With the widespread adoption of internet technology in the information age, diverse forms of teaching have garnered attention from educators and learners. Micro-lessons, characterized by their precision and brevity, have emerged as a dominant teaching format for sharing instructional resources. The development of vocational education in the new era presents an opportune moment, as micro-lessons offer a new pathway for cultivating high-quality skilled talents. In the context of mathematics education in secondary vocational schools, there is a need to emphasize a shift in teaching approaches. This article utilizes the ARCS model to design micro-lessons, facilitating teachers' ability to incorporate innovation, distinctiveness, and highlights into their instruction. By implementing this approach in regular classroom teaching, where the design of the lessons is clearly structured, students at different proficiency levels can experience growth, enabling them to truly embrace the desire to learn and enjoy the process. As a result, this method effectively enhances students' learning outcomes and increases their confidence.

Xilin Peng. Research on the design of micro-course in secondary vocational mathematics by ARCS model. International Journal of New Developments in Education (2023) Vol. 5, Issue 16: 41-46. https://doi.org/10.25236/IJNDE.2023.051607.

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