Research On The Application Of ARCS Motivational Model In The Teaching Of Physical Pressure Unit In Junior High School

The report of the 20 th National Congress of the Communist Party of China pointed out that teachers should change their education methods,give full play to students’ learning initiative,cultivate students’ interest in learning,inquiry ability and sense of cooperation and innovation,and promote students’ all-round development.The learning effect of students in junior high school is closely related to their own learning motivation,and how to effectively stimulate students’ learning motivation in the classroom to achieve the improvement of students’ learning effect is an important task of educators’ research.The ARCS motivation model proposed by American psychologist J.M.Keller is divided into four dimensions: Attention,Relevance,Confidence and Satisfaction,each dimension has its corresponding motivation strategy,and teachers implement motivation strategies in the classroom to achieve stimulation,maintenance and improvement of students’ motivation levels.Based on Professor Keller’s CIS course interest questionnaire,the author combines the four dimensions of the ARCS motivation model and the characteristics of junior high school physics to compile the student motivation level measurement scale,and investigates and analyzes the current status of students’ motivation level and existing learning problems.The main contents of the Student Motivation Level Measurement Scale include students’ attention in class,how much students perceive physics to be relevant to life,how students attribute success or failure,and how students evaluate themselves.Through the data analysis of the student motivation level measurement scale,it is found that the students’ motivation level is above the middle level,there is a large room for improvement,and the students’ motivation level in the relevant dimensions and confidence dimensions is low.Face-to-face interviews with teachers showed that frontline physics teachers pay attention to students’ motivation level to a certain extent,but lack systematic and effective motivation improvement strategies and motivation evaluation methods.According to the analysis results of the student motivation level measurement scale,combined with the characteristics of the textbook content of the pressure unit,A21,R11,C31,S11 and other motivation strategies were selected and integrated into the teaching design.The instructional design based on the ARCS motivation model is applied to the experimental class,while regular instruction is implemented in the control class.In the process of teaching practice,students’ classroom motivation level is evaluated through the student classroom motivation level scale.According to the teaching practice,the scores of students’ classroom motivation level scale in one semester were summarized and analyzed,corresponding to the four stages of practice implementation,and the students’ attention,relevance,confidence,satisfaction and overall motivation level at each stage were obtained.Through the analysis of the data,it is found that the motivation level of all aspects is improved in stage 2 compared with stage 1.However,the overall motivation level of Phase 3(73.99%)decreased compared to the overall motivation level of Phase 2(75.47%).After analyzing the reasons and adjusting the motivation strategy in time on this basis,the motivation strategy of C12 and C21 was tended,and the overall motivation level of students in stage 4 increased by 2.02%compared with stage 3 after timely adjustment of motivation strategy.After students experienced teaching based on the ARCS motivation model,the overall motivation level increased by 5.17%,the most significant improvement in the relevant dimension was 8.34%,the confidence dimension increased by 5.23%,the satisfaction dimension increased by 4.54%,and the attention dimension increased by4.12%.The knowledge content test was carried out on the students,and through the comparison of the pre-and post-tests,it was found that the students’ knowledge mastery was significantly improved,and the average score difference between the experimental class and the control class was 4.39 points.In addition,through classroom observation,it was found that after experiencing the teaching design based on the ARCS motivation model,students can actively participate in classroom activities in the classroom,such as actively raising their hands to answer questions and actively participating in group discussions.The number of students who actively ask teachers questions after class has increased significantly,and they actively discuss difficult problems with their classmates,which effectively cultivates students’ habit of active learning.According to the above analysis,it can be concluded that the implementation of the teaching of ARCS motivation model in the junior high school physics classroom can effectively solve the problem of students’ lack of concentration in class,help students stimulate their interest in physics learning,and maintain and improve students’ learning motivation.Finally,it is hoped that this study can provide some references for front-line teachers to choose effective teaching strategies to stimulate and maintain students’ learning motivation in classroom teaching,and to evaluate students’ classroom motivation.