| Motivation is the original form of behavior,and behavior is the explicit manifestation of motivation.Learning motivation determines learning achievement to a large extent.Micro-course is an indispensable new teaching method in the "Internet+" era of education reform.In order to explore the micro-course design mode that can effectively improve the mathematics learning motivation of secondary vocational students,researchers carried out an experiment and discussed the following two questions :(1)How to design the micro-course of secondary vocational mathematics based on the ARCS learning motivation model?(2)What is the influence of secondary vocational mathematics micro-course designed based on ARCS learning motivation model on secondary vocational students’ mathematics learning motivation?First of all,the researcher made a comprehensive combing and analysis of the relevant literature,and on this basis,compiled the scale of "mathematics learning motivation of secondary vocational students" as the research tool of this study.Then the ARCS learning motivation model and the cognitive load theory were used to give the design pattern of micro-courses and more than a hundred mathematics microcourses were designed by using this pattern.Before the experiment,120 students in senior high school of middle vocational school in Hunan province were collected by questionnaire.Then,a half-year micro-course learning experiment was conducted.After the experiment,the learning motivation of the subjects was measured again.After analyzing the influence of micro-course design mode on students’ learning motivation by using the pre-test data,three research objects are stratified according to the increase of pre-test motivation data and conducted interviews to further understand the advantages and disadvantages of micro-course design mode.Research Conclusions:(1)The design mode of secondary vocational mathematics micro-course based on ARCS learning motivation model is divided into three modules,namely front-end analysis,micro-course design and summary reinforcement.Front-end analysis is the basic part of this model,mainly from the perspective of learning motivation for teaching material content analysis and learning situation analysis,so as to determine the teaching objectives.Micro-course design is the core part of this model.It mainly uses "ARCS+CL" teaching strategy for teaching design,technology design and micro-lesson script design.The summary and reinforcement part is to use microexercises and micro-feedback to summarize and strengthen students’ learning.(2)The secondary vocational mathematics micro-course designed based on the ARCS learning motivation model has a positive influence on the secondary vocational students’ mathematics learning motivation.Especially at the level of "attention" and "relevance",compared with conventional classes,the micro-course designed in this mode is easier for students to focus their attention,and effectively improves students’ ability to combine mathematical knowledge with real life.Only in the aspect of "satisfaction",students’ satisfaction with their own mathematics study did not change significantly.Finally,three suggestions are put forward for how to use micro class to assist mathematics teaching in secondary vocational schools :(1)pay attention to the requirements of the new curriculum standard and clarify the teaching function of micro class;(2)Forming a production team and actively investing in the construction of micro-courses;(3)The integration of mathematics and occupation reflects the advantages of micro-course teaching. |
