Research On Teaching Design Of Information Technology Course In Secondary Vocational Schools Based On ARCS Motivation Model

The learning problem of secondary vocational students is a problem that my country ' s vocational education is currently paying close attention to.Learning motivation,as an endogenous factor that affects learning,plays an important role for students.With the advancement of science and technology and the leap-forward development of information technology,the subject of information technology The status is valued by the country and society,so it is of great significance for the study of the teaching design of students' information technology learning motivation.This thesis focuses on the ARCS motivation model to study the teaching design and practice of secondary vocational information technology courses,using literature research method,questionnaire survey method,classroom observation method and other research methods.Firstly,it sorts out and analyzes the research status of the subject at home and abroad,sorts out the theoretical sources of the ARCS motivation model,expounds related motivation theories,and provides theoretical support for the thesis.Then,based on Guo Dejun and Ma Qingxia's "ARCS Interest Questionnaire",we compiled and designed a questionnaire on the status quo of information technology learning motivation,distributed and recovered the questionnaire,analyzed the problems of students' learning motivation,and learned about the teaching status of information technology teachers through interviews.Secondly,it discusses the feasibility analysis of instructional design based on the ARCS motivation model,and puts forward the principles that instructional design should follow.On this basis,it analyzes and analyzes elements such as pre-teaching needs,teaching goals,teaching resources and environment,learning activities,and teaching evaluation.Design and propose specific teaching strategies from the four elements of ARCS motivation model:attention,relevance,self-confidence,and satisfaction,and finally combine specific teaching content in practical applications,choose appropriate teaching strategies for implementation in the classroom,and continuously optimize teaching activities.After two months of practice,test results,questionnaires,interviews,and classroom learning observations have been used to verify the effectiveness of the teaching design based on the ARCS motivation model.Research has shown that the four-dimensional level of motivation in the experimental class based on the teaching design of the ARCS motivation model has improved,and the overall level of students' motivation has risen,changing the teaching status of students passively accepting learning,and stimulating students' interest and sense of inquiry in active learning.Combining information technology classroom activities,the author observes from multiple perspectives such as students' classroom learning attitudes,group interactions,and achievement of learning goals.Students' learning ability,communication ability and evaluation ability have been improved to a certain extent.Through this research,the author believes that when teaching design,teachers should take the current teaching situation as the basis,fully consider the students' existing foundation and cognitive level,combine specific teaching content and their own teaching abilities,and choose appropriate teaching strategies to effectively integrate In the classroom,especially in the process of maintaining the motivation of the students,it should be designed with purpose and plan to avoid the extensive use of a certain type of strategy.This research hopes to provide theoretical reference or reference for information technology teachers in the implementation of curriculum teaching.