Research On Axisymmetric Teaching Strategy And Application Of Junior High School Mathematics Based On ARCS Motivation Model

The new curriculum reform sets requirements for students’ learning motivation in mathematics courses.As an important content of junior high school mathematics teaching,the teaching quality of axial symmetry not only affects the effectiveness of students’ learning of the chapter of axial symmetry,but also affects students’ interest in learning mathematical knowledge and confidence in learning.Through the learning of axisymmetric units,students are mainly trained in spatial imagination,mathematical abstraction,concepts,and logical reasoning.Axisymmetry accounts for a relatively large proportion in the middle school entrance examination,but students’ learning outcomes are not good,and learning motivation is closely related to learning outcomes.Therefore,stimulating and maintaining students’ learning motivation is an important issue that every teacher should pay attention to.This article mainly combines the ARCS motivation model proposed by American psychology professor Keller,starting from four dimensions in turn,and integrates motivation strategies into the specific teaching design of this unit,Ways and strategies for implementing teaching to improve students’ learning quality in mathematics.First of all,through literature research on outstanding learning achievements,a questionnaire was developed to investigate students’ learning motivation using the ARCS model.This survey was conducted using 26 questions,including motivation models and axisymmetric understanding and expectations,to test students.From the actual situation of answering questions,we can understand the situation of students’ learning motivation,which is mainly divided into five levels,and each level corresponds to different levels of students’ motivation.Secondly,in a middle school internship in Xuanwei City,a questionnaire was distributed to students from two classes in grade two of junior high school to investigate their learning motivation in various sub dimensions.The survey results showed that students were relatively weak in terms of relevance and satisfaction.Thirdly,according to the survey results,the integration of axisymmetric unit instructional design and motivational strategies is mainly designed based on these two dimensions.In this article,two teaching designs,"Axisymmetric" and "Drawing Axisymmetric Graphics",are shown.Before the specific design,the unit teaching design for the entire unit of axisymmetric is carried out,which can grasp the teaching focus of each lesson as a whole.Finally,the instructional design was applied to the teaching of each class.Two parallel classes of students in which the internship was conducted were used as research objects.The experimental class was taught with an instructional design that incorporated corresponding motivational strategies,while the control class was taught normally.The influence of unrelated variables was controlled during the experiment.The analysis of the experimental results was mainly divided into pre and post changes in learning motivation and academic performance of the students in both classes,By comparing and analyzing the changes before and after,it is concluded that the teaching design incorporating this model has certain effects.The data shows the motivation of students at various levels and elements,providing data support for proposing corresponding motivation strategies for each motivation later.After the experiment,interviews were conducted with students in the experimental class in a timely manner to verify the effectiveness of various aspects of teaching design,and also provide a factual basis for proposing strategies to motivate motivation.Through this study,the following conclusions can be drawn:1.Based on the ARCS motivation model,conducting axisymmetric teaching in junior high school mathematics can promote learners in terms of attention,correlation,and selfconfidence.Motivation in all dimensions of satisfaction is enhanced,especially in the dimensions of correlation and satisfaction;2.Based on the ARCS motivation model and combined with the content of axisymmetric units for teaching design,the effect is good and can positively affect learners’ academic performance to some extent,thereby maintaining learners’ motivation for learning;3.Through the implementation of the ARCS motivation model teaching design,the grades of the experimental class students have significantly improved,and the experimental class has also undergone significant changes in learning motivation.However,there is no significant difference in motivation or grades in the control class,indicating that motivation strategies can promote an increase in learners’ dynamic changes;4.The axisymmetric mathematics classroom based on the ARCS motivation model has a certain promoting effect on the knowledge structure of connected learners in the correlation dimension,and can have a positive effect on the satisfaction of learners in completing tasks to a certain extent;5.Mathematics teaching based on the ARCS motivation model can improve the quality of mathematics classrooms,optimize students’ learning outcomes,and propose several suggestions for optimizing teaching effectiveness.The research in this article proposes a motivational strategy based on the ARCS motivation model combined with actual teaching.It is hoped that this research can provide a theoretical reference for stimulating students’ motivation in junior high school mathematics teaching in the future.