Research On Junior Middle School Mathematics Teaching Design Based On ARCS Motivation Mode

Many studies at home and abroad have shown that motivation directly affects students’ efficiency and persistence in learning mathematics and,to some extent,determines their learning achievement.With the development of education and teaching,motivation design has become a growing concern in the process of instructional design.How to motivate students to learn while improving the quality of the classroom has become a major concern for educators.Whether teachers can adopt effective teaching strategies to motivate and sustain students’ learning and create a good classroom atmosphere in mathematics teaching directly affects students’ mastery of mathematical knowledge and the development of core mathematical literacy.Therefore,teachers should consider incorporating appropriate motivation strategies when designing instruction.The ARCS model of motivation proposed by Keller,an American psychology professor,explores not only the motivation of students in the learning process based on teaching practice,but also focuses continuously on how to maintain the optimal level of student motivation.Applying this model to mathematics teaching helps to mobilize and maintain students’ motivation,create a good classroom atmosphere,and improve teachers’ teaching efficiency and students’ learning efficiency.This study applies the ARCS motivation model to middle school mathematics instructional design.Through literature research,questionnaire survey,case study,and educational practice,the ARCS motivation model is used as a theoretical support point and the instructional design research is used as a focus point to study how to effectively use motivation strategies to design middle school mathematics teaching activities to motivate students,improve their learning efficiency,and develop their core literacy in mathematics.The study mainly includes the following parts:First,through literature reading,the theoretical and applied aspects of the ARCS motivation model are sorted out,and the four dimensions of the ARCS motivation model are analyzed in conjunction with teaching and learning to solidify the theoretical foundation of the study.Second,from the perspective of ARCS motivation model,we investigate and analyze the current situation of middle school students’ mathematics learning motivation,grasp the students’ motivation intensity,ability level,learning attitude and problems,and summarize and outline 11 characteristics of the current situation of middle school students’ mathematics learning motivation.Third,according to the current situation of junior high school students’ motivation in mathematics learning,strategies for motivating and maintaining junior high school students’ motivation in mathematics learning were developed and formed into a strategy chart with reference to the ARCS motivation model.Around the teaching content,according to the teaching objectives,combined with the teaching objects,and against the motivation strategy table,effective strategies were selected to design the teaching,and finally a complete middle school mathematics instructional design based on the ARCS motivation model was formed.Fourthly,the instructional design was tested in concrete teaching practice to verify the rationality and effectiveness of the instructional design by the changes of students’ learning motivation and learning performance respectively.This will provide front-line teachers with feasible teaching cases that can motivate and maintain students’ learning motivation,and further enrich the practical research results of the ARCS motivation model.