A Practical Study Of ARCS Motivation Design Patterns In Biology Teaching In Senior Middle Schools

Learning motivation is the driving force to promote learning,and it is an important factor affecting the learning efficiency of students.Any way of learning comes from appropriate learning motivation.The ARCS motivation design model is a teaching model that combines learning motivation and teaching proposed by Professor J M Keller of the University of Florida in the United States.He divided the factors that affect students' learning motivation into four categories,and composed the initials of the four elements of attention,relevance,confidence,and satisfaction to form the "ARCS" motivation design pattern.The ARCS motivation design pattern has such a process: to motivate a student's learning motivation,first of all,she should pay attention to this task and stimulate his interest;secondly,let her know that completing this task is closely related to him;and then let her He believes he has the ability to do this well and develops self-confidence;in the end,let him experience the sense of accomplishment and satisfaction of completing this task.This paper adopts literature research method,questionnaire survey method,education experiment method and statistical method,and researches the application of ARCS motivation design model in biology teaching in high school from the theoretical and practical aspects.In terms of theory,by referring to a large amount of literature,and combining the application of ARCS motivation design patterns in biology teaching at home and abroad,The elements and execution strategies of the ARCS motivation design pattern were explained in detail,and the concepts of motivation and learning motivation in this study were defined in detail,which lays the foundation for subsequent practice.In terms of practice,from the perspective of teaching practice,the effect of the ARCS motivation design model on students' motivation to learn biology in high school is explored.Taking the school where I practiced as the representative,the Ping He No.2 Middle School in Ping He County,Zhangzhou,Fujian Province,as a representative,to study the students' motivation for biological learning.The research period of this study is one semester,about four and a half months.The research object is three ordinary classes taught by the author.When setting up three classes,one class is a control class and the other two classes are experimental classes.The conventional teaching way is conducted in the control class,and the experimental class introduces the ARCS motivational design model into the teaching and conducts a semester of teaching intervention.Before the teaching practice,some high school students were surveyed.Through the analysis of attention,relevance,confidence and satisfaction.The survey results show that: from the perspective of the average score of each dimension,attention,relevance and confidence are only at the qualified level,and satisfaction is at the unqualified level.And most of the students' attitudes towards biological learning are relatively negative,showing that they seldom learn the knowledge of biology after class,have a strong dependence on teachers,and so on.In order to test the effect of one semester of teaching practice,the author conducted pre-tests on students' biological scores through examinations before implementing the teaching practice,and the post-test was performed after the teaching practice.The same questionnaire was used to test the students in the two experimental classes.Use SPSS20.0 data analysis software to analyze and sort the data to detect the impact of ARCS motivation design pattern on students' biological learning motivation level,comparing the biological scores of the three classes to test the impact of the ARCS motivation design model on the biological scores of students.The practical results show that the ARCS motivation design model is applied to high school biology teaching,which has a certain positive effect on students' biological learning motivation level and improvement of biological performance.At the level of student learning motivation,Experimental Class one has obvious positive effects in the three dimensions of attention,closeness and self-confidence,but it is not very significant in satisfaction.Experimental class two has obvious positive effects in the three dimensions of attention,self-confidence,and satisfaction,but it is not obvious in relevance,and further research is needed.But on the whole,students in the experimental class have improved their learning motivation in biology.After statistical and comparative analysis of the biological results of the final exams in the three classes,found that the biological scores of the students in the two experimental classes improved,it was concluded that the application of the ARCS motivation design model has improved students' scores and learning motivation in biology.