Have the motives for learning activity changed? Presentation. Presentation "Increasing the learning motivation of students as a means of increasing the efficiency of the cognitive process

About motivation… “Teaching, devoid of any interest and taken only by force of coercion, kills in the student the desire to acquire knowledge. To make a child accustomed to learning is a much more worthy task than to force it” K.D. Ushinsky "All our plans, all searches and constructions turn into dust if the student has no desire to learn" V. A. Sukhomlinsky " High motivation can compensate for the low level of abilities” Etc. Dubovitskaya "The question of the motivation of learning is the question of the process of learning itself" P.Ya. Galperin "There is only one way in the world to induce people to do something - to make a person want to do it." Dale Carnegie

Motive. Motivation. Learning motivation. MOTIVE (from Latin) - to set in motion, to push. This is the motivation for activity associated with the satisfaction of human needs. MOTIVATION is an impulse that causes activity and determines its direction. LEARNING MOTIVATION - motivated activity shown by students in achieving the goals of learning.

The main motives of human activity. The whole variety of motives that induce a person to work, take any action and, in general, move through life can be reduced to five: the reward motive; social motive; process motive; achievement motive; ideological motive.

Social cooperation Narrow social Broad Social Views motives Aimed at achieving success Aimed at avoiding failures Internal - motives directly related to educational activities External - motives not related to educational activities student with other people

Types of motivation External motivation broad social motivation (includes motives: every cultured person must know at least one foreign language, as well as for general development; English language- the most common in the world, and you need to know it; a foreign language is known in the family, and this makes me learn it; I study, because this subject is in the school curriculum; I teach out of respect for the teacher; I want to know a foreign language as well as my comrades). Intrinsic motivation: 1) motivation associated with the prospective development of the personality (I study, because a foreign language can be useful in later life (at the institute; in future work; I can help someone myself)); 2) communicative motivation (it is interesting to communicate with the guys in the lesson; it is interesting in foreign language classes; I want to learn how to write letters (for correspondence)); 3) motivation generated by the educational activity itself (I am interested foreign language as such (I learn poetry, do exercises, translate interesting texts, feel success in learning)).

Degrees of students' attitude to learning There are several levels of the student's involvement in the learning process: positive, negative, indifferent (or neutral). Signs of a positive attitude The activity of students in the learning process; Ability to set long-term goals; Ability to defend one's opinion; The ability to foresee the consequences of their educational activities; Ability to overcome difficulties on the way to achieving the goal; Search for non-standard ways of solving educational problems; Flexibility and mobility of methods of action; Transition to creative activity; Increasing the share of self-education.

Degrees of students' attitude to learning The negative attitude of schoolchildren to learning is characterized by: Poverty and narrowness of motives; Weak interest in success; Weak focus on evaluation; Inability to set goals, overcome difficulties; unwillingness to learn; Negative attitude towards school and teachers. An indifferent attitude has the same characteristics, but implies the ability and ability to achieve positive results with a change in orientation.

Reasons for the decrease in motivation The reasons for the decrease in motivation, depending on the teacher, are: incorrect selection of the content of educational material, causing overload of students; non-mastery of the teacher modern methods training and their optimal combination; inability to build relationships with students and organize the interaction of students with each other; features of the personality of the teacher - due attention is not always paid to the motivation of students. The reasons for the decrease in motivation, depending on the student, are: low level of knowledge: lack of formation of educational activities, and above all, methods of self-acquisition of knowledge: less often - undeveloped relationships with the class; in isolated cases - developmental delays, abnormal development; poor student health.

Characteristics of the motivation for teaching schoolchildren by age (according to Nemova N.V.) Preschoolers The need for new impressions; The need for learning as a new activity; The need to earn the praise of adults; The need to become the best, to become an excellent student. Primary school Sense of duty (increases twice and significantly exceeds cognitive motivation); Prestigious motivation - the desire to get a high mark, increases by grade 3-4; The motive for avoiding sanctions, that is, punishment; Interest in the subject (decreases by 5 times - up to 5% of students); The main motivation is external, prestigious and coercive; Motivation is unstable, no interest in certain subjects, no ability long time hold the energy of the formed intention.

Characteristics of the motivation for teaching schoolchildren by age (according to Nemova N.V.) Teenage school Persistent interest in a particular subject; The motive for avoiding failure; The desire to have a high mark, even if it is not supported by knowledge, as a confirmation of a high status in the team and a means of self-affirmation; Cognitive interest only among highly motivated; The motive for academic success is not developed; Motivation caused by teenage attitudes (tips, cheating, deception of the teacher, etc.). Old school Motivation to continue education in vocational schools; Choosing a subject from the position of the future (middle teenager: choosing the future from the position of a favorite subject); The significance of the mark as a motivator is decreasing, the mark is not a motivator, but a criterion for the quality of knowledge; Motivation for achieving high results in significant subjects; Intrinsic self-motivation.

“Incorrect motivation” of students Lack of positive stable motivation for learning activities among schoolchildren can cause their poor academic performance; The student may have a focus on the learning process, but at the same time, he can focus not on the result of the activity, but only on the assessment; In schoolchildren, in addition to purely cognitive needs and educational interests, there may be motives for “avoiding trouble”, “avoiding failure”, fear of getting low marks. Motives for learning can be: strict external control by teachers and parents.

Factors influencing the motivation of the educational system, the educational institution where educational activities are carried out; organization educational process; characteristics of the student (age, gender, intellectual development, abilities, level of claims, self-esteem, his interaction with other students, etc.); features of the teacher (the system of his relations to the student, to the profession); the specifics of the subject.

Methods for diagnosing students' motivation questionnaires, surveys, diagnostic tests designed specifically to identify students' motivation; study of students' work (homework, individual assignments, etc.); observation of students in the course of educational activities; questioning parents of students; frontal checks of the teaching of the subject.

Ways to increase motivation The following attitudes and actions of the teacher, as well as methods of increasing motivation, can be considered significant in the work on the formation of motivation for learning: taking into account the age characteristics of schoolchildren; personal orientation in training; choice of action in accordance with the capabilities of the student; creating a situation of success; application of encouragement and censure; display of student achievements; use of problematic situations, disputes, discussions, competitions; the formation of adequate self-esteem in students; the teacher's belief in the student's abilities; jointly with students the choice of means to achieve the goal; use of collective and group forms of work; emotional speech of the teacher, enthusiastic teaching; pedagogical tact and skill of the teacher; creating an atmosphere of mutual understanding and cooperation; non-standard form of conducting lessons; novelty of educational material; use of game, project, information technologies; alternation of forms and teaching methods; use of health-saving technologies; conducting relaxation breaks in the lesson, physical education minutes.

Stages of work on increasing the level of student motivation Purpose: search effective ways and means of formation and increase of educational motivation. Tasks: 1. Conduct theoretical analysis concept of motives. Understand the question of what a motive is, what motives are and what types of motives I, as a teacher, need to form and develop in my students 2. To study the motivational sphere of students, to diagnose the level of students' motivation. This is a diagnostic stage at which the level of motivation will be studied, because the study of motivation and its formation are two sides of the same process of educating the motivational sphere of the student's integral personality. The results of the study will form the basis for the development of ways to work in the classroom and in extracurricular activities using various techniques for the formation of student learning motivation. Various diagnostic methods are used to identify the level of motivation for learning. (See: Presentation "Psychological and pedagogical diagnostics"). 3. Find ways and means to form and increase learning motivation. Forming motivation does not mean putting ready-made motives and goals in the student’s head, but putting him in such conditions and situations of activity deployment, where the desired motives and goals would be formed and developed taking into account and in the context of past experience, individuality, internal aspirations of the student himself. . At the design stage, theoretical preparation for activities is carried out and, based on theory, the most effective techniques and methods are selected to form and increase motivation in the classroom and in extracurricular activities. Theoretically, the formation includes several blocks - work with motives, goals, emotions, educational and cognitive activities of schoolchildren. Within each of the blocks, work is carried out to update and correct the old motives, stimulate new motives and give them new qualities. The means and techniques that a teacher can use to purposefully influence the motivational sphere of students are presented in the Presentation "Means to increase student motivation." 4. To test the found means of forming and increasing educational motivation. Formation is a systematic and purposeful process if the teacher compares the results obtained with the initial level that preceded the formation, and with the plans that were outlined. 5. Analyze the results achieved, re-diagnose the level of students' motivation. At the reflexive stage, each time the results of the work done are compared with the original ones. And on their basis it is planned further work. The level of motivation of students increases due to the solution of tasks. 6. Outline further ways to achieve the goal.

Indicators of increasing the learning motivation of students positive dynamics of the level of quality of education; positive dynamics in the number of students participating in extracurricular activities (olympiads, competitions, project activities), as well as the presence prizes according to the results of participation; positive results of the state final certification.

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 is 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 a new image of this person: willing to gain knowledge in your subject and 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 hindrances and not by the internal factor “low abilities”, but by another 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 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.

Younger 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 uniformity of forms training sessions, lack of creative and problem-search forms of educational activity;

Negative attitude to forms of strict control by the teacher;

Preservation of situational choice motives life path;

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

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"Appendix 3 Tips for Parents on Dealing with Underachieving Children"

Tips for parents on dealing with underachieving children.

1. Rely on strengths 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)

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"development workshop"

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

Speech by a psychologist at the 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 the active stimulation of 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 proportion of first-graders are dominated by game motivation;

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 work. The younger 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 activities. 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:

the educational system itself 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 engage in 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 maladaptation. (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) 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.)

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 goals into motives-goals great importance has a student's awareness of his successes, moving 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 the most various forms discussions: round table, expert group meeting, debate, court session, 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.

It is obvious that creative manifestations in any, including cognitive activity are unique and 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. (Appendix 1)

Our further work will be carried out in groups.

Task: Develop a block diagram "Formation of learning motivation", taking into account age features students, 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

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«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 contribute to your desire come 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"
"down up"

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 engage in 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 study "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 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 maladaptation

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 Internal 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 the problem, students helping each other, involving students in appraisal activities 2) unusual shape presentation of material, 3) creation 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

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.

Description of the presentation on individual slides:

1 slide

Description of the slide:

2 slide

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Epigraph Teaching, devoid of any interest and taken only by coercion, kills in the student the desire to acquire knowledge. It is a much more worthy task to accustom a child to learning than to force it. K.D. Ushinsky

3 slide

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Primary school age is favorable in order to lay the foundation for the ability, desire to learn. Scientists believe that the results of human activity are 20-30% dependent on intelligence, and 70-80% - on motives.

4 slide

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Diagnosis of adaptation of first-graders Most of today's children lack educational motivation: - in 79% of students, educational motivation is at the stage of formation (i.e., game motives predominate), - in 1% of students it is not formed, - and only in 20% it is formed.

5 slide

Description of the slide:

3 types of attitude to learning: positive, indifferent and negative. positive attitude to learning is characterized by the activity of students in the educational process, the ability to set long-term goals, to anticipate the result of their educational activities, to overcome difficulties on the way to achieving the goal. The negative attitude of schoolchildren to learning is not a desire to learn, a weak interest in success, a focus on marks, an inability to set goals, overcome difficulties, a negative attitude towards school and teachers.

6 slide

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The student's attitude to learning is expressed in the following activity: - readiness to complete educational tasks - desire for independent activity - consciousness of completing the task - systematic training - the desire to improve their personal level, independence: the implementation of activities by the student himself without the help of a teacher, adults.

7 slide

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Reasons for poor student performance 1. Inability to learn and overcome the difficulties of cognitive activity (perseverance, patience, counting skills, memorization, writing, attentiveness, listening and speaking expressively, a sense of responsibility, skills and abilities of cooperation with others, etc.). Many skills are acquired before entering school, others are formed during primary school, others improve until they graduate from school.

8 slide

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Reasons for poor student achievement 2. Distracting factors in children's lives. Education requires more and more time from the student, not only at school, but also at home. But it is difficult for him to do this because there are various temptations around him: TV, computer, friends, entertainment centers, etc .;

9 slide

Description of the slide:

Causes of low student achievement 3. The monotony of life and the educational process, school routine. At school, children lack movement, change of impressions, events, bright, joint with teachers, parents, creative deeds; 4. The authoritarian position of teachers and parents, when studies and academic performance become the topic of conversation at school and at home, when there are no other topics of communication.

10 slide

Description of the slide:

What is motivation? Motivation (from the Latin root, meaning "to move") - internal motivation, interest, interest, desire, desire for something. Motive is an impulse to activity, something for which the student performs this or that activity.

11 slide

Description of the slide:

Groups of motives: Internal (cognitive) motives. Associated with the content of the educational activity itself and the process of its implementation, the need to master new skills, abilities and knowledge. 2. External (social) motives. They are connected with the needs of the child in communicating with people, in their assessment and approval, with the desire of the student to take a certain place in the system of social relations available to him.

12 slide

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The prevailing motivation For the development of the personality of the student, the most favorable is the predominance intrinsic motivation educational activity. Learning will be successful if it is internally accepted by the child, if it relies on his needs, motives, interests, that is, if it has personal meaning for him. The true source of a person's motivation is in himself. That is why importance is attached not to the motives of learning - external pressure, but to the motives of learning - internal motivating forces.

13 slide

Description of the slide:

Structure of motivations 1. Cognitive motivation. The child in the learning process begins to rejoice that he has learned something, understood, learned something. 2. Motivation for success. The child shows a desire to do well, correctly complete the task, get desired result. In primary school, this motivation often becomes dominant.

14 slide

Description of the slide:

Motivation for success The formation of a stable motivation for achieving success is necessary in order to blur the "position of the underachiever", to increase self-esteem and psychological stability of the student. High self-assessment by underachieving students of their individual qualities and abilities, their lack of an inferiority complex and self-doubt play a positive role, helping such students to establish themselves in activities that are feasible for them, and are the basis for the development of learning motivation.

15 slide

Description of the slide:

Structure of motivations Prestigious motivation Characteristic for children with high self-esteem and leadership inclinations. It encourages the student to study better than classmates, to stand out among them, to be the first. Motivation to avoid failure. Children try to avoid the "deuce" and the consequences that a low mark entails - the dissatisfaction of the teacher, the sanctions of the parents.

16 slide

Description of the slide:

The structure of motivations 5. Compensatory motivation These are motives that are secondary to learning activities, allowing you to establish yourself in another area - in sports, music, drawing, caring for younger family members, etc. In the course of individual and age development, the structure of motives changes.

17 slide

Description of the slide:

Prevailing motivation Among the various social motives of learning, the leading motives in elementary school are: - “to bring joy to parents”, “I want to know more”, “it is interesting in the lesson”.

18 slide

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Motivational role of the mark In most cases, children say that the mark pleases or upsets students and their parents. Not all children understand the meaning of the mark, but most children want to work towards the mark. Students in grades 1-2 perceive the mark as an assessment of their efforts, and not the quality of the work done.

19 slide

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Parents' attitude towards school grade What did you get today? Don't worry, we still have time to fix everything. I knew it. And who are you born into? March to your room! And don't show your face to me! You're smart! The teacher will make sure next time. How much can you explain it! Do you need my help or will you try again on your own? Has anyone scored better than you? Sit down and study again, and then I will check! Let's try to understand the material that is so difficult for you. You know, when I was little, this material was also difficult for me. Let's look at the tutorial again, I think this will help us. So you're going to ride in threes and twos? Here comes the father, he will show you for a deuce! Look how I studied, and you?

20 slide

Description of the slide:

Parental Attitude to School Mark Do not scold your child for a bad mark. He really wants to be good in your eyes. If it doesn’t work out to be good, the child begins to lie and dodge in order to be good in your eyes. Sympathize with your child if he worked for a long time, but the result of his work is not high, explain to him that not only a high result is important. More important is the knowledge that he can acquire as a result of daily hard work. Don't make your child beg for a grade at the end of the term for your peace of mind. Never express doubts about the objectivity of your child's assessment out loud.

21 slide

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Attitude of parents to the school mark If there are doubts, go to school and try to objectively understand the situation. Do not unreasonably blame other adults and children for your own children's problems. Support the child in his, albeit not very significant, but victories over himself. Demonstrate the positive results of your work so that the child wants to imitate you.

22 slide

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How to maintain school motivation 1. Maintain and form interest in information "Everything that is unknown is terribly interesting." The role of adults is to encourage this interest. junior schoolchildren worries about how everything around is arranged, how everything works, is assembled and disassembled. 2. Maintain and stimulate interest in the mode of action. Reach effective way making decisions on your own is the pleasure of the explorer-creator. It is necessary to develop the independence of thinking of children.

slide 1

Parent meeting“Motivation of the educational activity of students and the creation of conditions for its implementation” “Teaching, devoid of any interest and taken only by force of coercion, kills the student's desire to acquire knowledge. Getting a child to learn is a much more worthy task than to force it.” K. D. Ushinsky Prepared by the teacher-organizer Valieva Z.Sh.

slide 2

What is motivation? What does it depend on? Why does one child learn with joy and another with indifference? Motivation is an internal psychological characteristic of a person, which finds expression in external manifestations, in relation to a person 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. How the student feels in a certain situation depends on the amount of effort that he 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.

slide 3

Modern society expects from the school thinking, initiative, creative graduates with a broad outlook and solid knowledge Motivation is the general name for the processes, methods, means of encouraging students to productive cognitive activity, active development of the content of education. Educational motivation is the inclusion in the activities of learning, learning activities.

slide 4

slide 5

The school, in the context of the modernization of the education system, is looking for ways that would allow fulfilling this order of society. Any education, in its essence, is the creation of conditions for the development of the individual. The organization of educational activities is such that knowledge has a personal meaning, while taking into account the individual characteristics of students. This requires a student-centered approach to learning, the condition for the implementation of which is the differentiation of the learning process and the motivation of learning activities

slide 6

More V.A. Sukhomlinsky said: “This is a terrible danger - idleness at the desk; idleness six hours a day, idleness for months and years. It's corrupting." 3 types of attitude to teaching are determined: positive, indifferent and negative M.V. Ostrogradsky wrote: “... Boredom is the most dangerous poison. She works incessantly; it grows, takes possession of a person and attracts him to the greatest excesses.

Slide 7

A positive attitude towards learning is characterized by the activity of students in the educational process, the ability to set long-term goals, anticipate the result of their educational activities, overcome difficulties on the way to achieving the goal. overcome difficulties, negative attitude towards school and teachers.

Slide 8

Diagnostics of formed motivation in students Questionnaire 1 Why do you study? Why do you go to school? Is it possible not to study at school, but to acquire knowledge on your own? Questionnaire 2 Continue the sentences. I like it in class… It bothers me in class… I would like to have… in class…

Slide 9

slide 10

Questionnaire for Parents Questionnaire 3 What kind of student do you consider your child to be (high, average, low learning ability)? 2. How often do you go to school? 3. How do you feel about the child’s studies: I think that this is his business I experience failures, I rejoice in his successes I help with the preparation of homework I control the result of training

slide 11

To form a positive motivation for learning, parents need to rely on the following tips: be interested in the affairs and studies of the child; help with homework should be in the form of advice, not suppress independence and initiative; explain to the child that his failures in studies are a lack of effort, that he has not learned something, has not completed it; praise children more often for their success, thereby giving an incentive to move on.

slide 12

The impact of success on the life of schoolchildren Children expect both general cultural development and attention to their personal and social growth, they hope for mutual understanding from teachers and recognition of their successes and achievements. The main thing for us in these studies is the child's inner world as an integral phenomenon in which it is impossible to "break" emotions and reason, upbringing and education, home and school, friends in the class.

slide 13

Evaluation by schoolchildren of their own learning outcomes The survey was conducted at the school on 12.12.11. 37 pupils (2-3,4) took part in grades 5-11 Quite satisfied 11+ Not always 12+ I am often dissatisfied with myself 4+ I don't care 2

slide 14

Note that there are only two people who are truly indifferent to their successes. Based on this, it is more correct to say that they often do not want to learn what is offered to them. Not surprisingly, from time to time, guys show an aversion to learning. That is why they value the teacher above all, who knows how to make the lesson interesting! Very satisfied also not so much, ten people. These are the guys who are well adapted to the school and its requirements, do not worry about trifles. The main part, …………….., is critical of their successes. This is gratifying to a certain extent. A significant part of the students feel dissatisfaction occasionally, there are also students who have it quite often (……….. people). The last group needs help class teacher, those teachers whose subjects cause some difficulties for the children. Discontent builds up gradually. The opinion of schoolchildren about what hinders and what helps them successful activity at school, very interesting. We know that children react emotionally to their successes and failures, let's see how they explain them. To this end, a survey was conducted to identify interference,

slide 15

Obstacles to successful study Scattered interests 8+ Entertainment (games, discos 1+ Home problems 4+ Unrealistic completion of all homework 3+ Lack of interest in certain subjects 3+ My interests prevail over school assignments 1+ I often have Bad mood 5+ I think not all subjects need to be taught seriously 2+ No one cares about my success 1+

slide 16

Obstacles to successful study The main motive for most people is the lack of interest in certain subjects. A significant group of students has an important incentive to study - interest (dispersion of interests, the presence of some kind of own interest). The indifference of adults to the success of schoolchildren was singled out by individual students. This situation is observed in the middle link. In high school, students believe that there is a fairly large list of circumstances that can change their attitude to learning in better side.

slide 17

Factors contributing to successful learning There will be a free choice of the depth of study of some subjects 4 Relationships between students and teachers will be freer. 3 The number of items that will prepare for real life. 0 If I am sure that the one who studies better will live better 4 At school, you can always find an adult who will help me solve my personal problems. 5 We will not just memorize the material, but do something on our own. eleven

slide 18

The main motive of ……… a person is the lack of interest in individual subjects. A significant group of students has an important incentive to study - interest (dispersion of interests, the presence of some kind of own interest). The indifference of adults to the success of schoolchildren was singled out by .... Human. This situation is observed in the middle link. In high school, students believe that there is a fairly large list of circumstances that can change their attitude to learning for the better,

slide 19

THE MOOD IN WHICH CHILDREN GO TO SCHOOL often rarely Never With fear that I have not learned a lesson 4 7 26 With pleasure 9 24 5 With joy that I will meet friends 10 23 5 With a desire to gain new knowledge 10 14 16 With fear of meeting a harmful teacher 3 3 32 I'm afraid I won't cope with the control 5 6 27 I go because I have to 10 0 28 I'm anxious because I'm meeting a personal enemy 1 0 0 Studying burdens me, spoils my mood 6 16 16 I don't care 0 8 30

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Emotions of children are different: positive, neutral, negative. Different aspects of the life of the school are assessed differently by the children. Most highly they value communication with classmates, it happens that they are afraid of a control and harmful teacher, and a personal enemy among schoolchildren. There are features of the "school of alienation": there are students (more than 10 people out of 38) go because they have to! For some guys, studying spoils the mood, burdens, mostly those who are not doing well. But, in spite of this, there are actually no indifferent to the school. The fear that you have not learned your lesson is not so great, it is mainly characteristic of underachievers. Not many people go with pleasure either (10 people), the guys do not strive to gain new knowledge. Unpreparedness is sometimes determined by other reasons (misunderstanding, fatigue). But it should not be argued that most of the guys who study well, feel good at school! In elementary school, a test was also conducted to identify the prevailing Mood. The number of respondents is 8 people, of which 6 are dominated by a positive state. Mood is strongly influenced by the creation of situations of success in the pedagogical process, and it also affects not only the mood of students, but also the quality of education.

Presentation on the topic: Motivation of educational activities of students and the creation of conditions for its implementation

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Presentation on the topic: Motivation of educational activity of students and creation of conditions for its implementation

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Parent meeting "Motivation of students' learning activities and creation of conditions for its implementation" Getting a child to learn is a much more worthy task than to force it.” K. D. Ushinsky Prepared by the teacher-organizer Valieva Z.Sh.

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Modern society expects from the school thinking, initiative, creative graduates with a broad outlook and solid knowledge. Motivation is the general name for the processes, methods, means of encouraging students to productive cognitive activity, active development of the content of education. Educational motivation is the inclusion in the activities of learning, learning activities.

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The impact of success on the life of schoolchildren Children expect both general cultural development and attention to their personal and social growth, they hope for mutual understanding from teachers and recognition of their successes and achievements. The main thing for us in these studies is the inner world of the child as a holistic phenomenon in which it is impossible to \"break\" emotions and reason, upbringing and education, home and school, friends in the class.

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Note that there are only two people who are truly indifferent to their successes. Based on this, it is more correct to say that they often do not want to learn what is offered to them. Not surprisingly, from time to time, guys show an aversion to learning. That is why they value the teacher above all, who knows how to make the lesson interesting! Very satisfied also not so much, ten people. These are the guys who are well adapted to the school and its requirements, do not worry about trifles. The main part, …………….., is critical of their successes. This is gratifying to a certain extent. A significant part of the students feel dissatisfaction occasionally, there are also students who have it quite often (……….. people). The last group needs the help of the class teacher, those teachers whose subjects cause some difficulties for the children. Discontent builds up gradually. The opinions of schoolchildren about what hinders and what helps their success in school are very interesting. We know that children react emotionally to their successes and failures, let's see how they explain them. To this end, a survey was conducted to identify interference,

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Obstacles to successful study Scattered interests 8+ Entertainment (games, discos 1+ Home problems 4+ Unreality of doing all homework 3+ Lack of interest in certain subjects 3+ My interests prevail over school assignments 1+ I often have a bad mood 5+ I think not all subjects need to be taught seriously 2+ No one cares about my success 1+

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THE MOOD IN WHICH CHILDREN GO TO SCHOOL often rarely Never With fear that I have not learned a lesson 4 7 26 With pleasure 9 24 5 With joy that I will meet friends 10 23 5 With a desire to gain new knowledge 10 14 16 With fear of meeting a harmful teacher 3 3 32 I'm afraid I won't cope with the control 5 6 27 I'm going because it's necessary 10 0 28 I'm anxious because I'm meeting with a personal enemy 1 0 0 Studying burdens me, spoils my mood 6 16 16 I don't care 0 8 30

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Emotions of children are different: positive, neutral, negative. Different aspects of the life of the school are assessed differently by the children. Most highly they value communication with classmates, it happens that they are afraid of a control and harmful teacher, and a personal enemy among schoolchildren. There are features of the\"school of alienation\": there are more than 10 students out of 38) go because they have to! For some guys, studying spoils the mood, burdens, mostly those who are not doing well. But, in spite of this, there are actually no indifferent to the school. The fear that you have not learned your lesson is not so great, it is mainly characteristic of underachievers. Not many people go with pleasure either (10 people), the guys do not strive to gain new knowledge. Unpreparedness is sometimes determined by other reasons (misunderstanding, fatigue). But it should not be argued that most of the guys who study well, feel good at school! In elementary school, a test was also conducted to identify the prevailing Mood. The number of respondents is 8 people, of which 6 are dominated by a positive state. Mood is strongly influenced by the creation of situations of success in the pedagogical process, and it also affects not only the mood of students, but also the quality of education.

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Lesson The lesson has been and remains the main element of the educational process. Two people work at the lesson - a teacher and a student, and only correctly organized work can encourage the student to learn. creating a comfortable atmosphere in the classroom by involving all students in the class creating non-standard situations in the classroom demonstrating the achievements of each student in each lesson the ability to create a situation for each student, to prove himself the ability to praise any student in each lesson, even for small achievements and successes.

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Motivation has the greatest influence on the productivity of the educational process and determines the success of educational activities. The lack of motives for learning inevitably leads to a decrease in academic performance, degradation of the individual, and ultimately to the commission of offenses by adolescents.

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Have the motives for learning activity changed? Presentation. Presentation "Increasing the learning motivation of students as a means of increasing the efficiency of the cognitive process

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

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

View document content "development workshop"

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

Presentation on the topic: Motivation of educational activity of students and creation of conditions for its implementation

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"Appendix 3 Tips for Parents on Dealing with Underachieving Children"

View document content
"development workshop"

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