国际中文开源期刊平台

ARCS动机模型背景下高职学生心理健康 教育教学设计探究——以学习心理模块为例

Exploration on Teaching Design of Mental Health Education for Higher Vocational Students under the Background of ARCS Motivation Model —Taking the Learning Psychology Module as an Example

中国心理学前沿 / 2024,6(3)：275-279 / 2024-03-21 86 84

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• 作者： 邓雨叶     
• 单位：

  四川工商职业技术学院，都江堰

• 关键词： ARCS模型；学习心理；教学设计
• ARCS model; Learning psychology; Instructional design
• 摘要： 国内前期研究发现ARCS动机模型有利于激发学生学习内驱力、协助学生全面发展、促进教学领域高质量发展。本研究根据ARCS模型问卷结合心理健康教育学习模块课程对已完成该课程的高职学生进行问卷调查，研究结果为学习心理模块中知觉激活、目标指向、熟悉感、成就期待和个人归因等维度上需进行教学改革设计，课程设计上需增强学生熟悉感、激发学生自我发现、重构学生思维模型和提升问题解决能力。
• Previous studies in China have found that the ARCS motivation model is conducive tostimulating students’ learning drive, assisting students in all-round development, and promoting highqualitydevelopment in the teaching field. This study conducted a questionnaire survey on vocationalstudents who have completed the course according to the ARCS model questionnaire combined with thelearning module course of mental health education. The results show that teaching reform and design areneeded in the dimensions of perceived activation, goal orientation, familiarity, achievement expectationand personal attribution in the learning psychology module. The curriculum design needs to enhancestudents’ familiarity, stimulate students’ self-discovery, reconstruct students’ thinking model and improvetheir problem-solving ability.
• DOI： https://doi.org/10.35534/pc.0603030
• 引用： 邓雨叶．ARCS动机模型背景下高职学生心理健康教育教学设计探究——以学习心理模块为例［J］．中国心理学前沿，2024，6（3）：275-279．