Motivation for students' learning activities presentation. Multimedia presentation "Motivation of students' educational activities. Providing conditions for its development." Productivity of educational activities

Ancient wisdom says: you can
lead the horse to water, but
You can't force him to get drunk.
900igr.net

How to motivate a student’s cognitive activity?

“The psychological law says: before
encourage the child to engage in some activity,
make him interested in her, make sure that
discover that he is ready for this
activities that he is all tense
the forces necessary for it"
L.S.Vygotsky
“There is no activity without a motive”
A.N. Leontiev

Motive

Motive is the source of activity of any
person.
"Energy battery" of personality,
intensity depends on its strength
human activity.
There is no internal motive - internal
driving force, and everything
doomed to be boring, boring,
unnecessary.

Motive

interest,
need,
pursuit,
belief,
ideal,
emotions,
attractions,
instincts,
attitudes are what motivate 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 inner attitude, without his motivation
for activities, the main pedagogical
violence is chosen by influence. Teacher
based only on the concepts of “should” and
"necessary" collides with the negative,
negative motivation.
The child develops:
*tendency to avoid studying
*activities and results of the exercise are insignificant
*severe distractibility in class
*gets tired quickly
*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 considers important
and useful, is meaningless for the student.
Motivation must be specially formed,
develop, stimulate
The process of formation and consolidation
schoolchildren have positive educational motives
activity is called motivation
educational activities

Factors influencing the formation of motives for schoolchildren's educational activities.

Contents of educational material.
.
The nature and level of educational and cognitive activity. The content of training itself, educational
information beyond the needs of the child is not
has no meaning for him, not
encourages learning activities.
Study material must be submitted to
in such a form as to evoke in 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, showing, 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 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 and skills: a).social,
b).personal.
Interdisciplinary connections

Communication style between teacher and student

Authoritarian
Forms an “external”
learning motivation, motive
"avoiding failure"
delays formation
intrinsic motivation.
Democratic
Promotes internal
motivation.
Liberal
Reduces learning motivation
(connivance) and forms a motive
"hopes for success"

Communication style between teacher and student

Showing achievements and shortcomings in development
personality, manifestation of trust in forces and
student's capabilities.
Manifestation of the teacher’s personal relationship with the student,
class, expressing your own opinion.
Manifestation by the teacher of his own qualities and data
personality (in terms of communication, erudition, attitude towards
subject, business qualities, etc.) and motivation
students to such manifestations.
Organizing friendly relationships
team (mutual check, exchange of opinions,
mutual assistance.

Organization of educational activities

3 stages:
1).motivational,
2).operational-cognitive,
3).reflective-evaluative.

Motivational stage

this message is why and what students need
know this section of the program, what 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 a result
discussing a problem situation;
3). consideration of issues of self-control and
self-assessment of capabilities to study this topic.

creating a learning-problem situation

is achieved using the following techniques:
a). setting tasks for students,
which can be solved only by studying this
topic;
b).the teacher's story about theoretical and
practical significance of the proposed
Topics;
c).a story about how this problem was solved
in the history of science.

Formulation of the main educational task as a result of discussing a problem situation

This task is for
students aim to
activities in this lesson.

Motivational stage

On at this stage it is important to pay attention to
making demands on students. They
can be:
by content: to discipline, to work;
according to form: unfolded, 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 student
began to act. For this it is necessary
situations of various types:
Intellectual (problem, search,
discussion, contradiction, quarrel);
Gaming ( educational games, competitions and
etc.);
Emotional (success, passion for the topic...).
In many cases, the group form of training
activity creates better motivation than
individual. Group work “pulls you into”
active work even of passive, weak
motivated students.

reflective-evaluative stage

Connected with:
analysis of what has been done,
error analysis and assistance
necessary help,
comparison of what has been achieved with
assigned task and assessment
work.

reflective-evaluative stage

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

reflective-evaluative stage

If the teacher pays little attention to this stage and
everything comes 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 extinction of the motive
cognitive activity. It is important that in
assessment:
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 main blocks can be distinguished
motivation methods depending on
influence on various areas personalities
student

I. Emotional methods of motivation

encouragement,
censure
educational and cognitive game,
creating bright visual images
ideas,
creating a situation of success,
stimulating assessment,
satisfying the desire to be significant
personality.

II.Cognitive methods of motivation

based on life experience
cognitive interest,
creating a problematic situation,
encouragement to find alternatives
decisions,
performing creative tasks,
"brain attack",
developmental cooperation (pair and
group work, design method)

III.Volitional methods of motivation

presentation of educational requirements,
information about educational
learning outcomes,
cognitive difficulties
self-assessment of activity and correction,
behavior reflection,
forecasting future activities

IV. Social methods of motivation

developing a desire to be useful to society,
the urge to imitate a strong personality,
creating a situation of mutual assistance,
search for contacts and cooperation,
interest in results
teamwork,
mutual verification,
peer review.

Level I – manifestation of situational
interest in learning, in the subject (sometimes
the lesson is interesting, I like it
teacher, likes to get good
marks).
Level II – training as needed
(my parents force me to teach me because
this is my duty, the item is useful for
future life).

Levels of cognitive interest

Level III – interest in the subject (I find out
a lot of new things, makes you think;
I enjoy working for
lesson).
Level IV – advanced
cognitive interest (easy
item; I'm looking forward to the lesson
I strive to learn more than is required
teacher)

Levels of cognitive interest

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

If earlier in the lessons they aroused interest in
teaching, then now we need to develop it, and this means
it is necessary to develop a whole system for classes
creative tasks - a set that includes
creative tasks with interesting content from
three main groups:
cause and effect relationships,
combining information,
planning and execution of practical
activities.

Learning motivation development system

Application of the creative task system
to develop students' motivation to
educational activity involves
use in every lesson
at least one task from each
groups.

Evaluation of lessons based on motivational criteria

CRITERIA (LEVEL)
MOTIVATION TECHNIQUES
1.Low
1.No special tasks or information
to develop interest in learning.
2.Critical
2. The teacher explains the need
completing tasks.
3.Satisfying 3.Creating entertaining situations with
using puzzles and interesting facts.
4.Good
4.Use a creative challenge with
interesting content.
5.High
5.Use of creative system
tasks with interesting content.
6.Optimal
6.Organization of search and solution
research problem.

Summarize

Development of students' learning motivation
requires the teacher not only to spend a lot of money
time, but above all creative
approach to your activities.
This is possible by rethinking and
revision of work technology, with
systematic creative growth.
According to Disterweg, “the teacher becomes wooden,
turns to stone, “sinks” 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 for educational
activities of schoolchildren"
prepared by Deputy Director for
educational work
Kondratenko T.A.

Slide 1-2 Learning motivation is a process that initiates, directs and maintains efforts aimed at carrying out learning activities. It is a complex, complex system formed by motivations, goals, reactions to success and failure.

Slide 3
The word “motivation” comes from the Latin verb “movere”, to move. By the motive of learning, we understand what a child learns for, what encourages him to learn.”

There are five levels of educational motivation:

Slide 4

First level– high (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.

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 well enough at school to communicate with friends and teachers. They like to feel like students, to have a beautiful briefcase, pens, pencil case, and notebooks. Cognitive motives in such children are less developed, and the educational process is of little interest to them.

Slide 7

Fourth level– low school motivation. These children attend school reluctantly, prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities.

Slide 8

Fifth level- negative attitude towards school. Such children experience serious difficulties in learning: they cannot cope with educational activities, experience problems communicating with classmates, and 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, or follow certain norms and rules. Often such schoolchildren have neuropsychiatric disorders.

Slide 9-10 Diagnostic results

Slide 11

Reasons for decreased interest in learning or a negative attitude towards it:

Gaps in knowledge

Lack of teaching techniques and skills

Teenage “hormonal explosion” and a vaguely formed sense of the future.

Student-teacher attitude, relationship disruption (semantic barriers)

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

Personal significance of the item

Strong extracurricular interests

Misunderstanding of the purpose of the teaching.

Fear of school.

Every teacher wants his students to study well and 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 teenager’s desire for knowledge, in order to create favorable conditions for his development throughout 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 student, but with a high level of motivation, can achieve higher academic results because he strives for this and devotes more time and attention to learning. At the same time, a student who is not motivated enough may have insignificant academic success, even despite his abilities.

slide 13

Schoolchildren are more actively engaged if both teachers and parents are interested in this process, when they are supported when difficulties arise, and when they create unique “situations of success.”

Slide 14

In his work, a teacher must take into account the fact that different school ages are sensitive to the education of different aspects of the motivational sphere and types of interest.

Thus, at primary school age, cognitive motive to learn and broad social motivation to take a new position as a student.

Normally, the following dynamics of learning motives for younger schoolchildren from 1st to 3rd grade can be traced:

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

sitting at a desk

to the first letters and numbers written

to the first marks

≡ Later, interest in the process and content of the teaching appears.

≡ At middle school age, the main role is played by the desire to get the desired place in a group of peers,

≡ At high school age, mature cognitive motives of self-education dominate, social motives of preparation 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 selfless in nature. For the formation of cognitive interest, the nature of educational activity is of considerable importance.
Internal educational motivation (the desire to accumulate experience, mastery, skills, knowledge). consists of three main components - this

+ a sense of independence in the knowledge search process

+ 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, organizing work in a microgroup through brainstorming. In this case, knowledge is “mined” and rediscovered. The teacher’s task 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 learning situations: What would happen 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 questions the child's competence and causes him to stop making efforts in this direction. Negative comments cause real harm to motivation, thinking development, and self-esteem.

It is important to encourage children to ask questions. We should especially praise for good questions, reflecting the desire to think and learn more.

Slide 19

Feeling of freedom of choice

A teacher seeking to increase the educational motivation of the class must understand well that the fewer phrases on his part: “You must, you should, you must...” and the more “You can, you have such and such options, yes, you this was correctly noted,” the greater will be the children’s interest in the educational process and the higher their own initiative and activity. The student should be given the right to choose- topics for essays, presentations, reports, poems for memorization

Slide 20

Feeling of success (competence).

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

A good level of motivation occurs when students have the opportunity to engage in types of tasks where they can achieve success and, at the same time, where there is a feeling of invested work and overcoming obstacles.

slide 21

Slide 22

The formation of a student’s learning motivation should occur on the basis of a clearly defined goal - obtaining a good education. Obviously, not every child understands from an early age that he studies, first of all, for himself, for his future achievements. Therefore, the goal of adults (parents, teachers and psychologists) is to help them realize this goal.
An ancient wisdom says: you can lead a horse to water, but you cannot make him drink. Yes, you can put children at their desks and achieve perfect discipline. But without awakening interest, without internal positive motivation, knowledge acquisition will not happen. This will only be a semblance of educational activity.

Slide 23
Thus, motivation is important for successful learning. It should be based on a positive emotional background, aimed at learning as a subject activity or at the learning process itself. A favorable social environment supports cognitive interest, which contributes to the formation of a strong internal attitude towards learning.

Adults need to competently combine all possible ways to encourage a child to be active in learning, move from one method to another in a timely manner, selecting his personal “button” for each individual child; this is a good chance to maintain educational motivation and to obtain a good result.

Seeing the results of your work is the best motivation.

Slide 24

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

To develop a positive attitude towards learning:

take care of creating an overall positive atmosphere in the lesson, constantly reduce children’s anxiety, excluding reproaches, reprimands, irony, ridicule, threats, etc., trying to eliminate the student’s fear of the risk of making a mistake, forgetting, being embarrassed, or answering incorrectly;

create situations of success in educational activities that create a sense of satisfaction, self-confidence, objective self-esteem and joy;

rely on the game, including Mind games with the rules, actively using gaming technology at every stage of the lesson, making the game a natural form of organizing the life of children in the lesson and outside of school hours;

use students’ interest in visualization;

purposefully emotionally stimulate children in the classroom, preventing feelings of boredom, dullness, and monotony that are dangerous for learning by including different types of activities, entertainment, and personal emotionality; excite intellectual emotions - surprise, novelty, doubt, achievement; to form an internal optimistic attitude in children, instilling confidence, giving a mindset to achieve and overcome difficulties.



Psychologist E.N. Ridinger

View presentation content
"Motivation for learning"





Not ashamed

not knowing something, but it’s a shame not to want to learn.

Socrates




Word "motivation" is happening

from the Latin verb "mover" , move.

By the motive of teaching we mean that

Why does a child study, what motivates

him to study.”




5 levels of educational motivation:

First level - high

(Such children have

cognitive motive,

the pursuit is most successful

do everything

school requirements).

Students follow clearly

all the teacher's instructions,

conscientious and responsible,

are very worried

if they receive

unsatisfactory grades




Second level - good

school motivation.

(Students successfully cope

with educational activities).

Similar level of motivation

is the average norm.




Third level – positive

attitude towards school

but the school attracts

such children extracurricular

activities. Such

the children are quite safe

feel like you're at school

to communicate with friends,

with teachers. They like it

feel like students

have a beautiful briefcase,

pens, pencil case, notebooks.

Cognitive motives

such children are formed

to a lesser extent, and educational

the process is of little interest to them.




Fourth level – low

school motivation. These children

are reluctant to attend school

prefer to skip classes.

They often study in class

extraneous affairs, games.

Are experiencing serious

difficulties in educational activities.




Fifth level – negative

attitude towards school. Such children

are experiencing serious difficulties

in training: they fail

with educational activities,

have problems communicating

with classmates, in relationships

with the teacher. School often

is perceived by them as hostile

environment, staying in it for them

unbearable. In other cases, students

may show aggression, refuse

carry out tasks, follow those or

other norms and rules. Often

similar schoolchildren are noted

neuropsychiatric disorders.




Diagnostic results

level of motivation and emotional attitude to learning

students




Conclusion: when moving from junior to middle management,

from middle to high school - the level of educational motivation decreases




Reasons for decreased interest in learning

1. Gaps in knowledge

2. Lack of teaching techniques and skills

3. Teenage “hormonal explosion”

and a vaguely formed sense of the future.

4. Student-teacher attitude, violation

relationships (semantic barriers)

5 . Reduced age-related susceptibility

to educational activities in connection

with intensive biological process

puberty in girls in grades 7-8.

6. Personal significance of the item

7. Strong extracurricular interests

8. Misunderstanding of the purpose of the teaching.

9. Fear of school.




A high level of motivation is significant

to achieve academic success also,

as well as the student's cognitive abilities

Sometimes the 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

insignificant,

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 teaching 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, interest in the process and content of the teaching appears.

At middle school age, the main role takes on

the desire to get the desired place in a group of peers,

At senior school age they dominate

mature cognitive

motives of self-education, social motives are formed

preparation for choosing a profession, the motives for inclusion are strengthened

into public practice




Intrinsic learning motivation

Folds up

out of three

main

components –

This:

+ feeling of independence

knowledge search process

+ feeling of freedom of choice

+ feeling of success

(competence).




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... is it possible

use for…?

How are … and … similar?

How does ... affect ...?

Which... is the best and

Why?




When these kinds of questions come up

the basis of the educational process,

the child comes to understand the truth

purpose of the teaching - learn to think

apply knowledge in practice,

navigate life situations.




Important!

Encourage children to ask

questions. Especially

should be praised 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 must, you should, you must..."

and more

"You can, you have such and such

options, yes, you noticed that correctly,” -

the more children will be interested in learning

process and the higher their own

initiative and activity.




An important source of the desire to learn is the feeling of being competent,

a child must believe that he can learn,

feel successful.




To maintain a positive

emotional climate in the lesson is important for the teacher

constantly remove negative emotions of uncertainty,

do 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' confidence in themselves

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

cultivate adequate critical attitudes

students for their work

Show each student and class perspectives,

reserves for their development.




Ancient wisdom says:

You can lead your horse to water,

but you can’t force him to get drunk.

Yes, you can seat children at their desks,

achieve perfect discipline.

But without awakening interest,

Without internal positive motivation, knowledge acquisition will not occur.

This will only be a semblance of training.

activities.




Adults need to competently

combine all possible

ways to motivate 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 receive

good result.

Seeing the results of your work is the best motivation.




Prepared the presentation

psychologist Ridinger E.N.

Description of the presentation by individual slides:

1 slide

Slide description:

2 slide


Slide description:

“ALL OUR PLANS, ALL SEARCHES AND CONSTRUCTIONS TURN TO DUST IF THE STUDENT HAS NO DESIRE TO LEARN” V. A. Sukhomlinsky

3 slide


Slide description:

During the educational process, each teacher is faced with the problem of unequal assimilation by different students of the same (in volume and content) educational material at 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


Slide description:

MOTIVATION EXTERNAL INTERNAL NEGATIVE Revenge Power POSITIVE Desire to get high grades; 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


Slide description:

Internal motives include: own development in the process of learning; action with and for others; knowledge of the new, unknown.

6 slide


Slide description:

External motives include: studying as forced behavior; the learning process as a habitual functioning; studying for leadership and prestige; desire to be the center of attention.

7 slide


Slide description:

The educational and cognitive motivation of younger schoolchildren is their activity-based approach to learning, the realization of the desire to study well. Forming and developing motivation does not mean putting ready-made motives and goals into the student’s head, but putting him in the conditions and situation of developing activity, where the desired motives and goals would be formed and developed taking into account past experience, individuality, and internal aspirations of the student himself.

8 slide


Slide description:

One of the indicators of the development of a student’s personality is the level of formation of his educational motivation. High motivation Such children have a cognitive motive, a desire to most successfully fulfill all school requirements. Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades. Good level of motivation Pupils cope successfully with learning activities. This level of motivation is the average norm.

Slide 9


Slide description:

Low level of motivation These children are reluctant to attend school. They prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. They are seriously adapting to school.

10 slide


Slide description:

What reduces a child's motivation? Lack of love hinders the development of a child. The influence of bad psychological climate At school. Imperfection of methods, techniques and forms of organizing the educational process. Overload with monotonous educational material. An overabundance 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


Slide description:

Motivational teaching of the child Constantly stimulate and motivate a positive attitude towards learning through 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.

12 slide


Slide description:

Slide 13


Slide description:

An important role in stimulating cognitive interest is played by the positive psychological atmosphere of the lesson, ensuring humane relations between teacher and student, choosing a democratic style of pedagogical interaction: accepting one’s students regardless of their educational 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.

Slide 14


Slide description:

Technologies and methods used in primary school: technology of personality-oriented education; level differentiation technology; game learning technology; technology of theater pedagogy; technology for the development of critical thinking; technology of system-activity approach (problem-based learning); project and research activities; health-saving technologies; information and communication technologies.

15 slide


Slide description:

Forms of stimulating students’ cognitive activity and developing learning motivation didactic games and exercise; extracurricular activities by subjects; creative works students in different subjects; holding subject Olympiads; integration of learning (conducting integrated lessons); use of various pedagogical technologies.

16 slide


Slide description:

Working methods that increase motivation for educational and cognitive activities Individual tasks Work in pairs and groups Analysis and systematization of errors, performing work on errors Stimulating questions from students Dividing tasks into doses Rational system of exercises Pronouncing, commenting, systematic repetition Using consultation cards, algorithms, diagrams, supports, etc. Agreeing on the amount of homework

Slide 17


Slide description:

A technique such as “Let’s smile at each other” helps to start the lesson dynamically, which helps to establish contact between students within a few minutes. This technique develops communication skills and emotionally attunes children.

18 slide


Slide description:

Working on riddles also increases students' motivation in class. Riddle is an amazing game, a competition of ingenuity. It has great opportunities for observing the world around us, teaches us to perceive life in many ways, helps improve speech, trains attention and memory, and develops curiosity. Children know riddles well and love them very much; they try to make them themselves. We also use riddles to determine the topic of the lesson.

Slide 19


Slide description:

Since at primary school age the game remains the leading activity, therefore the use of gaming technologies when organizing work in the lesson is necessary. In a lesson in the form of a game - fairy tales, children of primary school age become more active, and they are happy to help a fairy-tale hero in trouble.

20 slide


Slide description:

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 by individual slides:

1 slide

Slide description:

2 slide


Slide description:

Epigraph Learning, devoid of any interest and taken only by coercion, kills the student’s desire to master knowledge. Encouraging a child to learn is a much more worthy task than forcing him to do so. K.D. Ushinsky

3 slide


Slide description:

Jr school age favorable for laying the foundation for the ability and desire to learn. Scientists believe that the results of human activity depend 20-30% on intelligence, and 70-80% on motives.

4 slide


Slide description:

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

5 slide


Slide description:

3 types of attitude towards learning: positive, indifferent and negative. A positive attitude towards learning is characterized by students’ activity 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 the goal. The negative attitude of schoolchildren towards learning is a lack of desire to learn, a weak interest in success, a focus on grades, an inability to set goals and overcome difficulties, a negative attitude towards school and teachers.

6 slide


Slide description:

The student’s attitude towards learning is expressed in the following activity: - readiness to carry out educational tasks - desire for independent activity - consciousness of completing the task - systematic learning - desire to increase one’s personal level, independence: the student carries out the activity himself without the help of a teacher or adults.

7 slide


Slide description:

Reasons for low student performance 1. Inability to learn and overcome difficulties in cognitive activity (perseverance, patience, counting skills, memorization, writing, attentiveness, ability to listen and speak expressively, sense of responsibility, abilities and skills of cooperation with others, etc.). Many skills are acquired before entering school, others are developed in primary school, and others are improved until graduation.

8 slide


Slide description:

Reasons for poor student performance 2. Distractions in children's lives. Learning 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.;

Slide 9


Slide description:

Reasons for low student performance 3. Monotony of life and educational process, school routine. At school, children lack movement, change of impressions, events, bright events, joint activities with teachers, parents, and creative activities; 4. The authoritarian position of teachers and parents, when at school and at home the topic of conversation becomes study and academic performance, when there are no other topics of communication.

10 slide


Slide description:

What is motivation? Motivation (from the Latin root meaning “to move”) is an internal urge, interest, interest, desire, desire for something. Motive is the urge to activity, the reason for which a student performs this or that activity.

11 slide


Slide description:

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 associated with the child’s needs for communication with people, for their assessment and approval, with the student’s desire to take a certain place in the system of social relations available to him.

12 slide


Slide description:

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

Slide 13


Slide description:

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

Slide 14


Slide description:

Motivation for success The formation of a stable motivation to achieve success is necessary in order to blur the “position of an underachiever” and increase the student’s self-esteem and psychological stability. High self-esteem 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 feasible for them, and are the basis for the development of educational motivation.

15 slide


Slide description:

Motivation structure Prestigious motivation Typical for children with high self-esteem and leadership inclinations. It encourages the student to study better than his classmates, to stand out among them, to be the first. Motivation to avoid failure. Children try to avoid a “f” and the consequences that a low grade entails - the teacher’s dissatisfaction, parents’ sanctions.

16 slide


Slide description:

Structure of motivations 5. Compensatory motivation These are secondary motives in relation to educational activities that allow one to establish oneself in another area - in sports, music, drawing, in caring for younger family members, etc. In the course of individual and age development, the structure of motives changes.

Slide 17


Slide description:

Predominant motivation Among the various social motives for learning, the leading ones in elementary school are: - “to bring joy to parents,” “I want to know more,” “it’s interesting in class.”

18 slide


Slide description:

The motivational role of grades In most cases, children say that grades make students and their parents happy or sad. Not all children understand the meaning of a mark, but most children want to work for a mark. Students in grades 1-2 perceive a grade as an assessment of their efforts, and not the quality of the work done.

Slide 19


Slide description:

Parents' attitude towards school grades What did you get today? It’s okay, don’t be upset, we still have time to fix everything. I knew it. And who are you born like? Go to your room! And don't show your face to me! You're smart! Next time the teacher will make sure of this. How long can I explain this to you! Do you need my help or will you try again on your own? Did anyone get a better grade than you? Sit down and study again, and then I’ll 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 textbook again, I think this will help us. Is this how you’ll drive threes and twos? When your father comes, he will show you for a bad mark! Look how I studied, and you?

20 slide


Slide description:

Parents' attitude towards school grades Do not scold your child for a bad grade. He really wants to be good in your eyes. If it is not possible to be good, the child begins to lie and dodge in order to be good in your eyes. Sympathize with your child if he has 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 quarter for your peace of mind. Never express doubts about the objectivity of a grade given to your child out loud.

21 slides


Slide description:

Parents' attitude towards school grades If you have 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 your child in his, albeit not very significant, victories over himself. Demonstrate the positive results of your work so that your child wants to imitate you.

22 slide


Slide description:

How to maintain school motivation 1. Maintain and develop interest in information “Everything that is unknown is terribly interesting.” The role of adults is to encourage this interest. Younger schoolchildren are concerned about how everything around them works, how everything works, is assembled and disassembled. 2. Maintain and stimulate interest in the method of action. Reach effective way making decisions yourself is the pleasure of the researcher and creator. It is necessary to develop children's independent thinking.

To use presentation previews, create an account for yourself ( account) Google and log in: https://accounts.google.com




Slide captions:

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 the new in the known; e) historicism, modern achievements of science; e) interesting facts, contradictions, paradoxes. Assignments with interesting content and entertaining questions. Showing the importance of knowledge and skills: a).social, b).personal. Interdisciplinary connections

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 educational activities: 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 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 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 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 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.

The system for the development of learning motivation 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.

Assessment of lessons by motivational criteria CRITERIA (LEVEL) METHODS OF MOTIVATION 1. Low 1. There are no special tasks and information for developing interest in learning. 2. Critical 2. The teacher explains the need to complete tasks. 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.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' 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”