Research On High School Chinese Classroom Reading Teaching Strategies Based On ARCS Motivation Theor

The General High School Language Curriculum Standard(2017 Edition)suggests that through reading and appreciation,expression and communication,sorting and investigation,students should be able to further develop their language construction and use,develop and enhance their thinking,appreciate and create aesthetics and cultural heritage and understanding,and lay the foundation for all-round development and lifelong development.Motivating students to learn.In order to effectively awaken students’ motivation in the language reading classroom,this study uses the ARCS motivational model proposed by Professor Keller from Florida,USA,as the theoretical basis for a study of reading classroom teaching in the high school language classroom.Firstly,I analysed the feasibility and necessity of using the ARCS motivation strategy in the high school reading classroom,then I used the literature analysis method to sort out the literature on the combination of ARCS motivation theory and teaching,and determined the research ideas and content of this paper.I then analyzed the current motivation level of high school students in the reading classroom with the help of SPSS tools.Then,I proposed the corresponding motivation strategies based on the four dimensions of the ARCS motivation model: attention,relevance,self-confidence and satisfaction,and designed a case study on the motivation strategies for teaching reading in different categories of high school languages.The analysis of the ARCS motivation model reveals that the model has a wide range of applications and is universally applicable.However,there is not much research on the application of the ARCS motivation model to basic language teaching.The high school reading classroom has an irreplaceable role in promoting students’ all-round development,and motivating students to be willing to learn,understand the world,develop their thinking and gain aesthetic experiences is central to reading teaching.This paper therefore attempts to explore how the ARCS model of learning motivation can be applied to high school reading teaching in order to help frontline teachers improve their teaching methods and can hopefully be effective in motivating students to learn.