Research motivation for learning activities presentation. Presentation on the topic "Formation of educational motivation for self-training among students". General structure of motivation
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Motivation of educational activity of schoolchildren Ancient wisdom says: you can lead a horse to a watering place, but you cannot make him get drunk. 900game.net
How to motivate the cognitive activity of the student? “The psychological law says: before calling a child to any activity, get him interested in it, take care to find out that he is ready for this activity, that he has all the forces necessary for it” L.S. Vygotsky “ There is no activity without a motive” A.N.Leontiev
Motive Motive is the source of any person's activity. The "energy battery" of the personality, the intensity of human activity depends on its strength. There is no internal motive - internal driving force, and every business is doomed to be tedious, boring, unnecessary.
The motive is interest, need, desire, conviction, ideal, emotions, drives, instincts, attitudes, this is what prompts a person to activity, for the sake of which it is performed.
“When information is presented out of interest, a center of its active rejection is formed in the cerebral cortex” I. Pavlov Without the child’s internal mood, without his motivation for activity, violence is chosen as the main pedagogical influence. A teacher relying only on the concepts of “should” and “necessary” faces negative, negative motivation. The child develops: * a tendency to avoid learning * activities and results of learning are insignificant * strong distractibility in the lesson * rapid fatigue * a feeling of dejection and dissatisfaction * immobility, rigidity of thinking.
The internal motive of learning activity should always precede and accompany learning. The teacher sometimes forgets that much of what he himself considers important and useful is meaningless for the student. Motivation must be specially formed, developed, stimulated The process of forming and consolidating positive motives for learning activities among schoolchildren is called motivation
Factors influencing the formation of motives for the educational activity of schoolchildren. The content of the educational material. Communication style between teacher and student. The nature and level of educational and cognitive activity.
Is this necessary? The special nature of the presentation of educational material: a). analytical (explanatory, critical, logical, problematic); b). business; c). Unusual. Using, showing, emphasizing various elements, attractive aspects of the content: a) the importance of individual parts; b) difficulty, complexity (simplicity, accessibility); c) novelty, cognition of the material; d) discovery of the new in the known; e) historicism, modern achievements of science; e) interesting facts, contradictions, paradoxes. Tasks with interesting content, entertaining questions. Showing the importance of knowledge, skills: a) public, b) personal. Intersubject communications
The style of communication between the teacher and the student Authoritarian Forms the "external" motivation for learning, the motive of "avoiding failure", delays the formation intrinsic motivation. Democratic Promotes intrinsic motivation. Liberal (permissive) Reduces the motivation for learning and forms the motive of "hope for success"
The style of communication between the teacher and the student Showing achievements and shortcomings in the development of the individual, showing confidence in the strengths and capabilities of the student. The manifestation of the personal attitude of the teacher to the student, the class, the expression of one's own opinion. The manifestation by the teacher of his own qualities, given personality (in terms of communication, erudition, attitude to the subject, business qualities etc.) and encouraging students to such manifestations. Organization of friendly relations in the team (mutual verification, exchange of opinions, mutual assistance.
Organization of educational activities 3 stages: 1) motivational, 2) operational-cognitive, 3) reflective-evaluative.
The motivational stage is a message why and why students need to know this section of the program, what is the main educational task of this work. The motivational stage consists of three learning activities: 1). Creation of a learning-problem situation; 2).formulation basic learning task as a result of the discussion of the problem situation; 3). Consideration of issues of self-control and self-assessment of opportunities to study this topic.
the creation of a learning-problem situation is achieved using the following methods: a) setting a task for students that can be solved only by studying this topic; b) the teacher's story about the theoretical and practical significance of the proposed topic; c) a story about how this problem was solved in the history of science.
Formulation of the main educational task as a result of the discussion of the problem situation This task is for students the goal of their activity in this lesson.
Motivational stage At this stage, it is important to pay attention to the presentation of requirements for students. They can be: by content: to discipline, to work; in form: expanded, folded (instructions, remarks, facial expressions); algorithms; single and individual, group, general and detailed, direct and indirect
Operational-cognitive stage At this stage, it is important to ensure that the student begins to act. This requires situations of a different nature: Intellectual (problematic, search, discussion, contradictions, quarrel); Game (cognitive games, competitions, etc.); Emotional (success, passion for the topic ...). In many cases, a group form of learning activity creates better motivation than an individual one. Group work draws in active work even passive, poorly motivated students.
the reflexive-evaluative stage is associated with: an analysis of what has been done, an analysis of mistakes and the provision of necessary assistance, a comparison of what has been achieved with the task and an assessment of the work.
reflexive-evaluative stage If the teacher pays due attention to this stage, then: students experience satisfaction from the work done, from overcoming the difficulties that have arisen and learning new things. This leads to the formation of expectations of the same emotional experiences in the future.
reflective-evaluative stage If the teacher pays little attention to this stage and reduces everything to grading, then there may be a shift in learning motivation from the activity itself, from the process of cognition and the result to the mark. This leads to the extinction of the motive for cognitive activity. It is important that in the assessment: a qualitative, rather than a quantitative analysis of the educational activities of students is given, positive aspects are emphasized, shifts in the development of educational material, the causes of existing shortcomings are identified; and not only stated their presence
The main methods of motivating and stimulating the activities of students can be divided into 4 blocks of the main methods of motivation, depending on the impact on various areas student personality
I. Emotional methods of motivation - encouragement, censure, educational and cognitive game, the creation of vivid visual-figurative representations, the creation of a situation of success, stimulating evaluation, satisfaction of the desire to be a significant person.
II. Cognitive methods of motivation based on life experience, cognitive interest, creating a problem situation, prompting to search for alternative solutions, performing creative tasks, brainstorming, developing cooperation (pair and group work, project method)
III. Volitional methods of motivation presentation learning requirements, informing about educational learning outcomes, cognitive difficulties, self-assessment of activities and corrections, reflection of behavior, forecasting future activities
IV. social methods motivation development of the desire to be useful to society, the motivation to imitate a strong personality, the creation of a situation of mutual assistance, the search for contacts and cooperation, interest in the results of teamwork, mutual verification, review.
Levels of cognitive interest Level I - a manifestation of situational interest in learning, in the subject (sometimes it is interesting in the lesson, I like the teacher, I like to get good grades). II level - teaching out of necessity (parents force, I teach, because it is my duty, the subject is useful for the future life).
Levels of cognitive interest Level III - interest in the subject (I learn a lot of new things, makes me think; I enjoy working in the lesson). IV level - increased cognitive interest (the subject is easily given; I look forward to the lesson, I strive to learn more than the teacher requires)
Levels of cognitive interest Positive indicators of I and II levels of formation of cognitive interest are important and necessary at the initial stage. Other parameters are important - level III and especially level IV. Students get intellectual pleasure from solving problems, show interest in generalizations and laws. They are interested not only in knowledge, but also in the ways of obtaining it, they are interested in self-educational activities. Positive motivation here is stable, and it is embedded in the learning process itself.
The system for the development of motivation for learning If earlier in the lessons they aroused interest in learning, now we need to develop it, which means we need to develop a whole system of creative tasks for classes - a set that includes creative tasks with interesting content from three main groups: cause-and-effect relationships , combining information, planning and execution practical activities.
Learning motivation development system The use of a system of creative tasks to develop students' motivation for learning activities involves the use of at least one task from each group in each lesson.
Evaluation of lessons according to motivational criteria CRITERIA (LEVEL) METHODS OF MOTIVATION 1. Low 1. There are no special tasks and information to develop interest in learning. 2. Critical 2. The teacher explains the need to complete assignments. 3. Satisfactory 3. Creation of entertaining situations with the help of puzzles, entertaining facts. 4.Good 4.Using a creative challenge with interesting content. 5.High 5.Using a system of creative tasks with interesting content. 6.Optimal 6.Organization of search and solution of the research problem.
Let's summarize The development of students' learning motivation requires the teacher not only to spend a lot of time, but above all, a creative approach to their activities. This is possible by rethinking and revising the technology of work, with systematic creative growth. According to Diesterweg, “the teacher becomes stiff, petrified, “descends” without striving for scientific work, because it falls under the power of three pedagogical demons: banality, mechanicalness, routine "
"Motivation of educational activity of students and provision of conditions for its development"
- Pedagogical Council
- Deputy Director Yu.N. Tolstikhina
- Through living in the active processes of search and cognitive activity, to contribute to the systematization of teachers' knowledge about the key concepts of "Motivation of educational activity" and to obtain ideas about the formation of the motivational sphere of learning.
- 1. Systematization of theoretical provisions on the key concept "Motivation of educational activity"
- 2. Development of a structural scheme “Motivational sphere of a student of a special (correctional) school of the VIII type.
- 3. Acquaintance with the methods of formation of motivational learning activities.
- 1. Message about the topic of the teachers' council, its goals and objectives.
- 2. Rationale for the choice of topic.
- 3. Brief theoretical information on the problem.
- 4. Creation of a structural diagram "Motivation of educational activities and provision of conditions for its development"
- 5. Making a decision.
- The teacher should form the appropriate motivation in the students.
- Set in motion, push
- Motivation for activities related to meeting the needs of a person (student)
- An impulse that causes activity and determines its direction.
- the formation of a positive attitude of the child to classes (to learning);
- development of the child's own activity;
- formation of sustainable motivation to perform tasks;
- formation and development of purposeful actions;
- development of planning and control of activities;
- development of the ability to apply the acquired knowledge to solve new similar problems.
- The internal attitude of the student to learning, a complex personal formation, which includes two points:
- 1. Awareness by the child of the objective significance of the teaching.
- 2. The child's understanding of the subjective significance of learning.
- Encouraging students to choose and independently use ways to complete tasks without fear of making a mistake
- Evaluation of the student's activity not only by the end result, but by the process of achieving it.
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- Motivating cause, internal personal motivation for action, conscious interest in completing it.
- Choice of action according to the abilities of the student
- Creating a Success Situation
- The use of group and individual forms of organization of educational activities
- The use of encouragement and censure, taking into account the psychophysical characteristics of each student
- Encouraging students to choose and independently use different ways to complete tasks without fear of making a mistake
- Evaluation of the student's activity not only by the end result, but also by the process of achieving it
- This is the focus of the student on the implementation of individual actions included in the educational activity.
- THROUGH GOAL SETTING, LEARNING MOTIVES ARE IMPLEMENTED.
- Joint work with children to comprehend and accept the goals of the upcoming activities and setting learning objectives
- Choice of means adequate to the end
- Accounting for age and psychophysical characteristics
- Use of problem situations, disputes, discussions
- The reaction of the child to the influence of internal and external stimuli. They depend on the characteristics of learning activities, accompany the learning process and precede it.
- __________________________________
- ACTIVITIES SUPPORTED BY EMOTIONS ARE MUCH MORE SUCCESSFUL!
- Non-standard form of lessons
- Creating a Success Situation
- Creating an atmosphere of mutual understanding and cooperation in the classroom
- Emotional speech of the teacher
- The use of cognitive and didactic games, gaming technologies
- Faith of the teacher in the ability of the student
- Cognitive-emotional attitude of the student to the teacher.
- _________________________________
- FOR A TEACHER, THIS IS THE RELATIONSHIP OF THE MEANING OF LEARNING, THE CHARACTER OF MOTIVES, THE MATURITY OF GOALS AND THE FEATURES OF EMOTIONS
- 1. Given the relevance of this topic for successful learning, systematize theoretical basis on the problem of learning motivation
- 2. Take as a basis in the practical activities of each teacher the scheme of formation of the motivational sphere of the student
- 3. Summarize the experience of subject teachers in applying the most effective forms of work on this problem
- 4. To consider the generalized experience of subject teachers at methodological associations (January-February 2010)
- 1. G.Yu. Ksenzova
- "Perspective School Technologies"
- 2. D.G. Levites
- "School for professionals, or seven lessons for those who teach"
- Voronezh: NPO "MODEK", 2001
- 3. V.I. Petrushin
- « Psychological aspects activities of the teacher and the class teacher "
- M.: Pedagogical search, 2001
- THANKS
- FOR ATTENTION!
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Text content of presentation slides: Parent meeting“Motivation of the educational activity of younger schoolchildren” Epigraph Teaching, devoid of any interest and taken only by force of coercion, kills the student's desire to acquire knowledge. It is a much more worthy task to accustom a child to learning than to force it. K.D. Ushinsky Younger school age is favorable in order to lay the foundation for the ability, desire to learn. Scientists believe that the results of human activity are 20-30% dependent on intelligence, and 70-80% - on motives. Diagnosis of adaptation of first-graders Most of today's children lack educational motivation: - in 79% of students, educational motivation is at the stage of formation (i.e., game motives predominate), - in 1% of students it is not formed, - and only in 20% it is formed. 3 types of attitude to learning: positive, indifferent and negative. A positive attitude to learning is characterized by the activity of students in the learning process, the ability to set long-term goals, to anticipate the result of their learning activities, to overcome difficulties on the way to achieving the goal. The negative attitude of schoolchildren to learning is not a desire to learn, a weak interest in success, a focus on marks, an inability to set goals, overcome difficulties, a negative attitude towards school and teachers. The attitude of the student to learning is expressed in the following activity: - readiness to complete educational tasks - desire for independent activity - consciousness of completing the task - systematic training - desire to improve their personal level, independence: the implementation of activities by the student himself without the help of a teacher, adults. Reasons for poor student performance 1. Inability to learn and overcome the difficulties of cognitive activity (perseverance, patience, counting skills, memorization, writing, attentiveness, listening and speaking expressively, a sense of responsibility, skills and abilities of cooperation with others, etc.). Many skills are acquired before entering school, others are formed during primary school , others improve until they graduate from school. Reasons for poor student achievement 2. Distracting factors in children's lives. Education requires more and more time from the student, not only at school, but also at home. But it is difficult for him to do this because there are various temptations around him: TV, computer, friends, entertainment centers, etc .; Causes of low student achievement 3. The monotony of life and the educational process, school routine. At school, children lack movement, change of impressions, events, bright, joint with teachers, parents, creative deeds; 4. The authoritarian position of teachers and parents, when studies and academic performance become the topic of conversation at school and at home, when there are no other topics of communication. What is motivation? Motivation (from the Latin root meaning "to move") - internal motivation, interest, interest, desire, striving for something. Motive is an impulse to activity, something for which the student performs this or that activity. Groups of motives: Internal ( cognitive) motives. Associated with the content of the educational activity itself and the process of its implementation, the need to master new skills, abilities and knowledge. 2. External (social) motives. Associated with the child's needs in communicating with people, in their assessment and approval, with the student to take a certain place in the system of social relations available to him.The prevailing motivation For the development of the personality of the student, the most favorable is the predominance of the internal motivation of educational activity.Learning will be successful if it is internally accepted by the child, if it relies on needs, motives, interests, i.e. has for him, personal meaning. The true source of a person’s motivation is in himself. That is why the meaning is attached not to the motives of learning - external pressure, but to the motives of learning - internal motivating forces. The structure of motivations 1. Cognitive motivation. In the process of learning, the child begins to rejoice that he has learned something, understood, learned something.2. Motivation for success. The child shows a desire to do the task correctly, to get the desired result. In primary school, this motivation often becomes dominant. Motivation for success The formation of a stable motivation for achieving success is necessary in order to blur the "position of the underachiever", to increase self-esteem and psychological stability of the student. High self-assessment by underachieving students of their individual qualities and abilities, their lack of an inferiority complex and self-doubt play a positive role, helping such students to establish themselves in activities that are feasible for them, and are the basis for the development of learning motivation. Structure of motivations Prestigious motivation Characteristic for children with high self-esteem and leadership inclinations. It encourages the student to study better than classmates, to stand out among them, to be the first. Motivation to avoid failure. Children try to avoid the "deuce" and the consequences that a low mark entails - teacher dissatisfaction, parents' sanctions. The structure of motivations 5. Compensatory motivation These are motives that are secondary to educational activities, allowing you to establish yourself in another area - in sports, music, drawing, caring for younger family members, etc. In the course of individual and age development, the structure of motives changes. Prevailing motivation Among the various social motives of learning, the leading motives in elementary school are: - “to bring joy to parents”, “I want to know more”, “it is interesting in the lesson”. Motivational role of the mark In most cases, children say that the mark pleases or upsets students and their parents. Not all children understand the meaning of the mark, but most children want to work for the mark. Students in grades 1-2 perceive the mark as an assessment of their efforts, and not the quality of the work done. Parents' attitude towards school grade What did you get today? Don't be upset, we still have time to fix everything. I knew it. And who are you born into? March to your room! And don't show your face to me! You're smart! Next time the teacher will see for herself. How long can I explain this to you! Do you need my help or will you try again on your own? Has anyone got a better mark than you? Sit down and study again, and I will check later! Let's try to figure it out in the material that is so difficult for you. You know, when I was little, this material was also difficult for me. Let's look at the textbook again, I think it will help us. father, he will show you for a deuce! Look how I studied, and you? Parental Attitude to School Mark Do not scold your child for a bad mark. He really wants to be good in your eyes. If it doesn’t work out to be good, the child begins to lie and dodge in order to be good in your eyes. Sympathize with your child if he worked for a long time, but the result of his work is not high, explain to him that not only a high result is important. More important is the knowledge that he can acquire as a result of daily hard work. Do not force your child to beg for a grade at the end of the quarter for the sake of your peace of mind. Never express doubts about the objectivity of your child's assessment out loud. Attitude of parents towards school marks If you have doubts, go to school and try to objectively understand the situation. Do not blame other adults and children for no reason in the problems of your own children. Support the child in his victories over himself, albeit not very significant. so that the child wants to imitate you. How to maintain school motivation 1. Maintain and form interest in information "Everything that is unknown is terribly interesting." The role of adults is to encourage this interest. Younger students are concerned about how everything around is arranged, how everything works, is assembled and disassembled. 2. Maintain and stimulate interest in the mode of action. Reach effective way making decisions on your own is the pleasure of the explorer-creator. It is necessary to develop the independence of thinking of children. How to maintain school motivation 3. Use children's interest in people organizing the learning process The ability to communicate and build valuable relationships with parents and teachers for children is a huge incentive for many. 4. Create conditions for realizing the need for self-expression and self-presentation. Some children have such a trait as demonstrativeness. If children are deprived of the opportunity to show this feature "legally", then they are forced to put on performances and grimace. All children need situations to present themselves, their talents and abilities. They encourage learning. How to maintain school motivation To create a situation of success and social recognition. Many children are ready to study well and hard in order to be loved and respected by significant adults.6. Using motives to avoid punishment, obtaining material benefits and advantages. For many schoolchildren, it is practically indispensable: if internal sources cognitive activity are weak, the desire to express oneself and declare oneself is not developed, it is difficult to do without them. Such incentives are exhaustible and require a constant increase in the size of both punishment and reward in order to feed them. If this is the only source, then we can hardly expect good learning outcomes. Interest of adults The process of education is the most difficult thing in a person's life. And in a difficult case, you can not leave the child alone. Take care of your children, help them. Interest of adults How to form an attitude to the study of a younger student. Talk with your child about his attitude to learning: why he studies, what he is most afraid of (disappointing parents, making a mistake, etc.)2. Develop his cognitive interests.3. Tell him that the grade he gets is not as important as what he learns about. Grades will be forgotten, but knowledge will remain. Adult interest 4. Celebrate his achievements, focusing not on the mark, but on knowledge and skills. The child should feel that it is not the grade that plays a decisive role, but what he received it for. Tell him how much he can learn at school and how interesting it will be to acquire more and more new knowledge every year.6. Teach your child to plan their activities.7. Encourage any of his undertakings, even if the result does not meet your expectations. Adult interest How to establish contact with a child? Eliminate everything that generates conflict; stop lecturing; do not forget to praise if the child deserves it; into the life of the child, to draw him into the life of the family; choose a common cause that would be of interest to the student and would be familiar to parents;
Motivational factors for learning according to Rosenfeld Learning for the sake of learning, without enjoying the activity or without interest in the subject. Education without personal interests and benefits. Training for social identification. Learning for success or fear of failure. Training under coercion or pressure. Education based on concepts and moral obligations or on generally accepted norms. Learning to achieve goals in everyday life. Education based on social goals, requirements, values.
Motivational types (according to K. Vepsäläinen) Good academic performance, a combination of a sense of duty and responsibility with dependence on authorities; Acceptance of education as a significant factor, lack of special interests and low motivation; Dependence on authorities, lack of a sense of duty of responsibility; Striving for achievements in school, a sense of duty and responsibility, no fear of failure; Striving for success and fear of failure, a sense of duty and responsibility.
Cognitive reliance on the life experience of the student; activation of cognitive interests; creation problem situations; performance of creative tasks; encouragement to seek alternative solutions; using the brainstorming method; the use of comparisons, experiments, paradoxes; excursion into history; use of learning integration between learners.
Volitional presentation of educational requirements; informing about mandatory learning outcomes; formation of a responsible attitude to learning; reflection of behavior - creation of situations in which it is necessary to overcome cognitive difficulties; forecasting future activities.
Motives of educational activity Cognitive Emotional Volitional Social Cognitive Interests Amorphous Broad Core Tasks that attract with their plot, an unusual way of solving Tasks of an interdisciplinary nature, from separate fields of science Tasks of a purely mathematical content
slide 1-2 Learning motivation is a process that launches, directs and maintains efforts aimed at the implementation of learning activities. It is a complex, complex system formed by motives, goals, reactions to success and failure.
slide 3
The word “motivation” comes from the Latin verb “movere”, to move. Under the motive of learning, we understand what the child learns for, what encourages him to learn.
There are five levels of learning motivation:
slide 4
First level- high (Such children have a cognitive motive, the desire to most successfully fulfill all school requirements). Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.
slide 5
Second level– good school motivation. (Students successfully cope with educational activities). This level of motivation is the average norm.
slide 6
Third level- a positive attitude towards school, but the school attracts such children with extracurricular activities. Such children feel safe enough at school to communicate with friends, with teachers. They like to feel like students, have a beautiful portfolio, pens, a pencil case, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process does not attract them much.
Slide 7
Fourth level– low school motivation. These children attend school reluctantly, prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experience serious learning difficulties.
Slide 8
Fifth level- Negative attitude towards school. Such children experience serious difficulties in learning: they do not cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. The school is often perceived by them as a hostile environment, staying in it is unbearable for them. In other cases, students may show aggression, refuse to complete tasks, follow certain norms and rules. Often, these students have neuropsychiatric disorders.
Slide 9-10 Diagnostic results
slide 11
Reasons for a decrease in interest in teaching or a negative attitude towards it:
Gaps in knowledge
Lack of methods and skills of educational work
Teenage "hormonal explosion" and a vaguely formed sense of the future.
The attitude of the student to the teacher, the violation of relationships (semantic barriers)
Reduced age-related susceptibility to learning activities due to the intense biological process of puberty in girls of the 7th-8th grade.
The personal significance of the subject
Strong extracurricular interests
Misunderstanding the purpose of teaching.
Fear of school.
Every teacher wants his students to study well, to study with interest and desire at school. Many parents of students are also interested in this.
The task of adults is not to extinguish the adolescent's desire for knowledge, in order to create favorable conditions for his development during the entire period of schooling, to supplement it with new motives coming from the content of education, from the style of communication between the teacher and students.
slide 12
A high level of motivation is as important for academic success as a student's cognitive abilities. Sometimes a less capable student, but having high level motivation can achieve better results in studies, because they strive for this and devote more time and attention to learning. At the same time, for a student who is not sufficiently motivated, academic success may be insignificant, even despite his abilities.
slide 13
Schoolchildren are more actively engaged in this process if both teachers and parents are interested in this process, when they are supported in case of difficulties that arise, they create a kind of “success situation”.
Slide 14
The teacher in his work must take into account the fact that different school ages are sensitive (sensitive) for the education of different aspects of the motivational sphere and types of interest.
Thus, at primary school age, cognitive motive to learn and broad social motivation to take a new position as a student.
Normally, the following dynamics of the motives for teaching younger students from the 1st to the 3rd grade can be traced:
≡ At the beginning, when entering school, there is a predominance of interest in the external side of being in school:
sitting at the desk
to the first written letters and numbers
to the first marks
≡ Later, there is an interest in the process, the content of the teaching.
≡ In middle school age, the main role is played by the desire to get the desired place in the peer group,
≡ At senior school age, mature cognitive motives for self-education dominate, social motives for preparing for choosing a profession are formed, and motives for inclusion in social practice are strengthened.
slide 15
Cognitive interest is a strong internal motive and, as a motive for learning, is disinterested. For the formation of cognitive interest, the nature of educational activity is of considerable importance.
Internal educational motivation (desire to accumulate experience, skills, abilities, knowledge). It is made up of three main components -
+ a sense of independence in the search for knowledge
+ feeling of freedom of choice
+ feeling of success (competence).
slide 16
The student becomes an active subject of the educational process, the result primarily depends on his search and research activities. This is achieved through a problematic presentation of the material, organization of work in a microgroup through brainstorming. In this case, knowledge is “extracted”, rediscovered. The task of the teacher is to ask non-standard questions, those that require analysis and reflection.
American psychologist A. King came up with a series of general questions that can be applied in a variety of educational situations: What happens if ...? Give an example ... What are the strengths and weak sides…? What does it look like...? What do we already know about...? How can… be used for…? How are … and … similar? How does … affect …? Which… is the best and why?
Slide 17
Slide 18
This style of teaching requires the teacher not only to think outside the box, but also to be loyal to the versions and assumptions of the students. Criticism calls into question the competence of the child and causes him to stop efforts in this direction. Negative comments do real harm to motivation, and the development of thinking, and self-esteem.
It is important to encourage children to ask questions. Especially should be praised for good questions, reflecting the desire to think, to learn more.
Slide 19
Feeling free to choose
A teacher striving to increase the learning motivation of the class should be well aware that the fewer phrases on his part: “You must, you should, you must ...” and more “You can, you have such and such options, yes, you this was correctly noticed, ”the more children will be interested in learning process and the higher own initiative and activity. The student should be allowed to choose- topics for essays, presentations, reports, poems for memorization
Slide 20
Feeling of success (competence).
An important source of desire to learn is the feeling of being competent, the child must believe that he can learn, feel successful.
Good level Motivation occurs when students have the opportunity to engage in such types of tasks where they can achieve success and, at the same time, where there is a sense of invested work, overcoming obstacles.
slide 21
slide 22
The formation of a student's motivation for learning should take place on the basis of a clearly set goal - getting a good education. Obviously, not every child understands from an early age that he studies, first of all, for himself, for his further achievements. Therefore, the goal of adults (parents, teachers and psychologists) is to help them realize this goal.
Ancient wisdom says: you can lead a horse to water, but you can’t make him drink. Yes, you can seat the children at their desks, achieve perfect discipline. But without the awakening of interest, without internal positive motivation, the development of knowledge will not happen. It will be only the appearance of educational activity.
slide 23
Thus, motivation is essential for successful learning. It should be based on a positive emotional background, be aimed at teaching as a subject activity or at the learning process itself. A favorable social environment supports cognitive interest, which contributes to the formation of a firm internal attitude to learning.
Adults need to correctly combine everything possible ways motivating the child to learning activity, moving from one method to another in time, choosing his personal “button” for each individual child is a good chance to maintain learning motivation and to get a good result.
Seeing the results of your work best motivation.
slide 24
It is necessary to promote the development of learning motivation through the formation of: an active position of the student, a positive attitude towards learning, cognitive interest.
To develop a positive attitude towards learning:
take care of creating a general positive atmosphere in the classroom, constantly reduce the anxiety of children, excluding reproaches, reprimand, irony, ridicule, threats, etc., trying to eliminate the student's fear of the risk of making a mistake, forgetting, embarrassing, answering incorrectly;
create situations of success in educational activities that form a sense of satisfaction, self-confidence, objective self-esteem and joy;
build on the game, including Mind games with the rules, actively using game technology at every stage of the lesson, to make the game a natural form of organizing the life of children in the lesson and after school hours;
use students' interest in visualization;
purposefully emotionally stimulate children in the classroom, preventing feelings of boredom, dullness, monotony that are dangerous for learning by turning on different types activity, entertainment, personal emotionality; excite intellectual emotions - surprise, novelty, doubt, achievement; to form an internal optimistic mood in children, instilling confidence, setting the goal of achieving, overcoming difficulties.
Psychologist Riedinger E.N.
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"Teaching Motivation"
Not ashamed
not to know something, but it is a shame not to want to learn.
Socrates
Word "motivation" going on
from the Latin verb “movere” , move.
By motivation, we mean that
what the child learns for, what encourages
learn him."
5 levels of learning motivation:
First level - high
(These children have
educational motive,
striving to be most successful
do everything
school requirements).
Students follow closely
all instructions of the teacher,
conscientious and responsible
are very worried
if they receive
unsatisfactory grades
Second level - good
school motivation.
(Students do well
with learning activities).
This level of motivation
is the average.
Third level - positive
attitude towards school
but the school attracts
such extracurricular children
activity. Such
children are safe enough
feel at school
to chat with friends,
with teachers. They like
feel like students
have a nice portfolio
pens, pencil case, notebooks.
The cognitive motives
such children are formed
to a lesser extent, and educational
process is of little interest to them.
Fourth level – low
school motivation. These children
are reluctant to attend school
prefer to skip classes.
Often used in class
extraneous activities, games.
Are experiencing severe
difficulties in learning activities.
Fifth level - negative
attitude towards school. Such children
experiencing serious difficulties
in training: they fail
with learning activities
experiencing communication problems
with classmates, in relationships
with a teacher. School often
perceived as hostile
environment, stay in it for them
unbearable. In other cases, students
may be aggressive, refuse
perform tasks, follow those or
other rules and regulations. Often
such students are marked
neuro-psychiatric disorders.
Diagnostic results
the level of motivation and emotional attitude to learning
students
Conclusion: when moving from junior to secondary,
from secondary to senior - the level of educational motivation decreases
Reasons for the decline in interest in learning
1. Gaps in knowledge
2. Lack of methods and skills of educational work
3. Teenage "hormonal explosion"
and a vaguely formed sense of the future.
4. Student-teacher relationship
relationships (meaning barriers)
5 . Decreased age susceptibility
to learning activities in connection
with an intensive biological process
puberty in girls of 7-8th grade.
6. The personal significance of the subject
7. Strong extracurricular interests
8. Misunderstanding the purpose of teaching.
9. Fear of school.
A high level of motivation is significant
to achieve academic success,
as well as the cognitive abilities of the student
Sometimes a less capable student, but
having a high level of motivation
can achieve better results
in studies, because he strives for it
and devotes more time to learning and
attention.
At the same time, the student
insufficiently motivated
academic success can be
minor
even despite
his abilities.
Formation of positive motivation for learning -
not a spontaneous process
and rely here only on the natural inclinations of children
it would be reckless.
The motives of the teaching must be specially
educate, develop, stimulate.
Dynamics of learning motives:
When entering school, there is a predominance
interest in the outside of being at school:
sitting at a desk carrying a briefcase, etc.
labor: to the first written letters and numbers
to the first marks
Later, there is an interest in the process, the content of the teaching.
In middle school age, the main role is played by
the desire to get the desired place in the team of peers,
High school age dominated
mature cognitive
self-education motives, social motives are formed
preparation for the choice of a profession, the motives for inclusion are strengthened
into public practice
Intrinsic learning motivation
Builds up
out of three
major
components -
this is:
+ feeling of independence
knowledge search process
+ feeling of freedom of choice
+ feeling of accomplishment
(competencies).
Questions that can be applied in a variety of
learning situations
What happens if...?
Give an example...
What are the strengths and weaknesses?
What does it look like...?
What do we already know about...?
How... can
use for…?
How are … and … similar?
How does … affect …?
Which… is the best and
why?
When these kinds of questions fall
the basis of the educational process,
the child comes to understand the true
purpose of teaching - learn to think
apply knowledge in practice
navigate life situations.
Important!
Encourage children to ask
questions. Especially
to be commended for good
questions reflecting
desire to think more
learn.
Criticism calls into question
child competence
and makes him stop
efforts in this direction.
The fewer phrases:
"You should, you should, you must..."
and more
"You can, you have such and such
options, yes, you noticed it correctly, ”-
the greater will be the interest of children in the educational
process and the higher their own
initiative and activity.
An important source of desire to learn is the feeling of being competent,
child, must believe that he can learn,
feel successful.
To maintain a positive
emotional climate in the classroom, it is important for the teacher
constantly remove negative emotions of insecurity,
not create an environment where students are afraid of being called to the board,
strive to reduce the negative impact of time pressure,
stress (during tests, exams), interference, fatigue.
It is necessary to constantly strengthen students' faith in their own strengths.
(in combination with a sober assessment of one's own capabilities),
educate adequate critical attitudes
students for their work
to show perspectives to each student and class,
reserves for their development.
Ancient wisdom says:
You can lead the horse to water,
but you can't make him drink.
Yes, you can seat the children at their desks,
achieve perfect discipline.
But without awakening interest,
without internal positive motivation, the development of knowledge will not happen.
This will be only the appearance of training
activities.
Adults need to competently
combine all possible
ways to encourage a child
to learning activity
time to move from
one way to another
choosing for each
to an individual child, his personal,
individual button
this is a good chance for
maintaining educational
motivation and to get
good result.
Seeing the result of your work is the best motivation.
Presentation prepared
psychologist Ridinger E.N.
