基于ARCS动机模型的初中英语阅读教学设计——以译林版义务教育教科书《英语》八年级下册Unit 2的阅读教学为例
An Exploration of the Application of ARCS Motivation Model to English Reading Teaching in Junior High School—Taking the Reading Lesson of Unit 2 from the Eighth-Grade (Volume 2) English Textbook of the Yilin Edition Compulsory Education Series as an Example
摘要: 在英语学习中，阅读能力至关重要。因此，英语阅读教学在培养学生英语阅读能力方面发挥着关键性的作用。然而传统的阅读教学注重语法和翻译，不能有效激发学生的学习动机。义务教育英语课程标准(2022版)对学生提出了要发现兴趣和潜能，增强学习效能感的阅读要求。因此，本研究尝试将ARCS动机模型应用于初中英语阅读教学中，分别从注意、关联、信心和满意度四个方面激发学生的学习动机，旨在促进学生阅读能力的提高，为学生改变被动的学习模式并提高他们的阅读成就感提供新的思路和参考。
Abstract: Reading proficiency is highly crucial in learning English. Therefore, English reading teaching plays a significant role in cultivation of students’ English reading capacity. However, the traditional reading teaching emphasized much on grammar and translation, which cannot stimulate students’ reading motivation, and it is difficult for students to read effectively. English Curriculum Standard for Compulsory Education (2022 Edition) put forward the requirements for students’ reading competence to discover their interests as well as potential and enhance their sense of learning self-efficacy. As a result, by applying ARCS motivation model to junior high school English reading classes, students’ learning motivation can be stimulated from four aspects: attention, relevance, confidence and satisfaction, which helps to enhance their reading proficiency. This approach provides new perspectives and references for shifting students away from passive learning patterns and elevating their sense of accomplishment in reading.
文章引用：朱馨怡. 基于ARCS动机模型的初中英语阅读教学设计——以译林版义务教育教科书《英语》八年级下册Unit 2的阅读教学为例[J]. 教育进展, 2025, 15(8): 350-357. https://doi.org/10.12677/ae.2025.1581445

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