Presentation the formation of motivation for learning activities among students. “Presentation “Motivation of educational activity of younger schoolchildren. Motivation. Self-fulfilling predictions

Workshop for teachers.

Motivation. Self-fulfilling predictions.

Target: 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 (not) motivated student.

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

Increasing the motivation of students in the classroom begins with the optimistic forecasting of the teacher.

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

Write down some numbers for yourself. How many students do you think you have?

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

wishing to study (in %)______________________________________________

How much do students understand you?

describe the majority of your students in a few words

This self-fulfilling prophecy or a self-fulfilling prophecy.

A motive is an internal motivation of a person to one or another type of activity, associated with the satisfaction of a certain need.

We are sure:

Children come to school to learn, so...

Children should want to learn, but...

Many do not want to study and do not study. Hence it is stated low learning motivation.

Self-diagnosis of the teacher's personality.

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

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

Instruction. Please remember your most unwilling to study student, who seemed to you the least motivated to study. Describe it using 10 scales by circling the appropriate 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	Required
	1 2 3 4 5 6 7 8 9 10
Indifferent	1 2 3 4 5 6 7 8 9 10	Hooked on
scattered	1 2 3 4 5 6 7 8 9 10	Assembled
malleable	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 think of the most willing to learn student who seemed to you the most motivated to learn. Describe it using the same 10 scales.

Plot the difference profiles between the least motivated and the most motivated student.

Cute

Required

Hooked on

Assembled

preoccupied

Successful

1 2 3 4 5 6 7 8 9 10

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

We can observe the effect halo and phenomenon self-fulfilling prophecy.

halo effect- the inclusion of positive traits and qualities in the idea of ​​a person who is highly valued for an important quality for us (for example, in terms of motivation), and in the idea of ​​a person who is estimated by us low in terms of an important quality for us - negative features, although in life these traits are not related to the quality we are interested in.

Self-fulfilling prophecies prejudice towards a person, which is expressed in behavioral signals that are unconscious to us, provoking a person to behave in accordance with our prejudices (a teacher for a student is significant person).

An unmotivated student seems to us less likeable, 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 him to.

This is a psychological law that has been confirmed experimentally.

Conclusion: create new look this person: who wants to gain knowledge in your subject and is successful. And behave towards him as if he were 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;

action with and for others.

Border:

understanding the need for learning;

the possibility of communication;

praise from significant people.

compulsion to study;

study for prestige leadership;

the desire to be in the center of attention;

avoiding failure.

This is in general. Let's look more specifically. A student who gets a bad grade test, explains his failure, as a rule, by the following reasons:

lack of ability;

bad luck;

the difficulty of the task; and rarely

lack of effort.

Here is the reason for the reasons!

According to psychologists, these are the most typical reasons in the explanations of children.

Do we consider 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 everything is considered to be due to external factors (difficulty and bad luck).

In order not to get "learned helplessness", that is, a low learning motive, you need to know the causes of its occurrence and ways out of the current 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 is as follows: it is necessary that schoolchildren explain the reasons for their failure not by external interference and internal factor"low ability" and other internal- not enough effort because this cause is the only one that can be controlled.

This is what needs to be done!

Through self-fulfilling predictions!

In one experiment, teachers over the course of several months assessed any failure of students with something like this: "You can answer (do the task) better if you put in more effort." Members of the experimental group compared with the underachieving students of the control group achieved great success in terms of intelligence tests, in reducing anxiety, reorienting explanations for the causation of failure (effort abilities).

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

A practical recipe for implementation.

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

When planning a lesson (its various moments), imagine the psychological atmosphere of the implementation. Such psychological foresight (designing) will help to choose means: tone, pause, joke, depending on the situation and the reaction of the class.

Remember the good in students, avoid stereotypical attitudes towards individual guys.

Here are the most common stereotypes in relation to a teacher to a "bad student" (according to A. Leontiev):

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

having heard the wrong answer, does not repeat the question, but immediately calls another student or answers himself;

more often scolds the “bad” for the wrong answer;

rarely praises for the correct answer;

does not notice the raised hand of the "bad" student, calls another;

smiles less often, does not look into the eyes of a “bad” student;

the teacher's communication with a "bad" student is less emotionally and personally colored ("That's right, sit down, Chernov", while with a "good" one: "That's right, well done, sit down, Vernika!").

Setting path: blocking negative feelings, developing positive ones.

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

Failure uncontrollable cause

Lack of low feeling

ability probability of incompetence

helplessness

Deterioration in behavior or learning Decreased motivation

Advice:in the absence of learning abilities, develop a sense of social confidence.

Failure uncontrollable cause

Difficulty low feeling

Frustration Probability Tasks

success (irresistible

helplessness)

or study

Advice:If there is a difficult task, break it down into simpler ones.

Failure uncontrollable cause

lack of vague feeling

luck probability of annoyance

helplessness success

deterioration in behavior decrease in motivation

or study

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

Failure uncontrollable cause

no unstable high

effort cause probability

guilt and shame

control over

behavior

improving behavior increasing motivation

or study

Advice:form an attitude - mental work brings joy

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

Age features of motivation of schoolchildren.

Junior school age

Characteristics of age.

By the beginning of schooling, the child develops a fairly strong motivation for learning. The motives of preschoolers are expressed in the formula "striving for the position of a schoolchild". The child clearly manifests the need to attend school, wear a uniform, a satchel, and perform social assignments in the classroom. In other words, he has a need to take a new position among others. 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, and the level of objective readiness is increased. All this complicates the work on the formation of learning motivation in primary school age.

(What motivates?)

Overall positive attitude of the child towards school;

The breadth of his interests;

Curiosity;

(What gets in the way of motivation?)

Situation and instability of interests. Without the support of a teacher, they immediately fade away;

Lack of interest. The younger student does not know what he likes in 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 activities.

middle school age

Characteristics of age.

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 ways of acquiring knowledge is characteristic. This is based on the desire of the child to be an adult. Self-education motives develop. But the most significant shifts are taking place in the social motives of adolescents. As noted by V.A. Sukhomlinsky, the main thing in adolescence is that the student becomes a citizen. He strives to take the position of an “adult person” 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 understanding his motives for learning and behavior.

Factors favoring learning motivation.

(What motivates?)

The need for adulthood;

The general activity of a teenager, his willingness to engage in various activities with adults and children;

The desire of a teenager to realize himself as a person, the need for self-affirmation and self-expression;

Striving for independence;

Increasing the breadth and diversity of interests, their differentiation;

Age stability of interests;

Development of special abilities.

Factors hindering the motivation of learning

(What gets in the way of motivation?)

The teenager does not take on faith the opinion and assessment of the teacher;

Negativism in assessments;

External indifference to the assessment and opinion of the teacher;

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

Lack of understanding of the connection of educational subjects with the possibility of their use in the future;

Selective interest in academic subjects;

Superficiality and dispersion of interests;

instability of interests.

senior school age

Characteristics of age.

For older students, the main motives are determined by 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 ones. They begin to dominate. Interest is growing in the choice of a method of action with an educational subject, in the methods of theoretical and creative thinking. Self-education motives are developing significantly. The role of broad social motives greatly increases, however, not for all schoolchildren. A significant part of them show elements of social immaturity, dependency and consumerism. An important role is played by the motives of relations with peers and teachers: high school students react painfully to the rejection of themselves in the team, relations with teachers stabilize. At the same time, the exactingness and criticality to the teacher and his assessment is increasing. In general, at this age there is a general positive attitude towards learning.

Factors favoring learning motivation.

(What motivates?)

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

The formation of social motives for civic duty;

The tendency for the student to become aware of his worldview;

The need to realize oneself as a holistic person, to assess one's capabilities in choosing a profession, to realize one's life position;

The need for self-restraint;

The 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 hindering the motivation of learning.

(What gets in the way of motivation?)

Sustained interest in one subject to the detriment of others;

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

Negative attitude to forms of strict control by the teacher;

Preservation of situational motives for choosing a life path;

Insufficient stability of social motives of duty in the face of obstacles to their implementation.

View document content
"Appendix 3 Tips for Parents on Dealing with Underachieving Children"

Tips for parents on dealing with underachieving children.

1. Build on the strengths of the child;

2. Avoid emphasizing the child's mistakes;

3. Show that you are satisfied with the child;

4. To 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 that he can handle;

6. Spend more time with your child;

7. Introduce humor into your relationship with your child.

8. Know about all the child's attempts to cope with the task;

9. Be able to interact with the child;

10. Allow your child to solve problems where possible.

11. Avoid disciplinary rewards and punishments;

12. Accept the individuality of the child;

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

14. Demonstrate optimism.

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

For example, words of encouragement:

Knowing you, I'm sure you'll do well.

You do it very well.

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

This is a big challenge, but I'm sure you're ready for it.

Words of disappointment:

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

You could do it much better.

This idea can never be realized.

It's too hard 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, too generous praise may seem insincere to a child. In another case, 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 be provided for any attempt or little progress.

When I express pleasure in what a child is doing, it supports him and encourages him to continue the work or make new attempts. He enjoys himself.

You can support through:

Separate words (“beautiful”, “neat”, “fine”, “great”, “forward”, “continue”); statements (“I am proud of you”, “I like the way you work”, “This is really progress”, “I am glad for your help”, “Thank you”, “Everything is going well”, Ok, thank you”, “I am glad that you tried to do it, although it didn’t work out at all as you expected”);

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

Joint actions, physical complicity (sitting, standing next to the child; gently leading him; playing with him; listening to him; eating with him);

Facial expressions (smile, wink, nod, laugh)

View document content
"development workshop"

Seminar-workshop "Formation of educational motivation of schoolchildren".

Psychologist's speech at ShMO class teachers, subject teachers.

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

V.A. Sukhomlinsky.

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

The relevance of the issue.

The necessary level of formation of educational motivation among schoolchildren.

The real situation in modern school:

A significant part of first-graders is motivated by play;

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

in adolescence, learning motivation weakens.

In the modern school, the question of the motivation of learning can, without exaggeration, be called central, since the motive is the source of activity and performs the function of motivation and meaning formation. Primary school age is favorable for laying the foundation for the ability, 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 another with indifference?

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

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

"bottom up" - consists in the fact that the education of motives occurs through the organization by adults different types activities of the child in the conditions of active activity of the child himself

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:

most educational system, an educational institution where educational activities are carried out;

organization of the educational process;

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

subjective features of the teacher and, above all, the system of his attitude to the student, to the case;

the specifics of the subject.

There are five levels of learning motivation:

The first level is a 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.)

The second level is good. school motivation. (Students do well in learning activities.) This level of motivation is the average norm.

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, a pencil case, notebooks. Cognitive motives for such children are formed to a lesser extent, and the educational process does not attract them much .)

The fourth level is low school motivation. (These children are reluctant to attend school, prefer to skip classes. In the classroom they often do extraneous activities, games. They experience serious difficulties in learning activities. They 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 do not 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, being in it is unbearable for them. In other cases, students may show aggression , refuse to complete tasks, follow certain norms and rules. Often, such schoolchildren have neuropsychiatric disorders.)

Study of the level of student motivation primary school GU "Gymnasium No. 2" in 2014-2015 academic year.

1. Adolescents have a "hormonal explosion" and a vaguely formed sense of the future.

2. The attitude of the student to the teacher.

Student-teacher relationship.

3. The attitude of the teacher to the student.

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

5. Personal significance of the subject.

6. Mental development of the student.

7. Productivity of educational activity.

8. Misunderstanding the purpose of the teaching.

9. Fear of school.

Emotional block

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

1) creation success situations,

2) a positive emotional mood, the creation of 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 activities of others;

5) questions requiring multiple answers (for example, "why was it difficult?", "what did you discover, learn in the lesson?", etc.);

6) entertainment, 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 teaching and their implementation.

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

2) granting the right to choose, through multi-level tasks, dosing house. assignments

3) finding out the causes of errors and determining the next steps;

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

cognitive block

MAIN OBJECTIVE: formation of the ability to independently single out a learning task, master new ways of learning activities, self-control techniques

Development of learning motives

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

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

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

Conditions that cause 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. Relationship between motive and purpose

4. Problematic learning

1. Method of disclosure of educational material
Usually the subject appears to the student as a sequence of particular phenomena. The teacher explains each of the known phenomena, gives a ready-made way of working with him. The child has no choice but to remember all this and act in the way shown. 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 goes through revealing to the child the essence underlying all particular phenomena, then, relying on this essence, the student himself receives particular phenomena, learning 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 process of learning.

2. Organization of work on the subject in small groups

The principle of recruitment of students in the acquisition of small groups is of great motivational importance. If children with neutral motivation for a subject are combined with children who do not like this subject, then after joint work the former significantly increase their interest in this subject. If, however, students with a neutral attitude to a given subject are included in the group of those who love this subject, then the attitude of the former does not change.

3. Relationship between motive and goal

The goal set by the teacher should become the goal of the student. To turn the goal into motives-goals, it is of great importance for the student to realize his successes, to move forward.

4. Problematic learning

At each stage of the lesson, it is necessary to use problematic 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.

Interpersonal relations of schoolchildren have a significant impact on the results of children's education. Quite often, an underachieving child is ridiculed. Often the reverse situation also 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.

The progress of students depends on many reasons: on abilities, the course of the educational process, relationships with comrades, relationships with parents and teachers, and much more.

“It is easier to do your job in a benevolent than an unfriendly environment. Malevolence ... fetters, paralyzes, especially sensitive and unstable people. Feeling a 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 get involved in academic 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 the work, as their activity may increase gradually;

Offer them learning tasks that require a quick transition from one activity to another,

Demand immediate answers, as improvisation is difficult for them;

Shoot them down during the answer, asking unexpected and tricky questions for clarification;

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

Emotional Strokes Needed:

Address the student by name only;

Do not skimp on praise and approval;

Maintain an even, encouraging intonation during classes;

If necessary, soothingly or reassuringly touch the child;

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

Activity level
"depends on a situation".

They quickly get to work, but at the first difficulties they are disappointed and give it up or prefer the path of least resistance: working according to samples.

Necessary:

To learn how to use an answer plan, rely on reference signals, create algorithms for a particular educational action, hint drawings ("legal cheat sheets"), tables, diagrams created by the students themselves or together with the teacher.

Protection of crosswords compiled by the students themselves;

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

Do the whole task, but in the margins mark with a special icon the place to which the teacher will check this task. There may even be an unspoken competition between students as to who has the test badge further from the beginning of the exercise.

Performing activity level:

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

Students of this PA systematically perform homework. Readily included in any form of work that the teacher offers them. They consciously accept the learning task, mostly work independently.

Necessary:

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

Include a variety of forms of discussion: a round table, an expert group meeting, debates, court hearing, socratic dialogues, brainstorming.

Write a diary or other written document (letter, excerpt from the annals) on behalf of a historical person (diary of geographical discoveries, a historical event from the point of view of modern man, “Time Traveler's Report”)

Creative activity level:

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

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

Pedagogical tactics and strategy of activation of cognitive

students' activities.

Obviously, creative manifestations in any activity, including cognitive activity, are unique, subjective. Students of any level of educational activity can unexpectedly show a creative approach for the teacher:

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 to be ready for these unusual turns of the lesson, emerging problems and their real and virtual solutions, because if this setting is not there, then knowledge as a creative process simply will not take place.

Practical part of the seminar

Motivation. Self-fulfilling predictions. (Annex 1)

Our further work will be carried out in groups.

Task: Develop block diagram"Formation of learning motivation", taking into account the age characteristics of students, the levels of cognitive activity.

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

1 group- junior school age

2 group- Medium school age

3 group - senior school age

Protection of projects by groups.

Summing up the results of the workshop.

(Annex 3)

Used resources

View presentation content
«presentation workshop-workshop Formation of motivation»

Formation educational motivation of schoolchildren Workshop for teachers

teacher-psychologist State Institution "Gymnasium No. 2"

Cherkashina A.A.

Rudny

October 2014

Plan of the event:

Presentation on the theme of the workshop, its purpose and objectives

Report: theoretical substantiation of the topic

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

Discussion "Reasons for the decline in school motivation"

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

Protecting projects by groups

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

"Motivation is much more

How abilities determine behavior

human action."

motive (from Latin) - to set in motion, to push. This is the motivation for activity associated with the satisfaction of human needs.

Motivation- motivation that causes activity and determines its direction.

“And remember, when you want something, the whole Universe will help to ensure that your desire comes true.”

Coelho Paolo

Conceptual apparatus of the problem

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

2 ways to influence the motivation of the child:

• "top down"
• "upwards"

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

Factors that determine the motivation for learning activities

Subjective features 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 do well in learning activities.) This level of motivation is the average norm.
• 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, a pencil case, notebooks. Cognitive motives for such children are formed to a lesser extent, and the educational process does not attract them much .)
• Fourth level – low school motivation . (These children are reluctant to attend school, prefer to skip classes. In the classroom they often do extraneous activities, games. They experience serious difficulties in learning activities. They are in serious adaptation to school.)

Fifth level - negative attitude to school, school maladjustment .

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

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 rules and regulations.

Often these students 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)

High level of school motivation

Good school motivation

Level III (15 - 19)

Level IV (10 - 14)

positive attitude to 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 student learning motivation 6th to 9th grade

Reasons for the decline in school motivation:

6. Mental development of the student.

7. Productivity of educational activity.

1. Adolescents have a "hormonal explosion" and a vaguely formed sense of the future.

5. Personal significance of the subject.

2. The attitude of the student to the teacher .

8. Misunderstanding the purpose of the teaching.

3. The attitude of the teacher to the student.

4. Girls in grades 7-8 have reduced age-related susceptibility to learning activities 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 is Curiosity.
• He is Pleasure.
• He is intrinsic motivation(the most honest

real!)

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

Levels of cognitive activity of students

Creative activity level

Activity level “by situation”

Performing activity level

Zero activity level

Work on the formation of motives for teaching

Emotional block

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

• Receptions: 1) creating a situation of success, 5) questions requiring multiple answers (for example, "why was it difficult?", "what did you discover, learn in the lesson?", etc.); 6) entertainment, 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 mood, the creation of 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 activities of others;
• 5) questions requiring multiple answers (for example, "why was it difficult?", "what did you discover, learn in the lesson?", etc.);
• 6) entertainment, an unusual beginning of the lesson, the use of musical fragments, game and competitive forms, humorous minutes.)

• Receptions:
• Receptions:
• 1) interruption and incompleteness of educational activities, through the creation of a situation of knowledge deficit and independent determination of the goals of subsequent activities;
• 2) granting the right to choose, through multi-level tasks, dosing house. assignments
• 3) finding out the causes of errors and determining the next steps;
• 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 teaching and their implementation.

cognitive block

MAIN OBJECTIVE: formation of the ability to independently single out a learning task, master new ways of learning activities, self-control techniques

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

Exercise "The most unmotivated student in my life."

The goal is to realize 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

Required

1 2 3 4 5 6 7 8 9 10

Indifferent

1 2 3 4 5 6 7 8 9 10

scattered

Hooked on

1 2 3 4 5 6 7 8 9 10

malleable

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 diagram "Formation of learning motivation"

Assignment: Develop a block diagram "Formation of learning motivation", 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;
• style of pedagogical activity of the teacher.

Ways to increase motivation

1) the 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 in ICT lessons;

5) the use of personal individualization.

Used resources

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

2. Developmental and pedagogical psychology: Textbook / ed. Gamezo.– M.: Nauka, 1984

3. Ivakina G.V. Motivation of junior schoolchildren to study http://festival.1september.ru/articles/508424/

4. Ilyin E. P. Motivation and motives. Bookinist edition, 2000

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

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

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

8. Kharlamov F.I. Activation of the teachings of schoolchildren, Minsk.: Nar. Asveta 1970

9. Shchukina G.I. Activation of 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 singled out several factors of learning motivation: 1. Learning for the sake of learning, without pleasure from the activity or without interest in the subject being taught. 2. Education without personal interests and benefits. 3. Training for social identification. 4. Learning for success or fear of failure.

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

There are many scientific research work associated with the identification of the components of the motivational structure in the field of learning, with the classification of learning motives. And there are practically no studies on how these motives correlate with blocks of motive and stages of the motivational process, taking into account the age and gender of students, the situation in the family, social origin, etc.

Types of motivation for learning activities related to learning outcomes 1. Motivation, which can conditionally be 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 has a positive character, but is also associated with motives laid down 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 relatives). 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 personal motives: the approval of others, the path to personal well-being, etc. 3. Motivation that 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 one's horizons. Motivation can be embedded in the very process of learning activity (overcoming obstacles, intellectual activity, realization of 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 execution educational tasks; a positive reaction to the increase in the difficulty of the task by the teacher; contacting the teacher for additional information, willingness to accept them; positive attitude to optional tasks; access to educational tasks in a free optional environment, for example, at a break.

Broad cognitive motives differ in levels. It 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, theoretical principles, key ideas, etc.

2) Educational and cognitive motives, consisting in the orientation of schoolchildren to the assimilation of methods for obtaining knowledge. Their manifestations in the lesson: the student's independent appeal to the search for ways of working, solutions, to their comparison; returning to the analysis of the method of 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 the analysis of one's own mistakes; self-control during work as a condition of attention and concentration;

3) Self-education motives, consisting in the orientation of schoolchildren to independently improve the ways of obtaining knowledge. Their manifestations in the classroom: 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 in the implementation of self-education (reading additional literature, visiting circles, drawing up a plan for self-education, etc.).

Social motives include: 1) broad social motives, consisting in the desire to acquire knowledge based on the awareness of social necessity, obligation, responsibility in order to be useful to society, family, and prepare for adulthood. Manifestations of these motives in the educational process: actions that testify to the student's understanding of the general significance of learning, to 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 obtain their approval, to earn their authority. Manifestations: desire for interaction and contacts with peers; initiative and disinterestedness with the help of a friend; acceptance and submission of proposals for participation in collective work. A variety of such motives is the well-being motivation, which manifests itself 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, improve them. Manifestations: the desire to understand the ways of collective work and improve them, the interest in discussing different ways of frontal and group work in the classroom; the desire to find the most optimal options for them, the interest in switching from individual work to collective work and vice versa.

AK Markova describes two groups of psychological characteristics of cognitive and social motives. 1. Content motivational characteristics are directly related to the content of the educational activity carried out by the student. 2. Dynamic characteristics characterize the form, the dynamics of the expression of these motives.

The content characteristics of motives are the following: 1) the presence of a personal meaning of the teaching for the student; 2) the presence of the effectiveness of the motive, i.e. its real impact on the course of educational activities and the entire behavior of the child; 3) the place of the motive in the overall 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 distribution of the motive on different types activities, types of subjects, forms of learning tasks.

Dynamic characteristics of motives: 1. Stability of motives. It also manifests itself in the fact that the student studies willingly even in spite of unfavorable external stimuli, interference, and in the fact that the student cannot but study. 2. Modality of motives, 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 severity, 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, and so on.

D/Z Ilyin E.P. Motivation and motives. Chapter 13, n (Formation of motives for the educational activities of schoolchildren). The paragraph highlights the main factors influencing the formation of a positive sustainable motivation for learning activities. Give 1 example for each factor, using your own school experience or literary or film material. Remember to indicate before the example what factor is being discussed and to argue the relevance of the example.

slide 2

All children can succeed in school if the school knows how to teach.

D.G. Levitas

slide 3

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

What is the outcome of the lesson? Relationship between the goal and the result in the lesson? Relationship between content and learning outcomes? Taking into account the characteristics of students and their influence on the result of the lesson?

slide 4

Problems of working with low-achieving students were identified. The methods and forms of teaching in the development and stimulation of students' cognitive motivation are discussed. Familiarized with the development of additional measures aimed at creating conditions for the education of children with different abilities.

slide 5

Learning differentiation

The didactic principle, according to which, in order to increase efficiency, a set of didactic conditions is created that takes 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 learning

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

How to develop students' interest in the subject? What are some of the ways you improve your performance in class? What forms of educational organization work on the development of the child's personality? How to personalize learning in the classroom?

Slide 10

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

slide 11

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

It is the inner attitude of students towards learning. Psychologists note that the meaning of teaching is a complex personal formation, which includes two points: 1. The child's awareness of the objective significance of teaching; 2. The child's understanding of the subjective significance of teaching. this is a motive, an internal personal impulse to action, a conscious interest in its commission; This is the focus of students on the implementation of individual actions included in the educational activity. Through setting goals, the motives of the teaching are embodied; This 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 process of learning and precede it. Meaning of learning Motivation of learning Goal setting Interests Emotions are students' cognitive-emotional attitude to learning. For the teacher, this is the ratio of the meaning of the 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 to learning through ensuring mental and physical health in the classroom, observing occupational health; Create situations of success; Stimulate motivation through meeting the needs of students in communication and cooperation with the teacher and classmates; To promote the development of both "strong" and "weak" students, to maintain their faith in their own strength, to give 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

A large role in creating motivation is played by the goals of the lesson. The goal should indicate its achievement; the teacher should have ways and means to check whether the goal of the lesson has been achieved; Common goals lessons should be detailed with micro-objectives, i.e. tasks of the stages of the lesson; It is necessary to design long-term goals for the entire period of studying the course (the goal of the course is realized through a system of lessons); It is necessary to ensure that students understand and accept the goal as their own, meaningful for themselves, for their spiritual, intellectual development and personal development; The goal should be commensurate with the abilities of the students; When designing a lesson, the teacher must be internally prepared to make operational decisions and make the necessary changes. Lesson objectives:

slide 16

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

Slide 17

Increasing interest in educational material

Attractive target Surprise! Delayed Guess Fantastic Supplement Catch the Mistake! Practicality of the theory Press conference Question to the text

Slide 18

What most of all prevents the teacher 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 classroom; Inability to create an environment and opportunities for the success of each student; Lack of own non-subject interests and skills that may be significant for students; Pedagogical and psychological mistakes in communicating with children that 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 MAIN CONDITION FOR SUCCESSFUL LEARNING

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

View all slides

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 but highly motivated student can achieve better academic results because they strive for it and devote more time and attention to learning. At the same time, the student does not have enough motivated success in studies may be insignificant, even in spite of his abilities.

slide 13

Schoolchildren are more actively involved in this process if both teachers and parents are interested in this process, when they are supported when difficulties 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 sides 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 weaknesses of…? 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 the educational process and the higher their 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.

A good level of 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 result of your work is the 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;

rely on the game, including intellectual games with rules, actively using game technology at every stage of the lesson, make the game a natural form of organizing the life of children in the lesson and out of class;

use students' interest in visualization;

purposefully emotionally stimulate children in the classroom, preventing feelings of boredom, dullness, monotony that are dangerous for learning by including various types of activities, 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.

View presentation content
"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 serious

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:

+ 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.

Description of the presentation on individual slides:

1 slide

Description of the slide:

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

2 slide

Description of the slide:

Pedagogical activity Special type social activities, which has a purposeful character; Aimed at execution social function- transfer and translation of human experience to future adults ( broad sense); Acts as a special, socially and personally determined activity to introduce human beings to the life of society; It has the same characteristics as any other type of activity - purposefulness, motivation, objectivity.

3 slide

Description of the slide:

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

4 slide

Description of the slide:

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

Description of the slide:

6 slide

Description of the slide:

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

7 slide

Description of the slide:

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

8 slide

Description of the slide:

Platonov K.K. - domestic psychologist "A Brief Dictionary of the System of Psychological Concepts" Motivation - 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

Description of the slide:

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

10 slide

Description of the slide:

Motive of power (need for dominance) Aminov N.A. (Based on the work of the American psychologist G. A. Murray): The main signs of dominance are manifested in desires: To control one's social environment. Through seduction, advice, persuasion or command to influence the behavior of people. Encourage them to act according to their needs and feelings. Seek cooperation. Convince others to be right.

11 slide

Description of the slide:

Motive of power (need for dominance) Aminov N.A. (based on the writings of the American psychologist G.A. Murray): Desires can be followed by actions (in groups): To persuade, lead, persuade, persuade, regulate, organize, lead, manage, supervise. Subjugate, rule, dominate, trample, dictate conditions, judge, establish laws, introduce norms, draw up rules of conduct, make decisions. Forbid, restrict, resist, dissuade, punish, deprive of freedom. Captivate, conquer, make one listen to oneself, acquire imitators, set fashion

12 slide

Description of the slide:

Motive of power (need for dominance) Aminov N.A. (based on the works of the American psychologist G.A. Murray): Varieties of the motive of power: The power of reward; The power of punishment; Regulatory authority; The power of the standard; The power of the connoisseur; Information power.

13 slide

Description of the slide:

Motive of power (need for dominance) David Clarence McClelland - American psychologist, author of the theory of needs, developer of a new assessment methodology for the thematic apperceptive test, professor of psychology: Aminov N.A. identified 4 stages of development of motivation by power Assimilation - the relationship of mother and child ("Something gives me strength"). Autonomy - the middle period of childhood (“I give myself strength”). Self-assertion of power - teenager (“I impress others”). Productivity is a mature person (“I want to do my duty”).

14 slide

Description of the slide:

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

15 slide

Description of the slide:

Centering (A.B. Orlov) A specially built simple interaction between a teacher and a student, based on empathy, non-judgmental acceptance of another person, the sameness of experiences 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

Description of the slide:

Centering (A.B. Orlov) Basic centering: Egoistic - 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 the students' parents Cognitive - centering on the requirements of teaching aids and education 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

Description of the slide:

Indications for pedagogical activity (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 peculiarities of human behavior in specific: life circumstances, calculate the typical in a person's character. Ability to navigate in changing conditions. Organizational skills. The versatility of common cognitive interests. Purposefulness, readiness for strong-willed efforts on the way to achieving the goal.

18 slide

Description of the slide:

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

19 slide

Description of the slide:

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 musical activity and integrating all the mental processes involved in it, abilities and skills

20 slide

Description of the slide:

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, in a counterbalance to destroying the optimal creative state of preoccupation with one's own person; - focus on the creative process 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

Description of the slide:

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 a negative experience, offer a substitute experience and contribute to the transformation of feelings that interfere with the child, unfavorable emotional states into feelings of joy and enjoyment from the process of musical activity.

22 slide

 

It might be useful to read:

• Offshore trap of "Crimean Titan": will the "dirty" plant be modernized?;
• How to choose electrodes for welding Welding a rail with steel;
• Production technology of fiberglass pipes Fpipes;
• Consumer properties of muesli bars and snack products;
• How to start the production of smoked fish?;
• Sheet metal stamping technology;
• From what and how are dumplings made?;
• The best Tabasaran carpets: description, patterns, features and reviews An excursion into history;