Presentation "motivation of educational activities." Motivating students' learning activities and creating conditions for its implementation Presentation on educational motivation of senior schoolchildren

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Motivation for educational activities of schoolchildren Ancient wisdom says: you can lead a horse to water, but you cannot make him drink. 900igr.net

How to motivate a student’s cognitive activity? “The psychological law says: before calling a child to any activity, interest him in it, take care to discover that he is ready for this activity, that he has strained all the forces necessary for it” L.S. Vygotsky “ There is no activity without a motive” A.N. Leontyev

Motive Motive is the source of activity of any person. The “energy battery” of the individual; the intensity of a person’s activity depends on its strength. There is no internal motive - an internal driving force, and every business is doomed to be tedious, boring, unnecessary.

The motive is interest, need, desire, belief, ideal, emotions, drives, instincts, attitudes, this is what motivates a person to activity, for the sake of which it is performed.

“When information is presented without interest, a center for its active rejection is formed in the cerebral cortex” I. Pavlov Without the child’s internal mood, without his motivation for activity, violence is chosen as the main pedagogical influence. A teacher who relies only on the concepts of “should” and “necessary” is faced with negative, negative motivation. The child develops: * a tendency to evade studies * activity and learning results are insignificant * severe distractibility in class * rapid fatigue * feeling of dejection and dissatisfaction * immobility, rigidity of thinking.

The internal motive of educational activity must always precede and accompany learning. The teacher sometimes forgets that much of what he himself considers important and useful is meaningless for the student. Motivation must be specially formed, developed, stimulated. The process of forming and consolidating positive motives for educational activities in schoolchildren is called motivation for educational activities.

Factors influencing the formation of motives for schoolchildren's educational activities. Contents of educational material. Communication style between teacher and student. The nature and level of educational and cognitive activity.

Is this necessary? The special nature of the presentation of educational material: a). analytical (explanatory, critical, logical, problematic); b). business; c).unusual. Use, display, emphasizing various elements, attractive aspects of the content: a).the importance of individual parts; b).difficulty, complexity (simplicity, accessibility); c).novelty, educational content of the material; d).discovery of something new in the known; d).historicism, modern achievements of science; f).interesting facts, contradictions, paradoxes. Assignments with interesting content and entertaining questions. Showing the importance of knowledge and skills: a).social, b).personal. Interdisciplinary connections

Communication style between teacher and student Authoritarian Forms “external” motivation for learning, the motive of “avoiding failure,” and delays the formation of internal motivation. Democratic Promotes intrinsic motivation. Liberal (permissive) Reduces the motivation to study and creates the motive of “hope for success”

Communication style between teacher and student Showing achievements and shortcomings in personal development, showing trust in the student’s strengths and capabilities. Manifestation of the teacher’s personal attitude towards the student, class, expression of one’s own opinion. The teacher demonstrates his own qualities, personality data (in terms of communication, erudition, attitude to the subject, business qualities, etc.) and encourages students to similar manifestations. Organization of friendly relationships in the team (mutual examination, exchange of opinions, mutual assistance.

Organization of educational activities 3 stages: 1).motivational, 2).operational-cognitive, 3).reflective-evaluative.

The motivational stage is a message about why and why students need to know this section of the program, what is the main educational task of this work. The motivational stage consists of three educational actions: 1).creation of a learning-problem situation; 2).formulation of the main educational task as the result of a discussion of a problem situation; 3). consideration of issues of self-control and self-assessment of capabilities for studying this topic.

the creation of a learning-problem situation is achieved using the following techniques: a).setting students a task that can only be solved by studying the topic; b).the teacher’s story about the theoretical and practical significance of the proposed topic; c).a story about how this problem was solved in the history of science.

Formulation of the main educational task as the result of a discussion of a problem situation. This task is for students the goal of their activity in this lesson.

Motivational stage At this stage, it is important to pay attention to making demands on students. They can be: in content: to discipline, to work; by form: expanded, collapsed (instructions, remarks, facial expressions); algorithms; single and individual, group, general and detailed, direct and indirect

Operational-cognitive stage At this stage, it is important to ensure that the student begins to act. This requires situations of a different nature: Intellectual (problem, search, discussion, contradictions, quarrel); Gaming (cognitive games, competitions, etc.); Emotional (success, passion for the topic...). In many cases, the group form of educational activity creates better motivation than individual one. Group work “draws” even passive, weakly motivated students into active work.

the reflective-evaluative stage is associated with: analysis of what has been done, analysis of errors and provision of necessary assistance, comparison of what has been achieved with the task and evaluation of the work.

reflective-evaluative stage If the teacher pays due attention to this stage, then: students feel satisfaction from the work done, from overcoming difficulties and learning new things. This leads to the formation of expectations of the same emotional experiences in the future.

reflective-evaluative stage If the teacher pays little attention to this stage and reduces everything to grading, then a shift in educational motivation may occur from the activity itself, from the process of cognition and the result to the grade. This leads to the extinction of the motive for cognitive activity. It is important that the assessment: provides a qualitative, rather than quantitative, analysis of students’ educational activities, emphasizes positive aspects and changes in the mastery of educational material, and identifies the causes of existing shortcomings; and not only stated their presence

The main methods of motivating and stimulating the activities of students can be divided into 4 blocks of basic methods of motivation, depending on the impact on various areas of the student’s personality

I. Emotional methods of motivation: encouragement, reprimand, educational and cognitive game, creating vivid visual and figurative representations, creating a situation of success, stimulating evaluation, satisfying the desire to be a significant person.

II. Cognitive methods of motivation rely on life experience, cognitive interest, creating a problem situation, encouraging the search for alternative solutions, performing creative tasks, brainstorming, developmental cooperation (pair and group work, project method)

III. Volitional methods of motivation: presenting educational requirements, informing about educational learning outcomes, cognitive difficulties, self-assessment of activities and corrections, reflection of behavior, forecasting future activities

IV. Social methods of motivation are the development of the desire to be useful to society, the urge to imitate a strong personality, the creation of a situation of mutual assistance, the search for contacts and cooperation, interest in the results of collective work, mutual verification, peer review.

Levels of cognitive interest Level I – manifestation of situational interest in learning, in the subject (sometimes the lesson is interesting, I like the teacher, I like getting good grades). Level II – learning out of necessity (parents force me, I teach because it is my duty, the subject is useful for my future life).

Levels of cognitive interest Level III – interest in the subject (I learn a lot of new things, makes me think; I enjoy working in class). Level IV – increased cognitive interest (the subject is easy; I look forward to the lesson, I strive to learn more than the teacher requires)

Levels of cognitive interest Positive indicators of levels I and II of the formation of cognitive interest are important and necessary at the initial stage. Other parameters are important – level III and especially level IV. Students receive intellectual pleasure from solving problems and show interest in generalizations and laws. They are interested not only in knowledge, but also in ways of obtaining it; they are interested in self-educational activities. Positive motivation here is sustainable, and it is embedded in the learning process itself.

System for developing learning motivation If earlier lessons aroused interest in learning, now we need to develop it, and this means we need to develop a whole system of creative tasks for classes - a set that includes creative tasks with interesting content from three main groups: cause-and-effect relationships , combining information, planning and carrying out practical activities.

System for developing learning motivation The use of a system of creative tasks to develop students’ motivation for learning activities involves the use of at least one task from each group in each lesson.

Evaluation of lessons according to motivational criteria CRITERIA (LEVEL) MOTIVATION TECHNIQUES 1. Low 1. There are no special tasks and information to develop interest in learning. 2. Critical 2. The teacher explains the need to complete tasks. 3.Satisfactory 3.Creating entertaining situations using puzzles and entertaining facts. 4.Good 4.Using a creative challenge with interesting content. 5.High 5.Use of a system of creative tasks with interesting content. 6.Optimal 6.Organization of searching and solving a research problem.

Let's summarize The development of students' educational motivation requires from the teacher not only a large investment of time, but above all a creative approach to his activities. This is possible with rethinking and revision of work technology, with systematic creative growth. According to Disterweg, “the teacher becomes wooden, petrified, “descends” without the desire for scientific work, because he falls under the power of three pedagogical demons: banality, mechanicalness, routine.”

Workshop for teachers.

Motivation. Self-fulfilling prophecies.

Target: a) determining the strength and significance of the teacher’s prejudices towards students, their impact on educational motivation; identification of factors that promote and hinder learning motivation depending on age characteristics;

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

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

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

We often say on the sidelines that students don’t want anything at all, that they are stupid, stupid, lazy, etc.

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

not wanting to study (in%)_____________________________________________

willing to study (in%)_____________________________________________

What percentage of your students understand you?_____________________

describe the majority of your students in a few words______________________________________________________________

This self-actuating prophecy or self-fulfilling prediction.

A motive is an individual’s internal urge to engage in one or another type of activity related to the satisfaction of a specific need.

We are sure:

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

Children should want to learn, but...

Many people do not want to study and do not study. From here it is stated low learning motivation.

Self-diagnosis of a teacher's personality.

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

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

Instructions. Please remember your most reluctant student, who seemed to you the least motivated to study. Describe it using the 10 scales by circling the corresponding point 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	Passionate
Absent-minded	1 2 3 4 5 6 7 8 9 10	Assembled
Pliable	1 2 3 4 5 6 7 8 9 10
	1 2 3 4 5 6 7 8 9 10
Carefree	1 2 3 4 5 6 7 8 9 10	Concerned
Unsuccessful	1 2 3 4 5 6 7 8 9 10	Successful

Now remember the most willing student who seemed to you to be the most motivated to study. Describe it using the same 10 scales.

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

Cute

Required

Passionate

Assembled

Concerned

Successful

1 2 3 4 5 6 7 8 9 10

It turns out that the profile of the motivated is higher than the profile of the unmotivated.

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

Halo effect– inclusion of positive traits and qualities in the idea of ​​a person who is highly rated for a quality that is important to us (for example, in terms of level of motivation), and in the idea of ​​a person who is rated low by us in terms of a quality that is important to us - negative traits, 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 we are unconscious of, provoking a person to behave in accordance with our prejudices (a teacher is a significant person for a student).

An unmotivated student seems less likeable, less kind, and less intelligent. In a sense, we are putting 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 it from him.

This is a psychological law that has been confirmed experimentally.

Conclusion: create a new image of this person: someone who wants to gain knowledge on your subject and who is successful. And behave towards him as if he were the person you want him to be.

The structure of motives is divided into internal, borderline and external.

Internal:

getting a new one;

own development;

action with and for others.

Borderline:

understanding the need for teaching;

opportunity to communicate;

praise from significant persons.

forced study;

studying for leadership prestige;

desire to be the center of attention;

avoiding failures.

This is in general. Let's take a more specific look. A student who receives a bad mark on a test usually explains his failure by the following reasons:

lack of ability;

bad luck;

difficulty of the task; and rarely

lack of effort.

This is the reason for the reasons!

According to psychologists' research, these are the most typical reasons in children's explanations.

Do we take these explanations into account? After all, they directly affect motivation. Is it only cognitive interest (a truly 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 are stronger) than when they believe that everything is due to external factors (difficulty and bad luck).

In order to avoid “learned helplessness,” that is, a low learning motive, you need to know the reasons for its occurrence and ways to get out of the current situation (see diagram).

We must ensure that students understand these reasons and focus on the student himself. Then the meaning of the recommendation boils down to the following: it is necessary for schoolchildren to explain the reasons for their failure not by external obstacles and not by the internal factor “low abilities”, but by other internal– not enough effort , since this reason is the only one controllable.

This is what we need to influence!

Through self-fulfilling prophecies!

In one of the experiments, teachers assessed any student failures over the course of several months using approximately the following formula: “You can answer (perform the task) better if you put in more effort.” Members of the experimental group, compared with unsuccessful students in the control group, achieved greater success in mental ability tests, in reducing anxiety, and reorienting explanations for the cause of failure (ability to effort).

According to the theory of personal causation by R. de Charms, a person in any situation feels either primarily as a “source” or primarily as a “pawn.” If a person is looked at as a “source” (and treated accordingly), he begins to look at himself this way, he himself begins to feel like “the cause of all actions.” But if we teach him directly, “head-on”, to be a “source”, then we will get exactly a “pawn”, that is You should not try to directly change the behavior of students, first of all you should change the behavior of students, first of all you should change the behavior of the teacher towards 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 implementation. Such psychological foresight (design) will help you choose the means: tone, pause, joke depending on the situation and the reaction of the class.

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

Here are the most common stereotypes regarding a teacher’s attitude towards a “bad student” (according to A. Leontyev):

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

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

more often scolds the “bad” person for an incorrect answer;

praises less often 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,” whereas with a “good” student: “That’s right, well done, sit down, Vernika!”).

Setting path: blocking negative feelings, developing positive ones.

Conclusion: Increasing student motivation in the classroom should begin with the teacher and his optimistic forecast.

Failure uncontrollable cause

Lack of low feeling

abilities probability of incompetence

helplessness

Deterioration in behavior or academic performance Decreased motivation

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

Failure uncontrollable cause

Difficulty low feeling

Problems probability of frustration

success (irresistible

helplessness)

or study

Advice:If you have a difficult task, break it down into simple ones.

Failure uncontrollable cause

lack of vague feeling

luck probability of annoyance

success helplessness

worsening behavior decreased motivation

or study

Advice: to form a positive attitude is lucky for those who believe.

Failure uncontrollable cause

absence unstable high

effort cause probability

guilt and shame

control over

behavior

improved behavior increased motivation

or study

Advice:form an attitude - mental work brings joy

“Appendix 2 Age-related characteristics of schoolchildren’s motivation, recommendations for developing motivation”

Age-related characteristics of schoolchildren’s motivation.

Junior school age

Characteristics of age.

By the time a child starts school, he/she has a fairly strong motivation to learn. The motives of preschoolers are expressed in the formula “desire for the position of a schoolchild.” The child clearly demonstrates the need to attend school, wear a uniform, a backpack, and carry out public assignments in the classroom. In other words, he has a need to take a new position among others. Psychologists call this “subjective readiness for school.” 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 of developing learning motivation in primary school age.

(What contributes to motivation?)

The child’s overall positive attitude towards school;

The breadth of his interests;

Curiosity;

(What hinders motivation?)

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

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

Weak generalization of interests;

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

Middle school age

Characteristics of age.

In adolescence, broad cognitive motives and interest in new knowledge become stronger. For most teenagers, an interest in facts is complemented by an interest in patterns. Characterized by interest in ways of acquiring knowledge. This is based on the child's desire to be an adult. Motives for self-education develop. But the most significant changes are occurring 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” in relations with others, wants to understand another person and be understood, and seeks contacts with other people. At this age, the child comes close to understanding his motives for learning and behavior.

Factors promoting learning motivation.

(What contributes to motivation?)

The need for adulthood;

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

The teenager’s desire to understand himself as an individual, the need for self-affirmation and self-expression;

The desire for independence;

Increasing the breadth and diversity of interests, their differentiation;

Age stability of interests;

Development of special abilities.

Factors that hinder learning motivation

(What hinders motivation?)

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

Negativism in assessments;

External indifference to the teacher’s assessment and opinion;

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

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

Selective interest in academic subjects;

Superficiality and scattered interests;

Instability of interests.

Senior school age

Characteristics of age.

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

Factors promoting learning motivation.

(What contributes to motivation?)

The need for self-determination in life and focus on the future, understanding the present from this perspective;

The formation of social motives of civic duty;

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

The need to understand oneself as an integral person, to assess one’s capabilities in choosing a profession, to understand one’s position in life;

The need for self-restraint;

Formation of goal setting;

Interest in all forms of self-education4

Selectivity of cognitive motives dictated by the choice of profession;

The stability of interests, their relative independence from the opinions of others.

Factors that hinder learning motivation.

(What hinders motivation?)

Sustained interest in some subjects to the detriment of others;

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

Negative attitude towards forms of strict control on the part of the teacher;

Preservation of situational motives for choosing a life path;

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

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“Appendix 3 Tips for parents on communicating with underperforming children”

Tips for parents on communicating with underachieving children.

1. Rely on the child’s strengths;

2. Avoid emphasizing the child’s mistakes;

3. Show that you are satisfied with the child;

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

5. Be able to help the child break large tasks into smaller ones, ones that he can cope with;

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 a child;

10. Allow the child to solve problems himself where possible.

11. Avoid disciplinary rewards and punishments;

12. Accept the child’s individuality;

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

14. Show optimism.

There are words that support a child and words that destroy his self-confidence.

For example, words of support:

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

You do it very well.

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

It's a big challenge, but I'm sure you're up for it.

Words of disappointment:

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

You could do this much better.

This idea can never be realized.

It's too difficult for you, so I'll do it myself.

Adults often confuse support with praise and rewards. Praise may or may not be support. For example, too generous praise may seem insincere to the child. In another case, she may 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 timing and effect. A reward is usually given to a child for doing something very well, or for some achievement he has achieved during a certain period of time. Support, as opposed to praise, can be given for any attempt or small progress.

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

You can support through:

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

Touch (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 participation (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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“workshop development”

Workshop “Formation of educational motivation of schoolchildren.”

Speech by a psychologist at the workshop of class teachers and subject teachers.

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

V.A. Sukhomlinsky.

Target: 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 and self-development in the course of acquiring knowledge.

Relevance of the issue.

The required level of formation of educational motivation in schoolchildren.

The real situation in a modern school:

A significant proportion of first-graders have a predominant gaming motivation;

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

During adolescence, educational motivation weakens.

In a modern school, the question of motivation for learning can, without exaggeration, be called central, since 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 and desire to learn, because... scientists believe that the results of human activity depend 20-30% on intelligence, and 70-80% on motives.

What is motivation? What does it depend on? Why does one child study with joy, while another learns 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 turns out to be extremely unstable. Therefore, it is important that the entire learning process evokes in the child an intense and internal motivation for knowledge and intense mental work. Primary school age is favorable for laying the foundation for the ability and desire to learn. The amount of effort that a student puts into his studies depends on the level of formation of educational motivation. Therefore, it is important that the entire learning process evokes in the child an intense and internal motivation for knowledge and 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 relationship to the world around him and various types of activities. Activity without a motive or with a weak motive is either not carried out at all or turns out to be extremely unstable

“from top to bottom” - ideals and goals are revealed to the child, which, according to the adult’s plan, he needs to form; then these “norms” turn from externally understood into internal ones, accepted by the child himself.

“bottom up” - is that the development of motives occurs through the organization by adults of various types of activities of the child in the conditions of active activity of the child 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, the 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 aspirations, self-esteem, interaction with other students, etc.);

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

specifics of the educational subject.

There are five levels of educational motivation:

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

The second level is good school motivation. (Students successfully cope with educational 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 and teachers. They like to feel like students, to have a beautiful briefcase, pens, pencil case, notebooks. Cognitive motives in such children are less developed, and the educational process attracts them little .)

The fourth level is low school motivation. (These children are reluctant to attend school, prefer to skip classes. During lessons they often engage in extraneous activities and 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 cannot cope with educational activities, have problems communicating with classmates, in relationships with the teacher. They often perceive school as a hostile environment, being in it is unbearable for them. In other cases, students may show aggression , refuse to complete tasks, follow certain norms and rules. Often such students have neuropsychiatric disorders.)

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

1. Adolescents experience a “hormonal explosion” and a vaguely formed sense of the future.

2. The attitude of the student to the teacher.

The attitude of the student to the teacher.

3. The attitude of the teacher to the student.

4. Girls in grades 7–8 have reduced age-related susceptibility to educational 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 activities.

8. Misunderstanding of 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 attitude, creating an atmosphere of trust and cooperation in the lesson,

3) bright and emotional speech of the teacher;

4) assessment of one’s own activities and the activities of others;

5) questions that require multiple-choice answers (for example, “why was it difficult?”, “what did you discover, learn in class?”, etc.);

6) entertaining, unusual beginning of the lesson, use of musical fragments, game and competitive forms, humorous moments.)

Motivational-target block

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

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

2) providing the right to choose, through multi-level tasks, dosage at home. tasks

3) identifying the causes of errors and determining subsequent actions;

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

Cognitive block

MAIN TASK: developing the ability to independently identify a learning task, master new methods of learning activities, and self-control techniques

Development of learning motives

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

Through students’ assimilation of the social meaning of learning.

Through the very activity of the student’s learning, which should interest him in something

Conditions that arouse the student’s interest in learning activities

1. Method of disclosing educational material

2. Organization of work on the subject in small groups

3. Relationship between motive and purpose

4. Problem-based learning

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

2. Organization of work on the subject in small groups

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

3. Relationship between motive and purpose

The goal set by the teacher should become the goal of the student. To transform the goal into motives-goals, the student’s awareness of his successes and moving forward is of great importance.

4. Problem-based learning

At each stage of the lesson it is necessary to use problematic motivations and tasks. If the teacher does this, then usually the students' motivation is at a fairly high level. It is important to note that the content is educational, i.e. internal.

Interpersonal relationships of schoolchildren have a significant impact on children's learning outcomes. Quite often, an underachieving child is subjected to ridicule. Often the opposite situation also occurs - a child who differs from others in his intelligence and other advantages may also not be accepted by the group, simply because he is not like everyone else.

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

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

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

Zero activity level:

Students with this level are passive in class, have difficulty getting involved in academic work, and 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 immediately get involved in work, since their activity can increase gradually;

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

Demand immediate answers because they have difficulty improvising;

Confuse them while answering by asking unexpected and tricky questions for clarification;

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

Emotional stroking is needed:

Address the student by name only;

Do not skimp on praise and approval;

Maintain an even, encouraging intonation during classes;

If necessary, touch the child soothingly or reassuringly;

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

Activity level
"depends on a situation".

They quickly start work, but at the first difficulties they feel disappointed and give up or prefer the path of least resistance: working from samples.

Necessary:

Learn to use an answer plan, rely on reference signals, create algorithms for a particular educational action, drawings-tips (“legal cheat sheets”), tables, diagrams created by the students themselves or together with the teacher.

Protection of crossword puzzles compiled by students themselves;

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

Complete the entire task, but mark in the margins with a special icon the place to which the teacher will check this task. There may even be an unspoken competition between students to see who has the test icon furthest from the beginning of the exercise.

Performing activity level:

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

Students of this PA systematically complete their homework. They readily participate in any form of work that the teacher offers them. They consciously accept the learning task and mostly work independently.

Necessary:

They can connect to the technology for assessing 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 significant disagreements do not arise.

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

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

Creative activity level:

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

The student’s position is characterized by a readiness to engage in a non-standard learning situation and a search for new means to solve it.

Pedagogical tactics and strategy for activating cognitive

student activities.

It is obvious that creative manifestations in any activity, including cognitive activity, are of a unique, subjective nature. Students at any level of educational activity can unexpectedly show a creative approach:

situational, performing, etc.

From a tactical point of view, the teacher must provide conditions for the manifestation of non-standardism 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 prepared for these unusual turns of the lesson, emerging problems and their - real and virtual - solutions, because if this attitude is not in place, then learning as a creative process simply will not take place.

Practical part of the seminar

Motivation. Self-fulfilling prophecies. (Annex 1)

Our further work will take place in groups.

Assignment: Develop a structural diagram “Formation of learning motivation”, taking into account the age characteristics of students and levels of cognitive activity.”

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

Group 1 - Junior school age

Group 2 - Middle school age

Group 3 - Senior school age

Protection of projects by groups.

Summing up the results of the workshop.

(Appendix 3)

Resources used

View presentation content
“presentation seminar-workshop Formation of motivation”

Formation educational motivation of schoolchildren Workshop for teachers

educational psychologist, State Institution “Gymnasium No. 2”

Cherkashina A.A.

Rudny

October 2014

Event plan:

A message about the topic of the workshop, its goals and objectives

Report: theoretical justification of the topic

Analysis of the psychological study “Formation of 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 group

Target : 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 acquiring knowledge

“Motivation is much greater

how abilities determine behavior,

human actions."

Motive (from Latin) – to set in motion, to push. This is an incentive to activity related to the satisfaction of human needs.

Motivation- an impulse that causes activity and determines its direction.

“And remember, when you want something, the whole Universe will help make your wish 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 towards the world around him and various types of activities.

2 ways to influence a child’s motivation:

• "top down"
• "down up"

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

Factors that determine the motivation of educational activities

Subjective characteristics of the student

Organization of the educational process

Subjective characteristics of the teacher

Learning motivation

Specifics of the educational institution

Specifics of the subject

There are five levels of educational motivation :

• First level – high level of school motivation , learning activity. (Such children have a cognitive motive, a desire to most successfully fulfill all the school requirements. Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades.)
• Second level – good school motivation . (Students successfully cope with educational 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 and teachers. They like to feel like students, to have a beautiful briefcase, pens, pencil case, notebooks. Cognitive motives in such children are less developed, and the educational process attracts them little .)
• Fourth level – low school motivation . (These children are reluctant to attend school, prefer to skip classes. During lessons they often engage in extraneous activities and games. They experience serious difficulties in learning activities. They are in serious adaptation to school.)

Fifth level - negative attitude towards school, school maladjustment .

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

They often perceive school as a hostile environment,

staying there is unbearable for them.

In other cases, students may become aggressive,

refuse to complete tasks,

follow certain rules and regulations.

Often such schoolchildren have

neuropsychiatric disorders.)

Psychological study “Formation of motivation of students of State Institution “Gymnasium No. 2” The study used diagnostic data obtained using Luskanova's 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 towards school, but school attracts children with extracurricular activities

Level V (below 10)

Low school motivation

Negative attitude towards school, school maladjustment

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

Reasons for the decline in school motivation:

6. Mental development of the student.

7. Productivity of educational activities.

1. Adolescents experience 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 of 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 educational activities due to the intensive biological process of puberty.

9. Fear of school.

Reason for effective school motivation:

In fact

THIS IS SINCERE INTEREST

• He's Curiosity.
• He's Pleasure.
• He is also Internal motivation (the most honest,

real!)

• “ It can be easier to do your job in a friendly environment than in a hostile environment. Malevolence... fetters and paralyzes, especially sensitive and unstable people. Feeling a friendly atmosphere, they immediately find themselves, master their powers and show themselves in the most positive way.”

Levels of cognitive activity of students

Creative level of activity

Level of activity “according to the situation”

Performing activity level

Zero activity level

Work on the formation of teaching motives

Emotional block

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

• Techniques: 1) creating a situation of success, 5) questions that require multiple-choice answers (for example, “why was it difficult?”, “what did you discover, learn in class?”, etc.); 6) entertaining, unusual beginning of the lesson, use of musical fragments, game and competitive forms, humorous moments.)
• Techniques:
• 1) creating a situation of success,
• 2) a positive emotional attitude, creating an atmosphere of trust and cooperation in the lesson,
• 3) bright and emotional speech of the teacher;
• 4) assessment of one’s own activities and the activities of others;
• 5) questions that require multiple-choice answers (for example, “why was it difficult?”, “what did you discover, learn in class?”, etc.);
• 6) entertaining, unusual beginning of the lesson, use of musical fragments, game and competitive forms, humorous moments.)

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

Motivational-target block

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

Cognitive block

MAIN TASK: developing the ability to independently identify a learning task, master new methods of learning activities, and self-control techniques

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

Exercise “The most unmotivated student of 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

Absent-minded

Passionate

1 2 3 4 5 6 7 8 9 10

Pliable

1 2 3 4 5 6 7 8 9 10

Assembled

1 2 3 4 5 6 7 8 9 10

Carefree

1 2 3 4 5 6 7 8 9 10

Unsuccessful

Concerned

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 structural diagram “Formation of learning motivation”, taking into account the age characteristics of students.

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

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

Ways to increase motivation

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

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

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

4) use of ICT in lessons;

5) use of personal individualization.

Resources used

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

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

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

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

5. Makarova A.K. Formation of learning motivation at school age. M.: Education, 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 schoolchildren’s learning, Minsk: Nar. Asveta 1970

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

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

Slide 2

All children can learn successfully if the school can teach.

D.G. Levitas

Slide 3

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

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

Slide 4

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

Slide 5

Differentiation of learning

The didactic principle according to which, 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 training

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

Slide 7

The meaning of level differentiation

student's learning capabilities; his personal qualities, which play a huge role in mastering educational material; relies on feedback from the student in each lesson.

Slide 8

The Positives of Differentiation

eliminating equalization 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 mastery of subject material; creating favorable conditions for weak students.

How to develop students' interest in the subject? What methods do you use to improve performance in the classroom? What forms of educational organization work for the development of a child’s personality? How to individualize learning in the classroom?

Slide 10

The motivational sphere of a person has its sources in practical activities. The student 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 very specific ones.

Slide 11

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

This is the internal attitude of students towards learning. Psychologists note that the meaning of learning is a complex personal formation, which includes two points: 1. The child’s awareness of the objective significance of learning; 2. The child’s understanding of the subjective significance of the teaching. this is a motivating reason, an internal personal urge to action, a conscious interest in its commission; This is the focus of students on performing individual actions included in learning activities. Through setting goals, the motives of teaching are embodied; This is the reaction of students to the influence of internal and external stimuli. Emotions depend on the characteristics of students’ learning activities; they accompany the learning process and precede it. The meaning of learning Motive of learning Setting goals Interests Emotions are the cognitive-emotional attitude of students to learning. For a teacher, this is the relationship between 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 towards learning by ensuring mental and physical health in the classroom, maintaining occupational hygiene; Create situations of success; Stimulate motivation by satisfying students' needs for communication and cooperation with the teacher and classmates; To promote the development of both “strong” and “weak” students, maintain their faith in their strengths, and give impetus to self-education; Stimulate curiosity, cognitive interests and abilities. When preparing for a lesson, it is necessary to take into account the motivational support of the lesson:

Slide 15

Lesson goals play a major role in creating motivation. The goal should indicate its achievement; the teacher must have ways and techniques to check whether the goal of the lesson has been achieved; The general objectives of the lesson should be detailed by micro-objectives, i.e. objectives of the lesson stages; It is necessary to design long-term goals designed 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, significant for themselves, for their spiritual, intellectual development and personal development; The goal must be commensurate with the capabilities 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 sustainable 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 and 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 educational games, competitions, and analysis of life situations.

Slide 17

Increasing interest in educational material

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

Slide 18

What most prevents a 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 and creativity of students in the classroom; Failure to create an environment and opportunity for each student to succeed; Lack of own extra-curricular interests and skills that may be significant for students; Pedagogical and psychological errors in communicating with children, which do not give sufficient authority to the teacher; Lack of restraint, aggressiveness, loudness as a manifestation of lack of professionalism;

Slide 19

Conclusion: MOTIVATION FOR LEARNING IS THE BASIC CONDITION FOR SUCCESSFUL LEARNING

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

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The presentation on the topic “Learning motivation of students” can be downloaded absolutely free on our website. Project subject: Pedagogy. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 19 slide(s).

Presentation slides

Slide 1

Slide 2

All children can learn successfully if the school can teach.

D.G. Levitas

Slide 3

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

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

Slide 4

Slide 5

Differentiation of learning

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 training

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

Slide 7

The meaning of level differentiation

student's learning capabilities; his personal qualities, which play a huge role in mastering educational material; relies on feedback from the student in each lesson.

Slide 8

The Positives of Differentiation

eliminating equalization 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 mastery of subject material; creating favorable conditions for weak students.

How to develop students' interest in the subject? What methods do you use to improve performance in the classroom? What forms of educational organization work for the development of a child’s personality? How to individualize learning in the classroom?

Slide 10

Slide 11

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

This is the internal attitude of students towards learning. Psychologists note that the meaning of learning is a complex personal formation, which includes two points: 1. The child’s awareness of the objective significance of learning; 2. The child’s understanding of the subjective significance of the teaching.

this is a motivating reason, an internal personal urge to action, a conscious interest in its commission;

This is the focus of students on performing individual actions included in learning activities. Through setting goals, the motives of teaching are embodied;

This is the reaction of students to the influence of internal and external stimuli. Emotions depend on the characteristics of students’ learning activities; they accompany the learning process and precede it.

The meaning of the teaching The motive of the teaching Setting goals Interests Emotions

This is the cognitive-emotional attitude of students to learning. For a teacher, this is the relationship between the meaning of the teaching, the nature of motives, the maturity of goals and the characteristics of emotions.

Slide 12

Slide 13

The lesson has great motivational capabilities, which are implemented through its components:

Slide 14

Constantly stimulate and motivate a positive attitude towards learning by ensuring mental and physical health in the classroom, maintaining occupational hygiene; Create situations of success; Stimulate motivation by satisfying students' needs for communication and cooperation with the teacher and classmates; To promote the development of both “strong” and “weak” students, maintain their faith in their strengths, and give impetus to self-education; Stimulate curiosity, cognitive interests and abilities.

When preparing for a lesson, it is necessary to take into account the motivational support of the lesson:

Slide 15

Lesson goals play a major role in creating motivation. The goal should indicate its achievement; the teacher must have ways and techniques to check whether the goal of the lesson has been achieved; The general objectives of the lesson should be detailed by micro-objectives, i.e. objectives of the lesson stages; It is necessary to design long-term goals designed 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, significant for themselves, for their spiritual, intellectual development and personal development; The goal must be commensurate with the capabilities 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 sustainable 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 and 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 educational games, competitions, and analysis of life situations.

Slide 18

What most prevents a 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 and creativity of students in the classroom; Failure to create an environment and opportunity for each student to succeed; Lack of own extra-curricular interests and skills that may be significant for students; Pedagogical and psychological errors in communicating with children, which do not give sufficient authority to the teacher; Lack of restraint, aggressiveness, loudness as a manifestation of lack of professionalism;

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Slide 1

Parent meeting “Motivating students’ learning activities and creating conditions for its implementation” “Learning that is devoid of any interest and taken only by coercion kills the student’s desire to master knowledge. To make a child want to learn is a much more worthy task than to force him.” 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 study with joy, while another learns with indifference? Motivation is an internal psychological characteristic of a person, which finds expression in external manifestations, in a person’s attitude to the world around him, and various types of activities. Activity without a motive or with a weak motive is either not carried out at all or turns out to be extremely unstable. How a student feels in a certain situation determines the amount of effort he puts into his studies. Therefore, it is important that the entire learning process evokes in the child an intense and internal motivation for knowledge and intense mental work.

Slide 3

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

Slide 4

Slide 5

The school, in the context of modernization of the education system, is looking for ways that would allow it to fulfill this order of society. All 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 person-oriented approach to learning, the condition for the implementation of which is differentiation of the learning process and motivation of educational activities

Slide 6

Also V.A. Sukhomlinsky said: “This is a terrible danger - idleness at the desk; idleness for six hours every day, idleness for months and years. It corrupts." Three types of attitude towards learning are defined: positive, indifferent and negative M.V. Ostrogradsky wrote: “...Boredom is the most dangerous poison. She acts incessantly; it grows, takes possession of a person and draws 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, foresee the result of their educational activities, and overcome difficulties on the way to achieving a goal. A negative attitude of schoolchildren towards learning is a reluctance to learn, weak interest in success, focus on grades, inability to set goals, overcome difficulties, negative attitudes towards school and teachers.

Slide 8

Diagnosis of formed motivation in students Questionnaire 1 Why are you studying? Why do you go to school? Is it possible not to study at school, but to acquire knowledge independently? Questionnaire 2 Continue the sentences. I like it in class... It bothers me in class... I would like it in class...

Slide 9

Slide 10

Questionnaire for parents Questionnaire 3 What kind of student do you consider your child to be (with a high, average, low level of learning ability)? 2. How often do you go to school? 3. How do you feel about your child’s studies: I think that this is his business I experience failures, I rejoice in his successes I provide assistance in preparing homework I monitor the results of learning

Slide 11

To develop positive motivation for learning, parents need to rely on the following tips: take an interest in the child’s affairs and studies; help with homework should be in the form of advice and 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 his work; Praise children more often for their successes, thereby giving an incentive to move on.

Slide 12

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

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Schoolchildren's assessment of their own educational results The survey was conducted at school on December 12, 2011. 37 students (2-3,4) from grades 5-11 took part Quite satisfied 11+ Not always 12+ I am often dissatisfied with myself 4+ I don’t care 2

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Let us 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. It is not surprising that from time to time, children demonstrate an aversion to studying. That is why they value above all others a teacher who knows how to conduct a lesson in an interesting way! There are also not so many very satisfied people, ten people. These are the guys who are well adapted to school and its requirements and do not worry about trifles. The main part, …………….., is critical of their successes. This is to a certain extent pleasing. A significant part of students feel dissatisfaction occasionally, there are also students for whom this happens quite often (……….. people). The last group needs the help of the class teacher, those teachers whose subjects cause some difficulties for the children. Discontent accumulates gradually. The opinions of schoolchildren about what hinders and what helps their successful activities at school are very interesting. We know that children react emotionally to their successes and failures; let’s see how they explain them. For this purpose, a survey was conducted to identify obstacles

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Interference with successful studies Scattered interests 8+ Entertainment (games, discos 1+ Problems at home 4+ Unrealistic completion of all homework 3+ Lack of interest in certain subjects 3+ My interests prevail over school tasks 1+ I am often in a bad mood 5+ I think not all subjects need to be studied seriously 2+ No one cares about my success 1+

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Obstacles to successful study The main motive for most people is a 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 personal interest). Individual students highlighted the indifference of adults to the successes of schoolchildren. This situation is observed in the middle level. In high school, schoolchildren believe that there is a fairly large list of circumstances that can change their attitude to school for the better.

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Factors contributing to successful learning There will be an opportunity to freely choose the depth of study of some subjects 4 Relations between students and teachers will be more free. 3 The number of subjects that will prepare you for real life will increase. 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 learn the material, but do something on our own. eleven

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The main motive for ……… people is a 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 personal interest). The indifference of adults to the successes of schoolchildren was highlighted by.... Human. This situation is observed in the middle level. In high school, schoolchildren believe that there is a fairly large list of circumstances that can change their attitude to school for the better,

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THE MOOD IN WHICH CHILDREN GO TO SCHOOL is often rare Never With fear that I have not learned the lesson 4 7 26 With pleasure 9 24 5 With joy that I will meet friends 10 23 5 With the 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 test 5 6 27 I go because I have to 10 0 28 With anxiety, because I’m meeting a personal enemy 1 0 0 Studying bothers me, spoils my mood 6 16 16 I don’t care 0 8 30

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Children's emotions are different: positive, neutral, negative. Different aspects of school life are assessed differently by children. They value communication with classmates most highly; it happens that they are afraid of a test, a harmful teacher, and a personal enemy among schoolchildren. There are features of a “school of alienation”: there are more than 10 students out of 38) they go because they have to! For some children, studying spoils their mood and is a burden, especially for those who are unsuccessful. But, despite this, there are virtually no people who are indifferent to school. The fear of not having learned a lesson is not so great; this is mainly characteristic of those who fail. Not many people go with pleasure either (10 people), the guys do not strive to gain new knowledge. Lack of preparedness is sometimes determined by other reasons (misunderstanding, fatigue). But it should not be said that the majority of children study well and 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 have a predominant 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 learning.