On The Concept Teaching Of High-level Mathematics Geometry In Primary School Based On ARCS Model

The study of students' geometric concepts is a prerequisite for the continuous formation and development of their spatial concepts and thinking.The new curriculum standard emphasizes mathematics classroom teaching activities,which should stimulate students' interest,maintain students' enthusiasm,and trigger students' mathematical thinking.The high-level geometric concepts of elementary school have a high abstraction,which puts forward higher requirements for students' learning ability.The elementary school mathematics geometry teaching focuses on helping students to explore problemsolving thinking methods and cultivate their rigorous logical thinking ability,so that students can initially form spatial concepts and lay the foundation for cultivating the core qualities of mathematics.This research is based on the ARCS model theory,taking the students and teachers of the fifth to sixth grades of F elementary school as the research object.Through interviews and questionnaires,we investigate the current status of elementary school mathematics geometry teaching and the overall situation of students' motivation in learning geometry concepts.Then,based on the analysis of the problems and causes found in the investigation and research,the geometric concept of the fifth unit of the sixth grade primary school mathematics textbook of the People's Education Edition is used as the research text,and the group of first grade students in the sixth grade of F elementary school is taken as the research object.The specific implementation steps of the core elements propose and apply targeted classroom teaching design plans.The implementation effect of the new teaching model is presented and reflected through classroom observation and questionnaire survey,and according to the analysis of the results,suggestions for improving the teaching of the concept of mathematics geometry in elementary schools are proposed.The results of the study show that,overall,after the implementation of the elementary mathematics geometry teaching in the elementary school based on the ARCS model,the motivation level of the students in the strategy implementation class on the four elements of attention,relevance,self-confidence,and satisfaction has increased significantly.This flexible teaching model effectively improves students' learning needs,maintains the persistence of students' learning motivation,and at the same time helps students internalize their learning motivation and increase their confidence in learning mathematical geometry concepts.The one-way flow of classroom knowledge is transformed into teacher-student interaction.The classroom is lively and lively.The students' enthusiasm for participation is high.The interest in learning in the classroom has been greatly improved,highlighting the student's subjectivity,but it needs to be implemented during the implementation process.Pay attention to the maintenance of motivation.According to the analysis of the teaching implementation effect,starting from the four elements of the ARCS model,and combining with the actual from the teacher teaching and student learning aspects of the primary school mathematics geometry concept teaching corresponding improvement suggestions: create a suitable teaching situation,arouse and maintain attention;set Reasonable learning goals to meet learning needs;guide appropriate attribution of success,build learning confidence;create a harmonious classroom atmosphere and form satisfactory emotions.