基于ARCS学习动机模型的高校文科创新创业课程的教学策略  

Teaching Strategy of Liberal Arts Innovation and Entrepreneurship Course Based on ARCS Learning Motivation Model

作　　者：闫文菲 YAN Wenfei(School of Law,North China University of Water Resources and Electronic Power,Zhengzhou 450045,China)

机构地区：[1]华北水利水电大学法学院,河南郑州450046

出　　处：《华北水利水电大学学报（社会科学版）》2022年第5期59-64,共6页Journal of North China University of Water Resources and Electric Power(Social Science Edition)

基　　金：2021年度河南省高等教育教学改革研究与实践项目(2021SJGLX409);2021年华北水利水电大学教育教学改革研究与实践项目(2021-36)。

摘　　要：为实现创新型人才培养目标,各高校纷纷对创新创业教育模式进行了探索,并将创新创业课程设置为学校的公共基础课程。从课程的教学效果看,文科专业学生在学习过程中没有形成稳定持续的学习动机,因此缺乏积极性和主动性,导致该课程的教学目标难以实现。为培养文科专业大学生的学习动机,教师可借助ARCS学习动机模型,充分利用该模型中影响学生动机产生和维持的四大因素——注意力、相关性、自信心和满足感,在教学实践中探索高校文科专业创新创业课程的教学策略,帮助学生培养对创新创业知识的学习动机,并引导他们在学习动机的助推下将所学知识应用于创新创业活动或学科竞赛中,以此增强自我的创新创业能力,成为符合时代要求的创新型人才。In order to realize the goal of cultivating innovative talents,colleges and universities have explored the education mode of innovation and entrepreneurship,and set innovation and entrepreneurship courses as public basic courses from the perspective of the teaching effects of the course.Students majoring in liberal arts have not formed a stable and continuous learning motivation during the learning process,so they lack learning enthusiasm and initiative,which makes it difficult to achieve the teaching goal of the course.In order to cultivate the learning motivation of liberal arts students,teachers can make full use of the four factors in ARCS learning motivation model,namely Attention,Relevance,Confidence and Satisfaction,in the teaching practice,so as to explore the teaching strategy of liberal arts innovation and entrepreneurship courses,help students develop learning motivation for knowledge of innovation and entrepreneurship,and guide students to apply knowledge to innovative entrepreneurial activity or subject competitions.By this means,they can strengthen their innovation ability and conform to the requirements of the era.

关 键 词：ARCS学习动机模型 文科大学生 创新创业课程 教学策略 

分 类 号：G642[文化科学—高等教育学]