ARCS Model In Teaching Middle School Classical Chinese Application

As a carrier of excellent Chinese traditional culture,classical Chinese texts play a pivotal role in language education.Helping students construct classical Chinese knowledge,improve their classical Chinese reading ability and cultivate literacy is the focus of classical Chinese teaching.However,some students are not highly motivated and insufficiently motivated to learn classical Chinese texts,which seriously hinders the formation of classical Chinese literacy among students.Therefore,it is important to consider how to stimulate students’ interest in learning classical Chinese texts and cultivate their awareness of independent learning.The ARCS motivation model can provide systematic and scientific teaching design ideas to stimulate students’ learning motivation.Based on this,this paper attempts to integrate the teaching design concept proposed by the model into junior high school classical Chinese teaching,in order to improve students’ motivation to learn classical Chinese texts and to provide some reference for junior high school classical Chinese teaching practice.In this paper,the ARCS model is firstly theorized in three directions: the development process of the model,the theoretical content and the steps of instructional design.Secondly,classroom observation,questionnaire survey and teacher interview are used to investigate the current situation of junior high school classical Chinesee learning and teaching,so as to analyze the application value of ARCS model in junior high school classical Chinese teaching.Further,based on the results of the survey,the four dimensions of attention,relevance,confidence,and satisfaction provided by the model were combined with the selected classical Chinese texts in the junior high school textbook to propose targeted teaching strategies.Finally,two junior high school classical Chinese texts were selected for corresponding teaching practice in the internship site,and the results were synthesized and summarized in a reflective manner.This practice initially proved the applicability of the ARCS model in teaching middle school classical Chinese texts and affirmed the pedagogical application value of the ARCS model in improving middle school students’ motivation to learn classical Chinese texts.