Research On Information Technology Problem-driven Teaching Strategies In High School Based On ARCS Motivation Theory

With the rapid development of the information age,the subject of information technology has gradually become the driving force and the goal of teaching reform in education and teaching.The new curriculum standard puts forward that students can have further development in the subject of information technology.However,due to the characteristics of discipline teaching and students’ physical and mental development,the teaching effect of information technology is not good and the progress is slow.Students have difficulty maintaining attention and weak motivation to learn.How to promote students’ participation in class and enhance classroom vitality has become a more concerned issue for teachers.Therefore,based on information technology teaching in high school and taking data coding knowledge as an example,this study aims to explore how to improve students’ learning motivation,improve students’ learning participation and enhance teaching efficiency.First,it analyzes the current learning situation of information technology in high school students,enhances the important role of students’ learning motivation,clarifies the reason for the topic selection,and introduces the research tools,methods,significance and ideas adopted in the research.Second,literature research analyzes the overall development status at home and abroad of information technology teaching,ARCS motivation theory and problemdriven teaching in high school.It defines the concept and analyzes the theoretical basis,introduces ARCS motivation theory,hierarchy of needs theory,problem-driven teaching theory and constructivism learning theory,and expounds the theoretical enlightenment to the research.Third,the investigation and analysis of the current situation of motivation.a questionnaire survey was conducted on senior one students from different schools in the two regions.200 students were selected.The questionnaire was designed according to Professor Keller’s curriculum interest scale and the survey results were sorted out and analyzed.Fourth,the feasibility analysis of ARCS motivation theory and problem-driven teaching;Expatiate the question design principle in teaching strategy;According to the survey results of the current situation,the research on the integrated teaching strategy of ARCS motivation theory and problem-driven teaching was carried out,and the teaching strategy was formed based on the integration of ARCS motivation theory with question design,which provided the basis for the following teaching practice.Fifth,conduct action research,which consists of three rounds.Conduct investigation according to LICC classroom observation mode,outline teaching of student interview,and questionnaire designed after current research.Analyze survey tools before,during and after action research,prove the effectiveness of teaching strategies in actual teaching,and analyze implementation effects.Finally,the research is summarized and prospected.The results show that problem-driven teaching strategies based on ARCS motivation theory can improve students’ learning motivation level,enhance students’ interest in subjects,and improve classroom participation.The teaching strategy in this study is suitable for high school information technology classroom,but it still has some shortcomings.It is expected to be further improved in the future teaching work.