The Application Research Of ARCS Motivational Design Model In Junior Middle School Chinese Reading Teaching

Professor Keller's ARCS motivation design model,through the mutual promotion of Attention,Relevence,Confidence,Satisfaction fiction to mobilize students' learning motivation.Based on this model,this paper explores how to stimulate students' learning motivation in junior middle school Chinese reading teaching.The body part consists of three chapters.The first chapter firstly describes the development process of ARCS motivational design model and related theories,and makes a preliminary analysis of the influencing factors of reading teaching from three aspects:the characteristics of junior high school students' learning motivation and strategy,the motivational strategy orientation of reading teaching content and the motivational strategy orientation of reading teaching objectives.The second chapter aims at the teaching of reading,from the four aspects of Attention,Relevence,Confidence,Satisfaction,combined with the requirements of learning objectives in Chinese curriculum standards and Professor Keller's thinking of ARCS motivation strategy,carried on the design of motivation strategy.The third chapter firstly applies the motivational strategies designed in the previous chapter to the teaching of reading,collects and analyzes the relevant data,and then summarizes the advantages and disadvantages of teachers in the use of motivational strategies through classroom observation,and puts forward feasible suggestions.The innovation of this paper is mainly reflected in two aspects:one is to combine ARCS motivational design model with reading teaching to conduct research;Secondly,by analyzing the teaching examples of front-line teachers and the four elements of the model,this paper summarizes the motivation strategy of reading teaching,and applies the strategy to teaching practice,and puts forward the relevant suggestions of reading teaching.I sincerely hope that the research of this paper can provide some reference for reading teaching of front-line teachers.