Presentation the formation of motivation for learning activities in students. “Presentation“ Motivation of educational activities of junior schoolchildren. Motivation. Self-fulfilling predictions

Workshop for teachers.

Motivation. Self-fulfilling predictions.

Purpose:a) determining the strength and significance of the teacher's prejudices in relation to students, their impact on learning motivation; identification of factors that favor and hinder the motivation of learning, depending on the age characteristics;

b) self-diagnosis of the teacher's personality: the most (un) motivated student.

The “golden” rule of pedagogy is to “pull out” positive and remove (block) negative feelings-memories.

Increasing the motivation of students in the classroom begins with the teacher's optimistic forecast.

We often say on the sidelines that students do not want anything at all, that they are stupid, stupid, lazy, etc.

Write down a few numbers for yourself. How many students do you think you have:

those who do not want to study (in%) _____________________________________

willing to study (in%) ________________________________________

how much do students understand you? _____________________

describe most of your students in a few words _____________________________________________________

it self-fulfilling prophecyor a self-fulfilling forecast.

A motive is an internal urge of a person to a particular type of activity associated with the satisfaction of a certain need.

We are sure:

Children come to school to study, which means ...

Children should want to learn, but ...

Many do not want to learn and do not learn. Hence, it is stated low educational motivation.

Self-diagnosis of the teacher's personality.

It is proposed to perform the test-exercise "the most unmotivated student": evaluate the unwilling student, and then the willing student, and then the student who wants to learn, and build schedules for them.

Purpose -awareness of the negative motivational effect of our self-fulfilling predictions.

Instruction. Remember, please, your most unwilling student, who seemed to you the least motivated to study. Describe it using 10 scales, circling the corresponding score on each scale.

Unsympathetic	1 2 3 4 5 6 7 8 9 10	Cute
	1 2 3 4 5 6 7 8 9 10
Optional	1 2 3 4 5 6 7 8 9 10	Mandatory
	1 2 3 4 5 6 7 8 9 10
Indifferent	1 2 3 4 5 6 7 8 9 10	Carried away
Scattered	1 2 3 4 5 6 7 8 9 10	Assembled
Pliable	1 2 3 4 5 6 7 8 9 10
	1 2 3 4 5 6 7 8 9 10
Carefree	1 2 3 4 5 6 7 8 9 10	Preoccupied
Unsuccessful	1 2 3 4 5 6 7 8 9 10	Successful

Now remember the most eager to learn student who seemed to you the most motivated to learn. Describe it using the same 10 scales.

Build profiles of the differences between the least motivated and the most motivated student.

Cute

Mandatory

Carried away

Assembled

Preoccupied

Successful

1 2 3 4 5 6 7 8 9 10

It turns out that the profile of the motivated person lies above the profile of the unmotivated one.

We can observe the effect haloand the phenomenon self-fulfilling prediction.

Halo effect- the inclusion of positive traits and qualities in the idea of \u200b\u200ba person who is highly valued for a quality that is important to us (for example, the level of motivation), and negative traits in the idea of \u200b\u200ba person who is rated by us low for a quality that is important to us, although in life these traits are not related to the quality of interest to us.

Self-fulfilling predictions - prejudice towards a person, which is expressed in behavioral signals that we do not recognize that provoke a person to behave in accordance with our prejudices (a teacher for a student is a significant person).

An unmotivated student seems to us less attractive, less kind, less intelligent. In a sense, we put an end to it.

We ourselves do not notice how our prejudice is involuntarily transmitted by us in words, intonations, gestures ... The student perceives these signals and, without even realizing it, begins to behave as we expect from him.

This is a psychological law that has been confirmed experimentally.

Output:create a new image of this person: willing to gain knowledge in your subject and successful. And behave towards him as if he was the way you want him to be.

In the structure of motives, internal, borderline and external are distinguished.

Internal:

getting a new one;

own development;

acting with others and for others.

Borderline:

understanding the need for teaching;

the possibility of communication;

praise from important people.

forced study;

learning for prestige leadership;

striving to be in the spotlight;

avoidance of failure.

This is in general. Let's consider more specifically. A student who has received a bad mark for the test, explains his failure, as a rule, the following reasons:

lack of ability;

bad luck;

difficulty of the task; and rarely

lack of effort.

That's where the reason for the reasons is!

According to research by psychologists, these are the most common reasons in the explanations of children.

Are we considering these explanations? After all, they directly affect motivation. Is it only cognitive interest (a really powerful stimulus) that plays a role? After all, when success is explained by internal factors (ability and effort), the feeling of satisfaction is higher (and shame and remorse for failure is stronger) than when it is believed that everything is due to external factors (difficulty and bad luck).

In order not to receive "learned helplessness", that is, a low learning motive, you need to know the reasons for its occurrence and the ways to get out of the situation (see diagram).

It is necessary to ensure that the students are aware of these reasons, and focus on the student himself. Then the meaning of the recommendation boils down to the following: it is necessary that schoolchildren explain the reasons for their failure not by external hindrances and not by an internal factor of "low abilities", but by another internal- not enough effort because this reason is the only one that can be controlled.

This is what needs to be influenced!

Through self-fulfilling predictions!

In one of the experiments, the teachers for several months evaluated any failure of the students approximately with the following formula: "You can answer (complete the task) better if you put in more effort." The members of the experimental group, in comparison with the unsuccessful students in the control group, achieved greater success in the indicators of tests of mental abilities, in reducing anxiety, reorienting the explanations for the causality of failure (ability to effort).

According to the theory of personal causality by R. de Charms, a person in any situation feels himself to be either primarily a “source” or mainly a “pawn”. If a person is looked at as a "source" (and, accordingly, they stick to it), he begins to look at himself in this way, he begins to feel himself "the cause of all actions." But if we teach him directly, "head-on" to be a "source", then we will get exactly a "pawn", that is you should not try to directly change the behavior of students, first of all, you should change the behavior of students, first of all, you should change the teacher's behavior towards students, treat them as “sources”.

A practical recipe for embodiment.

The "golden" rule of pedagogy:draw out positive and remove (block) negative feelings-memories.

When planning a lesson (its various points), imagine the psychological atmosphere of realization. Such psychological foresight (design) will help you choose the means: tone, pause, joke depending on the situation and the reaction of the class.

Remember the good things in students, avoid stereotyped attitudes towards individual children.

Here are the most common stereotypes about a teacher's attitude toward a “bad student” (according to A. Leontiev):

gives a bad student less time to answer than a good one;

upon hearing the wrong answer, he does not repeat the question, but immediately calls another student or answers himself;

more often scolds the "bad" for an incorrect answer;

less often praises for the correct answer;

does not notice the “bad” student's raised hand, calls out another;

smiles less often, does not look the “bad” student in the eyes;

communication between a teacher and a “bad” student is less emotionally personalized (“That's right, sit down, Chernov”, while with a “good” student: “That's right, well done, sit down, Vernika!”).

Setting path: blocking of negative feelings, development of positive ones.

Output: increasing students' motivation in the classroom should begin with the teacher, his optimistic forecasting.

Failureuncontrollable cause

Lack of low feeling

abilities probability of incompetence

helplessness

Deterioration in behavior or learning Decreased motivation

Advice:develop a sense of social confidence in the absence of academic ability.

Failureuncontrollable cause

Difficulty low feeling

Tasks probability of frustration

success (irresistible

helplessness)

or study

Advice:if there is a difficult task, break it down into simple ones.

Failure uncontrollable cause

lack of vague feeling

luck probability of annoyance

helpless success

deterioration in behavior; decreased motivation

or study

Advice: to form a positive attitude - the one who believes is lucky.

Failureuncontrollable cause

no unstable high

effort cause probability

guilt and shame

control over

behavior

improved behavior increased motivation

or study

Advice:to form an attitude - mental work brings joy

"Appendix 2 Age characteristics of motivation of schoolchildren, recommendations for the formation of motivation"

Age characteristics of schoolchildren motivation.

Junior school age

Age characteristics.

By the beginning of schooling, the child develops a fairly strong motivation to learn. The motives of preschoolers are expressed in the formula “striving for the position of a student”. The child clearly manifests the need to attend school, wear a uniform, a knapsack, and carry out social assignments in the classroom. In other words, he has a need to take a new position among those around him. Psychologists call this "subjective school readiness." But there is also "objective readiness" - this is the level of knowledge and skills with which a child comes to school. In a modern seven-year-old child, the level of subjective readiness for school is somewhat reduced, while the level of objective readiness is increased. All this complicates the work on the formation of motivation for learning at primary school age.

(What drives motivation?)

Generally positive attitude of the child towards school;

The breadth of his interests;

Curiosity;

(What gets in the way of motivation?)

Situational and volatile interests. Without the support of a teacher, they immediately fade away;

Lack of awareness of interests. The younger student does not know what he likes about the subject and cannot explain it;

Weak generalization of interests;

All interests are focused most often on the result of learning, but not on the methods of learning activity.

Middle school age

Age characteristics.

In adolescence, broad cognitive motives and interest in new knowledge are strengthened. For most adolescents, an interest in facts is complemented by an interest in patterns. Interest in methods of acquiring knowledge is characteristic. This is based on the child's desire to be an adult. The motives of self-education are developing. But the most significant shifts occur in adolescent social motives. As V.A. Sukhomlinsky, the main thing in adolescence is that a student becomes a citizen. He strives to take the position of an "adult" in relations with others, wants to understand another person and be understood, seeks contacts with other people. At this age, the child comes close to realizing his motives for learning and behavior.

Factors favoring learning motivation.

(What drives motivation?)

Need for adulthood;

General activity of a teenager, his readiness to be involved in various activities with adults and children;

The adolescent's desire to realize himself as a person, the need for self-affirmation and self-expression;

Striving for independence;

Increasing the breadth and variety of interests, their differentiation;

Age stability of interests;

Development of special abilities.

Factors impeding learning motivation

(What gets in the way of motivation?)

The teenager does not take the teacher's opinions and assessments on faith;

Negativism in evaluations;

External indifference to the teacher's assessment and opinion;

Negative attitude towards ready-made knowledge, simple and easy questions, reproducing types of work;

Lack of understanding of the connection between academic subjects and the possibility of their use in the future;

Selective interest in academic subjects;

Superficiality and scattered interests;

Instability of interests.

Senior school age

Age characteristics.

For older students, the main motives are determined by their ideas about their future. At this age, there is a great selectivity of cognitive motives, which is dictated by the choice of profession. There is a birth of new motives - professional. They start to prevail. There is growing interest in the choice of a method of action with a subject, in methods of theoretical and creative thinking. The motives of self-education are significantly developing. The role of broad social motives is growing, however, not for all schoolchildren. A significant proportion of them show elements of social immaturity, dependency and consumerism. The motives of relationships with peers and teachers play an important role: high school students react painfully to rejection of themselves in a team, relations with teachers are stabilized. At the same time, demands and criticism of the teacher and his assessment are increasing. In general, at this age, there is a general positive attitude towards learning.

Factors favoring learning motivation.

(What drives motivation?)

The need for self-determination in life and an appeal to the future, understanding the present from these positions;

Formation of social motives for civic duty;

The tendency for the student to realize his worldview;

The need for awareness of oneself as an integral personality, assessment of one's capabilities in choosing a profession, in awareness of one's life position;

The need for self-restraint;

Formation of goal setting;

Interest in all forms of self-education4

Selectivity of cognitive motives, dictated by the choice of profession;

Stability of interests, their relative independence from the opinions of others.

Factors impeding the motivation of learning.

(What gets in the way of motivation?)

Persistent interest in some subjects at the expense of others;

Dissatisfaction with the monotony of forms of training, the lack of creative and problem-search forms of educational activity;

Negative attitude towards forms of strict control by the teacher;

Preservation of situational motives for choosing a life path;

Insufficient stability of social motives of debt when faced with obstacles to their implementation.

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"Appendix 3 Tips for Parents on Communication with Unsuccessful Children"

Tips for parents on dealing with underperforming children.

1. Build on the strengths of the child;

2. Avoid highlighting the child's mistakes;

3. Show that you are satisfied with the child;

4. Be able and willing to demonstrate love and respect for the child;

5. To be able to help the child break down large tasks into smaller ones, such with which he can cope;

6. Spend more time with your child;

7. Introduce humor into the relationship with the child.

8. Be aware of all the child's attempts to cope with the task;

9. Be able to interact with the child;

10. Let the child solve problems for himself where possible

11. Avoid disciplinary rewards and punishments;

12. Accept the child's personality;

13. Show faith in the child, empathy for him;

14. Demonstrate optimism.

There are words that support the child and words that destroy his faith in himself.

For example, words of support:

Knowing you, I am sure that you will do everything well.

You do it very well.

You have some thoughts on this. Are you ready to start?

This is a serious challenge, but I am sure that you are ready for it.

Disappointment words:

Knowing you and your abilities, I think you could do it much better.

You could do that much better.

This idea can never be realized.

This is too difficult for you, so I'll do it myself.

Adults often confuse support with praise and reward. Praise may or may not be support. For example, praise that is too generous may seem disingenuous to a child. Otherwise, she can support a child who fears that he does not meet the expectations of adults.

Psychological support is based on helping the child feel needed. The difference between support and reward is determined by time and effect. A reward is usually given to a child for doing something very well, or for some of his achievements in a certain period of time. Support, as opposed to praise, can come with any attempt or little progress.

When I express my pleasure in what the child is doing, it supports him and encourages him to continue or try again. He enjoys himself.

You can support it through:

Separate words (“beautiful”, “neat”, “fine”, “great”, “forward”, “continue”); statements (“I'm proud of you”, “I like the way you work”, “This is really progress”, “I am glad of your help”, “Thank you”, “Everything is going well”, Okay, thank you ”,“ I am glad, that you tried to do it, although everything turned out not at all as you expected ");

Touching (pat on the shoulder; touch the hand; gently raise the child's chin; bring your face closer to his face; hug him);

Joint actions, physical complicity (sit, stand next to the child; gently lead him; play with him; listen to him; eat with him);

Facial expressions (smile, wink, nod, laugh

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"Development of a workshop"

Workshop "Formation of educational motivation of schoolchildren."

Speech by a psychologist at school teachers, subject teachers.

"All our plans, all our goals turn to dust if the student has no desire to learn."

V.A. Sukhomlinsky.

Purpose: analyze the influence of learning motivation on the level of development of students; to identify the necessary psychological and pedagogical conditions for the active stimulation of educational activities based on self-education, self-development in the course of mastering knowledge.

Relevance of the issue.

The required level of formation of educational motivation in schoolchildren.

The real situation in a modern school:

A significant proportion of first-graders are motivated by play;

Interest in learning decreases with the transition from primary to secondary education,

learning motivation diminishes during adolescence.

In modern school, the issue of motivation for learning can be called central without exaggeration, since motive is the source of activity and performs the function of motivation and meaning formation. The younger school age is favorable to lay the foundation for the ability, the desire to learn, because Scientists believe that the results of human activity are 20-30% dependent on intelligence, and 70-80% - on motives.

What is motivation? What does it depend on? Why does one child learn with joy and the other with indifference?

Motivation is motivating yourself and others to take action to achieve personal goals. Activity without motive or with a weak motive is either not carried out at all, or turns out to be extremely unstable. Therefore, it is important that the entire learning process evokes in the child an intense and inner urge to knowledge, intense mental work. Younger school age is favorable in order to lay the foundation for the ability, the desire to learn. The amount of effort that the student makes in his studies depends on the level of formation of educational motivation. Therefore, it is important that the entire learning process evokes in the child an intense and inner urge to knowledge, intense mental work.

Conceptual apparatus of the problem

Motive

Motivation

Motivation- This is an internal psychological characteristic of a person, which finds expression in a person's attitude to the world around him, to various types of activity. Activity without motive or with a weak motive is either not carried out at all, or turns out to be extremely unstable

“From top to bottom” - ideals and goals are revealed to the child, which, according to the plan of an adult, must be formed; then these “norms” are transformed from externally understood into internal ones, accepted by the child himself.

"Bottom up" - is that the education of motives occurs through the organization by adults of various types of activities of the child in the conditions of active activity of the child

In the course of educational work, it is advisable to use both ways.

Learning motivation is determined by a number of factors specific to this activity:

the educational system itself, the educational institution where educational activities are carried out;

organization of the educational process;

the subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, interaction with other students, etc.);

subjective characteristics of the teacher and, above all, the system of his attitude to the student, to the work;

the specifics of the subject.

There are five levels of learning motivation:

The first level is a high level of school motivation and educational activity. (Such children have a cognitive motive, the desire to most successfully fulfill all the school requirements. Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.)

The second level is good school motivation. (Students are successful in learning activities.) This level of motivation is average.

The third level is a positive attitude towards school, but the school attracts such children with extracurricular activities. (Such children feel well enough at school to communicate with friends, with teachers. They like to feel like students, have a beautiful portfolio, pens, pencil case, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process attracts them little .)

The fourth level is low school motivation. (These children are reluctant to attend school, prefer to skip classes. In the classroom, they often engage in extraneous matters, games. Experiencing serious difficulties in learning activities. Are in serious adaptation to school.)

The fifth level is a negative attitude towards school, school maladjustment. (Such children experience serious difficulties in learning: they cannot 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, being in it is unbearable for them. In other cases, students can show aggression , refuse to complete assignments, follow certain norms and rules. Often, these students have neuropsychiatric disorders.)

Study of the level of motivation of primary school students of the State Institution "Gymnasium No. 2" in the 2014-2015 academic year.

1. In adolescents there is a "hormonal explosion" and a sense of the future is not clearly formed.

2. The attitude of the student to the teacher.

The attitude of the student to the teacher.

3. The attitude of the teacher to the student.

4. Girls in grades 7 - 8 have a reduced age-related susceptibility to learning activity due to the intensive biological process of puberty.

5. Personal significance of the subject.

6. The mental development of the student.

7. Productivity of educational activities.

8. Misunderstanding of the purpose of teaching.

9. Fear of school.

Emotional block

MAIN OBJECTIVE: to create curiosity in students - the reason for cognitive interest

1) creating a situation of success,

2) a positive emotional attitude, creating an atmosphere of trust and cooperation in the lesson,

3) bright and emotional speech of the teacher;

4) evaluation of their own activities and the activities of others;

5) questions requiring multivariate answers (for example, "why was it difficult?", "What was discovered, learned in the lesson?", Etc.);

6) amusement, an unusual beginning of the lesson, the use of musical fragments, game and competitive forms, humorous minutes.)

Motivational target block

MAIN OBJECTIVE: teaching students to understand the goals of learning and their implementation.

1) interruption and incompleteness of educational activities, through the creation of a situation of lack of knowledge and independent determination of the goals of subsequent activities;

2) providing the right to choose, through multi-level tasks, dosage of the house. assignments

3) clarification of the causes of errors and determination of subsequent actions;

4) practical orientation, through correlating educational material with a specific life situation, determining the significance of the material being studied.

Cognitive block

MAIN TASK: formation of the ability to independently highlight the educational task, master new ways of educational actions, self-control techniques

Development of motives for learning

In psychology, it is known that the development of the motives of learning goes in two ways:

Through the assimilation of the social meaning of the teaching by students.

Through the very activity of the student's teaching, which should interest him in something

Conditions that arouse the student's interest in learning activities

1. Method of disclosure of educational material

2. Organization of work on the subject in small groups

3. The relationship between motive and purpose

4. The problem of learning

1. Method of disclosure of educational material
Usually the subject appears to the student as a sequence of private phenomena. The teacher explains each of the known phenomena, gives a ready-made way of acting with him. The child has no choice but to remember all this and act in the shown way. With such a disclosure of the subject, there is a great danger of losing interest in it. On the contrary, when the study of the subject proceeds through the disclosure of the essence to the child, which is the basis of all particular phenomena, then, relying on this essence, the student himself receives particular phenomena, the educational activity acquires a creative character for him, and thereby arouses his interest in studying the subject. At the same time, both its content and the method of working with it can motivate a positive attitude towards the study of a given subject. In the latter case, there is motivation by the learning process.

2. Organization of work on the subject in small groups

The principle of recruiting students when recruiting small groups is of great motivational value. If children with neutral motivation for a subject are united with children who do not like this subject, then after working together, the former will significantly increase their interest in this subject. If you include students with a neutral attitude to this subject in the group who love this subject, then the attitude of the former does not change.

3. The relationship between motive and purpose

The goal set by the teacher should be the goal of the student. For the transformation of the goal into motives-goals, the student's awareness of his successes, moving forward is of great importance.

4. The problem of learning

At each of the stages of the lesson, it is necessary to use problem motivations, tasks. If the teacher does this, then usually the motivation of the students is at a fairly high level. It is important to note that in terms of content it is cognitive, i.e. internal.

The interpersonal relationships of schoolchildren have a significant impact on the learning outcomes of children. Quite often, an unsuccessful child is ridiculed. The opposite situation often takes place - a child who differs from others in his mind and other virtues may also not be accepted by the group, simply because he is not like everyone else.

The relationship between students should be taken into account by the teacher to ensure the fruitfulness of the educational process.

Student performance depends on many reasons: ability, course of the educational process, relationships with friends, relationships with parents and teachers, and much more.

“It’s easier to do your job in a friendly environment than in an unfriendly environment. Malevolence ... fetters, paralyzes, especially sensitive and unstable people. Feeling the benevolent atmosphere, they immediately find themselves, master their powers and show themselves from the most positive side. "

Zero activity level:

Pupils with this level are passive in the lesson, they hardly engage in educational work, expect the usual pressure (in the form of comments) from the teacher. They are initially deprived of the desire to learn, the incentive for further growth.

When working with this group of students, the teacher should not:

Expect them to be immediately involved in work, as their activity can increase gradually;

Offer them study assignments that require a quick transition from one activity to another,

Demand immediate answers, because improvisation is difficult for them;

Shoot them down while answering by asking unexpected and tricky clarification questions;

Sharply include them in work immediately after the break, because they switch rather slowly from physical activity to mental activity.

Emotional stroking required:

Address the student by name only;

Do not skimp on praise and approval;

Maintain an even, encouraging intonation during classes;

If necessary, touch the child soothingly or encouragingly;

Emphasize the positive construction of phrases: no threats, no orders, etc.

Activity level
"depends on a situation".

They get to work quickly, but at the first difficulties they feel disappointed and abandon it or prefer the path of least resistance: working by models.

It is necessary:

Learn to use the answer plan, rely on support signals, create algorithms for a particular educational action, clue pictures ("legal cheat sheets"), tables, diagrams created by the students themselves or together with the teacher.

Protection of crossword puzzles composed by the students themselves;

Isolation of key words and the main idea of \u200b\u200bthe paragraph in the text, followed by independent “completion” of the text, enriching it with explanations and examples.

Complete the entire assignment, but mark in the margin with a special icon the place to which the teacher will check this assignment. There may even be an unspoken competition between students, who has a badge for checking further from the beginning of the exercise.

Performing Activity Level:

The Germans consider it a productive situation when 99 people out of a hundred have a high performing culture, and one has creative abilities. This ratio, in their opinion, ensures the stability of the functioning of any enterprise.

Students of this PA systematically complete their homework. They are willingly involved in any form of work that the teacher offers them. They consciously accept the learning task, mostly work independently.

It is necessary:

They can connect to the technology for evaluating oral and written responses of classmates, i.e. take on the role of an expert, a consultant. At the same time, it is necessary to arm them with criteria for evaluating the answers so that there are no significant disagreements.

Include a variety of forms of discussion: round table, expert group meeting, debate, court session, Socratic dialogues, brainstorming.

Write a diary or other written document (letter, excerpt from the chronicle) on behalf of a historical person (diary of geographical discoveries, a historical event from the point of view of a modern person, "Report of a time traveler")

Creative Activity Level:

The task itself can be posed by the student, and new, non-standard ways of solving it are chosen;

The student's position is characterized by a willingness to engage in a non-standard educational situation, the search for new means to solve it.

Pedagogical tactics and strategies for enhancing cognitive

activities of students.

It is obvious that creative manifestations in any, including cognitive activity, are unique, subjective. A creative approach can unexpectedly for a teacher be shown by students of any level of educational activity:

situational, performing, etc.

From the point of view of tactics, the teacher must provide conditions for the manifestation of non-standard in the perception and interpretation of any (educational, communicative, etc.) task. From the point of view of strategy, it is very important for the teacher himself to be ready for these unusual turns of the lesson, emerging problems and their - real and virtual - solutions, because if there is no such attitude, then cognition as a creative process simply will not take place.

Practical part of the seminar

Motivation. Self-fulfilling predictions. (Appendix 1)

Our further work will take place in groups.

Assignment: Develop a structural scheme "Formation of motivation for learning", taking into account the age characteristics of students, the levels of cognitive activity. "

Pre-distribute age characteristics of motivation to teachers. (Appendix 2)

Group 1 - Junior school age

Group 2 - Middle school age

Group 3 - Senior school age

Protection of projects in groups.

Summing up the results of the workshop.

(Appendix 3)

Resources used

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"Presentation workshop" Formation of motivation "

Formation educational motivation of schoolchildren Workshop for teachers

teacher-psychologist SE "Gymnasium No. 2"

Cherkashina A.A.

rudny

october 2014

Carrying out plan:

Report on the topic of the workshop, its purpose and objectives

Report: theoretical substantiation of the topic

Analysis of the psychological research "Formation of motivation of students of the State Institution" Gymnasium No. 2 "

Discussion "The reasons for the decline in school motivation"

Project activity: work in groups to create a structural scheme "Formation of motivation"

Protection of projects by groups

purpose : analyze the impact of learning motivation on the level of development of students; to identify the necessary psychological and pedagogical conditions for the active stimulation of educational activities based on self-education, self-development in the course of mastering knowledge

“The motivation is much more

how abilities determine behavior,

human actions ".

Motive (from Latin) - set in motion, push. This is the motivation for activity associated with the satisfaction of a person's needs.

Motivation - motivation that causes activity and determines its direction.

"And remember, when you want something, the whole Universe will help to make your wish come true."

Coelho Paolo

Conceptual apparatus of the problem

Motivation is an internal psychological characteristic of a person, which is expressed in a person's attitude to the world around him, to various types of activity.

2 ways to influence the child's motivation:

• "top down"
• "upwards"

In the course of educational work, it is advisable to use both ways.

Factors determining the motivation for learning activities

Subjective characteristics of the student

Organization of the educational process

Subjective features of the teacher

Learning motivation

The specifics of the educational institution

Specificity of the subject

There are five levels of learning motivation :

• First level – high level of school motivation , learning activity. (Such children have a cognitive motive, the desire to most successfully fulfill all the school requirements. Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.)
• Second level – good school motivation ... (Students are successful in learning activities.) This level of motivation is average.
• Third level – positive attitude towards school , but the school attracts such children with extracurricular activities. (Such children feel well enough at school to communicate with friends, with teachers. They like to feel like students, have a beautiful portfolio, pens, pencil case, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process attracts them little .)
• Fourth level – low school motivation ... (These children are reluctant to attend school, prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experiencing serious difficulties in learning activities. Are in serious adaptation to school.)

The fifth level - negative attitude towards school, school maladjustment .

(Such children experience serious learning difficulties: they cannot cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher.

They often perceive school as a hostile environment,

being in it is unbearable for them.

In other cases, students may be aggressive,

refuse to complete tasks,

follow these or those rules and regulations.

Often such schoolchildren have

neuropsychiatric disorders.)

Psychological research "Formation of motivation of students of the State Institution" Gymnasium No. 2 " The study used diagnostic data obtained using the Luskanova questionnaire.

Study of the level of motivation of primary school students of the State Institution "Gymnasium No. 2" in the 2014-2015 academic year.

Level

Level I (25 - 30)

Level Description

Level II (20 - 24)

Tall school motivation level

Good school motivation

Level III (15 - 19)

Level IV (10 - 14)

Positive attitude towards school, but the school attracts children with extracurricular activities

Level V (below 10)

Low school motivation

Negative attitude to school, school maladjustment

Comparison of data on educational motivation of students from 6th to 9th grade

Reasons for the decline in school motivation:

6. The mental development of the student.

7. Productivity of educational activities.

1. In adolescents there is a "hormonal explosion" and a sense of the future is not clearly formed.

5. Personal significance of the subject.

2. The attitude of the student to the teacher .

8. Misunderstanding of the purpose of teaching.

3. The attitude of the teacher to the student.

4. Girls in grades 7 - 8 have a reduced age-related susceptibility to learning activity due to the intensive biological process of puberty.

9. Fear of school.

The reason for effective school motivation:

in fact

THIS IS A SINCERE INTEREST

• He's Curiosity.
• He's Pleasure.
• He's Intrinsic Motivation (the most honest,

real!)

• “ It is easier to do your job in a friendly environment than in an unfriendly environment. Malevolence ... fetters, paralyzes, especially sensitive and unstable people. Feeling the benevolent atmosphere, they immediately find themselves, master their powers and show themselves from the most positive side. "

Cognitive activity levels of students

Creative activity level

Situation-specific activity level

Performing activity level

Zero activity level

Work on the formation of motives for learning

Emotional block

MAIN OBJECTIVE: to create curiosity in students - the reason for cognitive interest

• Receptions: 1) creating a situation of success, 5) questions requiring multivariate answers (for example, "why was it difficult?", "What was discovered, learned in the lesson?", Etc.); 6) amusement, an unusual beginning of the lesson, the use of musical fragments, game and competitive forms, humorous minutes.)
• Receptions:
• 1) creating a situation of success,
• 2) a positive emotional attitude, creating an atmosphere of trust and cooperation in the lesson,
• 3) bright and emotional speech of the teacher;
• 4) assessment of one's own activities and the activities of others;
• 5) questions requiring multivariate answers (for example, "why was it difficult?", "What was discovered, learned in the lesson?", Etc.);
• 6) amusement, an unusual beginning of the lesson, the use of musical fragments, game and competitive forms, humorous minutes.)

• Techniques:
• Techniques:
• 1) interruption and incompleteness of educational activities, through the creation of a situation of lack of knowledge and independent determination of the goals of subsequent activities;
• 2) providing the right to choose, through multi-level tasks, dosage of the house. assignments
• 3) clarification of the causes of errors and determination of subsequent actions;
• 4) practical orientation, through correlating educational material with a specific life situation, determining the significance of the material being studied.

Motivational target block

MAIN OBJECTIVE: teaching students to understand the goals of learning and their implementation.

Cognitive block

MAIN TASK: formation of the ability to independently highlight the educational task, master new ways of educational actions, self-control techniques

• Techniques: 1) work in groups, play and competitive forms, mutual examination, collective search for a solution to the problem, helping students to each other, attracting students to assessment activities 2) an unusual form of presenting material, 3) creating a problem situation; 4) heuristic conversation, educational discussion, highlighting the essential features of objects, classification, generalization, modeling; 5) stimulation of activity, through assessment, gratitude, verbal encouragement, an exhibition of the best works, the provision of little help by the teacher, complication of tasks.
• Techniques:
• 1) work in groups, game and competitive forms, mutual check, collective search for a solution to the problem, helping students to each other, involving students in assessment activities
• 2) an unusual form of material presentation,
• 3) creating a problem situation;
• 4) heuristic conversation, educational discussion, highlighting the essential features of objects, classification, generalization, modeling;
• 5) stimulation of activity, through assessment, gratitude, verbal encouragement, an exhibition of the best works, the provision of little help by the teacher, complication of tasks.

Exercise "The most unmotivated student in my life."

The goal is to recognize the negative motivational effect of our self-fulfilling predictions

Unsympathetic

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

Cute

Optional

1 2 3 4 5 6 7 8 9 10

Mandatory

1 2 3 4 5 6 7 8 9 10

Indifferent

1 2 3 4 5 6 7 8 9 10

Scattered

Carried away

1 2 3 4 5 6 7 8 9 10

Pliable

1 2 3 4 5 6 7 8 9 10

Assembled

1 2 3 4 5 6 7 8 9 10

Carefree

1 2 3 4 5 6 7 8 9 10

Unsuccessful

Preoccupied

1 2 3 4 5 6 7 8 9 10

Successful

Project activity: work in groups to create a structural scheme "Formation of motivation for learning"

Assignment: Develop a structural diagram "Formation of motivation for learning", taking into account the age characteristics of students.

At the end of the work, each group defends its project, gives examples from practice.

• content of educational material;
• organization of educational activities;
• collective forms of educational activity;
• assessment of educational activities;
• the style of the teacher's pedagogical activity.

Ways to Increase Motivation

1) creation of a specially designed system of exercises, performing which students would feel the result of their activities;

2) involvement of the emotional sphere in the learning process;

3) the nature of the teacher's pedagogical influences, in particular the presence of incentives and reinforcements;

4) use of ICT in class;

5) the use of personal individualization.

Resources used

1. Bozhovich L.I. Personality and its formation in childhood. - M. Pedagogy, 1968.

2. Developmental and educational psychology: Textbook / ed. Gamezo. - Moscow: Nauka, 1984

3.Ivakina G.V. Motivating younger students to learn http://festival.1september.ru/articles/508424/

4. Ilyin E. P. Motivation and motives. Second-hand book edition, 2000

5. Makarova A.K. Formation of motivation for learning at school age. M.: Education, 1983

6. Markova A.K., Matis T.A., Orlov A.B. Formation of motivation for learning. - M., 1990 ..

7. Morozova N.G. To the teacher about cognitive interest // Psychology and Pedagogy, No. 2, 1979.

8. Kharlamov F.I. Intensification of the teaching of schoolchildren, Minsk .: Nar. Asveta 1970

9. Shchukina G.I. Enhancing the cognitive activity of students in the educational process. M .: Pedagogy, 1979.

10. Rubinstein S.L. Fundamentals of general psychology in 2 volumes, volume 2, M .: Pedagogy, 1989.

G. Rosenfeld identified several factors of motivation for learning: 1. Learning for the sake of learning, without pleasure from the activity or without interest in the subject taught. 2. Learning without personal interests and benefits. 3. Training for social identification. 4. Learning for the sake of success or for the fear of failure.

5. Training under duress or pressure. 6. Teaching based on concepts and moral obligations or on generally accepted norms. 7. Learning to achieve a goal in everyday life. 8. Learning based on social goals, requirements and values.

There are many research papers related to identifying the components of the motivational structure in the field of learning, with the classification of the motives of learning. And there is practically no research on how these motives relate to the blocks of the motive and the stages of the motivational process, taking into account the age and gender of the students, the situation in the family, social origin, etc.

Types of motivation for learning activities related to learning outcomes 1. Motivation, which can be conditionally called negative. This refers to the student's motives caused by the awareness of certain inconveniences and troubles that may arise if he does not study (reproaches from parents, teachers, classmates, etc.). Such motivation does not lead to successful results.

2. Motivation, which is positive in nature, but also associated with motives embedded outside the educational activity itself. This motivation comes in two forms: 2a. Such motivation is determined by social aspirations that are significant for the individual (a sense of civic duty to the country, to loved ones). This is the most valuable motivation. However, if in the process of learning this attitude is not supported by other motivating factors, then it will not provide the maximum effect, since it is not the activity as such that is attractive, but only what is associated with it.

2b. This form of motivation is determined by narrow-minded motives: the approval of others, the path to personal well-being, etc. 3. Motivation, which lies in the learning activity itself, for example, motivation related directly to the goals of learning. The motives of this category are: satisfaction of curiosity, acquisition of certain knowledge, broadening of horizons. Motivation can be embedded in the very process of educational activity (overcoming obstacles, intellectual activity, realizing one's abilities, etc.).

Cognitive motives include: 1. Broad cognitive motives, consisting in the orientation of schoolchildren to master new knowledge. Manifestations of these motives in the educational process: real successful completion of educational tasks; a positive reaction to the teacher's increasing difficulty of the task; contacting the teacher for additional information, readiness to accept them; a positive attitude towards optional tasks; addressing study assignments in a free, optional setting, for example, at recess.

Broad cognitive motives vary across levels. This can be: a) interest in new entertaining facts, phenomena, or b) interest in the essential properties of phenomena, in the first deductive conclusions, or c) interest in patterns in educational material, in theoretical principles, in key ideas, etc.

2) Educational and cognitive motives, consisting in the orientation of schoolchildren to assimilate the methods of obtaining knowledge. Their manifestations in the lesson: the student's independent appeal to finding ways of working, solutions, to their comparison; return to the analysis of the method for solving the problem after obtaining the correct result; interest in the transition to a new action, to the introduction of a new concept; interest in analyzing your own mistakes; self-control during work as a condition for attention and concentration;

3) Motives of self-education, consisting in the orientation of schoolchildren to self-improvement of the methods of acquiring knowledge. Their manifestations in the lesson: addressing the teacher and other adults with questions about the methods of rational organization of educational work and methods of self-education, participation in the discussion of these methods; all the real actions of schoolchildren to carry out self-education (reading additional literature, attending circles, drawing up a plan for self-education, etc.).

Social motives include: 1) broad social motives, consisting in the desire to gain knowledge based on the awareness of social necessity, obligation, responsibility to be useful to society, family, to prepare for adult life. Manifestations of these motives in the educational process: actions that testify to the student's understanding of the general importance of learning, about the readiness to sacrifice personal interests for the sake of public ones.

2) narrow social, so-called positional motives, consisting in the desire to take a certain position, a place in relations with others, to get their approval, to earn their authority. Manifestations: desire for interaction and contacts with peers; initiative and unselfishness with the help of a friend; acceptance and submission of proposals for participation in collective work. A variety of such motives is considered to be the motivation for well-being, manifested in the desire to receive only approval from teachers, parents and comrades.

3) The motives of social cooperation, consisting in the desire to communicate and interact with other people, the desire to realize, analyze the ways, forms of their cooperation and relationships with the teacher and classmates, to improve them. Manifestations: the desire to understand the ways of teamwork and improve them, interest in discussing different ways of frontal and group work in the classroom; striving to find the most optimal options for them, interest in switching from individual to collective work and back.

AK Markova describes two groups of psychological characteristics of cognitive and social motives. 1. Substantive motivational characteristics are directly related to the content of the student's educational activities. 2. Dynamic characteristics characterize the form, dynamics of expression of these motives.

The meaningful characteristics of motives are as follows: 1) the presence of a personal meaning of teaching for the student; 2) the presence of the effectiveness of the motive, i.e. its real impact on the course of educational activity and the entire behavior of the child; 3) the place of motive in the general structure of motivation; 4) independence of the emergence and manifestation of the motive; 5) the level of awareness of the motive; 6) the degree of spread of the motive to different types of activities, types of educational subjects, forms of educational tasks.

Dynamic characteristics of motives: 1. Stability of motives. It also manifests itself in the fact that the student readily learns, even in spite of unfavorable external stimuli, hindrances, and in the fact that the student cannot but learn. 2. Modality of motives and their emotional coloring. Psychologists talk about negative and positive motivation for learning. 3. Other forms of manifestation of motives are also expressed in the strength of the motive, its expression, the speed of occurrence, etc. They are found in, for example, how long a student can sit at work, how many tasks he can complete, driven by a given motive, etc.

D / Z Ilyin E.P. Motivation and motives. Chapter 13, p (Formation of motives for educational activities of schoolchildren). The paragraph highlights the main factors influencing the formation of a positive stable motivation for learning activities. Give 1 example for each factor, using your own school experience or material from literature or movies. Remember to indicate in front of the example what factor is in question, and to argue the relevance of the example.

Slide 2

All children can learn successfully if the school knows how to teach.

D.G. Levitas

Slide 3

At the meeting No. 3 of MK OOD teachers on November 29, 2010, the following issues were considered:

What is the result in the lesson? The relationship between goal and result in the lesson? The relationship between content and results in the lesson? Taking into account the characteristics of students and their influence on the result of the lesson?

Slide 4

Problems of working with poorly performing students were identified. Methods and forms of teaching in the development and stimulation of cognitive motivation of students are discussed. Acquainted with the development of additional measures aimed at creating conditions for the education of children with different abilities.

Slide 5

Differentiation of learning

The didactic principle, according to which a complex of didactic conditions is created to increase efficiency, taking into account the typological characteristics of students, in accordance with which the goals, content of education, forms and methods of teaching are selected and differentiated.

Slide 6

Individualization of training

interaction of a teacher with a group of students or with one student according to an individual model, taking into account personal abilities and characteristics.

Slide 7

The meaning of level differentiation

student learning opportunities; his personal qualities, which play a huge role in the assimilation of educational material; relies on student feedback in each lesson.

Slide 8

Positive aspects of differentiation

exclusion of equalization and averaging of students; increasing the level of motivation for learning in groups with a high and sufficient level of educational achievements; uniting students into groups of children of equal ability to facilitate learning and assimilation of subject material; creating gentle conditions for weak students.

How to develop students' interest in the subject? What methods of increasing efficiency in the classroom do you use? What forms of organization of education works for the development of the child's personality? How to individualize teaching in a lesson?

Slide 10

The motivational sphere of a person has its sources in practical activity. The disciple is an active being. He always does something, participates in some kind of activity. In order for a student to study successfully, he must not perform any actions, but rather specific ones.

Slide 11

The motivational sphere of learning of students is defined by the following concepts:

it is the internal attitude of students towards learning. Psychologists note that the meaning of teaching is a complex personal education, which includes two points: 1. A child's awareness of the objective significance of teaching; 2. The child's understanding of the subjective significance of teaching. it is an incentive, an internal personal urge to action, a conscious interest in its accomplishment; it is the focus of students on the implementation of individual actions included in educational activities. Through setting goals, the motives of learning are embodied; it is the reaction of students to the influence of internal and external stimuli. Emotions depend on the characteristics of the learning activity of students, they accompany the learning process and precede it. The meaning of teaching Teaching motive Goal setting Interests Emotions are the cognitive and emotional attitude of students to learning. For a teacher, this is the ratio of the meaning of teaching, the nature of motives, the maturity of goals and the characteristics of emotions.

Slide 12

The motivational sphere can be divided into cognitive and social motives.

Slide 13

Slide 14

Constantly stimulate and motivate a positive attitude towards learning through ensuring mental and physical health in the classroom, observing occupational hygiene; Create situations of success; Stimulate motivation by meeting the needs of students for communication and cooperation with the teacher and classmates; To promote the development of both “strong” and “weak” students, to keep their faith in their own strength, to give an impetus to self-education; Stimulate curiosity, cognitive interests and abilities. When preparing for the lesson, it is necessary to take into account the motivational support of the lesson:

Slide 15

Lesson goals play an important role in creating motivation. The goal should indicate its achievement; the teacher should have methods and techniques to check whether the goal of the lesson has been achieved; The general goals of the lesson should be detailed with micro goals, i.e. tasks of the lesson stages; It is necessary to design long-term goals, calculated for the entire period of study of the course (the goal of the course is realized through the system of lessons); It is necessary to ensure understanding and acceptance of the goal by students as their own, meaningful for themselves, for their spiritual, intellectual development and personal formation; The goal should be weighed against the capabilities of the students; When designing a lesson, the teacher must be internally ready to make operational decisions and make the necessary changes. Lesson objectives:

Slide 16

A strong and sustainable motivation for studying the subject is created by the student's interest in the subject that has awakened. There is a wide range of methods and techniques for developing such interest. The formation of positive motivation for learning, the development of interest in the subject is facilitated by the general atmosphere in the classroom, the relationship between the teacher and students, the amusement of the presentation of educational material, the emotionality of the teacher's speech, the organization of cognitive games, competitions, analysis of life situations.

Slide 17

Increasing interest in educational material

Attractive target Surprise! Delayed answer Fantastic supplement Catch the mistake! Practicality of the theory Press conference Question to text

Slide 18

What prevents the teacher most of all from creating a healthy motivational sphere in the lesson: Inability to maintain discipline in the lesson, as a result of which the goal of the lesson cannot be achieved; Inability to organize activities, creativity of students in the lesson; Failure to create the environment and opportunities for the success of each student; Lack of own extra-curricular interests and skills that may be meaningful to students; Pedagogical and psychological mistakes in communicating with children, which do not give sufficient authority to the teacher; Intemperance, aggressiveness, loudness as a manifestation of the lack of professionalism;

Slide 19

Conclusion: LEARNING MOTIVATION IS THE BASIC CONDITION FOR SUCCESSFUL LEARNING

"All our plans, all searches and constructions turn to dust if the student has no desire to learn." V.A. Sukhomlinsky

View all slides

Slide 1-2 Learning motivation is the process that initiates, directs, and sustains efforts to complete learning activities. It is a complex, complex system formed by motives, goals, responses to success and failure.

Slide 3
The word "motivation" comes from the Latin verb "movere", to move. By the motive of learning we mean what the child learns for, what prompts him to learn. "

There are five levels of learning motivation:

Slide 4

First level - high (These children have a cognitive motive, the desire to most successfully fulfill all the 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 average.

Slide 6

Third level - a positive attitude towards school, but the school attracts such children with extracurricular activities. Such children feel well enough at school to communicate with friends, with teachers. They like to feel like students, to have a beautiful portfolio, pens, pencil case, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process attracts them little.

Slide 7

Fourth level - low school motivation. These children are reluctant to attend school, preferring to skip classes. In the classroom, they often do extraneous matters, games. Experiencing serious difficulties in learning activities.

Slide 8

The fifth level - negative attitude towards school. Such children experience serious learning difficulties: they cannot cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. School is often perceived by them as a hostile environment, they find it unbearable to stay in it. In other cases, students may show aggression, refuse to complete assignments, follow certain norms and rules. Often such schoolchildren have neuropsychiatric disorders.

Slide 9-10 Diagnostic results

Slide 11

Reasons for declining interest or negative attitudes toward learning:

Knowledge gaps

Lack of techniques and skills for educational work

Teenage "hormonal explosion" and a fuzzy sense of the future.

The student's attitude to the teacher, violation of relationships (semantic barriers)

Reduced age-related susceptibility to learning activity due to the intensive biological process of puberty in girls of the 7-8th grade.

Personal significance of the subject

Strong extracurricular interests

Misunderstanding of 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 teachers and students.

Slide 12

A high level of motivation is as important to academic success as a student's cognitive ability. Sometimes a less capable student, but with a high level of motivation, can achieve better results in studies, because he strives for this and devotes more time and attention to learning. At the same time, a student of insufficiently motivated academic success may be insignificant, even despite his ability.

Slide 13

Schoolchildren are more active if this process is of interest to both teachers and parents, when they are supported when difficulties arise, they create a kind of “situations of success”.

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.

So, at primary school age, cognitive motive to learn and broad social motive to take a new position of a student.

Normally, the following dynamics of the motives of the teaching of junior schoolchildren from 1st to 3rd grade can be traced:

≡ Initially, when entering school, there is a predominance of interest in the outer side of being at school:

sitting at a desk

to the first letters and numbers written

to the first marks

≡ Later, there is interest in the process, the content of the teaching.

≡ At middle school age, the main role is acquired by the desire to get the desired place in the peer group,

≡ In senior school age, mature cognitive motives for self-education dominate, social motives for preparing for the choice of a profession are formed, motives for inclusion in public practice are strengthened.

Slide 15

Cognitive interest is a strong internal motive and, as a motive for learning, is selfless. For the formation of cognitive interest, the nature of educational activity is of considerable importance.
Internal learning motivation (striving for the accumulation of experience, skill, skills, knowledge). consists of three main components - this

+ feeling of independence of the knowledge search process

+ a sense 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 "obtained" and rediscovered. The task of the teacher is to ask non-standard questions, those that require analysis and thought.

American psychologist A. King has come 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 weaknesses ...? 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 teaching style requires the teacher not only to think outside the box, but also to be loyal to the students' versions and assumptions. Criticism casts doubt on the competence of the child and forces him to stop trying in this direction. Negative comments do real harm to motivation, thinking development, and self-esteem.

It is important to encourage children to ask questions. Especially should be praised for good questions, reflecting the desire to think, learn more.

Slide 19

Feeling free to choose

A teacher striving to increase the learning motivation of the class should understand well that the fewer phrases he will make: “You should, you should, you should ...” and more “You can, you have such and such options, yes, you it was rightly noticed, ”- the more will the interest of children in the educational process and the higher their own initiative and activity. The student should be given the choice- topics for essay, presentation, report, poem for memorization

Slide 20

Feeling of success (competence).

An important source of desire to learn is feeling competent, the child must believe that he can learn, feel successful.

A good level of motivation arises 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 student motivation for learning should be based on a clearly defined goal - getting a good education. Obviously, not every child understands from an early age that he learns, first of all, for himself, for his further achievements. Therefore, the goal of adults (parents, educators and psychologists) is to help them realize this goal.
Ancient wisdom says: you can lead a horse to a watering hole, but you cannot make him drink. Yes, you can put children at their desks, achieve perfect discipline. But without awakening interest, without internal positive motivation, the development of knowledge will not happen. This will only be an 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 learning as an objective activity or at the learning process itself. A favorable social environment maintains cognitive interest, which contributes to the formation of a solid internal attitude towards learning.

Adults need to competently combine all possible ways of encouraging a child to learn activity, to switch from one method to another in time, choosing his personal "button" for each individual child is a good chance to maintain educational motivation and to obtain a good result.

Seeing the result of your work is the best motivation.

Slide 24

It is necessary to promote the development of educational motivation through the formation of: an active position of the student, a positive attitude to learning, cognitive interest.

To form a positive attitude towards learning:

take care of creating a general positive atmosphere in the lesson, constantly reduce the anxiety of children, excluding reproaches, reprimands, 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 learning activities that form a sense of satisfaction, self-confidence, objective self-esteem and joy;

rely on the game, including intellectual games with rules, actively using game technology at each stage of the lesson, making play a natural form of organizing children's everyday life in the lesson and after school;

use students' interest in visualization;

purposefully emotionally stimulate children in the lesson, preventing feelings of boredom, dullness, monotony, which are dangerous for learning, through the inclusion of different types of activity, entertainment, personal emotionality; to excite intellectual emotions - surprise, novelty, doubt, achievement; to form an internal optimistic mood in children, infusing confidence, giving an attitude towards achievement, overcoming difficulties.



Psychologist Ridinger E.N.

View presentation content
"Motivation for learning"





Not ashamed

not know something, but it's a shame not to want to learn.

Socrates




Word "motivation" happens

from latin verb "Movere" , move.

By the motive of teaching, we mean that

what the child learns for, what motivates

learn it. "




5 levels of learning motivation:

First level - tall

(These children have

cognitive motive,

striving most successfully

do all

school requirements).

Students follow clearly

all the instructions of the teacher,

conscientious and responsible,

are very worried

if receive

unsatisfactory grades




Second level - good

school motivation.

(Students are doing well

with educational activities).

Similar level of motivation

is the average norm.




Third level - positive

attitude to school,

but the school attracts

such children in extracurricular

activities. Such

children well enough

feel at school

to chat with friends,

with teachers. They like

feel like students,

have a beautiful portfolio,

pens, pencil case, notebooks.

Cognitive motives

such children are formed

to a lesser extent, and educational

the process attracts them little.




Fourth level - low

school motivation. These children

are reluctant to attend school

prefer to skip classes.

Lessons often include

extraneous affairs, games.

Experiencing serious

difficulties in learning activities.




The fifth level - negative

attitude to school. Such children

have serious difficulties

in learning: they don't cope

with educational activities,

have communication problems

with classmates, in relationships

with a teacher. School is often

perceived by them as hostile

environment, stay in it for them

unbearable. In other cases, students

may show aggression, refuse

complete assignments, follow those or

other rules and regulations. Often at

such students are celebrated

neuropsychiatric disorders.




Diagnostic results

level of motivation and emotional attitude to learning

pupils




Conclusion: when moving from a junior to a middle one,

from intermediate to senior - the level of educational motivation decreases




Reasons for declining interest in learning

1. Knowledge gaps

2. Lack of techniques and skills for educational work

3. Teenage hormonal burst

and a fuzzy sense of the future.

4. Student-to-teacher attitude, violation

relationships (semantic barriers)

5 ... Reduced age-related susceptibility

to educational activities in connection

with intensive biological process

puberty in girls of the 7-8th grade.

6. Personal significance of the subject

7. Strong extracurricular interests

8. Misunderstanding of the purpose of teaching.

9. Fear of school.




High motivation counts

for academic success as well,

as well as the cognitive abilities of the student

Sometimes a less capable student, but

highly motivated

can achieve better results

in study, because it strives for this

and devotes more time to learning and

attention.

At the same time, the student

insufficiently motivated

academic success can be

insignificant

even though

his abilities.




Formation of positive motivation for learning -

not a spontaneous process,

and rely only on the natural inclinations of children here

it would be rash.

The motives of teaching must be specially

educate, develop, stimulate.




Dynamics of motives for learning:

When entering school, there is a predominance of

interest in the outside of school:

sitting at a desk carrying a briefcase, etc.

labor: to the first written letters and numbers

to the first marks

Later, interest appears 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,

High school age is dominated by

mature cognitive

motives of self-education, social motives are formed

preparation for the choice of a profession, the motives for including

into public practice




Internal learning motivation

Is taking shape

out of three

major

components -

this is:

+ feeling of independence

knowledge seeking process

+ a sense of freedom of choice

+ feeling of success

(competence).




Questions that can be applied to a wide 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 you

use for…?

How are ... and ... similar?

How does ... affect ...?

Which ... is the best and

why?




When this kind of question falls

the basis of the educational process,

the child comes to understand the true

teaching assignments - learn to think

apply knowledge in practice,

navigate life situations.




Important!

Encourage children to ask

questions. Special

should be praised for the good

issues reflecting

desire to think more

learn.

Criticism calls into question

child competence

and makes him stop

efforts in this direction.




The fewer phrases:

"You must, you should, you must ..."

and more

“You can, you have such and such

options, yes, you noticed it right ", -

the more children will be interested in educational

process and the higher their own

initiative and activity.




An important source of desire to learn is feeling competent,

child, must believe that he can learn,

feel successful.




To maintain a positive

the emotional climate in the lesson is important for the teacher

constantly remove negative emotions of insecurity,

not create an environment where students are afraid of being called to the blackboard,

strive to reduce the negative impact of time pressure,

stress (during tests, examinations), interference, fatigue.

It is necessary to constantly strengthen students' faith in themselves

(combined with a sober assessment of one's own capabilities),

develop adequate critical attitudes

students to their jobs,

show perspectives to each student and class,

reserves of their development.




Ancient wisdom says:

You can lead a horse to a watering hole,

but you can't make him drink.

Yes, you can put children at their desks,

achieve perfect discipline.

But without arousing interest,

without internal positive motivation, the acquisition of knowledge will not happen.

This will only be an appearance of a training

activities.




Adults need to competently

combine all possible

ways to induce a child

to educational activity,

move from

one way to another,

selecting for everyone

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.




The presentation was prepared by

psychologist Ridinger E.N.

Description of the presentation by individual slides:

1 slide

Slide Description:

Yakutsk College of Music (school) named after M.N. Zhirkova Pedagogical readings on the topic "Work on a piece of music in the process of preparing for performance" March 13, 2015 Report on the topic "Motivation of pedagogical activity"

2 slide

Slide Description:

Pedagogical activity A special type of social activity that has a purposeful character; It is aimed at performing a social function - transferring and broadcasting human experience to future adults (broad sense); It acts as a special, socially and personally determined activity of introducing human beings to the life of society; Has the same characteristics as any other type of activity - purposefulness, motivation, objectivity.

3 slide

Slide Description:

Structure of Pedagogical activity Purpose of activity Subject of activity (teacher) Object - subject of activity (student) Methods Content Result of activity

4 slide

Slide Description:

The goals of pedagogical activity The main goal is the development of a person's personality in harmony with himself, with nature and society; The goals of pedagogical activity are a dynamic phenomenon and have a complex hierarchical structure.

5 slide

Slide Description:

6 slide

Slide Description:

Motivation The term from the word "Motive" is an incentive to activity associated with satisfying a need, a perceived reason for which the choice of actions and deeds is determined. Objects of the external world, ideas, feelings, representations and experiences can act as a motive.

7 slide

Slide Description:

N.I. Konyukhov - Doctor of Psychology, Professor "Dictionary - Reference Book on Psychology" Motivation - a set of persistent motives, impulses that determine the content, direction and nature of a person's activity, her behavior.

8 slide

Slide Description:

Platonov K.K. - Russian psychologist "A Brief Dictionary of the System of Psychological Concepts" Motivation is the process of action of motives; a set of persistent motives in the presence of a dominant one, expressing the orientation of the personality, value orientations, determining its activity and forming in the process of education.

9 slide

Slide Description:

Motivational guidelines External motives (for example, achievement motive): prestige of work in a particular educational institution; the adequacy of remuneration, correlated with the motives of personal and professional growth; self-actualization. Internal motives: focus on the process and the result of the activity.

10 slide

Slide Description:

The motive of power (the need for domination) Aminov N.A. (based on the works of the American psychologist G.A. Murray): The main signs of dominance are manifested in desires: Control your social environment. By seduction, advice, persuasion or command to influence the behavior of people. Encourage them to act according to their needs and feelings. Seek cooperation. Convincing others to be right.

11 slide

Slide Description:

The motive of power (the need for domination) Aminov N.A. (based on the works of the American psychologist G.A. Murray): Desires can be followed by actions (in groups): Bend, lead, persuade, persuade, regulate, organize, lead, manage, supervise. Subordinate, rule, rule, trample, dictate conditions, judge, establish laws, introduce norms, draw up rules of conduct, make decisions. Prohibit, restrict, resist, dissuade, punish, imprison. Enchant, conquer, make you listen to yourself, acquire imitators, set fashion

12 slide

Slide Description:

The motive of power (the need for domination) Aminov N.A. (based on the works of the American psychologist G.A. Murray): Varieties of the power motive: The power of reward; The power of punishment; Normative power; The power of the standard; The power of the connoisseur; Informational power.

13 slide

Slide Description:

The motive of power (the need for domination) David Clarence McClelland is an American psychologist, author of the theory of needs, the developer of a new assessment method for the thematic apperception test, professor of psychology: Aminov N.A. identified 4 stages in the development of motivation by power Assimilation - the relationship between mother and child ("Something gives me strength"). Autonomy is the middle period of childhood ("I give myself strength"). Self-affirmation by authority - teenager ("I make an impression on others"). Productivity is a mature person (“I want to do my duty”).

14 slide

Slide Description:

Pidkasisty P.I. - Doctor of Pedagogical Sciences, Professor Textbook "Pedagogy" The dominant motive of pedagogical activity is concern for the happiness of the child, an ardent desire to promote a happy life of childhood and a humanistic attitude towards a person.

15 slide

Slide Description:

Centering (AB Orlov) A specially constructed simple interaction between a teacher and a student, based on empathy, non-judgmental acceptance of another person, the same experience and behavior; The result of the personal growth of the teacher and students, the development of their communication, creativity, subjective (personal) growth in general.

16 slide

Slide Description:

Centering (A.B. Orlov) Main centers: Selfish - centering on the interests of one's "I" Bureaucratic - centering on the interests of the administration, leaders Conflict - centering on the interests of colleagues Authoritative - centering on the interests, requests of students' parents Cognitive - focusing on the requirements of teaching aids and upbringing Altruistic - centering on the interests (needs) of students Humanistic - centering the teacher on the interests (manifestations) of his own essence and the essence of other people (administration, colleagues, parents, students)

17 slide

Slide Description:

Indications for teaching (GV Pavlyuk and VA Slastenin) Love for children, the ability to understand their needs and interests. Pedagogical observation. The ability to correctly understand and explain the characteristics of people's behavior in specific: life circumstances, to calculate what is typical in a person's character. Ability to navigate in changing conditions. Organizational skills. Versatility of general cognitive interests. Purposefulness, readiness for strong-willed efforts on the way to achieving the goal.

18 slide

Slide Description:

Contraindications to pedagogical activity (G.V. Pavlyuk and V.A. Slastenin) Indifferent attitude towards children. Low intellectual level of knowledge. Lack of will, lack of purposefulness, composure, initiative, resourcefulness, endurance. Some signs of mental illness. Severe speech and hearing impairments.

19 slide

Slide Description:

Tarakanova N.E. - Head of the Center for Aesthetic Education of Children "MOZART" in Moscow "Euphoric" motivation is a motivational construct due to the need to renew the experience of a special state of consciousness, characterized by the enjoyment of the process of musical activity and integrating all mental processes, abilities and skills involved in it

20 slide

Slide Description:

Tarakanova N.E. - Head of the Center for Aesthetic Education of Children "MOZART" in Moscow. Norms and rules of the creative state (L.L.Bochkarev, V.I.Petrushin, G.M. Tsypin, etc.) Signs of a creative state: - complete absorption in musical activity, a counterbalance to the preoccupation with oneself that destroys the optimal creative state; - focus on the process of creativity itself, and not on its future results; - feelings of joy, pleasure, euphoria from musical activity, which accompany and at the same time motivate musicians to resume and continue musical activity.

21 slide

Slide Description:

Tarakanova N.E. - Head of the Center for Aesthetic Education of Children "MOZART" in Moscow Psychological and pedagogical methods: - The method of metaphorical transformation (from the Greek metaphora - transfer, image) is a method-dialogue between the student and the teacher and consists in the selection and composition of metaphors that change the attitude to the process of musical activity through the actualization of the positive experience of consciousness. The main condition of the method is that the metaphor should help the child to "disidentify" - i.e. “Move away” from negative experiences, offer a substitute experience and facilitate the transformation of feelings that hinder the child, adverse emotional states into feelings of joy and pleasure from the process of musical activity.

22 slide

 

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