Practical Research On Mathematics Classroom Teaching Strategy In Primary School Based On ARCS Motivation Theory

The advantages and disadvantages of classroom teaching strategies largely depend on the stimulation and maintenance of students’ learning motivation.Therefore,appropriate and explanatory motivation theory is needed in the design of teaching strategies.This study investigates,analyzes and designs classroom teaching strategies from the perspective of ARCS Motivation Theory.Firstly,based on the four elements proposed by ARCS Motivation Theory（attention,relevance,confidence and satisfaction）and their contents,the observation record form of primary school mathematics classroom teaching strategy and the questionnaire of primary school students’ preference for mathematics classroom teaching strategy are compiled.Then,use the observation record form of primary school mathematics classroom teaching strategies to record and investigate 6 pairs of heterogeneous primary school mathematics classes with the same class（a total of 12 classes,including 6 conventional classes and 6 corresponding high-quality classes）,and summarize the classroom teaching strategies that are frequently used in high-quality classes and can effectively stimulate and maintain students’ learning motivation.Using the questionnaire of primary school students’ preference for mathematics classroom teaching strategies to investigate the preferences of 220 primary school students in four classes for different classroom teaching strategies,we can understand which classroom teaching strategies primary school students have a higher degree of preference.Finally,summarize the classroom teaching strategies that are frequently used in high-quality classes and have a high degree of preference among middle school students,and sum up the teaching strategies suitable for primary school mathematics classroom.The study found that:（1）under the element of "attention",the "specific" teaching strategy and "changeable" teaching strategy are used more frequently in high-quality courses,which are mostly used in new teaching and consolidation links;At the same time,students scored higher on these two specific teaching strategies（4.4 / 5）.（2）Under the "relevant" elements,the "empirical" teaching strategy and "demand satisfaction" teaching strategy are used more frequently in high-quality courses,which are mostly used for introduction and new teaching links;At the same time,students scored higher on these two specific teaching strategies（4.4 / 5）.（3）Under the element of "self-confidence",the "expectation" teaching strategy and "attribution" teaching strategy are used more frequently in high-quality courses,which are mostly used for consolidation and classroom summary;At the same time,students scored higher on these two specific teaching strategies（4.6 / 5）.（4）Under the element of "satisfaction",the teaching strategies of "natural result" and "feedback and evaluation" are used more frequently in high-quality courses,which are mostly used to consolidate links;At the same time,students scored higher on these two specific teaching strategies（4.2/ 5）.Combined with the analysis of classroom observation and students’ questionnaire results and the theory of ARCS Motivation Model,this paper summarizes the teaching strategies suitable for primary school mathematics classroom:（1）use the "changing" teaching strategy to create a changing classroom and attract students’ attention;（2）Using the "concrete" teaching strategy to make the teaching content concrete and intuitive and prolong the students’ concentration span;（3）use the "empirical" teaching strategy and make use of the existing experience to establish the connection between knowledge;（4）use the teaching strategy of "demand satisfaction",put forward questions and assign tasks,and maintain the connection between knowledge;（5）Using the "expectation" teaching strategy,give appropriate rewards and express the expectations of students;（6）Using the "attribution" teaching strategy to guide students to actively attribute and establish their confidence in learning;（7）Using the "natural result" teaching strategy to provide display opportunities to make students satisfied with the learning process;（8）Using the teaching strategy of "feedback and evaluation" and paying attention to the artistry of evaluation,students are satisfied with the learning results.