ARCS動(dòng)機(jī)設(shè)計(jì)模式及其在《牛津英語(yǔ)》教學(xué)中的應(yīng)用.pdf

1、上海師范大學(xué)碩士學(xué)位論文ARCS動(dòng)機(jī)設(shè)計(jì)模式及其在《牛津英語(yǔ)》教學(xué)中的應(yīng)用姓名：余劍崢申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：學(xué)科教學(xué)（英語(yǔ)）指導(dǎo)教師：高萍20090501AbstractAffectedbytheexamorientedsystem，presentEnglishteachinginhighschoolsisstillboundinspoon—feedingteachingandstudents’passivelearningTeach

2、erslayemphasisontheoreticexplanationratherthanstudents’abilityAsaresult，students’motivationandexplorationareignored，whichlimitstheircreativeandpracticalabilitiesWhileEnglishteachingisfarfromgrammarexplanationpronunciatio

3、npracticeandvocabularylearning，itcountsonlyifstudents’communicationabilityiscultivatedandlanguageoutputismeaningfulThat’Swhywearesupposedtosparenoeffortstesearchhowtostimulateandsustainlearners’motivationinthecourseoftea

4、chingARCSLearning—MotivationDesigningModelisparallelwith“Studentscenter’theoryTeacherspurposefullysetrelatedandfamiliarsituationoratmosphereSOastointereststudents，activatetheirsituationalthinkingandtoexcitestudents’explo

5、rationThus，studentsCanunderstandanduseknowledgeTheirconfidencetosolveproblemsandcreativethinkingarebuiltupBasedontheirexperience，theyCanenjoythesatisfaction‘ofcompletingataskCombinedwithEnglishteachingcharacteristicsandt

6、eachers’practicalexperience，thisthesisexploresrelativetheoriesandoperationalstrategiesintheapplicationofARCSinOxfordEnglishteaching，aimingtohaveeffectiveexplorationinEnglishteachinginhighschoolsThisthesismainlyconsistsof

7、foursectionsInthefirstsection，theauthorintroducesthegeneraltheoriesofmotivation，explainswhatisARCSLearning—MotivationDesigningModelandillustratestheconnectionbetweenthemodelandteachingpracticeInthesecondsection，theauthor

8、analyzesgeneralsituationofOxfordEnglishteachinginhighschoolsandconcludessomeproblemswearefacedwithinEnglishteachingInthethirdsection，theauthorconductsasurveyonstudents’motivationonOxfordEnglishandanalyzestheirmotivationc