基于ARCS动机模型的大学英语课程设计探讨  

A Study of Curriculum Design for College English based on ARCS Motivation Model

作　　者：苑丽英 YUAN Liying(Department of Foreign Languages,Taiyuan University,Taiyuan 030032)

机构地区：[1]太原学院外语系,太原030032

出　　处：《吉林农业科技学院学报》2025年第1期106-110,共5页Journal of Jilin Agricultural Science and Technology University

基　　金：2023年山西省高等学校一般性教学改革创新项目(J20231458)。

摘　　要：大学英语专业课程的设计,不仅关系到学生个人的语言技能提升,更与国际竞争力紧密相连。本文立足大学英语专业课程,探讨如何通过ARCS学习动机模型中的注意、相关、自信和满意度教学策略来增强学生的学习动机和积极性。通过大学英语口语课程实证研究,发现ARCS动机模型能够显著提高学生英语学习成绩,并基于研究结论提出了建议,旨在为提高大学英语专业课堂教学成效提供理论参考和借鉴。The design of college English major curriculum is not only related to the improvement of students'language skills,but also closely related to international competitiveness.Based on the curriculum in college English major,this paper probes into how to use the teaching strategies of attention,relevance,confidence,and satisfaction in the ARCS learning motivation model to enhance students'learning motivation and enthusiasm.Through the empirical study of college oral English courses,it is found that ARCS motivation model can significantly improve English learning performance.Based on the research conclusions,this paper provides suggestions aiming at providing theoretical references for improving the teaching effectiveness in college English major.

关 键 词：ARCS动机模型 大学英语专业 课程设计 学习评价 

分 类 号：H319.3[语言文字—英语]