Application Of ARCS Motivation Model In High School Chemistry Teaching

Learning motivation is the internal motivation of learners,which affects the effectiveness and persistence of learning.It has been concerned by many experts and scholars to stimulate and maintain learners' learning motivation.This study on the hierarchy of needs theory,theory of self-efficacy,attribution theory,on the basis of relevant theories,combining with the status quo of a high school senior high school students chemistry learning motivation in Zhengzhou city,blend in ARCS motivation model as a theoretical support to the teaching design,at the same time with the empirical way to explore the influence on high school chemistry learning motivation model.On the basis of sorting out the background,research status and relevant theories of the ARCS motivation model,this study used the existing experience for reference to conduct a questionnaire survey on the students from class 5 and 6 of grade 1 in a senior high school in Zhengzhou.The survey found that high school students have problems in chemistry learning,such as low interest,lack of concentration,weak self-learning ability,and low learning confidence.According to the results of the investigation and the characteristics of chemistry discipline,this paper has constructed the design idea of high school chemistry teaching based on the ARCS motivation model,and has put forward four teaching strategies: create the situation and arouse attention;Ask questions and establish relevance;Design activities to build confidence;Evaluate and enhance satisfaction.Then,according to the above teaching strategies,the high(5)classes and high class(6)the two classes for one semester teaching experiment.As the teaching strategy throughout the teaching,experiment process high(5)classes has been the experimental class,while the high class(6)has been the control class in conventional teaching and take "ion(class 2),redox reaction,sulfur oxides(class1)" as examples to present the teaching content.At the end of the semester,the students in the experimental class and the control class have been investigated again.Finally,through the analysis of the survey results,it has been concluded that the scores of students' learning motivation level of each element in the experimental class are significantly improved and higher than those in the control class,while the learning motivation of students in the control class is partially changed,but not significantly,which indicates that the ARCS motivation model has a positive impact on stimulating and maintaining students' learning motivation.