lead the horse to water, but
you can't make him drink.
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How to motivate the cognitive activity of the student?
“Psychological law says: beforeencourage the child to do something
get him interested in her, make sure that
find that he is ready for this
activities that he is tense all
the strength she needs"
L.S. Vygotsky
“There is no activity without a motive”
A.N.Leontiev
motive
Motive is the source of activity of anyperson.
"Energy battery" of personality,
intensity depends on its strength
human activities.
There is no internal motive - internal
driving force, and everything
doomed to be boring, boring,
unnecessary.
motive
interest,need,
pursuit,
belief,
ideal,
emotions,
attraction,
instincts,
attitudes, this is what motivates a person to
activity for which it is performed.
“When information is presented out of interest, a center of its active rejection is formed in the cerebral cortex” I. Pavlov
Without the inner mood of the child, without his motivationfor activities, the main pedagogical
influence chooses violence. teacher
based solely on the concepts of "should" and
"necessary" collides with the negative,
negative motivation.
The child develops:
*tendency to avoid learning
* activities and results of the exercise are insignificant
*severe distractibility in the classroom
*rapid fatigue
*Feelings of sadness and dissatisfaction
* immobility, rigidity of thinking.
The internal motive of learning activity should always precede and accompany learning.
The teacher sometimes forgets that many of thewhat he considers important
and useful, devoid of meaning for the student.
Motivation needs to be tailored
develop, stimulate
The process of formation and consolidation
schoolchildren positive motives for learning
activity is called motivation
learning activities
Factors influencing the formation of motives for the educational activity of schoolchildren.
The content of the educational material..
The nature and level of educational and cognitive activity. In itself, the content of training, educational
information beyond the needs of the child
has any meaning for him
encourages learning activities.
Teaching material must be submitted to
in such a form as to cause the student
emotional response, activate
cognitive mental processes.
Is this necessary?
The special nature of the presentation of educational material:a). analytical (explanatory, critical, logical,
problem);
b). business;
c). Unusual.
Using, displaying, emphasizing various elements,
attractive aspects of the content:
a) the importance of individual parts;
b) difficulty, complexity (simplicity, accessibility);
c) novelty, cognition of the material;
d) discovery of the new in the known;
e) historicism, modern achievements of science;
e) interesting facts, contradictions, paradoxes.
Tasks with interesting content, entertaining
questions.
Showing the importance of knowledge, skills: a) public,
b). personal.
Intersubject communications
Communication style between teacher and student
AuthoritarianForms the "outer"
learning motivation, motive
"failure avoidance"
delays the formation
intrinsic motivation.
Democratic
Promotes internal
motivation.
Liberal
Decreases motivation to study
(permissive) and forms a motive
"hope for success"
Communication style between teacher and student
Showing achievements and shortcomings in developmentpersonality, showing confidence in the forces and
student's abilities.
The relationship between the teacher and the student,
class, expressing one's own opinion.
The manifestation of the teacher's own qualities, data
personality (in terms of communication, erudition, attitude to
subject, business qualities, etc.) and motivation
students to such manifestations.
Organization of friendships
collective (mutual check, exchange of opinions,
mutual assistance.
Organization of educational activities
3 stages:1).motivational,
2). operational cognitive,
3). reflexive-evaluative.
Motivational stage
this message, why and for what students needknow this section of the program, what is the main
learning task of this work.
The motivational stage consists of three training
actions:
1) creation of a learning-problem situation;
2). the formulation of the main educational task as a result
discussion of the problem situation;
3).Consideration of self-control and
self-assessment of opportunities to study the topic.
creation of a learning-problem situation
achieved using the following methods:a) setting tasks for students,
which can be solved only by examining this
topic
b) the teacher's story about the theoretical and
practical significance of the proposed
themes;
c). a story about how this problem was solved
in the history of science.
Formulation of the main learning task as a result of the discussion of the problem situation
This task is forstudents with the goal of
activities in this lesson.
Motivational stage
On the this stage important to pay attention tomaking demands on students. They are
can be:
by content: to discipline, to work;
in form: expanded, folded (indications,
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 studentstarted to act. For this it is necessary
different situations:
Intellectual (problematic, search,
discussion, contradictions, quarrel);
Game ( educational games, competition and
etc.);
Emotional (success, passion for the topic ...).
In many cases, the group form of training
activity creates better motivation than
individual. Group work draws in
active work even passive, weakly
motivated students.
reflective-evaluative stage
related to:analysis of what has been done
error analysis and rendering
needed help,
comparing what has been achieved with
task and evaluation
work.
reflective-evaluative stage
If the teacher gives this stage dueattention, then:
students experience satisfaction
work done
from overcoming difficulties and
knowledge of the new. This leads to the formation
expectations of the same emotional
experiences in the future.
reflective-evaluative stage
If the teacher pays little attention to this stage andeverything boils down to grading, then maybe
there will be a shift in learning motivation from the very
activity, from the process of cognition and result to
mark. This leads to the fading of the motive
cognitive activity. It is important that in
evaluation:
qualitative rather than quantitative analysis
learning activities of students,
positive aspects were emphasized, shifts in
mastering educational material,
the causes of existing shortcomings were identified; but not
only stated their presence.
The main methods of motivation and stimulation of students' activities
4 blocks can be distinguishedmethods of motivation depending on
influence on various areas personalities
student
I. Emotional methods of motivation
encouragement,censure,
educational game,
creation of bright visual-figurative
performances,
creating a situation of success,
stimulating assessment,
satisfaction of the desire to be significant
personality.
II. Cognitive methods of motivation
based on life experiencecognitive interest,
creating a problem situation
encouragement to look for alternatives
solutions
performing creative tasks
"brain attack",
developing cooperation (pair and
group work, design method)
III. Volitional methods of motivation
presentation of educational requirements,informing about educational
learning outcomes,
cognitive difficulties,
self-assessment of activity and correction,
behavior reflection,
forecasting future activities
IV. Social methods of motivation
development of the desire to be useful to society,the impulse to imitate a strong personality,
creating a situation of mutual assistance,
search for contacts and cooperation,
interest in results
teamwork,
mutual verification,
peer review.
I level - a manifestation of situational
interest in learning, in the subject (sometimes
the lesson is interesting, like it
teacher, like getting good
marks).
Level II - teaching as needed
(parents force me, I teach, because
it is my duty, the subject is useful for
future life).
Levels of cognitive interest
III level - interest in the subject (I learna lot of new, makes you think;
enjoy working for
lesson).
Level IV - advanced
cognitive interest (easily given
thing; looking forward to the lesson
strive to learn more than required
teacher)
Levels of cognitive interest
Positive indicators of I and II levelsformation of cognitive interest
important and necessary at the initial stage.
Other parameters are important - III level and
especially level IV. Pupils receive
intellectual pleasure from the decision
problems, are interested in generalizations and
laws. They are interested not only in knowledge, but
and how to get them, they experience
interest in self-education
activities. positive motivation
is stable here, and it is embedded in itself
learning process.
If earlier in the lessons they aroused interest in
teaching, now it is necessary to develop it, which means
you need to develop a whole system for classes
creative tasks - a set that includes
creative tasks with interesting content from
three main groups:
causal relationships,
combination of information
planning and implementation of practical
activities.
Learning motivation development system
Application of the system of creative tasksto develop students' motivation to
learning activity involves
use in every lesson
at least one task from each
groups.
Evaluation of lessons according to motivational criteria
CRITERIA (LEVEL)MOTIVATION TECHNIQUES
1.Low
1. No special tasks and information
to develop an interest in learning.
2.Critical
2. The teacher explains the need
completing tasks.
3. Satisfactory 3. Creating entertaining situations with
with the help of puzzles, entertaining facts.
4.Good
4.Using a creative challenge with
interesting content.
5.High
5.Using creative system
tasks with interesting content.
6.Optimal
6.Organization of search and solution
research task.
Summarize
Development of students' learning motivationrequires from the teacher not only high costs
time, but above all creative
approach to their activities.
This is possible with rethinking and
revision of the technology of work, with
systematic creative growth.
According to Diesterweg, “the teacher becomes stiff,
petrifies, "descends" without striving for
scientific work because it falls under
the power of three pedagogical demons:
banality, mechanicalness, routine"
MBOU "Tyukhtet Secondary School No. 1"
Presentation "Motivation of educationalschoolchildren's activities"
Prepared by Deputy Director for
educational work
Kondratenko T.A.
slide 1-2 Learning motivation is a process that launches, directs and maintains efforts aimed at the implementation of learning activities. It is a complex, complex system formed by motives, goals, reactions to success and failure.
slide 3
The word “motivation” comes from the Latin verb “movere”, to move. Under the motive of learning, we understand what the child learns for, what encourages him to learn.
There are five levels of learning motivation:
slide 4
First level- high (Such children have a cognitive motive, the desire to most successfully fulfill all school requirements). Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.
slide 5
Second level– good school motivation. (Students successfully cope with educational activities). This level of motivation is the average norm.
slide 6
Third level- a positive attitude towards school, but the school attracts such children with extracurricular activities. Such children feel safe enough at school to communicate with friends, with teachers. They like to feel like students, have a beautiful portfolio, pens, a pencil case, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process does not attract them much.
Slide 7
Fourth level– low school motivation. These children attend school reluctantly, prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experience serious learning difficulties.
Slide 8
Fifth level- Negative attitude towards school. Such children experience serious difficulties in learning: they do not cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. The school is often perceived by them as a hostile environment, staying in it is unbearable for them. In other cases, students may show aggression, refuse to complete tasks, follow certain norms and rules. Often, these students have neuropsychiatric disorders.
Slide 9-10 Diagnostic results
slide 11
Reasons for a decrease in interest in teaching or a negative attitude towards it:
Gaps in knowledge
Lack of methods and skills of educational work
Teenage "hormonal explosion" and a vaguely formed sense of the future.
The attitude of the student to the teacher, the violation of relationships (semantic barriers)
Reduced age-related susceptibility to learning activities due to the intense biological process of puberty in girls of the 7th-8th grade.
The personal significance of the subject
Strong extracurricular interests
Misunderstanding the purpose of teaching.
Fear of school.
Every teacher wants his students to study well, to study with interest and desire at school. Many parents of students are also interested in this.
The task of adults is not to extinguish the adolescent's desire for knowledge, in order to create favorable conditions for his development during the entire period of schooling, to supplement it with new motives coming from the content of education, from the style of communication between the teacher and students.
slide 12
A high level of motivation is as important for academic success as a student's cognitive abilities. Sometimes a less capable but highly motivated student can achieve better academic results because they strive for it and devote more time and attention to learning. At the same time, for a student who is not sufficiently motivated, academic success may be insignificant, even despite his abilities.
slide 13
Schoolchildren are more actively involved in this process if both teachers and parents are interested in this process, when they are supported when difficulties arise, they create a kind of “success situation”.
Slide 14
The teacher in his work must take into account the fact that different school ages are sensitive (sensitive) for the education of different aspects of the motivational sphere and types of interest.
So, at primary school age, cognitive motive to learn and broad social motivation to take a new position as a student.
Normally, the following dynamics of the motives for teaching younger students from the 1st to the 3rd grade can be traced:
≡ At the beginning, when entering school, there is a predominance of interest in the external side of being in school:
sitting at the desk
to the first written letters and numbers
to the first marks
≡ Later, there is an interest in the process, the content of the teaching.
≡ In middle school age, the main role is played by the desire to get the desired place in the peer group,
≡ At senior school age, mature cognitive motives for self-education dominate, social motives for preparing for choosing a profession are formed, and motives for inclusion in social practice are strengthened.
slide 15
Cognitive interest is a strong internal motive and, as a motive for learning, is disinterested. For the formation of cognitive interest, the nature of educational activity is of considerable importance.
Internal educational motivation (desire to accumulate experience, skills, abilities, knowledge). It is made up of three main components -
+ a sense of independence in the search for knowledge
+ feeling of freedom of choice
+ feeling of success (competence).
slide 16
The student becomes an active subject of the educational process, the result primarily depends on his search and research activities. This is achieved through a problematic presentation of the material, organization of work in a microgroup through brainstorming. In this case, knowledge is “extracted”, rediscovered. The task of the teacher is to ask non-standard questions, those that require analysis and reflection.
American psychologist A. King came up with a series of general questions that can be applied in a variety of educational situations: What happens if ...? Give an example ... What are the strengths and weak sides…? What does it look like...? What do we already know about...? How can… be used for…? How are … and … similar? How does … affect …? Which… is the best and why?
Slide 17
Slide 18
This style of teaching requires the teacher not only to think outside the box, but also to be loyal to the versions and assumptions of the students. Criticism calls into question the competence of the child and causes him to stop efforts in this direction. Negative comments do real harm to motivation, and the development of thinking, and self-esteem.
It is important to encourage children to ask questions. Particularly to be commended for good questions reflecting the desire to think, learn more.
Slide 19
Feeling free to choose
A teacher striving to increase the learning motivation of the class should be well aware that the fewer phrases on his part: “You must, you should, you must ...” and more “You can, you have such and such options, yes, you this was correctly noticed, ”the more children will be interested in the educational process and the higher their own initiative and activity. The student should be allowed to choose- topics for essays, presentations, reports, poems for memorization
Slide 20
Feeling of success (competence).
An important source of desire to learn is the feeling of being competent, the child must believe that he can learn, feel successful.
A good level of motivation occurs when students have the opportunity to engage in such types of tasks where they can achieve success and, at the same time, where there is a sense of invested work, overcoming obstacles.
slide 21
slide 22
The formation of a student's motivation for learning should take place on the basis of a clearly set goal - getting a good education. Obviously, not every child understands from an early age that he studies, first of all, for himself, for his further achievements. Therefore, the goal of adults (parents, teachers and psychologists) is to help them realize this goal.
Ancient wisdom says: you can lead a horse to water, but you can’t make him drink. Yes, you can seat the children at their desks, achieve perfect discipline. But without the awakening of interest, without internal positive motivation, the development of knowledge will not happen. It will be only the appearance of educational activity.
slide 23
Thus, motivation is essential for successful learning. It should be based on a positive emotional background, be aimed at teaching as a subject activity or at the learning process itself. A favorable social environment supports cognitive interest, which contributes to the formation of a firm internal attitude to learning.
Adults need to competently combine all possible ways to encourage a child to study activity, move from one method to another in time, choosing his personal “button” for each individual child, this is a good chance to maintain learning motivation and to get a good result.
Seeing the result of your work is the best motivation.
slide 24
It is necessary to promote the development of learning motivation through the formation of: active position student, positive attitude to learning, cognitive interest.
To develop a positive attitude towards learning:
take care of creating a general positive atmosphere in the classroom, constantly reduce the anxiety of children, excluding reproaches, reprimand, irony, ridicule, threats, etc., trying to eliminate the student's fear of the risk of making a mistake, forgetting, embarrassing, answering incorrectly;
create situations of success in educational activities that form a sense of satisfaction, self-confidence, objective self-esteem and joy;
build on the game, including Mind games with the rules, actively using game technology at every stage of the lesson, to make the game a natural form of organizing the life of children in the lesson and after school hours;
use students' interest in visualization;
purposefully emotionally stimulate children in the classroom, preventing feelings of boredom, dullness, monotony that are dangerous for learning by including various types of activities, entertainment, personal emotionality; excite intellectual emotions - surprise, novelty, doubt, achievement; to form an internal optimistic mood in children, instilling confidence, setting the goal of achieving, overcoming difficulties.
Psychologist Riedinger E.N.
View presentation content
"Teaching Motivation"
Not ashamed
not to know something, but it is a shame not to want to learn.
Socrates
Word "motivation" going on
from the Latin verb “movere” , move.
By motivation, we mean that
what the child learns for, what encourages
learn him."
5 levels of learning motivation:
First level - tall
(These children have
educational motive,
striving to be most successful
do everything
school requirements).
Students follow closely
all instructions of the teacher,
conscientious and responsible
are very worried
if they receive
unsatisfactory grades
Second level - good
school motivation.
(Students do well
with learning activities).
This level of motivation
is the average.
Third level - positive
attitude towards school
but the school attracts
such extracurricular children
activity. Such
children are safe enough
feel at school
to chat with friends,
with teachers. They like
feel like students
have a nice portfolio
pens, pencil case, notebooks.
The cognitive motives
such children are formed
to a lesser extent, and educational
process is of little interest to them.
Fourth level – low
school motivation. These children
are reluctant to attend school
prefer to skip classes.
Often used in class
extraneous activities, games.
Are experiencing severe
difficulties in learning activities.
Fifth level - negative
attitude towards school. Such children
experiencing serious difficulties
in training: they fail
with learning activities
experiencing communication problems
with classmates, in relationships
with a teacher. School often
perceived as hostile
environment, stay in it for them
unbearable. In other cases, students
may be aggressive, refuse
perform tasks, follow those or
other rules and regulations. Often
such students are marked
neuro-psychiatric disorders.
Diagnostic results
the level of motivation and emotional attitude to learning
students
Conclusion: when moving from junior to secondary,
from secondary to senior - the level of educational motivation decreases
Reasons for the decline in interest in learning
1. Gaps in knowledge
2. Lack of methods and skills of educational work
3. Teenage "hormonal explosion"
and a vaguely formed sense of the future.
4. Student-teacher relationship
relationships (meaning barriers)
5 . Decreased age susceptibility
to learning activities in connection
with an intensive biological process
puberty in girls of 7-8th grade.
6. The personal significance of the subject
7. Strong extracurricular interests
8. Misunderstanding the purpose of teaching.
9. Fear of school.
A high level of motivation is significant
to achieve academic success,
as well as the cognitive abilities of the student
Sometimes a less capable student, but
having a high level of motivation
can achieve better results
in studies, because he strives for it
and devotes more time to learning and
attention.
At the same time, the student
insufficiently motivated
academic success can be
minor
even despite
his abilities.
Formation of positive motivation for learning -
not a spontaneous process
and rely here only on the natural inclinations of children
it would be reckless.
The motives of the teaching must be specially
educate, develop, stimulate.
Dynamics of learning motives:
When entering school, there is a predominance
interest in the outside of being at school:
sitting at a desk carrying a briefcase, etc.
labor: to the first written letters and numbers
to the first marks
Later, there is an interest in the process, the content of the teaching.
In middle school age, the main role is played by
the desire to get the desired place in the team of peers,
High school age dominated
mature cognitive
self-education motives, social motives are formed
preparation for the choice of a profession, the motives for inclusion are strengthened
into public practice
Intrinsic learning motivation
Builds up
out of three
major
components -
This:
+ feeling of independence
knowledge search process
+ feeling of freedom of choice
+ feeling of accomplishment
(competencies).
Questions that can be applied in a variety of
learning situations
What happens if...?
Give an example...
What are the strengths and weaknesses?
What does it look like...?
What do we already know about...?
How... can
use for…?
How are … and … similar?
How does … affect …?
Which… is the best and
why?
When these kinds of questions fall
the basis of the educational process,
the child comes to understand the true
purpose of teaching - learn to think
apply knowledge in practice
navigate life situations.
Important!
Encourage children to ask
questions. Especially
to be commended for good
questions reflecting
desire to think more
learn.
Criticism calls into question
child competence
and makes him stop
efforts in this direction.
The fewer phrases:
"You should, you should, you must..."
and more
"You can, you have such and such
options, yes, you noticed it correctly, ”-
the greater will be the interest of children in the educational
process and the higher their own
initiative and activity.
An important source of desire to learn is the feeling of being competent,
child, must believe that he can learn,
feel successful.
To maintain a positive
emotional climate in the classroom, it is important for the teacher
constantly remove negative emotions of insecurity,
not create an environment where students are afraid of being called to the board,
strive to reduce the negative impact of time pressure,
stress (during tests, exams), interference, fatigue.
It is necessary to constantly strengthen students' faith in their own strengths.
(in combination with a sober assessment of one's own capabilities),
educate adequate critical attitudes
students for their work
to show perspectives to each student and class,
reserves for their development.
Ancient wisdom says:
You can lead the horse to water,
but you can't make him drink.
Yes, you can seat the children at their desks,
achieve perfect discipline.
But without awakening interest,
without internal positive motivation, the development of knowledge will not happen.
This will be only the appearance of training
activities.
Adults need to competently
combine all possible
ways to encourage a child
to learning activity
time to move from
one way to another
choosing for each
to an individual child, his personal,
individual button
this is a good chance for
maintaining educational
motivation and to get
good result.
Seeing the result of your work is the best motivation.
Presentation prepared
psychologist Ridinger E.N.
Description of the presentation on individual slides:
1 slide
Description of the slide:
2 slide
Description of the slide:
“ALL OUR INTENSES, ALL SEARCH AND CONSTRUCTION TURN TO DUST IF THE STUDENT HAS NO DESIRE TO LEARN” V. A. Sukhomlinsky
3 slide
Description of the slide:
In the course of the educational process, each teacher is faced with the problem of unequal assimilation by different students of the same (in terms of volume and content) educational material with a sufficient level of development. intellectual abilities. We see one of the reasons for this in the different levels of formation of educational motivation.
4 slide
Description of the slide:
MOTIVATION EXTERNAL INTERNAL NEGATIVE Revenge Power POSITIVE Striving to get high marks; Teacher approval; Student approval, parent approval; Sympathy for the teacher; The desire to surpass others, rivalry. NEGATIVE Failure avoidance: desire to avoid low marks; The desire to avoid teacher punishment; Trying to avoid criticism. POSITIVE The subject being studied is interesting; Interesting teaching method; The desire to achieve special success; Awareness of one's cognitive progress; teacher's trust; Good mood; Confidence in your strength.
5 slide
Description of the slide:
Internal motives include: own development in the process of learning; action with and for others; knowledge of the new, the unknown.
6 slide
Description of the slide:
External motives include: study as a forced behavior; the learning process as a habitual functioning; studying for leadership and prestige; desire to be the center of attention.
7 slide
Description of the slide:
The educational and cognitive motivation of younger students is their active approach to learning, the realization of the desire to study well. Forming and developing motivation does not mean putting ready-made motives and goals in the student’s head, but putting him in the conditions and situation for the deployment of activity, where desirable motives and goals would be formed and developed taking into account past experience, individuality, internal aspirations of the student himself.
8 slide
Description of the slide:
One of the indicators of the development of a student's personality is the level of formation of his learning motivation. High motivation 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. Good level of motivation Students successfully cope with learning activities. This level of motivation is the average norm.
9 slide
Description of the slide:
Low level of motivation These children attend school reluctantly. They prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experience serious learning difficulties. They are in serious adaptation to school.
10 slide
Description of the slide:
What motivates a child? Lack of love hinders the development of the child. The influence of the bad psychological climate at school. Imperfection of methods, techniques and forms of organization of the educational process. Overloading with monotonous educational material. An excess of media information harms the child. When there is no interest in the subject, there is no desire to learn. Parental fear prevents children from becoming independent. Excessive loads take energy. Excessive requirements do not allow to fully study.
11 slide
Description of the slide:
Motivational education of the child Constantly stimulate and motivate a positive attitude towards learning through ensuring mental and physical health in the classroom, observing occupational health; Create situations of success; Stimulate motivation by meeting the students' need for communication and cooperation with the teacher and classmates. To promote the development of both "strong" and "weak" students, to maintain their faith in their own strength, to give impetus to self-education; Stimulate curiosity, cognitive interests and abilities.
12 slide
Description of the slide:
13 slide
Description of the slide:
An important role in stimulating cognitive interest is played by a positive psychological atmosphere of the lesson, ensuring humane relations between the teacher and the student, choosing a democratic style of pedagogical interaction: accepting your students regardless of their academic success, the predominance of motivation, encouragement, understanding and support. Psychological stroking of students: greeting, showing attention to as many children as possible - with a glance, a smile, a nod.
14 slide
Description of the slide:
Technologies and methods used in primary school: technology of personality-oriented education; level differentiation technology; game learning technology; technology of theatrical pedagogy; technology for the development of critical thinking; technology of the system-activity approach (problem-based learning); design and research activities; health-saving technologies; information and communication technologies.
15 slide
Description of the slide:
Forms of stimulating the cognitive activity of students, the formation of learning motivation didactic games and exercise; extracurricular activities by subjects; creative work students in different subjects; conducting subject Olympiads; integration of learning (conducting integrated lessons); use of various pedagogical technologies.
16 slide
Description of the slide:
Methods of work that increase the motivation of educational and cognitive activities Individual tasks Work in pairs and groups Analysis and systematization of errors, work on errors Stimulation of questions from students Dividing tasks into doses Rational system of exercises Speaking, commenting, systematic repetition Use of consulting cards, algorithms, schemes , supports, etc. Coordination of the amount of homework
17 slide
Description of the slide:
Such a technique as “Let's smile at each other” dynamically helps to start the lesson, which helps to establish contact between students within a few minutes. This technique develops communication skills, emotionally sets up children.
18 slide
Description of the slide:
Increases the motivation of students in the classroom and work on riddles. Riddle is an amazing game, a competition for ingenuity. It has great opportunities for observing the world around it, teaches you to perceive life in a multifaceted way, helps to improve speech, trains attention and memory, and develops curiosity. Children know riddles well and love them very much, they try to compose them themselves. Riddles are also used to determine the topic of the lesson.
19 slide
Description of the slide:
Since at primary school age the game remains the leading activity, therefore, the use of gaming technologies in the organization of work in the classroom is necessary. In the lesson in the form of a game - fairy tales, children of primary school age are more active, and they are happy to help a fairy-tale hero in trouble.
20 slide
Description of the slide:
Work in pairs and groups - the organization of joint actions, leads to the activation of educational and cognitive processes, communication, communication, without which distribution, exchange and mutual understanding are impossible, which is dictated by the nature of the inclusion of students in joint activities.
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
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Younger school age favorable for laying the foundation for the ability, the desire to learn. Scientists believe that the results of human activity are 20-30% dependent on intelligence, and 70-80% - on motives.
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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.
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3 types of attitude to learning: positive, indifferent and negative. A positive attitude to learning is characterized by the activity of students in the learning process, the ability to set long-term goals, to anticipate the result of their learning activities, to overcome difficulties on the way to achieving the goal. The negative attitude of schoolchildren to learning is not a desire to learn, a weak interest in success, a focus on marks, an inability to set goals, overcome difficulties, a negative attitude towards school and teachers.
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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.
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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 in elementary school, and others are improved until graduation from school.
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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 .;
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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.
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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.
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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 public relations available to him.
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Prevailing motivation For the development of the student's personality, the most favorable is the predominance of internal motivation for learning activities. 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.
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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 the task correctly, to perform the task correctly, to get the desired result. In primary school, this motivation often becomes dominant.
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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.
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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.
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The structure of motivations 5. Compensatory motivation These are motives that are secondary to educational activities, allowing you to establish yourself in another area - in sports, music, drawing, caring for younger family members, etc. In the course of individual and age development, the structure of motives changes.
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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”.
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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.
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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?
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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.
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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.
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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. Younger students are concerned about how everything around is arranged, how everything works, is assembled and disassembled. 2. Maintain and stimulate interest in the mode of action. Reach effective way making decisions on your own is the pleasure of the explorer-creator. It is necessary to develop the independence of thinking of children.
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Motivation of educational activity of schoolchildren Ancient wisdom says: you can lead a horse to a watering place, but you cannot make him get drunk. 900game.net
How to motivate the cognitive activity of the student? “The psychological law says: before calling a child to any activity, get him interested in it, take care to find out that he is ready for this activity, that he has all the forces necessary for it” L.S. Vygotsky “ There is no activity without a motive” A.N.Leontiev
Motive Motive is the source of any person's activity. The "energy battery" of the personality, the intensity of human activity depends on its strength. There is no internal motive - an internal driving force, and any business is doomed to be tedious, boring, unnecessary.
The motive is interest, need, desire, conviction, ideal, emotions, drives, instincts, attitudes, this is what prompts a person to activity, for the sake of which it is performed.
“When information is presented out of interest, a center of its active rejection is formed in the cerebral cortex” I. Pavlov Without the child’s internal mood, without his motivation for activity, violence is chosen as the main pedagogical influence. A teacher relying only on the concepts of “should” and “necessary” faces negative, negative motivation. The child develops: * a tendency to avoid learning * activities and results of learning are insignificant * strong distractibility in the lesson * rapid fatigue * a feeling of dejection and dissatisfaction * immobility, rigidity of thinking.
The internal motive of learning activity should always precede and accompany learning. The teacher sometimes forgets that much of what he himself considers important and useful is meaningless for the student. Motivation must be specially formed, developed, stimulated The process of forming and consolidating positive motives for learning activities among schoolchildren is called motivation
Factors influencing the formation of motives for the educational activity of schoolchildren. The content of the educational material. Communication style between teacher and student. The nature and level of educational and cognitive activity.
Is this necessary? The special nature of the presentation of educational material: a). analytical (explanatory, critical, logical, problematic); b). business; c). Unusual. Using, showing, emphasizing various elements, attractive aspects of the content: a) the importance of individual parts; b) difficulty, complexity (simplicity, accessibility); c) novelty, cognition of the material; d) discovery of the new in the known; e) historicism, modern achievements of science; e) interesting facts, contradictions, paradoxes. Tasks with interesting content, entertaining questions. Showing the importance of knowledge, skills: a) public, b) personal. Intersubject communications
The style of communication between the teacher and the student Authoritarian Forms the "external" motivation for learning, the motive of "avoiding failure", delays the formation of internal motivation. Democratic Promotes intrinsic motivation. Liberal (permissive) Reduces the motivation for learning and forms the motive of "hope for success"
The style of communication between the teacher and the student Showing achievements and shortcomings in the development of the individual, showing confidence in the strengths and capabilities of the student. The manifestation of the personal attitude of the teacher to the student, the class, the expression of one's own opinion. The manifestation by the teacher of his own qualities, personality data (in terms of communication, erudition, attitude to the subject, business qualities, etc.) and encouraging students to such manifestations. Organization of friendly relations in the team (mutual verification, exchange of opinions, mutual assistance.
Organization of educational activities 3 stages: 1) motivational, 2) operational-cognitive, 3) reflective-evaluative.
The motivational stage is a message why and why students need to know this section of the program, what is the main educational task of this work. The motivational stage consists of three learning activities: 1). Creation of a learning-problem situation; 2) formulation of the main educational task as a result of the discussion of the problem situation; 3). Consideration of issues of self-control and self-assessment of opportunities to study this topic.
the creation of a learning-problem situation is achieved using the following methods: a). setting a task for students that can be solved only by studying this topic; b) the teacher's story about the theoretical and practical significance of the proposed topic; c) a story about how this problem was solved in the history of science.
Formulation of the main educational task as a result of the discussion of the problem situation This task is for students the goal of their activity in this lesson.
Motivational stage At this stage, it is important to pay attention to the presentation of requirements for students. They can be: by content: to discipline, to work; in form: expanded, folded (instructions, remarks, facial expressions); algorithms; single and individual, group, general and detailed, direct and indirect
Operational-cognitive stage At this stage, it is important to ensure that the student begins to act. This requires situations of a different nature: Intellectual (problematic, search, discussion, contradictions, quarrel); Game (cognitive games, competitions, etc.); Emotional (success, passion for the topic ...). In many cases, a group form of learning activity creates better motivation than an individual one. Group work draws even passive, poorly motivated students into active work.
the reflexive-evaluative stage is associated with: an analysis of what has been done, an analysis of mistakes and the provision of necessary assistance, a comparison of what has been achieved with the task and an assessment of the work.
reflexive-evaluative stage If the teacher pays due attention to this stage, then: students experience satisfaction from the work done, from overcoming the difficulties that have arisen and learning new things. This leads to the formation of expectations of the same emotional experiences in the future.
reflective-evaluative stage If the teacher pays little attention to this stage and reduces everything to grading, then there may be a shift in learning motivation from the activity itself, from the process of cognition and the result to the mark. This leads to the extinction of the motive for cognitive activity. It is important that in the assessment: a qualitative, rather than a quantitative analysis of the educational activities of students is given, positive aspects are emphasized, shifts in the development of educational material, the causes of existing shortcomings are identified; and not only stated their presence
The main methods of motivating and stimulating the activities of students can be divided into 4 blocks of the main methods of motivation, depending on the impact on various areas of the student's personality
I. Emotional methods of motivation - encouragement, censure, educational and cognitive game, the creation of vivid visual-figurative representations, the creation of a situation of success, stimulating evaluation, satisfaction of the desire to be a significant person.
II. Cognitive methods of motivation based on life experience, cognitive interest, creating a problem situation, prompting to search for alternative solutions, performing creative tasks, brainstorming, developing cooperation (pair and group work, project method)
III. Volitional methods of motivation Presenting educational requirements, informing about educational learning outcomes, cognitive difficulties, self-assessment of activities and correction, reflection of behavior, forecasting future activities
IV. Social methods of motivation 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 teamwork, mutual verification, review.
Levels of cognitive interest Level I - a manifestation of situational interest in learning, in the subject (sometimes it is interesting in the lesson, I like the teacher, I like to get good grades). II level - teaching out of necessity (parents force, I teach, because it is my duty, the subject is useful for the future life).
Levels of cognitive interest Level III - interest in the subject (I learn a lot of new things, makes me think; I enjoy working in the lesson). IV level - increased cognitive interest (the subject is easily given; I look forward to the lesson, I strive to learn more than the teacher requires)
Levels of cognitive interest Positive indicators of I and II levels of formation of cognitive interest are important and necessary at the initial stage. Other parameters are important - level III and especially level IV. Students get intellectual pleasure from solving problems, show interest in generalizations and laws. They are interested not only in knowledge, but also in the ways of obtaining it, they are interested in self-educational activities. Positive motivation here is stable, and it is embedded in the learning process itself.
The system for the development of motivation for learning If earlier in the lessons they aroused interest in learning, now we need to develop it, which means we need to develop a whole system of creative tasks for classes - a set that includes creative tasks with interesting content from three main groups: cause-and-effect relationships , combining information, planning and implementation of practical activities.
Learning motivation development system The use of a system of creative tasks to develop students' motivation for learning activities involves the use of at least one task from each group in each lesson.
Evaluation of lessons according to motivational criteria CRITERIA (LEVEL) METHODS OF MOTIVATION 1. Low 1. There are no special tasks and information to develop interest in learning. 2. Critical 2. The teacher explains the need to complete assignments. 3. Satisfactory 3. Creation of entertaining situations with the help of puzzles, entertaining facts. 4.Good 4.Using a creative challenge with interesting content. 5.High 5.Using a system of creative tasks with interesting content. 6.Optimal 6.Organization of search and solution of the research problem.
Let's summarize The development of students' learning motivation requires the teacher not only to spend a lot of time, but above all, a creative approach to their activities. This is possible by rethinking and revising the technology of work, with systematic creative growth. According to Diesterweg, “the teacher becomes stiff, petrified, “descends” without striving for scientific work, because he falls under the power of three pedagogical demons: banality, mechanicalness, routine”
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