A Study On The Application Of ARCS Motivation Model In Middle School Mathematics Teaching

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)states that “students should be curious and inquisitive about mathematics,understand the value of mathematics,appreciate the beauty of mathematics,increase their interest in learning mathematics,and build their confidence in learning mathematics well.” With the advancement and depth of the new curriculum reform,the motivation of students’ learning and the improvement of classroom teaching efficiency have become topics of concern for many researchers.Motivation is the guarantee of successful teaching and learning activities,so it is necessary to help students improve their motivation in the teaching process.Among many motivation models,the ARCS motivation model proposed by Professor Keller in the United States has proven to be effective in enhancing students’ motivation.The ARCS motivation model is a series of processes to motivate students by enhancing their attention,making a connection with what they have learned,and then building confidence from appropriate tasks to achieve some satisfaction.This study examines the effectiveness of the ARCS motivation model in teaching middle school mathematics from the perspective of teaching practice.First,the literature analysis method was used to sort out the current research status of ARCS motivation model at home and abroad and find out the research feasibility of applying ARCS motivation model to mathematics teaching.Secondly,the questionnaire method was used to issue a mathematics motivation questionnaire to middle school students in a middle school in Changji City,Changji Hui Autonomous Prefecture,to investigate the current situation of middle school students’ mathematics learning motivation,and to find out the problems of students’ mathematics learning motivation from it.Again,the survey was combined with the current situation to design mathematics teaching strategies based on the four elements of the ARCS motivation model: attention,relevance,self-confidence and satisfaction,and two teaching design cases were given to explain how the teaching strategies based on the ARCS motivation model were applied to the teaching design.Finally,a three-month teaching practice was conducted,in which students in two classes with approximately the same level of motivation and male/female ratio in the eighth grade were selected as experimental subjects,and a pre-experimental test was conducted in the form of a questionnaire to investigate the motivation of students in the two classes.regular model instruction.Post-experimental tests were conducted at the end of the experimental cycle to analyze the motivation level and achievement level of the students in both classes,and it was found that there was no significant change in the motivation level and achievement in the control group 4 class,and there was a significant increase in the motivation level and some improvement in the achievement in the experimental group 3 class.The following conclusions were drawn from this study:(1)Junior high school students were not highly motivated to learn mathematics and performed poorly on the three dimensions of attention,relevance and self-confidence,and performed better on the satisfaction dimension.(2)The application of mathematics teaching strategies designed based on the ARCS motivation model has a positive effect on students’ learning motivation in the instructional design,especially in the attention dimension and self-confidence dimension,which can improve students’ attention to mathematics and self-confidence in learning mathematics.(3)The application of ARCS motivation model in junior high school mathematics teaching can effectively stimulate students’ interest in learning mathematics and significantly increase students’ motivation level and achievement level.