Research On Motivation Strategies Of Junior Chinese Writing Based On ARCS Motivation Model

Writing is not only the key content of Chinese teaching,but also the difficulty of students’ Chinese learning.Influenced by many factors,students’ writing motivation has obvious deficiency,which leads to their writing level is low.ARCS motivation model is a kind of motivation model proposed by Professor Keller,an American psychologist,which designs corresponding motivation strategies according to students’ motivation situation and teaching content characteristics.In order to effectively arouse students’ writing motivation and improve their writing level,this study takes ARCS motivation model as the theoretical basis and uses literature research method and questionnaire method to study relevant strategies to stimulate and maintain students’ writing motivation in junior middle school Chinese writing teaching.In this study,the ARCS motivation model theory and relevant theories of motivation were firstly explained through literature research,so as to clarify the theoretical support of this study.Secondly,by analyzing the learning characteristics of junior high school students,the requirements of compulsory education Chinese curriculum standards for junior high school Chinese writing teaching and the characteristics of the unified edition of junior high school Chinese textbook writing system,the implementation basis of writing motivation strategy is clarified.Thirdly,starting from the four elements of ARCS motivation model,namely attention,personal,confidence and satisfaction,the author tries to put forward the strategies to stimulate and maintain the motivation of junior middle school Chinese writing.They are respectively to use a variety of classroom introduction,intuitively present learning content or objectives,create situations or organize activities,and try a variety of teaching forms.Clarify the value of writing,establish the relationship between the learning content and the existing experience,provide a variety of options,give play to the positive role of example;Help students to set reasonable and feasible writing goals and plans,correct attribution,provide opportunities for success,and clarify evaluation criteria;Make reasonable use of feedback,encourage active cooperation,correctly use rewards and punishments,and adopt diversified evaluation methods.Finally,the above motivation strategies are implemented in Chinese writing class,and relevant information is collected through teaching design before implementation and questionnaire survey after implementation,thus proving the effectiveness and feasibility of ARCS motivation model applied to junior middle school Chinese writing teaching.ARCS motivation model has also exposed the problem of hierarchical effectiveness in the practical application process.Not all students have the same effect of improving motivation.According to this,the author also puts forward to play the role of students’ dominant position in class and teachers’ active subjective initiative to provide more opportunities for success.Some suggestions such as enhancing students’ self-confidence are helpful for teachers to better apply this motivation model.It is expected that this study can provide some new methods and ideas for teachers to stimulate their writing motivation.