Research On The Teaching Design Of Junior High School Physics Micro-course Based On The ARCS Motivation Model

With the development of Internet education technology,the new teaching method of micro-courses has gradually emerged in education and teaching work.Since its development,micro-courses have been well received by scholars for their advantages of shortness and convenience in learning.However,there are phenomena such as the form of micro-lessons being greater than the content,and the practice of micro-lessons is limited to micro-lesson competitions.At the same time,in the actual physics teaching,teachers lack attention to students’ motivation in the design of micro-lessons,which also leads to the obvious lack of students’ motivation for learning micro-lessons in physics.In order to solve the above problems,this paper uses the ARCS motivation model proposed by Keller as the theoretical basis to design the teaching process of junior high school physics micro-course in detail.This paper uses literature research,questionnaire survey,interview and case study methods.Firstly,the research status of ARCS motivation model and micro-course is analyzed through literature research method,and the ARCS motivation strategy,the principles of micro-course design and the specific process of micro-course design are proposed,which lays the theoretical foundation of this paper.Secondly,the questionnaire survey method and interview method were used to investigate and study the students of the third year of junior high school and the teachers of the junior high school physics group of Shuozhou No.7 Middle School,and the statistical analysis of the survey results was carried out using SPSS25.0 to understand the learning motivation of junior high school students in physics micro-courses and the problems of teachers in the teaching design of micro-courses.Finally,according to the conclusions of the survey and interview,the physics cases of junior high school and junior high school were selected to be designed in the form of pre-study courses,new lectures and experimental courses,and the physics teachers participating in the interviews made a preliminary evaluation of the effectiveness of the design.The results of the study showed that:(1)Students have weak motivation in four aspects of attention,relevance,self-confidence and self-satisfaction in the learning of physics micro-courses,but most of them have a favorite attitude towards the teaching methods of micro-courses,especially in pre-study,new teaching and experimental micro-courses,and are more interested in some micro-courses that can be linked to real life phenomena;(2)Teachers lack practical experience in the design and production of micro-lessons,and pay insufficient attention to the design of motivational strategies,but they will use ARCS-related strategies in actual teaching,such as problem guidance and timely encouragement;(3)ARCS motivation strategy can be effectively integrated into the teaching design of physical micro-courses,which can provide ideas for the design of micro-course learning motivation,and the teaching design of micro-lessons based on ARCS motivation model is effective;(4)The appropriate use of micro-lesson support materials in micro-lesson teaching can help ARCS motivational strategies play a greater positive role.