ARCS動機設計模式在高中生物課堂教學中的應用研究.pdf

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3、ofFlorida(JMKeller)ntegratedmanyoftodaysmotivationtheoryputforwardARCSmodelofmotivationaldesign，andthattheimpactofstudentslearningmotivationfactorsareoffourtypes：Note(atfention)。personalproperty(relevance)，(confidence)co

4、nfidenceandsatisfaction(satisfaction)，referredtoasARCSmodelARCSmodelsinceithasbeenpopularathomeandabroadtheat【entionofeducationalcircles，throughthedeeptheoreticalresearchandtocarryoutawiderangeofexperiments，thetrainingmo

5、tivationeffectivenesshasbeenfullyaffirmedThismodelisnowconsideredthemotivationtheoryandteachingdesignprocessoforganicintegrationofthesystemstheoryHoweverintheteachingpractice，teachersoftenhavetofaceaproblemisastheelapseo

6、ftime，studentsarenotinterestedinlearningDuetosocial，familyenvironmentstudentsgenerallythepursuitofmaterialwealthisobtained，thattheuniversityisnottheonlywayoflife，thelackofhardshipandhardquality，setbacksandgiveupeasilySom

7、eofthecausesofstudentsdemonstratedlearningmotivationisnothigh，orexternalearningmotivationwassignificantlyhigherthanthatoftheinternallearningmotivationTheresearchonARCSmodelofmotivationaldesignusinglastedasemesterwithJian

8、gsuprovinceNanjingcityQixiahighschoolstudentsastheresearchobject，bythehighschoolbiology(Suteachesprintingplate)hastostudyone，teachingastheresearchcontent，showstheARCSpafferninhighschoolbiologyclassroomteachingprocessExpe

9、rimentalresultsshowthat，themodeofARCSinstimulatingstudentsmotivationpromotestudentstostudyhard，playstudentsinitiativeinlearningandimprovetheirearningachievementsareextremelysignificanteffectARCSmodelhascertainapplicabili