Design And Practice Based On Micro Science Curriculum Of Junior Middle School Under The Perspective As ARCS Motivation Model

In recent years,the rapid development of educational information technology has put forward higher requirements for the design of micro-courses.At present,the design of micro-curriculum is lack of learning motivation and interaction between students.The ARCS motivation model consists of four elements: Attention,Relevance,Confidence and Satisfaction.The connotations of these four factors are closely related to the motivation or maintenance of motivation.ARCS motivation model emphasizes motivation.Inspire and maintain.However,there are few domestic researches focus on the ARCS motivation model in basic education.In this paper,It takes junior high school science course as the research object published by Zhejiang educational press.It is a science course composed of physics,chemistry,biology,geography and other disciplines.It integrates the subject thinking into the micro-course design steps of this thesis,and will be the ARCS motivation.The model is integrated with the micro-course design template under from the perspective of ARCS motivation model.Four typical teaching contents in the textbook of junior high school science classroom are selected.The junior high school science micro-course is designed from the perspective of ARCS motivation model.The teaching plan is analyzed for integration and implemented in classroom teaching.This thesis designs a junior high school science micro-course teaching case based on the ARCS motivation model.The result shows that the junior high school science micro-course under the ARCS motivation model has good feasibility in practical classroom teaching and can be solved to a certain extent.In the paper,the micro-course design was generally less involved in how to stimulate and maintain students' motivation.Through the analysis of the changes of students before and after,the implementation of this type of micro-course is good,which can promote the efficient learning of students' fragmentation time.