微课程因其表现时长的有限性、应用情境的多样化、使用时间的碎片化，较之传统课程，对学习者学习动机的激发与维持有着更高的要求。从ARCS模型动机激发与维持的教学策略出发，探讨ARCS模型视角下微课程学习目标、学习内容以及界面三大维度的设计要点。研究认为优质的微课程应该学习目标明确、知识内容精致、表现形式适切、支持学习者对碎片化时间的利用与整合，具体表现为：(1)微课程目标设计应突出目标的“明晰性”与“关联性”设计；(2)微课程内容设计应强调内容的“构成设计”与“表现形式设计”；(3)微课程界面设计应关注界面的“布局设计”与“交互设计”。研究期望以ARCS模型进一步优化现有的微课程，使其能在短时间内吸引学习者的注意力、让学习者感受到学习目标、内容与自身的关联性，从而维持学习的动机、体验学习带来的满足感，促进学习迁移。%Compared to traditional courses, a micro-course is often required much more to stimulate and maintain learning motivation because of its limited time span, diverse application scenarios and service for time fragmentation. Based on a series of corresponding instructional strategies for maintaining learners’ motivations put forward by ARCS(A: Attention, R: Relevance, C: Confidence, S: Satisfaction) model, this article focuses on the inspirations from ARCS model for the design points of micro-course learning objectives, contents and interface. It’s concluded that under the ARCS model perspective, a high-quality micro-course should have a clear objective, reifned contents, appropriate format, and effective support learners’ use and integration of fragmented time. That is the design of micro-course: (1) should highlight the explicit and related learning objectives; (2) should emphasize the components and representation of learning contents; (3) should focus on the layouts and interactions involved in interfaces. It’s expected that the micro courses further optimized with ARCS model can attract learners’ attention, to make learners ifnd their relevance with current learning goals and contents in a short time, and then to keep their motivation, experience learning satisfaction and to ifnally engage in further learning.
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