Moral education is a part of talent training. Based on the analysis of the current situation of moral education in colleges and universities, this study systematically analyzes the ideological and political position of local college students, their ideological and moral character, as well as moral characterization through questionnaire, interview, induction, and factor analysis; then, the existing problems in moral education are summarized as follows: the mode of moral education is rigid, students’ subjectivity and subjective initiative are disregarded, spoon-feeding is common, and a single theme is used. The form and content are not relevant to students’ life, and they do not stimulate students’ interest in learning; in addition, the effect of moral education is not evident. Based on the above problems, this study fully considers the students’ subjectivity and subjective initiative. In line with the goal of moral education in colleges and universities, the ARCS model is constructed for moral education. Through pre-class flipped classroom, problem-based learning (PBL) during classes, as well as the summary and reflection after classes, the function of moral education for self-education, self-management, self-reflection, and self-service can be realized.
Chen L, 2000, A Review of theoretical Research on Ideological and Political Education in Contemporary World. Teaching and Research, 2000(11): 38-43.
Peng Y, 2013, Research on the Effect of Moral Education in Higher Vocational Colleges, Hunan University.
Yin P, Li X, 2007, Discussion on the Role of College Teachers in the Reform of Moral Education Model. Journal of Henan College of Finance & Taxation, 2007(04): 78-79.
Liu J, 2008, Reflections on the Current Moral Education in Schools. After-school Education in China (Theory), 2008(S1): 175.
Ye F, Luo K, 2019, Construction of “Five Dimensions” Mode of Higher Vocational Moral Education in The New Era. Intelligence, 2019(28): 18.
Chen Y, 2019, Design and Development of Mobile Learning Resources for Primary School Chinese Writing Based on ARCS Model, Yunnan Normal University.
Keller JM, 1983, Motivational Design of Instruction, Lawrence Erlbaum Associates New York, 383-433.
Xie Y, Zhang H, Wu L, et al., 2017, Research on Self-organizing Learning Model of online Open Courses based on ARCS. E-education Research, 38(07): 43-50.
Khalid A, 2016, Pakistani ESL Learners’ Pragmatic Competence: Motivation and Development, Central China Normal University.