Application On The ARCS Motivation Model In Senior High School Chemistry Experiments

How to effectively enhance students’ motivation in learning chemistry is a common problem in senior school chemistry classrooms.As we enter high school,chemical knowledge gradually transitions from life experience to reaction principles,and students lack the appropriate motivation for learning chemistry,which lead to the the current situation of poor teaching and learning of chemistry.Although chemistry experiments can enhance students’ interest in learning,the current situation of its teaching is not optimistic.In actual teaching,there is a lack of practice of students’ independent experiments,which results in a lack of students’ ability to design,operate and evaluate experiments.With the new curriculum reform,chemistry learning no longer focuses only on the transfer of knowledge,but also on developing students’ learning attitudes and improving their motivation.At the same time,the new standards clearly state that students must possess the qualities and key skills,and students’ interest in learning chemistry and their ability to evaluate experiments can be stimulated starting with chemistry experiments.It is therefore increasingly important to use appropriate teaching models to enhance students’ interest in learning chemistry and to improve the dilemmas faced by teaching in general.The ARCS motivation model was proposed by Professor Keller and consists of four main elements,A(Attention),R(Relevance),C(Confidence)and S(Satisfaction),taking their initials for the naming of the motivation model.This model is used to motivate and maintain motivation and its main components are: firstly,the learner’s attention is triggered by bringing the content to the attention of the learner;secondly,the student’s own experience should be linked to the content during the teaching process to establish relevance;and finally,through the completion of learning objectives and a variety of testing methods,the student finds self-confidence and,in the process,a sense of satisfaction.The proposed model is not only effective in motivating and sustaining students’ learning,but also operational and easy to apply to the actual teaching process.In this paper,five student experiments in senior chemistry of the Humanities Edition are used as case studies and are taught in the senior year of School A in Guiyang.The main content is divided into seven parts as follows.Part 1: Overview of the study.It focuses on the background of the study,the significance of the study,clarifies the reason for the selection of the topic,and introduces the relevant content of domestic and international studies.Part 2:Theoretical support.Explanation of the motivational model and related concepts underlying the theory.Part 3: Pre-test preparation.Firstly,the questionnaire was compiled and analysed for validity to ensure its feasibility;secondly,questionnaires and aptitude tests were administered to students in the experimental and control classes and the corresponding data were collected and analysed using SPSS 26.0 to ensure the operability of the implementation of the teaching practice.Part 4: Selection of teaching strategies.Selection of appropriate teaching strategies for the motivation and maintenance of student learning.Part 5: Selection and implementation of teaching cases.Based on the analysis of the current situation and the principles of case selection five experiments in the senior year are identified for teaching implementation and the four elements of the motivation model are incorporated into the instructional design for experimental teaching.Part 6: Post-test analysis.After implementation,post-test analyses were conducted using SPSS 26.0 on motivation questionnaires and grades,and the results were supplemented by special laboratory analyses,subject selection analyses,chemistry laboratory examinations,chemistry competitions,participation in the "Biochemistry" club,teacher-student interviews and student laboratory tracking analyses.Comparative analysis.Part 7: Results and perspectives.The results of the study are presented based on the implementation of the ARCS motivation model,in which the students’ attention and satisfaction dimensions of the motivation model improved more quickly but not enough in terms of relevance;the cognitive dimension and the impact of the experimental dimension improved relatively significantly;and the literacy dimensions of "evidence-based reasoning and model cognition","scientific inquiry and innovation awareness" improved more quickly.In the literacy dimension,the improvement in "scientific inquiry and sense of innovation" is relatively rapid.It is also clear from the tracking that students with a good foundation do not improve as much as those with an average or weak foundation,and based on this it is possible to propose an appropriate teaching outlook.