Action Research On Junior Middle School Mathematics Teaching Based On ARCS Motivation Model

Motivation is the internal reason that drives people to engage in various activities(Maslow).Interest in learning content can be a driving force for learning(Zankov).However,due to the pressure of exam-oriented education,the phenomenon of memory and light understanding in mathematics teaching is still relatively common,which seriously affects students’ enthusiasm for learning mathematics,lack of learning motivation,and even tired of learning.Efficient junior high school mathematics classroom teaching requires theoretical guidance and requires teachers who can apply the theory to teaching practice.In this regard,I choose to apply ARCS motivation model to junior high school mathematics teaching practice.The research process mainly adopts the method of literature research.Questionnaire survey and behavioral research methods.Firstly,collect relevant literature,extensively read existing research,and write a review.Carefully understand ARCS motivation theory,grasp the application steps of ARCS model,and provide theoretical support for the writing of the thesis.Secondly,a questionnaire survey was conducted among 76 junior middle school students in two classes by using the Richter Scale,and the status quo of junior middle school students’learning motivation was understood(1)The attention dimension is divided into 3.24,which shows students’ general motivation in mathematics learning.(2 Relevant dimension is 4.076,which shows that students’ motivation is better;(3)The self-confidence dimension is divided into 3.252,which indicates that students’self-confidence level is generale;(4)Satisfaction dimension is 3.806,it shows that most students can get internal reinforcement and external incentives.Then,according to students’ motivation,ARCS motivation model is applied to the research of junior high school mathematics teaching rotation,and after testing.The learning motivation status after the strategy implementation is:(1)The attention dimension is divided into 4.27,which shows better.(2)Relevant dimension is divided into 4.402,and the acceptance motivation is further improved;(3)The confidence dimension is divided into 3.85;(4)The satisfaction dimension is 4.023,which is better.Finally,a second round of action research was conducted based on the sub-dimensions(variability,motivation matching,success opportunities,and external incentives)in the four dimensions appearing in the post-test questionnaire.Strengthen the teaching content design and classroom teaching behavior(question,evaluation,etc.)and the communication and guidance of the engine.After one month of practice,the mathematics monthly test scores of the two classes of students have improved.The research shows that the teaching strategy under the ARCS motivation model has certain effects in the teaching of junior high school mathematics.It not only encourages students to actively participate in classroom activities,but also improves students’ motivation performance.