Research On High School Chemistry Micro-Course Teaching Based On ARCS Motivation Model

With the development of information technology,micro-course have gradually become one of the main teaching tools in the field of education.However,micro-course must pay attention to students’ learning motivation in order to give full play to the role of micro-course.In this paper,the four-factor motivation model of Attention,Relevance,Confidence,and Satisfaction is incorporated into high school chemistry micro-course teaching in order to improve students’ learning motivation and enrich the classroom teaching effect.The first part of this paper presents the background of the selected topic,the purpose and significance of the study,and reviews the current status of domestic and international research on micro-course teaching and ARCS motivation model as well as micro-course teaching based on ARCS motivation model.The second part defines micro-course,ARCS motivation model and other related concepts,and also elaborates the relevant theoretical foundations.In the third part,a questionnaire was used to understand the demand situation and learning motivation of high school students for micro-course,and conducts preliminary analysis for the design of micro-lesson teaching based on ARCS motivation model.The fourth part outlines the principles,strategies and processes of micro-course design with ARCS motivation model based on the results of the preliminary survey and the corresponding theories,and summarizes the template of micro-course design.The fifth part applies ARCS motivation model into practical teaching of high school chemistry micro-course teaching,and also lists concrete micro-course cases of conceptual,experimental and abstract knowledge,and then concludes that this study can improve students’ learning motivation through the before-and-after comparison of questionnaires and student interview analysis.The sixth part is a summary,reflection and outlook of the research of this paper.