| In September 2020,the Ministry of Education and nine other departments issued the "Action Plan for Improving the Quality and Training of Vocational Education(2020-2023)",which mentioned that it is necessary to "improve the teaching quality of vocational education majors and courses" and "strengthen the basic role of secondary vocational education".It can be seen that the courses of the middle vocational staff need to further improve the quality."Graphic Image Design" is a basic course for many majors in secondary vocational and technical schools.The main purpose of the course is to equip students with Photoshop software and use it for image processing,design and production.If students want to master the course,they need a lot of repetitive exercises and many shortcut keys to memorize,in this process it is easy to produce boredom and lose the motivation to learn the course,and the lack of mastery of the basic course will further lead to the lack of relevant vocational skills,so it is particularly important to reform the course.The ARCS motivation model,proposed by Professor Keller in 1984,consists of four elements: attention,relevance,self-confidence,and satisfaction.And he gradually proposed the motivation design process and motivation strategy.The purpose of applying the ARCS motivation model in the curriculum is to allow students to discover what they have learned that is relevant to themselves,and to improve self-confidence and satisfaction by completing tasks.The ARCS motivation model is applied to the middle school "Graphic Image Design" with a view to improving students’ motivation for learning the course.Applying the ARCS motivation model to the Graphic Image Design course goes through five main stages.In the first stage,through the literature research method to sort out the relevant literature at home and abroad,define the relevant concepts,in order to deeply understand the development and application of the ARCS motivation model,in this process,it was found that Professor Keller has repeatedly applied the ARCS motivation model to computer-related research,and the ARCS motivation model has a more significant effect on learners with lack of motivation,which is exactly in line with the research on the application of the ARCS motivation model to the teaching of the middle vocational "Graphic Image Design" course.In the second stage,through the classroom observation method,the current "Graphic Image Design" classroom is observed to understand its current situation.In the process of observation,many problems were found,such as the generalization of curriculum objectives,the difficulty of course evaluation,the lack of coherence of teaching materials,the lack of coherence in students’ classes,the complex family situation of some students,and the inability of teachers to take into account teaching,research and class management at the same time.The reasons are analyzed,and combined with the ARCS motivation model,three new ideas are proposed to improve the classroom teaching of "Graphic Image Design" in the middle school: in terms of curriculum,reasonable adjustments are made to avoid losing motivation;students,pay attention to four elements to stimulate student motivation;teachers,improve teaching methods,and use motivation strategies.The third stage,in a macro-to-micro order,closely integrates the ARCS motivation model with the instructional design of the Graphic Image Design course.Specifically,the teaching objectives are combined with the four factors of the ARCS model;the learning situation analysis,teaching content,teaching methods and teaching evaluation are combined with the analysis motivation problems,design motivation strategies,execution strategies and evaluation effects of the motivation design process of the ARCS model,respectively.In the fourth stage,the introduction of "Rain Classroom" as a teaching assistance platform,starting from the three stages before,during and after class,the teaching design closely combined with the ARCS motivation model is applied to teaching practice,two specific teaching cases are given,and through the data statistics function of Rain Classroom,diagnostic evaluation,process evaluation and final evaluation are realized in a single class at the same time.In the fifth stage,the questionnaire is designed in four dimensions: attention,relevance,self-confidence,and satisfaction.Through the questionnaire survey method,the relevant data of the changes in students’ learning motivation before and after the teaching practice were collected,and the comparative results of specific exercises and the overall comparison results were analyzed by Excel and SPSS26.0 data analysis software,so as to study the application effect of ARCS motivation mode in the teaching of "Graphic Image Design".The results of the study show that students have significantly improved at the level of attention,relevance,self-confidence and satisfaction,which shows that the ARCS motivation model has been stimulated to a certain extent after the combination of the "Graphic Image Design" course.However,there are still certain problems in specific practice,and observations in the process of interview method and teaching practice have found that at the student level,it is difficult for students’ self-confidence to be effectively improved in a short period of time,and there are problems that some students cannot fully integrate into the education reform.At the teacher level,there are cases where the application of the ARCS motivation model is relatively blunt and it is not easy to apply for a long time in the future normalization of teaching.According to this,four improvement strategies are proposed,first,extend the ARCS motivation model and give greater play to the effectiveness of the model;second,pay long-term attention to some students and use the strategy to stimulate the engine;third,simplify the ARCS motivation model and rationally use the optimization of teaching;fourth,popularize the ARCS motivation model and carry out multi-party development to play a role. |
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