基于ARCS动机模型的成人高职课堂教学设计——以“学前教育学”课程为例  

Classroom Teaching Design in Adult Vocational Education Based on the ARCS Motivation Model——A Case Study of the"Preschool Education"Course

作　　者：蔡静 CAI Jing(Taizhou Open University,Taizhou,Zhejiang 318000)

机构地区：[1]台州开放大学,浙江台州318000

出　　处：《湖北开放大学学报》2024年第6期44-50,共7页Journal of Hubei Open University

摘　　要：提高学生学习动机是提高课堂教学质量和实现教育目标的关键。根据ARCS动机模型,以成人高职“学前教育学”课程为例,从注意力、关联性、自信心和满意度四个维度对课堂教学进行系统设计。通过具有可变性的教学方法吸引学生注意力;强化教学内容与学生学习目标、原有经验和学习兴趣的关联性;设计具有适度挑战的课堂互动,帮助学生增强自信心;优化综合考核评价方式提高学生满意度。课堂观察和学生反馈结果表明:应用ARCS动机模型显著提升了学生的学习兴趣,为成人高职课堂教学提供了实证支持和实践指导,对提高成人高职学生的学习动机和课堂表现具有重要意义。Enhancing student motivation is crucial for improving the quality of classroom teaching and achieving educational goals.This study,based on the ARCS motivation model,systematically designs the classroom teaching of the"Preschool Education"course in adult vocational education,focusing on four dimensions:attention,relevance,confidence,and satisfaction.The specific strategies include:using flexible and varied teaching methods to capture students'attention;strengthening the relevance of the teaching content to students'learning goals,prior experiences,and interests;designing interactive activities with moderate challenges to boost students'confidence;and optimizing comprehensive assessment methods to increase student satisfaction.Classroom observations and student feedback indicate that applying the ARCS motivation model significantly enhances student interest in learning.This study provides empirical support and practical guidance for adult vocational classroom teaching and is significant in improving the learning motivation and classroom performance of adult vocational students.

关 键 词：职业教育 成人高职 课堂教学 ARCS模型 

分 类 号：G712[文化科学—职业技术教育学]