ARCS Motivation Design Model Into Primary School Cheerleading Teaching Experimental Research

In the "China Education Modernization 2035" launched by the Ministry of Education in 2019,it is proposed to comprehensively promote the modernization and rationalization of education,Strengthen the concept of sports work,vigorously promote the modernization of educational concepts,systems,content and methods,and improve the quality of teaching.In the physical education curriculum,stimulating students' motivation to learn in physical education and forming good study habits are important research contents of the current physical education curriculum.In the teaching of cheerleading physical education,whether the physical education teacher can stimulate students' learning motivation is an important factor that affects the students' study habits and learning results,and also determines the quality of the physical education curriculum of cheerleading.This research is based on the four dimensions of A(attention),R(relevance),C(confidence),and S(satisfaction)in the ARCS teaching model.Using the experimental teaching method,the whole experiment is divided into four stages,namely,problem analysis stage,motivation stage,execution stage,evaluation stage,and the tasks of each stage are implemented.At the same time,the two classes of students in the fifth grade of Linyuan Primary School are used as the experimental objects,and the research methods such as literature data method,expert interview method,questionnaire survey method,and mathematical statistics method are used to carry out experiments and analysis.The conclusions are as follows:(1)Compared with the conventional teaching mode,the ARCS motivational teaching mode has significantly improved students ' attention,relevance,self-confidence and satisfaction.However,through research before and after the experiment,it is found that the conventional teaching mode has a significant effect on students' attention and relevance.No significant improvement,but also significant improvement in self-confidence and satisfaction.(2)This study divides the entire experiment into four stages,namely,the analysis of the problem stage,the formulation of motivation stage,the execution stage,and the evaluation stage.The implementation of tasks in each stage will improve the level of motivation and achievement of students to varying degrees.It shows that the application of ARCS motivational design model to the teaching of cheerleading in primary schools is feasible.(3)Compared with the conventional teaching mode,the ARCS teaching mode has significantly improved the achievement level of students.At the same time,through the analysis of the results of the control group before and after the experiment,it is concluded that the conventional teaching mode also significantly improves the achievement level of the students,but compared with There is still a gap in the ARCS teaching model.