本文選題：ARCS動機模式 + 美術(shù)生　； 參考：《上海師范大學(xué)》2015年碩士論文

【摘要】：美術(shù)生是伴隨著現(xiàn)代社會精神文化需要而出現(xiàn)的一個有著鮮明特征的學(xué)生群體。他們中有的確實充滿了對藝術(shù)的熱愛,但更多卻是因為文化成績欠佳,從而把對文化課要求相對偏低的美術(shù)類高考作為一條升入大學(xué)的捷徑。無論美術(shù)生的成因是哪一種,他們的共同特點是他們以文科為主,數(shù)學(xué)基礎(chǔ)薄弱,也不是很喜歡數(shù)學(xué)這門課[1]。美術(shù)生普遍表現(xiàn)出數(shù)學(xué)學(xué)習(xí)的動機不高,或者外部學(xué)習(xí)動機要明顯高于內(nèi)部學(xué)習(xí)動機。怎樣提升美術(shù)生學(xué)習(xí)數(shù)學(xué)的動機,由過去的逼著學(xué)轉(zhuǎn)化為主動學(xué),是我一直思考的問題。1987年,美國心理學(xué)家凱勒教授創(chuàng)造性的提出了以注意(Attention)、切身性(Relevance)、自信(Confidence)、滿意(Satisfaction)為四個要素且以其英文單詞首字母命名為ARCS動機設(shè)計模式[2]。該模式作用過程可以理解為在吸引學(xué)生的注意力的前提下,讓學(xué)生與所學(xué)知識內(nèi)容建立某種切身聯(lián)系,然后從適當(dāng)任務(wù)中確立信心并且達(dá)到某種滿足。ARCS動機模式自誕生之日起便備受關(guān)注,許多研究者為了驗證其在激發(fā)學(xué)生動機情感水平和提高學(xué)生成就水平方面的效果而進(jìn)行了大量的實驗研究,充分證明了其有效性。但在國內(nèi),關(guān)于ARCS動機設(shè)計模式的研究成果并不豐富,面向美術(shù)生的研究更是一個空白。隨著新課程改革的深入發(fā)展,在美術(shù)生數(shù)學(xué)教學(xué)中運用ARCS動機設(shè)計模式既順應(yīng)了新課程改革要求,又契合美術(shù)生身心特點,能有效改變美術(shù)生數(shù)學(xué)學(xué)習(xí)動機的低水平現(xiàn)狀。本文對美術(shù)生的進(jìn)行基于ARCS模式的動機策略的數(shù)學(xué)課程方面的應(yīng)用研究。先梳理介紹了凱勒教授的ARCS動機設(shè)計模式理論及相關(guān)理論基礎(chǔ);然后充分考慮美術(shù)生的動機特點和高中數(shù)學(xué)課程的特色,依據(jù)ARCS動機模式的四個因素層面設(shè)計出了一套針對美術(shù)高中生數(shù)學(xué)教學(xué)策略,并且進(jìn)行了五個月時間教學(xué)實驗;最后利用SPSS統(tǒng)計軟件將實驗得到的相關(guān)數(shù)據(jù)進(jìn)行了合理分析。實驗論證了ARCS動機策略不僅能夠有效增強美術(shù)生數(shù)學(xué)學(xué)習(xí)動機情感水平,而且也能夠有效提高美術(shù)生的數(shù)學(xué)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.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 張祖忻;如何將動機原理整合于教學(xué)設(shè)計過程——談約翰M·凱勒教授的動機系統(tǒng)學(xué)說[J];開放教育研究;2003年02期

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本文編號：1780729