目的 探讨急危重症护理学动机导向性线上教学的效果。 方法 选取山西省某高校2019级护理本科生作为研究对象，用抽签法选取5个班126名学生为对照组，另外5个班126名学生为试验组。在急危重症护理学理论课程中，对照组实施常规线上教学，试验组实施基于以注意力（attention）、相关性（relevance）、自信度（confidence）、满意度（satisfaction） 为切入点的动机导向性线上教学。课程结束后，比较两组学习成绩、学习动机，调查试验组对线上课程的评价。 结果 课程结束后，试验组学习成绩（86.32±3.80），高于对照组（83.84±3.32）；试验组学习动机得分（90.37±6.01）高于对照组（83.36±5.21），差异均具有统计学意义（P<0.05）。试验组教学前后学习动机比较差异有统计学意义（P<0.05）。 结论 急危重症护理学动机导向性线上教学可有效提高学生的学习动机，提升线上教学质量和效果。

Objective To explore the application effect of ARCS motivation model in online theory teaching of Emergency and Critical Care Nursing course. Methods Nursing undergraduates of grade 2019 in a university in Shanxi Province were selected as the research group. One hundred and twenty-six students from 5 classes were selected as the control group and 126 students from the other 5 classes were selected as the experimental group by drawing lots. In the theoretical course of critical nursing，the control group implemented routine online teaching，while the experimental group implemented motivation oriented online teaching based on attention，relevance，confidence and satisfaction. After the course，the two groups were compared in terms of their academic performance and learning motivation，and the evaluation of the experimental group. Results After the course，the academic performance of the experimental group（86.32±3.80） was higher than that of the control group（83.84±3.32）. The learning motivation score of the experimental group（90.37±6.01） was higher than that of the control group（83.36±5.21），and the differences were statistically significant（P<0.05）. There were statistically significant differences in learning motivation of the experimental group before and after the intervention（P<0.05）. Conclusion The application of ARCS motivation model in online theoretical teaching of Emergency and Critical Care Nursing can effectively improve the learning motivation of nursing students，and improve the quality and effect of online teaching.