Research On The Design And Application Of Mathematics Micro-course In Senior One Based On ARCS Motivation Model

The report of the 20th National Congress of the Communist Party of China proposed to strengthen the construction of education informatization and promote the deep integration of information technology and education,which shows that the digitalization of education has become the trend of modern education development,and micro-courses as a digital information teaching method have also received increasing attention,At the same time,the "General High School Mathematics Curriculum Standards(2017 edition 2020 Revision)" clearly points out that mathematics teaching should improve students’ interest in learning mathematics,enhance the confidence in learning mathematics,but the design of mathematics micro-courses at this stage often ignores students’ learning motivation,making it difficult to maintain students’ enthusiasm and attention to learning.Professor Keller’s ARCS motivation model can make up for this deficiency,because the ARCS motivation model is an instructional design model that includes attention,relevance,self-confidence and satisfaction,and it focuses on how to mobilize students’ learning motivation through instructional design.Therefore,how to effectively use modern education technology and combine ARCS motivation model research to design a highly targeted,flexible content selection,short course time,and can stimulate the interest and motivation of high school students to learn is the problem considered in this topic.This paper first analyzes the research status of micro-courses and ARCS motivational models at home and abroad,expounds the relevant theories and concepts,and lays a theoretical foundation for this research.Secondly,the questionnaire survey method was used to explore the current situation of the use and learning motivation of mathematics micro-courses of high school students,and the results showed that the demand for knowledge teaching and problem-solving skills micro-courses was greater,and students’ learning motivation was generally not strong.At the same time,through interviews with front-line mathematics teachers,it is found that law teachers have more or less understanding of micro-lessons,but due to heavy teaching tasks,they rarely use micro-lessons to assist teaching,and rarely pay attention to the cultivation of students’ learning motivation in their teaching process.Then,according to the specific learning situation of students and the characteristics of textbook content,the principle of ARCS motivation stimulation was proposed,and the motivational strategy design was carried out for the four dimensions of "attention,relevance,selfconfidence,and satisfaction",and the micro-course design process and template were constructed,and finally the process,intention and strategy of micro-course design were shown and experimental analysis was carried out by taking "The Concept of Logarithms","Image and Properties of Exponential Functions" and "Analytical Formula of Functions" as examples.The following conclusions are obtained: the ARCS motivational model has good operability and practicability,and can effectively guide the practice of mathematics teaching.Micro-lessons designed based on ARCS motivation model can effectively improve students’ interest in learning mathematics,enhance students’ learning motivation,and have a positive impact on students’ academic performance to a certain extent.