The Application Of ARCS Motivation Model In The Course Of Enterprise Accounting Practice And Operation In Secondary Vocational Schools

Enterprise Accounting Practice and Operation is a core course of secondary vocational accounting affairs,which is of great significance to the cultivation of vocational ability and professional quality of secondary vocational students.The curriculum teaching reform in secondary vocational schools advocates the cultivation of students’ learning motivation.In fact,the current situation that secondary vocational students are not interested in learning and lack of learning motivation affects the classroom teaching effect,and also affects the cultivation of high-quality workers and technical talents.The article first conducted a survey on the learning motivation of students in three vocational schools through questionnaire survey,teacher interviews,and student interviews.The results showed that at the student level,students’ attention was difficult to maintain,their knowledge construction ability was weak,their learning trust was insufficient,and their learning satisfaction needed to be strengthened.At the teacher level,teachers’ teaching methods lacked attractiveness,and their setting of course objectives was unclear Due to insufficient guidance on students’ attribution of success or failure,and the teacher’s teaching evaluation criteria being relatively single,based on the identified problems,the ARCS motivation model is introduced into classroom teaching to design ARCS motivation strategies.Then,the ARCS motivational strategy is applied to classroom teaching practice,and finally,the teaching effectiveness is tested by analyzing the level of motivational achievement and motivational emotions.The results of practical research indicate that: firstly,prioritizing the improvement of attention dimensions in teaching can help quickly stimulate students’ interest in learning,while also promoting the other three elements;Secondly,teaching strategies can be flexibly designed according to the actual situation of students;Thirdly,after using the ARCS motivation model for teaching,it was found that students’ academic performance had significantly improved,and the level of motivation in the four dimensions had also improved compared to before.Among them,the improvement in the attention dimension was the most significant,followed by the correlation and satisfaction dimensions.However,the improvement effect of the confidence dimension was slightly difficult.Teachers can prioritize factors that may achieve significant results based on actual teaching situations in the future.