Design And Application Of Middle School Physics Micro-learning Based On ARCS Motivation Model

The Physics Curriculum Standards for Compulsory Education(2022 version)specifies the requirements for the core competencies of the physics discipline,which include physics concepts,scientific thinking,and other aspects,posing a challenge to teachers’ teaching abilities.With the development of educational information technology,new teaching forms are exerting an impact on traditional teaching modes.Micro-lessons,which are characterized by their concise and precise nature,have been increasingly employed by teachers to facilitate teaching in the classroom.However,to fully leverage the advantages of micro-lessons,the key is to stimulate students’ learning motivation,encouraging them to actively explore and self-motivate in interaction.Only by effectively utilizing the advantages of micro-lessons,fully guiding students’ interest,can teaching effectiveness be truly improved.The ARCS Motivation Model proposed by Professor Keller has been developed to model student learning motivation in areas such as attention,relevance,self-confidence,and satisfaction.With the increasing popularity of micro-lessons,more and more teachers have been utilizing the ARCS Motivation Model to effectively address the problems facing micro-lesson teaching today,improving the overall level of micro-lesson teaching and further stimulating students to be more active learners.Therefore,this study employs the ARCS Motivation Model to design micro-lessons with the aim of improving students’ learning motivation and providing guidance and inspiration for the practical application of micro-lessons.Firstly,this paper reviews and summarizes the domestic and foreign research on micro-lessons and the ARCS Motivation Model through literature,puts forward the research objectives and significance,determines the research ideas and methods,and defines the relevant concepts and learning motivation theories.Secondly,a questionnaire survey was designed and conducted in a certain secondary school,which showed that the students’ learning motivation was not high.Through interviews,the teachers’ usage of micro-lessons in teaching at the school was understood.Subsequently,based on the ARCS Motivation Theory,micro-lesson design principles were proposed through literature review,and a micro-lesson design mode with a pre-analysis,subject design,script design,and evaluation system was constructed.23 teaching strategies at four levels were put forward,and specific teaching measures were given to improve the teaching effectiveness of micro-lessons.Then,micro-lessons were designed based on the ARCS Motivation Model for courses such as "Inertia" and "Archimedes’ Principle," and physics micro-lesson teaching was conducted in a certain secondary school.Finally,the students’ learning motivation was investigated through a questionnaire survey following the experiment,with students’ physics learning motivation before and after the experiment compared and analyzed.The experimental class physics learning motivation was significantly improved,according to interview of the teachers and students,which indicated that the ARCS Motivation Model not only improved students’ learning effectiveness but also promoted teachers’ self-improvement in teaching abilities.Students welcomed the adopted micro-lesson teaching method,believing that such teaching could help them better understand and master the course content.