ARCS动机模式在高中历史教学中的应用研究
[Abstract]:At the beginning of the year, the subject of history was of low status in senior high schools, and the students' enthusiasm for learning history was not high, leading to a relatively low efficiency. Especially in the general environment of exam-oriented education, students showed that they were not interested in learning history. The lack of motivation has become increasingly apparent. But the history course is not only an important humanities course for the students in senior high school, but also an indispensable part for the cultivation of the students' subject accomplishment, humanities accomplishment and all-round development. In order to change students' traditional concept of history, improve students' learning motivation and efficiency, and meet students' different needs for history learning, paying attention to students' learning motivation is the breakthrough point to change the present situation. Professor Keller put forward the design pattern of ARCS motivation, that is, to pay attention to (attention), 's immediate (relevance), confidence (confidence) and satisfaction (satisfaction),. The process can be explained as establishing a certain connection between students and their knowledge or experience on the premise of attracting students' attention. From the appropriate task to gain confidence to achieve some satisfaction, and ultimately achieve the goal of improving learning motivation. This paper takes the ARCS motivation design pattern as the theoretical basis and applies it to the history classroom. Firstly, it systematically discusses the present situation and the theoretical basis of the theory and application of the ARCS motivation design pattern at home and abroad. Secondly, this paper analyzes the necessity and feasibility of applying the ARCS motivation design model in senior high school history teaching from the aspects of history teaching material, history curriculum reform in senior high school, history learning status of senior high school students, innovation of teaching mode, teachers' professional accomplishment and so on. Then, the history teaching strategies of four levels of ARCS motivation theory are put forward respectively. Finally, a course of complete teaching design is designed by synthesizing the ARCS motivation design pattern-"opening up a New Route", and teaching practice is carried out. The final teaching practice shows that the ARCS motivation design model can stimulate and maintain the students' learning motivation, which has a certain enlightening effect on the history teaching in senior high school.
【学位授予单位】:重庆师范大学
【学位级别】:硕士
【学位授予年份】:2017
【分类号】:G633.51
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