ARCS动机设计模式在美术数学教学中的应用研究

发布时间：2018-04-21 03:24

本文选题：ARCS动机模式 + 美术生　；参考：《上海师范大学》2015年硕士论文

【摘要】：美术生是伴随着现代社会精神文化需要而出现的一个有着鲜明特征的学生群体。他们中有的确实充满了对艺术的热爱,但更多却是因为文化成绩欠佳,从而把对文化课要求相对偏低的美术类高考作为一条升入大学的捷径。无论美术生的成因是哪一种,他们的共同特点是他们以文科为主,数学基础薄弱,也不是很喜欢数学这门课[1]。美术生普遍表现出数学学习的动机不高,或者外部学习动机要明显高于内部学习动机。怎样提升美术生学习数学的动机,由过去的逼着学转化为主动学,是我一直思考的问题。1987年,美国心理学家凯勒教授创造性的提出了以注意(Attention)、切身性(Relevance)、自信(Confidence)、满意(Satisfaction)为四个要素且以其英文单词首字母命名为ARCS动机设计模式[2]。该模式作用过程可以理解为在吸引学生的注意力的前提下,让学生与所学知识内容建立某种切身联系,然后从适当任务中确立信心并且达到某种满足。ARCS动机模式自诞生之日起便备受关注,许多研究者为了验证其在激发学生动机情感水平和提高学生成就水平方面的效果而进行了大量的实验研究,充分证明了其有效性。但在国内,关于ARCS动机设计模式的研究成果并不丰富,面向美术生的研究更是一个空白。随着新课程改革的深入发展,在美术生数学教学中运用ARCS动机设计模式既顺应了新课程改革要求,又契合美术生身心特点,能有效改变美术生数学学习动机的低水平现状。本文对美术生的进行基于ARCS模式的动机策略的数学课程方面的应用研究。先梳理介绍了凯勒教授的ARCS动机设计模式理论及相关理论基础;然后充分考虑美术生的动机特点和高中数学课程的特色,依据ARCS动机模式的四个因素层面设计出了一套针对美术高中生数学教学策略,并且进行了五个月时间教学实验;最后利用SPSS统计软件将实验得到的相关数据进行了合理分析。实验论证了ARCS动机策略不仅能够有效增强美术生数学学习动机情感水平,而且也能够有效提高美术生的数学成就。
[Abstract]:Art students are a group of students with distinct characteristics with the spiritual and cultural needs of modern society. Some of them are indeed full of love for art, but more because of poor cultural performance, so the art college entrance examination, which has relatively low requirements for cultural courses, is a shortcut to college entrance examination. No matter what the cause of fine arts students, their common characteristics are that they are mainly liberal arts, mathematical foundation is weak, not very like mathematics this course [1]. Art students generally show that mathematics learning motivation is not high, or external learning motivation is obviously higher than internal learning motivation. How to improve the motivation of art students to learn mathematics, from the past forced learning to active learning, which I have been thinking about in 1987, Professor Keller, an American psychologist, creatively put forward the ARCS motivation design pattern named after its initials as four elements: attention, relevance, confidence and satisfaction. The process of this model can be understood as the establishment of a personal connection between the students and the knowledge they have learned under the premise of attracting the students' attention. Then establishing confidence from the appropriate tasks and achieving some satisfaction. ARCS motivation model has been a concern since its birth. Many researchers have carried out a lot of experimental research to verify its effect on stimulating students' motivation and emotion level and improving students' achievement level, which fully proves its effectiveness. But in our country, the research on ARCS motivation design pattern is not rich, and the research for art students is a blank. With the further development of the new curriculum reform, the application of ARCS motivation design mode in the mathematics teaching of art students conforms to the requirements of the new curriculum reform and accords with the physical and mental characteristics of the art students, which can effectively change the low level present situation of the mathematics learning motivation of the fine arts students. In this paper, the art students based on the ARCS model of motivation strategy of mathematics curriculum application research. Firstly, this paper introduces Professor Keller's theory of motivation design pattern of ARCS and its related theoretical basis, and then fully considers the characteristics of fine arts students' motivation and the characteristics of mathematics curriculum in senior high school. According to the four factors of ARCS motivation model, a set of mathematics teaching strategies for art high school students is designed, and a five-month teaching experiment is carried out. Finally, the relevant data obtained from the experiment are analyzed reasonably by using the SPSS statistical software. The experiment demonstrates that ARCS's motivation strategy can not only enhance the mathematics learning motivation and emotion level of fine arts students, but also improve the mathematics achievement of fine arts students.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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