Research On The Application Of ARCS Motivation Model In Physics Teaching Of Senior High School

With the rapid development of science and technology and the explosive growth of knowledge,school education can not provide students with the knowledge to meet their lifelong needs,so while teaching knowledge,it is more and more important to strengthen the cultivation of students' learning ability.Based on the dialectic relationship between motivation and learning,this study investigated and analyzed the present situation of motivation of students and teachers in physics teaching in senior high school,based on the ARCS motivation model,this paper puts forward a systematic motivation stimulating strategy,and compiles two teaching cases with different teaching tasks in the new teaching and review course,and tests their effectiveness through teaching practice.The main work and innovations of the paper are as follows:First,using the interview method to understand the motivation of high school physics teachers,according to the 12 sub-dimensions of Attention,Relevance,Confidence and Satisfaction in the ARCS Motivation Model,the corresponding questionnaire questions were set one by one,investigation and analysis of high school students in physics learning in the actual motivation.The results show that the motivation of senior high school students in physics learning needs to be improved,and compared with the four factors,the motivation level of the confidence factor is the lowest,it shows that teachers should pay more attention to the cultivation of students' confidence than other factors in physics teaching.Second,starting from the four dimensions of A,R,C and S,this paper analyzes the sub-dimensions of each factor,refines the motivation situation,and finally concludes the first-and second-level motivation stimulating strategies which are more suitable for the actual situation of physics teaching.In addition,physics classes with different teaching tasks should focus on the selection of strategies,the new teaching can pay proper attention to the attention and related elements of the promotion,while cultivating students' interest in physics,we should make students clear about the goal and value of physics study,and pay more attention to improving students' self-confidence in physics study.Third,in the teaching practice to test the effectiveness of motivation-related strategies.After using the ARCS motivational strategy,the motivation level and academic achievement of the students in the experimental class were improved,and the increase was more obvious than that in the control class.Among them,the increase of satisfaction factor was slightly more difficult than other factors.Teachers can adjust the level of motivation of the four factors according to the actual teaching situation,and give priority to the other three factors to achieve a more significant effect.It can be seen that the application of ARCS motivation model to physics teaching in senior high school has a certain practical value.It can help students to stimulate learning motivation and improve their academic performance,at the same time,it can enhance students' ability of autonomous learning.The related strategies proposed in this study also provide a reference for front-line high school physics teachers in stimulating students' learning motivation.