Teaching Research On High School Art Appreciation With ARCS Motivation Design Pattern

The issue of motivation is considered by many to be the core of school education.The research of modern educational psychology shows that the difference of 16%-20%or even 30%of students' academic performance is caused by learning motivation.In the actual teaching practice,teachers are faced with the biggest problem,is how to let the student in childhood anticipation and curiosity for learning can continue to continue,rather than running out as time migration,at the end of the university,became has no interest in learning,or learning motivation,some even appear disgusted phenomenon.The ARCS motivation model proposed by professor j.m.keller(Florida state university)is composed of four elements,namely Attention,Relevance,Confidence and Satisfaction.This model is interpreted as,on the basis of stimulating students' attention,enabling students to establish a connection with the content to be learned,so as to gain confidence from these tasks and obtain satisfaction.Since the theory came into being,it has attracted the attention of many countries and regions in the field of education.In order to explore the ARCS motivation design pattern,the effectiveness of the application of high school art teaching,the author selected the "king of the imperial power-the Forbidden City building group" in the second grade as an example,using the ARCS motivation design model,around which to carry out teaching work.First of all,it briefly states the theoretical research on the ARCS motivation design pattern at home and abroad,as well as the status quo in the field of applied research,as well as the theoretical basis of this model.Secondly,from the perspective of psychological research of adolescents,this paper analyzes the necessity and feasibility of the application of ARCS motivation design pattern in high school art appreciation class.Finally,it designs a set of art teaching strategies based on the four elements of ARCS motivation theory.After synthesis,it is designed.A relatively complete instructional design is then practiced.The final practice results show that the ARCS model can stimulate and maintain the students' learning motivation and give high school students an art appreciation teaching.Because the ARCS motivational design model has not been popularized and popularized in the field of art education,the author believes that this research can provide supplementary suggestions for the current high school art education system.