Design of Learning Motivation Stimulation Strategy Based on ARCS Model in the Flipped Classroom for Higher Vocational Mathematics

Yuqing Shi

Abstract


The Flipped Classroom is an innovation of the intelligent information teaching mode. According to the characteristics
of higher vocational students, ARCS Model is organically integrated into the Flipped Classroom. Taking the “Concept of Derivative” as
an example, the design framework of higher vocational mathematics teaching is constructed, and the strategies of stimulating learning
motivation are explored to stimulate students’ learning motivation.

Keywords


ARCS; the Flipped Classroom; Higher vocational mathematics; Stimulation strategy


Included Database


References


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DOI: https://doi.org/10.18686/esta.v10i2.418

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