Research On The Design And Practice Of Hybrid Teaching Of High School Mathematics Based On ARCS Motivation Mode

With the full outbreak of the new coronary pneumonia in 2020,coupled with the increasing maturity of Internet information technology,students are gradually changing from their original offline learning to online learning.The implementation of online teaching has led the author to ponder: can we build a teaching model that mixes offline and online teaching? Blended teaching has the advantages of resource integration,environmental integration and methodological integration.It is a new model under specific conditions,a novel way of learning for students,and a new challenge for many teachers.In addition,there is a trend towards diversification in the assessment of students in education,with academic performance no longer being the only criterion for evaluation.Following the release of the General High School Mathematics Curriculum Standards(2017 Edition),schools and frontline teachers across the country have continued to explore new educational approaches based on the requirements of the new standards.Based on this,this paper incorporates the ARCS motivation model on the basis of the blended teaching model,pointing to the development of students’ motivation for learning.The study is divided into theoretical and practical research,and adopts a combination of documentary analysis,questionnaire survey,educational experimentation and comparative research methods.Firstly,we analyze the background of the study and review a large amount of literature related to the ARCS motivation model and blended teaching at home and abroad to understand the current situation of the study,grasp the direction of the study,formulate the research ideas,and use Maslow’s needs hierarchy,constructivism,self-efficacy and other theories as the theoretical basis of this study;on this basis,we design the teaching framework based on the principles of blended teaching based on the ARCS motivation model,and divide the whole teaching process is divided into four stages: before,during,after and review,and motivational strategies are incorporated in each stage to integrate motivational elements into the blended teaching.Finally,in order to verify the effectiveness of the hybrid teaching based on the ARCS motivation model,the author adopted the educational experiment method and implemented hybrid teaching and traditional teaching with two parallel classes of students in Z Middle School in Haining City.The students’ academic and motivation levels were analyzed and studied by means of test papers and evaluation scales.After the study and analysis,the two classes with similar initial levels,the experimental class showed a significant increase in the scores of academic level and motivation level compared to the control class,and the following conclusions were obtained: the blended teaching based on the ARCS motivation model helps students to improve their learning ability in mathematics.Under this teaching model,students have access to more abundant resources for learning,enjoy greater freedom in their learning space,have a wider range of learning methods,and exhibit stronger interest in learning.It has contributed greatly to the improvement of students’ academic and motivational levels.It is expected that this study can provide some reference for the development of basic education and continuously promote the improvement of teaching quality.