Research On The Motivation Strategy Of Physics Learning For The Junior High School Students Based On ARCS Model

With the further reformation of fundamental education,the "double reduction" policy,that is,the policy of the Ministry of Education to further reduce the burden of homework and off-campus training for students in compulsory education,has been gradually implemented.Therefore,the reformation of middle school teaching has ushered in a new era.In the new era of education reformation,how to stimulate and cultivate students’motivation for physics learning and improve teaching efficiency and effectiveness has become the hot topic in order to reduce students’ study time and academic burden.Correspondingly,the motivation and cultivation of learning physics for the students in junior high school has been attracted much attention for the researchers.Based on the ARCS motivation design model,the thesis has investigated the cultivation ways to improve the motivation of learning physics for the junior high school students,which is benefical to provide good strategies for the physics teaching.The thesis is divided into the three parts as follows.Firstly,Keller’s motivation test questionnaire is modified according to the characteristics of junior high school students’ physics learning.A test questionnaire is compiled,and a survey is conducted for the students in 5 classes of a junior high school.Then the current situation of physics learning of junior high school students is obtained.Secondly,a coding table is compiled based on the modified Keller’s motivational incentive strategy,which is applied to the coding analysis of the high-quality physics lessons in junior high school.In addition,the integration method of motivation and motivation strategies can be obtained as a reference.Thirdly,motivation training strategies are proposed and teaching practice is carried out.A questionnaire on the effect of motivational practice is prepared and the practice class is investigated.Finally,the effect of training strategy and practice is obtained through comprehensive comparative analysis.The research conclusions include the three aspects.(1)The current junior high school students’ motivation for physics learning is differentiated and biased.Through the statistical analysis of the questionnaire survey,it is found that the students’ motivation for physics learning tends to decline with the increase of school age,and there are differences in the current situation of students’ motivation for physics learning in different classes.The analysis of the overall students’ learning motivation shows that the students’ physical learning motivation has obvious bias.(2)There are certain rules in the integration of motivational strategies used in high-quality physics courses in junior high schools.Through the coding and analysis of 20 high-quality physics courses in junior high school,it is found that the high-quality courses have obvious characteristics and laws in the aspect of motivation.After sorting out,six strategies integration methods including concrete strategy,change strategy,participation strategy,natural result strategy and positive result strategy were initially obtained,and the teaching design was completed and practiced by using this series of strategies.(3)Teaching under the guidance of motivation strategy has a certain degree of motivation improvement effect.Through teaching practice,using the preand post-test of the motivation questionnaire and the survey and detection of the student attitude questionnaire,the data analysis shows that the motivation of the students in the experimental class has been improved to varying degrees in various aspects.Through the sample test,it is proved that the research sample is reliable,the teaching is complete,and the effect is remarkable.Finally,the overall research ideas are sorted out and summarized,and the material coding,investigation and research,teaching practice,questionnaire design and other aspects are analyzed,and the deficiencies in the research are reflected and prospected.