Research And Implementation Of The Teaching Model For The Course Of Web Front-end Development In Secondary Vocational Schools Majoring In Internet Of Things Based On The ARCS Motivational Model

With the continuous development of Internet of Things(IoT)and web technology in China,the ubiquity advantage of the web has enabled more and more IoT devices to be empowered by web technology,giving rise to the Web of Things(WoT)as a key branch of IoT technology.This has enriched the career development path for web front-end developers and stimulated the job market.While the demand for web front-end development technicians in the IoT industry is growing,the requirements for the IoT major in secondary vocational schools to cultivate relevant technical personnel are also keeping pace with the times.Web front-end development,as one of the core courses of the IoT major in secondary vocational schools,plays a key role in cultivating Web front-end development technical talents in the IoT industry.Therefore,this article focuses on the teaching problems existing in this course and conducts research in the following aspects.First,through literature review,questionnaire survey,and interview methods,the factors such as students’ lack of attention,negative learning attitudes,fear of difficulties and low confidence,and insufficient learning satisfaction that lead to low learning motivation in the“Web Front-end Development” course offered in secondary vocational schools are analyzed.This article proposes a teaching model based on the ARCS motivational model as a solution to the existing teaching problems after reviewing and referencing numerous educational theories and teaching experiences.Second,based on the research and analysis of the course and students’ information,combined with the background of the IoT major and the textbooks,specific motivation strategies are designed in multiple dimensions,including attention,relevance,confidence,and satisfaction.Supporting resources,such as “web front-end development teaching platform” and “simulated smart home system”,are developed according to the needs of strategy implementation and teaching requirements.Third,teaching experiments are conducted in the “Web Front-end Development” course of secondary vocational school for IoT,implementing the motivation strategies in multiple project-based teachings,and verifying the effectiveness of the solution to the problem of low learning motivation in students.Through data comparison and analysis of experimental classes and control classes with similar levels of basic knowledge and learning motivation before and after the teaching experiment,combined with student interviews and teacher evaluations,it is proved that this teaching model can effectively stimulate students’ initiative in exploring web front-end development knowledge,clarify the significance of the course and the major in their lives,improve their enthusiasm for participating in practical development and interactive communication,and gradually establish confidence and improve their satisfaction with learning the course.Through practical verification,this teaching model can effectively stimulate and maintain the learning motivation of secondary vocational school students majoring in IoT in the “Web Front-end Development” course.This article conducts research and practice on the teaching model based on the ARCS motivational model in the “Web Front-end Development” course of Secondary vocational schools for IoT,designs effective motivation strategies,and develops teaching platform and simulated smart home system that facilitate strategy implementation.It not only conforms to the trend of information-based teaching,but also improves the teaching quality of the course from the perspective of enhancing and maintaining students’ learning motivation,and has certain research significance and reference value.