Research On Teaching Design And Application Of Primary School Maker Education Based On ARCS Motivation Model

The "Information Technology Curriculum Standards for Compulsory Education Stage(2022 Edition)" clearly states that primary school curriculum should focus on activity oriented,gamified,and life oriented design,cultivating innovative and creative abilities,which coincides with the concept of maker education.Maker education can enable learners to fully unleash their imagination,improve their practical and innovative abilities,and promote self-development in the process of design,cooperation,communication,production,and sharing.However,some students have resistance or insufficient interest in emerging maker education.However,most researchers have failed to form teaching design plans that can stimulate and maintain students’ learning motivation in maker education from a systematic motivation theory perspective,Therefore,it is urgent to solve the problem of stimulating and maintaining students’ learning motivation in the process of maker education.In order to explore a design scheme of effective teaching for maker education,this study carried out action research and focused on the following two objects:(1)How to design primary school maker education teaching based on the ARCS motivation model?(2)How does the teaching design of primary school maker education based on ARCS motivation model affect teaching effectiveness?Firstly,this study defined the core concepts of maker education and learning motivation through literature analysis,reviewed domestic and foreign research on maker education and ARCS motivation models.The study summarized the guiding theories of this article,namely the ARCS motivation model and Dewey’s "learning by doing" theory.Secondly,questionnaire and interview surveys were used to understand the current situation of primary school students’ learning motivation towards maker education and identify the existing problems.On this basis,the teaching design scheme of primary school maker education based on the ARCS motivation model was constructed and three rounds of teaching practice were carried out using the action research method.Through continuous reflection and improvement in the practice process,the teaching process of the early,middle and late stages was finally determined.Finally,the effectiveness of the teaching design scheme was verified through teaching practice process data,survey questionnaire data,and interviews,providing theoretical research and practical teaching case studies for more researchers and primary school teachers.Through action research,the following two conclusions are as follows:(1)The teaching design plan for primary school maker education based on the ARCS motivation model is divided into three stages: early stage,medium term,and later stage.(1)Early stage: Integrating teaching objectives with motivation.In the early stage,analyze learners and teaching content based on the four dimensions of the ARCS motivation model,in order to determine teaching objectives and motivation strategies that are more suitable for learners.By creating personalized resource packages and project activity sheets,teaching objectives can be more efficiently achieved;(2)Medium term: Motivational strategies are gradually developed.In the medium term,the teaching practice will be divided into seven parts: introduction,explanation,selection of projects,production of works,communication and modification,display,and evaluation.The strategy of using the four dimensions of the ARCS motivation model will be gradually applied to achieve a complete integration of motivation strategies and daily teaching;(3)Later stage: Double testing of teaching effectiveness and motivational effectiveness.The later stage is divided into two parts:teaching evaluation and motivational effect evaluation,to test students’ knowledge mastery,maker education ability,and learning motivation.(2)The teaching design of primary school maker education based on the ARCS motivation model has a positive impact on teaching effectiveness,mainly reflected in:(1)It can effectively improve the learning motivation level of primary school students;(2)Being able to narrow the gap between students;(3)Can improve primary school students’ problemsolving and communication skills;(4)Make the classroom atmosphere more lively and harmonious.