micro-course related literature,the research purpose,research significance and research status at home and abroad are determined,and a sufficient theoretical foundation is laid for the smooth progress of this research.Secondly,using the questionnaire survey method,a questionnaire was distributed to 240 people in an ordinary high school in Nanning to understand the application of micro-classes to the students of the school;through interviews with students and teachers,to understand students’ needs and applications for micro-classes In the link,according to the specific situation of the students and combined with the classification of the micro-classes,the types of micro-classes suitable for the students of the school are designed,namely the knowledge-teaching type and the problem-solving skill type micro-class.Third,relying on the ARCS motivation model,analyze the four elements of the model,and propose corresponding specific motivation strategies in the four dimensions of attention,relevance,self-confidence and satisfaction according to the characteristics of the four elements.Combine the strategies with high school mathematics to design Four knowledge-teaching micro-classes: "Theorem of Parallel Line and Plane","Theorem of Parallel Plane and Plane","Theorem of Parallel Line and Plane","Theorem of Parallel Plane and Plane",and a solution Topic skill-based micro-class "The Judgment and Nature of Parallel Lines and Surfaces and Lines Parallel" Then,the two classes of the practice school were selected as the experimental class and the control class for comparative research on the learning motivation and academic performance,and the "Senior Grade One Student Mathematics Learning Motivation Questionnaire" was issued,and the participating classes were statistically analyzed and found to be based on ARCS motivation The micro-class application of the model can promote the improvement of students’ learning motivation to a certain extent,and can have a positive impact on students’ academic performance.Finally,from the experimental class and the control class,3 research subjects(6 in total)were selected from the experimental class and the control class respectively for case studies,using classroom observation methods,interviews and homework analysis to understand high school mathematics based on the ARCS motivation model Whether the application of micro-classes has an impact on students’ classroom performance,changes in classroom learning motivation,and the quality of homework after class.The following conclusions can be drawn from this research:1.Students have a greater demand for two types of micro-classes:knowledge-teaching and problem-solving skills.This type of micro-classes is suitable for pre-class preparation and after-class review;2.The production of micro-classes is time-consuming,and a simpler method of micro-class production should be found;3.The application of high school mathematics micro-classes based on the ARCS motivation model can promote learners’ motivation in the dimensions of attention,relevance,self-confidence,and satisfaction to a certain extent,especially the most significant improvement in the satisfaction dimension;4.The application of high school mathematics micro-classes based on the ARCS motivation model can have a positive impact on learners’ academic performance to a certain extent,thereby maintaining learners’ learning motivation;5.The application of high school mathematics micro-classes based on the ARCS motivation model can to a certain extent promote the increase in the dynamic changes of learners’ classroom learning motivation,especially the promotion of the improvement of the learning motivation of learners who are in the middle and lower levels of academic performance;6.The application of high school mathematics micro-classes based on the ARCS motivation model has a greater promotion effect on maintaining learners’ self-confidence in the self-confidence dimension,and can have a positive effect on improving the quality of learners’ homework to a certain extent.In this study,a micro-course design strategy based on the ARCS motivation model was proposed,and its effectiveness was successfully verified in specific practice.It is hoped that this research can provide a certain theoretical reference for future micro-course design and practical application.