Methods of stimulating students in educational activities
student motivation educational
Introduction
Methods of stimulating students in educational activities
1 Stimulating cognitive activity of students in primary school
2 Types of punishments and justification for their application
3 The role of academic marks
4 The influence of teacher-student attitude on academic performance
5 Creating a situation of success
Motivation for students' learning activities
Conclusion
List of used literature
Introduction
A. Einstein noted:
-studying the personal and motivational sphere of students and determining the conditions and factors influencing its formation;
-identification of pedagogical conditions that ensure the development of the motivational sphere of schoolchildren’s personality;
-mastering techniques for organizing students’ educational activities that contribute to the formation of the motivational sphere of the individual
Every teacher is faced with the problem of lack of interest in learning among some children. How to organize a lesson so that it becomes for schoolchildren the joy of learning about the world and activates their desire to learn? What methods and techniques does he use to stimulate the educational activities of schoolchildren? modern teacher? The examples below of building special relationships between students and teachers are aimed at solving the problem of school motivation.
The reasons for the decline in school motivation are very diverse and can concern both mental development the student, his understanding of the purpose of being at school, and the style of class management, the content of pedagogical communication between the teacher and students.
Many factors form the motivation to learn: the level of professional competence of the teacher, his pedagogical skill, the ability not to retell educational material, but to captivate students with it, are certainly key point in the development of cognitive motives for learning in schoolchildren. But it would be a big mistake to believe that only the teacher’s skillful mastery of educational technologies associated with didactic methods of organizing and conducting school classes ensures the effectiveness of the learning process. In many ways, the desire to learn is determined by the student’s subjective experience of his success at school, which is associated not only with good academic performance, but also with a feeling of personal significance in the class, confirmation of attention to his person both from classmates and the teacher. The communicative component of pedagogical activity largely determines its overall effectiveness. The nature of the teacher’s relationship with schoolchildren has a very serious impact on their academic performance and personal success.
Most often, the motives for studying at school for students, especially in the lower grades, ultimately come down to a system of rewards and punishments. Rewards stimulate the development of positive personality traits, and punishments prevent the emergence of negative ones.
Research objectives:
Identify the reasons for the decline in school motivation.
Organize the educational activities of schoolchildren so that it becomes for them not just a duty, but the joy of learning about the world.
To study the conditions conducive to the development of cognitive interest
To study the motivations that help organize students’ educational activities.
1. Methods of stimulating students in educational activities
Methods of stimulating students in educational activities are classified as a separate group of teaching methods on the following grounds: firstly, the learning process is impossible without students having certain motives for activity; secondly, many years of teaching practice have developed a number of methods, the purpose of which is to stimulate and motivate learning while simultaneously ensuring the assimilation of new material.
But a stimulus only becomes a real, motivating force when it turns into a motive, that is, into a person’s internal urge to activity. Moreover, this internal motivation arises not only under the influence of external stimuli, but also under the influence of the student’s very personality, his previous experience, and needs.
A bright, imaginative story involuntarily attracts the attention of students to the topic of the lesson. The stimulating influence of visualization is well known, which increases the interest of schoolchildren in the issues being studied and arouses new forces that allow them to overcome fatigue.
Problem-search methods have a valuable stimulating effect when they are available for independent resolution.
The introduction of elements into the educational process invariably inspires schoolchildren independent work, if students have the necessary skills and abilities to successfully complete it.
Special studies devoted to the problem of the formation of cognitive interest show that interest is characterized by at least three mandatory points:
-positive emotions towards the activity;
-the presence of the cognitive side of these emotions;
-the presence of a direct motive coming from the activity itself.
It follows that in the learning process it is important to ensure the emergence of positive emotions in relation to the learning activity, its content, forms and methods of implementation. The emotional state is always associated with experiences, emotional unrest, sympathy, joy, anger, surprise. The processes of attention, memorization, and comprehension in this state are connected to deep internal experiences of the individual, which make these processes intense and therefore more effective in terms of achieved goals.
One of the methods of emotionally stimulating learning can be called the method of stimulation by entertaining - introducing entertaining examples, experiments, and paradoxical facts into the educational process. For example, in a physics course these could be examples like “physics in everyday life”, “physics in fairy tales” and others. The selection of such entertaining facts evokes a constant response from students. They are often tasked with selecting such examples on their own.
Stimulating cognitive activity of students in primary school:
didactic games(plot, role-playing, etc.);
visibility;
creative works on different subjects;
participation in subject Olympiads;
scientifically - research activities;
project activities of students;
extracurricular activities in subjects;
individualization. (Taking into account not only abilities, but also interests);
differentiation (multi-level tasks).
Use of various pedagogical technologies:
Gaming;
-person-oriented;
Developmental;
-problem-based learning;
Computer;
-integrated lessons;
-cards, punched cards for individual work.
-Motivation for learning activities
Educational activity is the conscious activity of students to acquire knowledge, skills and abilities. Educational activities - leading for junior schoolchildren. In order for it to be successful, you need to create motivation through interest, emotional interest. Advantage should be given not to external motivation (getting a grade), but to internal one (you will become more interesting to other people, you will be able to achieve something).
The motivational sphere of the individual manifests itself in the educational process through a combination of various motives: motives, needs, interests, goals, attitudes that determine the manifestation of educational activity and the desire to participate in school life. In order for the process of forming cognitive motivation of younger schoolchildren to be successful, the teacher solves the following tasks:
studying the personal and motivational sphere of students and determining the conditions and factors influencing its formation;
identification of pedagogical conditions that ensure the development of the motivational sphere of schoolchildren’s personality;
mastering techniques for organizing students’ educational activities that contribute to the formation of the motivational sphere of the individual
Every teacher faces such a problem as the lack of interest of some students in educational activities.
Reasons for the decline in school motivation.
The attitude of the student to the teacher.
The attitude of the teacher to the student.
Personal significance of the subject.
Mental development of the student.
Productivity of educational activities.
Misunderstanding of the purpose of the teaching.
Fear of school.
How to organize the educational activities of schoolchildren so that it becomes for them not just a duty, but a joy of learning about the world?
A. Einstein noted: It is a big mistake to think that a sense of duty and compulsion can help the student find joy in looking and searching.
One of the effective motivational mechanisms for increasing the student’s mental activity is the playful nature of educational and cognitive activity.
An educational game has an important pattern: initial interest outside phenomena gradually develops into an interest in their inner essence. Numerous studies have proven that cognitive interest stimulates will and attention, and helps easier and more durable memorization. Cognitive interest is the connecting link for solving the triune task of learning, mental development and personality education. Cognitive interest is associated not only with the intellectual, only with the volitional or only with the emotional sphere of the personality; it is their complex interweaving.
What conditions contribute to the development of cognitive interest?
Development of cognitive interest, love for the subject being studied and for the process itself mental work facilitates such an organization of learning in which the student is involved in the process of independent search and discoveries new knowledge, solves problems of a problematic nature.
To develop interest in the subject being studied, it is necessary to understand the need, importance, and feasibility of studying the subject as a whole and its individual sections.
The more new material is related to previously acquired knowledge, the more interesting it is for students. The connection of what is being studied with the interests that the student already had previously also helps to increase interest in the new material.
Neither too easy nor too difficult material arouses interest. Training should be difficult, but feasible. ( Mathematics L. G. Peterson)
The more often a student’s work is checked and evaluated (including by himself, with learning devices), the more interesting it is for him to work.
How can you test your knowledge more frequently?
(Work in pairs with mutual checking using signal circles , telling each other homework, choral answers to simple questions. When the student is working at the board, the class is given the task of listening carefully and preparing a review of the answer or an assessment of the answer; closed board method - the student works at the board turned away and then compares the solution with the class ( Blitz tournaments), etc.)
A psycho-saving assessment of the student’s answer is also important. This means assessing a specific answer without going into the child’s personality. In addition, you must first note the advantages of the answer, and only then the disadvantages. A soft form of assessing failure is the phrase it would be better if...
An important role in stimulating cognitive interest is played by the positive psychological atmosphere of the lesson, the choice of a democratic style of pedagogical interaction: acceptance of 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.
The younger the child, the more material should be presented in a figurative form. No wonder I.G. Pestalozzi called the principle of visibility golden rule of didactics.
Opportunities for creativity must be created in training, and differentiation of training is necessary.
Creating a situation of success for students in the classroom. The easiest way to create a situation of success is the certainty of homework. Students must clearly know that if they complete the task in full and in the recommended way (retelling, highlighting main points, answering questions), then their answer will be successful. To do this, each lesson stipulates what and how to prepare at home.
The greatest humanist of the 20th century, Mother Teresa, said: We can't do great things. We can only do small things, but with great Love.
Pedagogical methods and techniques for stimulating and motivating learning
In psychology, a stimulus is the external motivation of a person to be active. Therefore, stimulation is a factor in the teacher’s activity. In the title itself methods of stimulation and motivation the unity of activities of the teacher and students is reflected: the teacher’s incentives and changes in the motivation of schoolchildren.
In order to increase student motivation, it is necessary to use the entire arsenal of methods for organizing and implementing educational activities:
verbal
visual and practical methods
reproductive and search methods
methods of independent study and work under the guidance of a teacher.
) A story, lecture, conversation allows students to explain the importance of learning, both socially and personally - for obtaining the desired profession, for active social and cultural life in society. A bright, imaginative story involuntarily attracts the attention of students to the topic of the lesson.
) The stimulating influence of visualization is well known, which increases the interest of schoolchildren in the issues being studied and arouses new forces that allow them to overcome fatigue. Students, especially boys, show increased interest in practical work, which in this case acts as a stimulator of activity in learning.
) Problem-search methods have a valuable stimulating effect in the case when problem situations are in the zone of real educational opportunities of schoolchildren, i.e. available for self-authorization. In this case, the motive for students’ educational activities is the desire to solve the task.
) Schoolchildren are invariably inspired by the introduction of elements of independent work into the educational process, if, of course, they have the necessary skills and abilities to successfully complete it. IN in this case students have an incentive to complete the task correctly and better than their neighbor.
According to A.K. Markova, “language acquisition will be more successful if this process is given additional motivation - the use of linguistic means for communication purposes. Incorporating language into activities verbal communication, apparently, can change the goals and motives of language learning at school: the assimilation of linguistic information becomes a means of solving speech problems.” We believe that we can talk about speech activity only when a person has a need for oral or writing convey your thought to someone. Only the creation of one’s own text can be considered a speech activity. Only by creating a text does the student apply and internalize the rules. If you give students the opportunity to read their work (or fragments thereof) aloud in class, very serious changes will occur. The attitude towards your work will be different: it’s one thing to put it on the teacher’s desk and know that, except for the teacher, no one will see or hear this work, and quite another thing to present your thoughts to the judgment of your classmates, whose opinion is very important for teenagers. Gradually, this will lead to the fact that copied works will disappear, texts will be edited in the most careful way by their authors, and there will be a need to check the spelling of many words and sentences.
1 Types of punishments and justification for their application
Punishment is manifested in a remark, reprimand, public censure, removal from an important matter, moral exclusion from public Everyday life class, the angry look of the teacher, his condemnation, indignation, reproach or hint at him, an ironic joke.
In order for pedagogical punishments to be as effective as possible, the following rules should be observed:
The punishment must be fair, that is, applied not under the influence of the teacher’s bad mood, but with full confidence in the student’s guilt. If there is no such confidence, there should be no punishment.
Punishments are permissible mainly for various types of dishonesty, outright selfishness, aggressiveness and active arrogance towards comrades, taking the form of mockery of them. Punishments for laziness and poor performance are less ethical and effective, since these shortcomings are most often a consequence of the child’s volitional underdevelopment. In these cases, what is needed is not punishment, but help.
A special category consists of cases of confrontation between students and teachers, the so-called relationship conflicts, when students become in deliberate opposition, “doing it out of spite.” This is a very complex type of situation, usually involving teenagers and high school students. The ideal option, obviously, would be a teacher’s “zero reaction” to the defiant antics or irony of such students, but demanding this from modern teachers is simply unrealistic. In such cases, punishments are appropriate if there is “corpus delicti,” that is, rudeness, obvious insubordination, and one should try to respond to overtones that are offensive to the teacher with wise and calm ignorance or more subtle irony, but not outright bitterness. The radical solution is to eliminate the conflict, reconcile, and improve relationships with the teenager.
It is impossible to base punishment on criticism of physical defects or any personal characteristics of the student that show him in an unfavorable light, for example, a clumsy gait, speech impediments, etc. Unfortunately, teachers sometimes cannot resist the temptation to emphasize the funny characteristics of the child. Discrediting his parents in the eyes of a child is unacceptable.
When punishing a student, the teacher must somehow show that his personal attitude towards the child does not change and that, in principle, the child has the opportunity to restore his good reputation.
When using punishments, one should take into account public opinion groups. If she clearly or demonstratively supports what the teacher is punishing the child for, the punishment will be ineffective and will even make the punished a hero in the eyes of the group.
If the person being punished is an outcast or scapegoat, the group may gloat and further worsen the situation of the child who needs moral support. Here the principle of justice and equal treatment of all should be somewhat supplanted by the principle of humanity.
It is difficult to foresee all pedagogical errors when using punishment, since they are closely related to the individual psychological characteristics of teachers. It would be best if there were fewer punishments altogether.
2 The role of academic marks
In the professional activity of a teacher, one can discover a unique phenomenon when one of the ways to stimulate students’ learning activities can be considered as reward or punishment - this is an academic mark.
By and large, a mark is not a reward or a punishment, but a measure of knowledge, but almost none of the teachers manage to avoid using a mark as a stimulating tool, and therefore it is necessary to strive to do it in the best possible way. Any teacher subtly senses the impact of his grade on students, catches those moments when he can inflate it a little for the purpose of support and encouragement. In most cases, the teacher's intuition and goodwill serve as good advisers, but it is still worth pointing out some typical erroneous positions in assessing students:
-the teacher devalues his grades by constantly inflating them, which occurs either because of the teacher’s soft character or because of his weak knowledge. The “excellent” mark from such a teacher loses its stimulating function;
-The teacher is very stingy with good grades, believing that this increases the demands on the level of knowledge and, therefore, improves the awareness of students. One could agree with this understanding of the function of a grade, but such teachers often do not skimp on low grades;
-the inertia of the teacher in assessing individual students, which takes on the character of a label, a stigma on his level of knowledge. It has long been noted that it is difficult for a student to break out of the limits of his reputation with a given teacher. For example, if a student gets a “C”, the teacher is very reluctant to give him a “B” for a test that deserves it, motivating this with a typical professional prejudice: “He probably copied,” and considers the “B” an injection for his professional pride. If a student tries with all his might to move from a “B” to an “A”, the teacher, confident that this student cannot achieve “excellent” grades, finds an opportunity to “put him in his place.”
Back in the 30s. XX century Outstanding Russian psychologist Boris Gerasimovich Ananyev expressed the opinion that in school practice, a student’s performance is largely determined by various psychological situations: the teacher’s opinion about the student, his random ideas about him, the teacher’s mood at the time of assessing the student’s knowledge, etc.
3 The influence of teacher-student attitude on academic performance
One of the latest Russian studies showed that slightly more than half of teachers and one third of parents recognize the objectivity of grades. Thus, teachers themselves understand the subjectivity of the grades they put in the journal and diaries.
An experiment conducted by American psychologists Rosenthal and Jacobson confirmed the assumption that a biased attitude towards children can influence teachers’ assessment of the success of students’ learning and, in general, the process of their development. Experimenters determined the intelligence of students at school. The teachers asked to be informed of the results of the research, the experimenters selected the names of students from a list in random order and reported to the school that these were the smartest of all those examined, after which the teachers’ attitude towards these students changed. Consciously or subconsciously, they began to treat them as capable students, pay more attention to them, and encourage them. The experimenters re-examined the schoolchildren a few months later. Compared with other schoolchildren, the performance of the students whom the experimenters “identified” as the most intelligent increased, and, very importantly, their data on objective tests measuring intelligence increased. In Russian cinema, the scenario of this experiment was reflected in the film "Monomakh's Hat", where main character From an unpopular "C" student in class and school, he becomes a common favorite of teachers and gains the respect of his classmates after he is mistakenly recognized as having the highest IQ among all other schoolchildren.
The impressive results of Rosenthal and Jacobson's experiment seem to hint that the problem of "failing children" in schools may simply be a consequence of the low expectations their teachers have of them. Of course, low expectations of a teacher are not fatal for a gifted child, and high ones will not miraculously turn an incapable student into the “pride of the class,” since by nature a person is not so pliable. But, apparently, the teacher’s high expectations can influence those underachieving students for whom his support may be a breathtaking fresh air, helping them stay afloat. Rosenthal called the pattern he identified a “self-fulfilling expectation” (or “self-fulfilling prophecy”).
How are the teacher's expectations transmitted to the student? According to Rosenthal and other researchers, educators primarily look to those students whose potential is high. They smile more often and nod approvingly. Teachers can also teach their “capable students” first, set more serious goals for them, challenge them more often and give them more time to think about their answers. In such a favorable psychological atmosphere, probably only the lazy will not show interest in learning.
Thus, the attitude of teachers towards students influences the process of assessing students. With a positive attitude from teachers, students appear to be more successful in their studies compared to other students to whom the teacher has a less positive attitude. Therefore, a kind of psychological “stroking” of students, manifested in a smile, an approving nod, and the teacher’s interest, can encourage the student, make him believe in himself and reach a higher level of learning, and therefore academic performance. A positive facial reaction from a teacher or a laconic approval is not small at all. The friendly and hospitable face of a teacher is a significant contribution to the formation of educational motivation in schoolchildren.
4 Creating a situation of success
Based on the phenomenon of “self-fulfilling expectation” in Russian social psychology, Vitaly Arturovich Petrovsky formulated the principle of “reflected subjectivity”. The essence of this principle is that information about psychological characteristics he obtains the subject of interest to the experimenter by working not with him directly, but with those who are familiar with this subject and who thus may turn out to be the bearer of his “reflected subjectivity.” For example, when studying the personality of a teacher, his students, fellow teachers, relatives, and friends can be examined.
The results of the study of “reflected subjectivity” have been brilliantly applied in pedagogical practice. Thus, research by V.A. Petrovsky, it was proven that a teacher who uses innovative, creative methods for solving educational problems in the lesson, psychologically “infects” his students with the perception of the school lesson. They begin to feel not like they are present at a compulsory lesson, but like participants in a meeting of an intellectual club of experts, revealing to them unique opportunities for understanding the world. And vice versa, the reproductive model of teaching a lesson only strengthens the habit of rote learning in schoolchildren. educational material and do not form in them the values of education and knowledge in general.
This method is aimed at strengthening the student’s self-confidence, but requires more effort from the teacher than simply using any kind of encouragement. This could be special assistance to the student in preparing lessons, providing winning material for presentation in class (essay, report), preliminary preparation student’s ability to perceive a complex topic, organizing assistance from a strong student, etc.
Students are greatly encouraged by the principle of open perspectives, which opens the path to academic success for all students. Based on this principle, any student is allowed to correct his grade at any time. This approach is possible when students report their progress in almost every lesson, i.e., in every lesson, all students are quizzed and marked. If the content of the marks in the journal is small, then this approach will reduce the intensity of the work of students, who may reason as follows: “If they call me and I get a bad mark, then I will correct it. Therefore, I don’t always have to prepare my lessons.” In such a situation, students are unlikely to prepare for each lesson.
Thus, the principle of open perspectives better stimulates students’ learning activities when, in each lesson, each student has the opportunity to answer or complete one or another task of the teacher.
Influence and help of classmates
Of course, for almost every child or teenager in the class there are one or two significant classmates. It is they, as research shows, who have the ability to personally imprint themselves in the minds of schoolchildren. And if these persons are significant for the majority in the class, the teacher can gain the most important channel of not direct, but indirect educational influence on students. For example, if a student systematically does not complete his homework, the teacher can ask his school friend, whose opinion he values, to influence him and help him prepare for lessons. Such a comrade does not have to be a classmate. In Soviet times, the institution of patronage of high school students over students was an excellent solution to such educational issues.
Group pressure method
Group pressure from classmates forces the student to act in the required way, thanks to his position in the system of social connections and relationships in the educational community.
A clear understanding by the teacher of the structure of intra-group relations in the class and the place of the problem student in it, knowledge of group morality and values in a given educational community allows one to influence him not directly, but through the group.
The main provisions of the group pressure method are reflected in the theory of education in a team and through a team developed by Anton Semenovich Makarenko. The group, through the mechanism of conformity, which is understood as the measure of an individual’s “submission” to group pressure, exerts influence on a member of the collective.
The method of group pressure is implemented only at high levels of development of the educational team, when the role of group censure or approval increases. This does not mean that the teacher completely ceases to directly influence students; he relies more and more on the collective, which itself becomes the bearer of educational influence. In an educational situation, the method of group pressure is actually difficult to apply, since it has a purely educational orientation. However, criticism or enthusiastic evaluations from classmates can contribute to the fact that a lazy person can miraculously transform into an inquisitive and “hungry” student for knowledge.
5 Organization of student competition
In schools, so far little use has been made of such a means of stimulating learning activities as organizing student competitions. In recent years, a shadow has fallen over the word "competition" Soviet period, when various competitions within the framework of the Pioneer and Komsomol organizations (collection of waste paper and scrap metal, competition of links, as well as “socialist competition”) were indeed often of a formal nature. But the desire to compete is completely organic to human psychology, inseparable from it. Each person throughout his life tries not to lag behind, and, if possible, to get ahead of people of his generation and close destiny, first of all his classmates and fellow students, jealously checking his life successes against them.
Competitive passion, which is most clearly manifested in sports, is inherent in every person and becomes much stronger in a team. Purely theoretically, competition is undoubtedly an effective incentive to improve the performance of schoolchildren.
Organizing a long-term competition in studies or extracurricular activities turns out to be a very troublesome task, where weakening the efforts of teachers quickly leads to a loss of children's interest and formalism, and to the appearance of dishonesty towards rivals. It is necessary to constantly stir up the interest of children by taking into account the results, new forms of competition, and introducing a game element into it. Of course, sports competitions are the most exciting for children, but when it comes to studying or any kind of work, teachers need to constantly show creativity and enthusiasm. But such efforts bring generous results. In the process of a competition that is truly exciting for children, they unite, get used to helping each other, develop responsibility skills, make energetic efforts and simply live an interesting life, that is, they become a real team. Therefore, teachers should not neglect intellectual duels like: “What? Where? When?” or "Brain Ring". As practice shows, they can captivate almost the entire class with their competitive passion.
In conclusion, it should be noted that only the democratic style of student leadership is the only possible way organizing real cooperation between teachers and schoolchildren. The democratic style of pedagogical leadership, stimulating students to a creative, proactive attitude to business, allows each member of the team to express themselves to the maximum as individuals.
2. Motivation for students’ learning activities
Learning motivation is a general name for processes, methods, and means of encouraging students to productive cognitive activity and to actively master the content of education. Figuratively speaking, the images of motivation are held in their hands jointly by teachers (motivation for learning, their attitude to professional responsibilities) and students (motivation for learning, internal, automotivation) (Scheme 1).
Scheme 1 Structure of learning motivation.
The influence of motivation on the success of educational activities
Motivation is the leading factor regulating the activity, behavior, and performance of an individual. Any pedagogical interaction with a student becomes effective only taking into account the characteristics of his motivation. There can be completely different reasons behind objectively identical actions of students. The motivating sources of the same action can be completely different (Scheme 2).
Scheme 2 Motivation as a factor in regulating the actions and behavior of students.
The success (effectiveness) of educational activities depends on socio-psychological and socio-pedagogical factors. The success of educational activities is also influenced by the strength and structure of motivation. According to the Yerkes-Dodson law, the effectiveness of educational activities is directly dependent on the strength of motivation. However, the direct connection remains up to a certain limit. When results are achieved and the strength of motivation continues to increase, the effectiveness of activities decreases (Diagram 3).
A motive has quantitative (according to the “strong - weak” principle) and qualitative characteristics (internal and external motives). If an activity is significant for a person in itself (for example, satisfying a cognitive need in the learning process), then this is internal motivation.
If the impetus for an individual’s activity is social factors (for example, prestige, salary, etc.), then this is external motivation. In addition, the external motives themselves can be positive (motives of success, achievement) and negative (motives of avoidance, protection). It is obvious that external positive motives are more effective than external negative motives, even if they are equal in strength. External positive motives effectively influence the performance of educational activities. Productive creative activity of an individual in the educational process is associated with cognitive motivation.
Scheme 3. The influence of motivation on the success of educational activities.
A person who is passionate about learning has the following characteristics; the more he learns, the stronger his thirst for knowledge becomes
In an activity situation, there are simultaneously both internal and external incentives. However, they cannot be placed side by side, much less identified, since they have different functions.
The internal (need, motive) acts as a stimulant due to the fact that it means the presence of a need to carry out an activity, and the external (adequate object, means or external conditions) acts as a stimulant because it means the presence of the possibility of its implementation (availability of the desired product of the activity) . In this case, the internal stimulant is primary, and external objects stimulate only if there is an internal stimulant.
As for the motives of teaching, as is known, they are different, since it is usually included in a variety of activities. In addition to acquiring new experience, a student may be interested in winning the respect of other people (self-affirmation motive), in receiving certain rewards, and in satisfaction with the process of learning itself.
At the same time, a certain additional motive is revealed in learning as a cognitive activity. It is associated with the possibility of obtaining a result, which is the main product of a “business” action. This, undoubtedly, lies the reason for the higher effectiveness of labor training. A.N. Leontyev wrote that “it is necessary for learning to become part of life, so that it has vital meaning for the student. Even in teaching skills, ordinary motor skills, this is also true.” Here there is a requirement of interest in the “business” result of the activity being mastered in the study. Although both the object and its product are just an imitation of the future real object and product.
The same factor obviously operates in any “business game” (A.A. Verbitsky, 1987). In such situations, the main driving force remains, apparently, the cognitive motive. In this case, however, a certain “doubling” takes place when an imaginary situation (future work activity) is superimposed on the real situation (learning). This allows us to say that “business” activities are also performed, albeit in a mental way. At the same time, the student, as its subject, “consumes” the skill or knowledge that, in real terms, he is just assimilating. Such “consumption” of a skill gives a motivating effect.
From what has been said, it would be wrong to conclude that any teaching must be “pragmatized.” If it acts as the main functional component of educational activity, and is not considered by students as part of the preparatory components of work activity, then it can, indeed, become so isolated that it will become for the student a kind of independent activity, making do with its own, “internal” motive. There is an indication that the actual motive may be the students’ interest in the skills they are acquiring: “In reality, he is encouraged to learn by other motives: maybe he just wants to learn to read, write and count (A.N. Leontyev, 1983).
It is widely believed that internal motivation for learning is the most natural, leading to the best results in the learning process. However, observations in certain life situations, as well as theoretical considerations, do not allow us to unconditionally accept this position as axiomatic.
It should be taken into account that the cognitive motive itself contains a “business” motive. Carrying out educational and generally cognitive activities, a person understands that its results can be useful in order to subsequently receive some of the life benefits he needs. Therefore, the absolutization of the cognitive motive as internal to teaching and its opposition to the business motive seem illegitimate.
Note that S.L. Rubinstein included both of these types of motives among the main motives of teaching: “The main motives of conscious learning associated with the awareness of its tasks are natural desires to prepare for future activities and, since learning is actually indirect, accomplished through the mastery of the knowledge accumulated by mankind, knowledge of the world , - interest in knowledge” (S.L. Rubinstein). He wrote that these two types of motives often turn out to be so closely related to each other that it becomes impossible to oppose them (Diagram 4).
Thus, the business motive is also “internal” in relation to teaching, in contrast to such truly external motives as self-affirmation or obtaining any other benefits to which teaching is not directly related.
Scheme 4. Correlation between cognitive and business motivation for learning
It would be more appropriate to classify as “external” motivation the student’s interest in the learning process - in cases where the latter provides him with new impressions, colored with positive emotions. Indeed, this is a random result, and not directly related to the achievement of the cognitive goal that determines the initiation and course of learning.
Exactly which motives function in the learning process and which of them turn out to be dominant depends on many reasons. Among them is the nature of the student’s individual personal characteristics. In experiments using a step-by-step methodology for the formation of mental actions, it was shown that students with a predominance of the figurative component of thinking over the verbal-logical one acquired educational material much more successfully if the motive of the research plan was added to the motive of the actual assimilation. This was ensured by excluding some landmarks from the indicative framework scheme that was given to them. Students found these landmarks on their own.
Students with a predominance of verbal-logical components of thinking tended to limit themselves to the motive of “pure” assimilation of the material offered to them (G.A. Butkin, D.L. Ermonskaya, G.A. Kislyuk, 1977) (Scheme 5).
Another circumstance that determines the types of motives functioning in the course of teaching is the type of teaching itself. It is determined by the type of scheme given to the student for the indicative basis of the action, the ability to perform which is subject to mastery.
With the first type of learning, the student’s attitude towards learning corresponds to his need for what acts as reinforcement.
In the second type, the motivation is the knowledge that the results of the study will be needed for something in the future. This is not strictly cognitive, but rather “applied” interest in learning. In other words, learning is carried out for the sake of other activities that the student intends to perform in the future.
Diagram 5. Dominant teaching motives
With the third type of learning, the method of cognition mastered by the student reveals to him the subject being studied in a new, unexpected side and therefore arouses natural interest, which grows and becomes stable as the learning progresses. When a student has a method of learning a discipline, it opens up to him as a field of activity, and thus the cognitive need is mobilized.
However, this is not achieved automatically. The student needs to be involved in the study of the object - to arouse his cognitive interest. The starting point is, of course, the known facts. However, they are shown to him from a new side. This initial interest is then gradually developed, avoiding provoking extraneous, utilitarian interests. As a result, students independently extend the learned research techniques to other sections of the same discipline and to other disciplines, and willingly and actively apply them. With this P.Ya. Halperin associated a shift in the development of the student, which turned out to be unattainable with the first and even second types of learning.
Scheme 6. Consecutive stages of development of educational motivation.
It would be interesting to consider the possibility of presenting the designated types of motives as successive stages in the development of educational motivation. This problem is central to the study of both educational activity and the student’s personal sphere. There is also a kind of internalization taking place here. Its specificity is as follows: “external” and “internal” are determined in relation not to the actor, but to his activity itself. The typical starting point of this movement is when the student is performing an activity. He is guided by the desire to realize a goal that is external to the main objective content of this activity and is not naturally related to it. The final point is to perform this activity for the sake of its “internal” goal. This is the achievement of “shifting the motive to the goal”, which A.N. wrote about. Leontyev.
Above, two different (subjectivized) concepts of the motive of activity were highlighted. The subject of the learning activity must not only know what advantages mastering the desired knowledge and skills can provide him, but he must be in a state of current motivation. The content of the first, motivational stage, highlighted in the theory of the stage-by-stage formation of mental actions, should be considered not so much the creation as the actualization of motives associated with this activity that were formed earlier. The creation of learning motives is included in the preparatory component of educational activity, which ensures the ability to learn, while their actualization should be attributed to the area of functioning of the prepared structural elements or to the main component of educational activity - learning (T.V. Gabay, 2003).
The student’s attitude toward learning gives a primary idea of the predominance and effect of certain teaching motives. There are several stages of student involvement in the learning process:
negative attitude,
indifferent (or neutral),
positive - I (amorphous, undivided),
positive - 2 (cognitive, proactive, conscious),
positive - 3 (personal, responsible, effective).
Negative attitude towards learning: poverty and narrow motives, weak interest in success, focus on assessment, inability to set goals, overcome difficulties rather than learn, negative attitude towards educational institutions, to the teachers.
Indifferent attitude to teaching: the characteristics are the same, it implies the presence of abilities and opportunities to achieve positive results when changing orientation; a capable but lazy student.
A positive attitude towards learning: a gradual increase in motivation from unstable to deeply conscious, and therefore especially effective; highest level characterized by the stability of motives, their hierarchy, the ability to set long-term goals, anticipate the consequences of one’s educational activities and behavior, and overcome obstacles to achieving the goal.
In educational activities, there is a search for non-standard ways to solve educational problems, flexibility and mobility of methods of action, a transition to creative activity, an increase in the share of self-education (I.P. Podlasy, 2000).
The student’s attitude towards the teacher’s teaching is characterized by activity. Activity (learning, mastering content, etc.) determines the degree (intensity, strength) of the student’s “contact” with the subject of his activity.
The structure of activity includes the following components:
willingness to complete educational tasks,
desire for independent activity,
awareness of completing tasks,
systematic training,
the desire to improve one’s personal level and others.
Another aspect of learning motivation is directly related to activity - independence (activities carried out by the student without the direct help of others). Cognitive activity and independence are inseparable: more active ones are more independent; insufficient activity deprives students of independence.
Managing student activity is traditionally called activation. Activation is a constantly ongoing process of encouraging energetic, purposeful learning, overcoming passive and stereotypical activity, decline and stagnation in mental work. The main goal of activation is the formation of student activity, improving the quality of the educational process. Ways of activation used in pedagogical practice include a variety of forms, methods, teaching aids, and their combinations, which in situations that arise stimulate the activity and independence of students.
The greatest activation effect is achieved in situations in which students must:
defend your opinion
take part in discussions and debates,
ask questions to your colleagues and teachers,
review the answers of your colleagues,
evaluate the answers and written works their colleagues,
educate those who are lagging behind,
explain things that are incomprehensible and difficult for weaker students to understand,
find several options possible solution cognitive task (problem),
create situations of self-examination, analysis of one’s own cognitive and practical actions.
All new technologies of independent learning involve increasing the activity of students: the truth, obtained through one’s own efforts, has enormous cognitive value. Great opportunities on this path are opened by the introduction of new generation interactive teaching aids into the educational process. They force students to constantly answer questions, provide feedback, interact with specialized computer programs, multimedia learning systems, and use ongoing test control. The training mode using these means even causes excessive stress on the sensory organs and mental powers of the students (I.P. Podlasy, 2000).
Interest is one of the constant and powerful motives of human activity (interest - matters, important). Interest is the real reason for actions, perceived by a person as a particularly important reason. Interest is a positive evaluative attitude of a subject to his activities. Cognitive interest is manifested in the emotional attitude of the student to the object of knowledge.
The formation of interest is based on 3 pedagogical laws (according to L.S. Vygotsky):
. “The first pedagogical law says: before you want to call a student to any activity, interest him in it, take care to discover that he is ready for this activity, that he has exerted all the forces necessary for it, and that the student will act on his own, the teacher can only manage and direct his activities” - L.S. Vygotsky (1996).
. “The whole question is to what extent interest is directed along the lines of the subject being studied, and not connected with the extraneous influence of rewards, punishments, fear, desire to please, etc. Thus, the law is not only to arouse interest, but to ensure that the interest is properly directed,” wrote L.S. Vygotsky (1996).
. “The third and last conclusion of the use of interest prescribes to build the entire pedagogical system in close proximity to life, to teach students what interests them, to start with what is familiar to them and naturally arouses their interest” (L.S. Vygotsky, 1996) .
Conclusion
Educational activity is the conscious activity of students to acquire knowledge, skills and abilities. Educational activities are leading for younger schoolchildren. In order for it to be successful, you need to create motivation through interest, emotional interest. Advantage should be given not to external motivation (getting a grade), but to internal one (you will become more interesting to other people, you will be able to achieve something).
The motivational sphere of the individual manifests itself in the educational process through a combination of various motives: motives, needs, interests, goals, attitudes that determine the manifestation of educational activity and the desire to participate in school life.
Motives for teaching can be divided into two groups. The first includes children’s cognitive interests, the need for intellectual activity and the acquisition of new skills, abilities and knowledge. The second includes motives associated with the child’s need to communicate with people, for their evaluation and approval, with the student’s desires to occupy a certain place in the system of social relations available to him.
To form the motives for educational activities, the entire arsenal of methods for organizing and implementing educational activities is used - verbal, visual and practical methods, reproductive and search methods, as well as methods of independent educational work under the guidance of a teacher.
Bibliography
1Regulations on training workshops dated July 16, 1994
2Sarantsev V.I. General technique teaching: Tutorial for students specializing in pedagogical colleges and universities. Saransk: 1999.
Kim N.A. Methods of stimulating and motivating students in educational activities. Moscow: 2009.
Antonov L.P. and others. Workshop in educational workshops. Textbook for students. - M.: Education, 1976.
Bychko E.S. Organizational and methodological foundations of vocational training: Guidelines, program and test tasks for students of full-time education. - Minsk 2010.
6Shchukina G.I. Activation of students' cognitive activity in the educational process. - M., 1979. - 160 p.
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Shchukina G.I. The problem of cognitive interest in pedagogy. - M., 1971. - 352 p.
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Various studies of the structure of human activity invariably emphasize the need for a motivation component in it. Any activity proceeds more effectively and produces high-quality results if the individual has strong, vibrant, deep motives that evoke a desire to act actively, with full dedication, to overcome inevitable difficulties, unfavorable conditions and other circumstances, persistently moving towards the intended goal. All this is directly related to educational and cognitive activity, which is more successful if students have formed a positive attitude towards cognitive activity, if they have cognitive interest, the need to acquire knowledge, skills and abilities, have developed a sense of duty, responsibility, etc. motives for teaching. In order to formulate such motives for educational activities, the entire arsenal of methods for organizing and implementing educational activities is used: verbal, visual and practical methods, reproductive and search methods, deductive and inductive methods. Thus, each of the methods of organizing educational and cognitive activity at the same time has not only an informative and educational, but also a motivational effect. In this sense, we can talk about the stimulating-motivational function of any teaching method. However, the experience of teachers and science has accumulated a large arsenal of methods that are specifically aimed at creating positive motives for teaching preschool children and stimulating cognitive activity. The stimulation function in this case seems to come to the fore, facilitating the implementation of the educational function of all other methods.
The group of stimulation methods can be divided into subgroups:
- - methods of emotional stimulation;
- - methods for developing cognitive interest.
Methods of emotional stimulation: creating situations of success in learning; reward and reprimand in learning; the use of game forms of organizing educational and cognitive activities; setting up a system of perspectives.
Creating situations for learning success represents creating a chain of situations in which the child achieves good results in activities, which leads to a sense of self-confidence and ease of the learning process. It is known that without experiencing the joy of success, it is impossible to truly count on further success in overcoming difficulties. One of the techniques for creating a situation of success can be selection of a number of tasks of increasing complexity. The first task is chosen to be easy so that children who need stimulation can solve it and feel knowledgeable and experienced. Next comes a more complex task, which is already offered to the whole group.
Another technique that helps create a situation of success is differentiated assistance in performing cognitive tasks of the same complexity. For children who need stimulation, you can offer options for solutions, a plan, and visual support.
Reward and reprimand in learning. Praising a child in a timely manner at the moment of success and emotional upsurge, finding words for a short reprimand when he crosses the boundaries of what is acceptable is a real art that allows you to manage emotional state child.
The range of incentives is very diverse. In the process of cognitive activity, this can be the child’s praise, a positive assessment of some particular quality of his, which made it possible to achieve best result, encouragement for his chosen direction of activity or method of completing a task, etc. In addition, a well-thought-out prize system accepted together with the children can serve as a basis for incentives for preschoolers.
The use of reprimands and other types of punishment is an exception in the formation of motives for activity and, as a rule, is used only in forced situations.
Setting up a system of perspectives. This method was well developed by A. S. Makarenko. It was he who proposed building the lives of children in a children's group on the basis of a system of “promising lines.” He believed that it was necessary presenting students with a three-level perspective: short-term (calculated for the duration of one task, lesson or school day), medium (for a week, quarter or year) and long-term (for several years, for life). Moreover, at each of these levels he put several perspectives. Applicable to preschool age, it is advisable to build short and medium perspectives; the long perspective for a small child is so abstract that it cannot serve as a motive for action. Short-term prospects for kids are always based on feelings and personal experience: helping mom, feeding the fish, building a house for a bunny, etc. At the average level, there can be not only personal, but also socially significant motives: preparing for a holiday, going on an excursion, cleaning and decorating a walking area, making gifts for relatives and friends. You should not build prospects for preschool children associated with rewards and punishment (if you do it, you’ll go play; you’ll sit here until you do it right), with stimulating competition among children (whoever does it first will receive a prize), with negative expectations (if you don’t do it - you will upset your mother; try to do it - maybe at least now you will succeed).
Stimulation with entertaining content: introduction into the educational process of entertaining examples, experiments, and paradoxical facts. Entertaining is based on creating a situation of emotional experience through evoking a feeling of surprise at the unusualness of the given fact, the paradoxical nature of the experience, and the grandeur of the phenomenon. Surprise when the examples are convincing and clear invariably evokes deep emotional experiences in preschoolers, stimulating cognitive and research activity.
Methods for developing cognitive interest: developing readiness to perceive educational material; building a game adventure plot around the educational material; stimulation with entertaining content, creation of creative search situations.
Formation of readiness to perceive new material. The method consists of one or more tasks to activate children’s attention: surprise moments; video and audio recording of the beginning of the lesson; addressing any significant event for children from the life of a group or an individual child, public life, or the life of nature; use of information and communication technologies.
The use of games and game forms of organizing educational and cognitive activities. A valuable method of stimulating interest is the method of using various games and game forms of organizing cognitive activity. It can use ready-made ones, for example, board games with educational content or game shells of ready-made educational material. Game shells can be created for one lesson or all educational activities over a long period of time (day, week). As part of the educational process with preschool children, it is widely used to build an adventure game plot around educational material: travel games, search games (treasure, loss, etc.). Since the leading activity for preschool childhood is play, the implementation of the educational process within the framework of role-playing games is a priority and does not require additional stimulation.
Creating situations of creative search. Creativity is one of the most powerful reasons for the development of cognitive interest. However, there are also difficulties here. Practice shows that for a teacher the task of developing children’s creative abilities is the most complex and difficult to implement. We are talking about developing the ability for reflection, imagination, the ability to take risks without fear of a possible mistake, the ability to independently find ways to act and implement them, which causes fear in a teacher who is prone to pedantic implementation of program material of the seeming uncontrollability of the process. Knowledge of methods for stimulating children's creativity will help you avoid these difficulties. The following methods give the greatest effect.
- 1. Creative task is a cognitive task, for the solution of which the child needs to use knowledge, techniques or methods of solution that he has never used before in his activities: drawing, inventing tasks for others, composing rebuses, puzzles, writing poetry (rhymes), fairy tales.
- 2. Statement of a problem or creation of a problematic situation. The method of posing a problem is close to the method of creative tasks, but has a significant advantage in that it immediately creates strong motivation in children. Preschoolers, due to their age characteristics, are highly inquisitive, and therefore any accessible contradiction underlying the problem immediately interests them. They are ready to overcome any difficulties just to see, learn, and solve the mystery that comes their way.
- 3. Discussion (organization of discussion of material) - a teaching method based on the exchange of opinions on a specific problem. The point of view expressed by children during the discussion can both reflect his own opinion and be based on the opinions of others. It is advisable to use discussion when children already have a certain degree of independence in thinking and are able to argue, prove and justify their point of view. Readiness for discussion is determined by children’s ability not to be offended by comments and to prove the correctness of their opinion not by shouting and offensive words, but by facts and examples.
Questions and assignments on the topic
- 1. Which teaching methods can be methods of motivation and stimulation of educational and cognitive activity? Prove it, prepare a short message.
- 2. Think over methodological techniques for motivating and stimulating the cognitive activity of preschool children. Fill the table.
Literature on the topic
- 1. Azarov, Yu. P. The joy of teaching and learning / Yu. P. Azarov. - M., 1989.
- 2. Bogoyavlenskaya, D. B. Paths to creativity / D. B. Bogoyavlenskaya. - M., 1981.
- 3. Ilyin, E. P. Motivation and motives / E. P. Ilyin. - St. Petersburg, 2000
- 4. Sagaidak, S. S. Motivation of activity / S. S. Sagaidak. - Minsk: Adukatsiya i vyakhavanne, 2001.
- 5. Heckhausen, X. Motivation and activity / X. Heckhausen. - M.: Pedagogy, 1986.
- 6. Tsukerman, G. A. Types of communication in teaching / G. A. Tsukerman. - Tomsk, 1993.
Any activity requires a motivation component. This also applies to educational activities, which will be successful provided that the student has a positive attitude towards learning, the presence of cognitive interest, the need to acquire knowledge, a sense of duty and responsibility.
To form the motives for educational activities, the entire arsenal of teaching methods is used: verbal, visual and practical, reproductive and search, inductive and deductive, etc. Each of these methods, in addition to information and educational, also has a motivational effect. However, there are specific methods of stimulation and motivation aimed at developing positive motives for learning, stimulating cognitive activity and at the same time helping to enrich students with educational information. They provide for the unity of activities of the teacher and students: the incentives of the teacher and the motives of the students.
In psychology, the concept of “motive” means a specific motivation, reason, requires action, actions, therefore, the motives of teaching are defined as the student’s attitude to the subject of activity, the focus on this activity. The motivation of an activity is closely related to its stimulation, that is, the process of inducing action to action.
Depending on the attitude towards learning activity and its content, learning motives are divided into internal and external . Internal motives related to the content of educational activity and its process (cognitive interest, need for intellectual activity, desire to achieve a better result, etc.) . External motives characterizing the interaction of the individual with the external environment (demands, hints, instructions, etc.)
According to this classification of motives, methods of stimulating educational activity are conventionally divided into subgroups: methods of forming cognitive interest and methods of forming a sense of duty and compliance in learning.
Method of forming cognitive interest
Interest as an important component of internal motivation is characterized by three main features: positive emotion towards the activity; the presence of a cognitive component of this emotion; the presence of a direct secondary motive, which is a product of the activity itself (G. Shchukina). Taking this into account, it is important for learning to ensure the emergence of deep positive experiences regarding cognitive activity, its content, form and methods of implementation. The processes of thinking, memory, and attention become effective if they are accompanied by emotional excitement (joy, anger, surprise, etc.). It is interesting to do something that requires effort, but the hard work must be feasible. Unlawful simplification of educational material, an unreasonably slow pace of study, and repeated repetitions cannot contribute to the development of cognitive interest.
The main methods of developing cognitive interest include: discussion, dispute, inclusion of students in a situation of personal experience of success in learning, in other situations of emotional and moral experiences (joy, pleasure, surprise, etc.), the method of relying on life experience gained, method of educational, didactic, role-playing games, etc.
Methods of emotional stimulation of learning include the technique of creating a situation of interest, i.e. using examples that are interesting to students, paradoxical facts, and conducting experiments. Interesting analogies increase interest in learning, in particular the comparison of scientific and everyday interpretations of individual natural and social ones. Advertisements
The main source of interest in educational activities is, first of all, its content. In order to strengthen the stimulating influence of the content, it is necessary to strictly adhere to the requirements of the principles of science, systematicity and consistency, the connection of learning with life and practice. To increase the stimulating influence of learning content, you can use techniques for creating a situation of novelty, relevance, bringing the content closer to important scientific discoveries.
Stimulating learning can be achieved using problem-based learning methods and didactic games. They contribute to the creation of problem situations, exchange of knowledge, organization of mental activity
Didactic games are classified into role-playing, business, organizational and activity games, and computer games. In role-playing games, students play fairy-tale, fantasy characters. At the same time, their ideas about work, professional or personal relationships with other people are enriched, preparation for real life situations. Role-playing games help solve the problem of motivation in learning. The importance of role play also lies in overcoming internal conflicts and implementing the psychotherapeutic function.
. Business game consists of simulating acceptance management decisions in various production situations organized according to certain rules. In such conditions, students’ actions acquire the qualities of actions, form social traits and character of the future personality. Business games are classified into educational, industrial and pedagogical. Educational games make it possible to establish the subject and social contexts of future professional activity in learning and thus model more adequate conditions for personality formation compared to traditional learning. The main goal of production business games- advanced training of employees of administrative apparatuses, enterprises and organizations. Educational games are aimed at developing the professional and personal qualities of a teacher, the ability to work in real conditions, and improve their knowledge and skills in the field of teaching methods.
. Organizational and activity games usually used for vocational training specialists, improving their qualifications, optimal solution of problems of personal self-determination in professional situations
. Computer educational games used to study a programming language and develop computer knowledge, as well as study various disciplines using computer programs
The problem remains unresolved in didactic literature practical application games, their didactic capabilities, unspecified requirements for games and rational methods for their use in the educational process.
Stimulation and motivation methods provide verbal, visual, practical and other methods of additional incentive influence
Method of forming a sense of duty and responsibility in teaching
These include: belief, positive example, practical training to fulfill the requirements, creation favorable conditions for communication, encouragement and search, operational control over the fulfillment of requirements, OS court, gratitude, reward, etc. Methods and techniques for stimulating duty and responsibility interact with methods of education, connecting the process of training and education.
Among the reasons for low learning motivation, the most important are the unjustified simplification of the content of educational material, the slow pace of its study, and repeated repetitions. An important task of a teacher’s activity is the systematic and consistent formation of motives for learning activities in students.
2. Methods of stimulating educational and cognitive activity
The effectiveness of mastering any type of activity largely depends on the child’s motivation to this species activities. Activities proceed more effectively and produce better results if the student has strong, vibrant and deep motives that evoke a desire to act actively, overcome inevitable difficulties, persistently moving towards the intended goal.
Learning activities are more successful if students have formed a positive attitude towards learning, have cognitive interest and a need for cognitive activity, and also if they have developed a sense of responsibility and commitment.
Teachers and science have accumulated a large arsenal of methods aimed at developing positive motives for learning. The leading role in stimulating methods is played by the interpersonal relationship between the teacher and students. Using the influence of relationships on a child leads to the formation of a positive or negative attitude towards the learning process and towards school as a whole.
The group of stimulation methods can be divided into large subgroups:
methods of emotional stimulation;
methods for developing cognitive interest;
methods of forming responsibility and commitment;
methods for developing students' creative abilities and personal qualities.
Let us characterize each of these subgroups of methods for stimulating and developing motivation for educational activities in schoolchildren.
Methods of emotional stimulation. The most important task of the teacher is to ensure that students develop positive emotions in relation to educational activities, their content, forms and methods of implementation. Emotional arousal activates the processes of attention, memorization, comprehension, makes the processes more intense and thereby increases the effectiveness of achieved goals. The main methods of emotional stimulation are: creating situations of success in learning; reward and reprimand in learning; use of gaming organization of educational activities; setting up a system of perspectives.
Creating situations for learning success represents Creation this examples of situations in which a student achieves good learning results, which leads to a feeling of self-confidence and ease of the learning process. This method is one of the most effective means of stimulating interest in learning.
It is known that without experiencing the joy of success, it is impossible to truly count on further success in overcoming educational difficulties. One of the techniques for creating a situation of success can be selection for students not just one, but a small number buildings of increasing complexity. The first task is chosen to be easy so that students who need stimulation can complete it and feel knowledgeable and proficient. Larger and more complex exercises follow. For example, you can use special double tasks: the first is available to the student and prepares him the basis for solving a subsequent, more complex problem.
Another technique that helps create a situation of success is differentiated assistance to schoolchildren in completing educational tasks of the same complexity. Thus, low-performing schoolchildren can receive advice cards, analogue examples, plans for the upcoming answer and other materials that will allow them to cope with the presented task. Next, you can invite the student to perform an exercise similar to the first, but independently.
Reward and reprimand in learning. Experienced teachers often achieve success as a result of widespread use of this particular method. Praising a child in a timely manner at the moment of success and emotional upsurge, and finding words for a short reprimand when he crosses the boundaries of what is acceptable is a real art that allows you to manage the emotional state of a student.
The range of incentives is very diverse. In the educational process, this can be praising the child, a positive assessment of some particular quality, encouraging the child’s chosen direction of activity or method of completing a task, giving an increased grade, etc.
The use of reprimands and other types of punishment is an exception in the formation of teaching motives and, as a rule, is used only in forced situations.
The use of games and game forms of organizing educational activities. A valuable method of stimulating interest in learning is the method of using various games and playful forms of organizing cognitive activity. It can use ready-made ones, for example, board games with educational content or game shells of ready-made educational material. Game shells can be created for one lesson, a separate discipline, or an entire educational activity over a long period of time. In total, there are three groups of games suitable for use in educational institutions.
1. Short games. By the word “game” we most often mean games of this particular group. These include subject-based, role-playing and other games used to develop interest in educational activities and solve certain specific problems. Examples of such tasks are mastering a specific rule, practicing a skill, etc. Thus, for practicing mental calculation skills in mathematics lessons, chain games are suitable, built (like the well-known city game) on the principle of transferring the right to answer along the chain.
2. Game shells. These games (more likely not even games, but game forms of organizing educational activities) last longer. Most often they are limited to the scope of the lesson, but can last a little longer. For example, in elementary school, such a game can cover the entire school day. These include such an exciting technique as creating a single game shell for the lesson, i.e. presentation of the lesson in the form of a holistic learning game. For example, the plot that unites the entire lesson could be the arrival of the heroes of the fairy tale “The Three Little Pigs” - Naf-Naf, Nuf-Nuf and Nif-Nifa - to the lesson “to visit the children.” After a short greeting and explanation of the reason for coming, each pig chooses the row he likes and, together with the students sitting in this row, begins to prepare for the construction of a hut or hut. During one task, they can calculate how many bricks are needed for a strong house, in another, at what distance from each other rose bushes should be planted along the path, etc.
3. Long educational games. Games of this type are designed for different time periods and can last from several days or weeks to several years. They are oriented, as A.S. Makarenko puts it, towards a long-term perspective line, i.e. towards a distant ideal goal, and are aimed at the formation of slowly developing mental and personal qualities of the child. The peculiarity of this group of games is seriousness and efficiency. The games of this group are more like not games as we imagine them - with jokes and laughter, but more like a task done responsibly. Actually, they teach responsibility - these are educational games.
Setting up a system of perspectives. This method was developed by A.S. Makarenko. It was he who proposed building the lives of children in a children's group on the basis of a system of “promising lines.” He believed that it was necessary to present students with three levels of perspective: short-term (calculated for the duration of one task, lesson or school day), medium (for a week, quarter or year) and long-term (for several years, for life). Moreover, at each of these levels he put several perspectives. For example, at the intermediate level there may be such multidirectional prospects as preparing for the New Year's holiday, correcting bad grades for a parent-teacher meeting, participating in a hike in the Crimean Mountains and participating in a qualifying competition (based on academic performance and behavior criteria), preparing for the final quarter test etc.
Methods for developing cognitive interest. The main methods for developing cognitive interest are the following methods: developing a readiness to perceive educational material: building a game adventure plot around the educational material; stimulation with entertaining content, creation of creative search situations.
Formation of readiness to perceive educational material. The method consists of one or more teacher tasks or exercises aimed at preparing students to complete the main tasks and exercises of the lesson. For example, instead of the standard phrase: “We are starting a new topic,” the teacher can give students a sheet of paper and ask them to write, within 3 minutes, all the words they know related to this topic. After completing this task, they will count how many words they managed to write and find out who has more and who has less. Now you can start a new topic. Students will carefully follow the teacher's speech, thinking about what they forgot to write, what they could have written more.
Building a game adventure plot around educational material - This conducting games during lessons, including self-fulfillment of planned learning activities. In recent years, teachers are increasingly trying to enrich and diversify the educational content of the lesson using this particular technique. An example would be a travel game in a natural history lesson. While studying plants, students, together with a sparrow, can sit on each tree, examine its features, jump around the clearing around the flowers, inhaling their aroma. A test in mathematics can be carried out in the form of a competition for spaceship navigators for the title of “Best Navigator of the Universe.”
Stimulation method with entertaining content . Great importance plays a role in the development of cognitive interest in students selection of imaginative, bright, entertaining educational materials rial and adding it to the general range of educational examples and tasks. This method creates an atmosphere of elation in the classroom, which, in turn, arouses a positive attitude towards learning activities and serves as the first step towards the formation of cognitive interest.
One of the techniques included in this method can be called the method of creating entertaining situations in the lesson - introducing entertaining examples, experiments, and paradoxical facts into the educational process. For example, in a natural history course, these could be examples like “the water cycle in our city (village)”, “natural phenomena in fairy tales”, etc. The selection of interesting facts evokes a constant response from students. Often schoolchildren are tasked with selecting such examples themselves.
Entertaining can also be built on creating a situation of emotional experience through evoking a feeling of surprise at the unusualness of the given fact, the paradoxical nature of the experience demonstrated in the lesson, and the grandeur of the numbers. Surprise at the convincingness and clarity of examples invariably causes deep emotional experiences in students.
A method for creating situations of creative search. Arouses strong cognitive interest creating situations for involving students in creative activities. Creativity is one of the most powerful reasons for the development of cognitive interest. However, there are also difficulties here. Practice shows that for teachers the task of developing students’ creative abilities is the most complex and difficult to implement. This is due to the inherent contradiction in this problem. On the one hand, conditions must be created for each student that allow them to freely and uninhibitedly solve various problems. Moreover, the greater the “span” and more unusual solutions, the better, since this indicates the successful development of creative abilities. On the other hand, all this “free flight” of the student’s thoughts should occur within the framework of general educational discipline programs and norms of behavior supported by the school. And here only work experience and intuition can help the teacher determine (and constantly adjust) the possible degree of involvement of specific students in a particular school in creative activities that will make learning interesting for students and cover the entire curriculum.
Methods of forming responsibility and commitment. The learning process is based not only on emotions and the motive of cognitive interest, but also on a number of other motives, among which the motives of responsibility and commitment are especially significant. One of the main motives is the motive of honor, when a student values his word or promise and strives to fulfill it - “keep his word.”
Methods and techniques for developing responsibility in teaching are based on methods of educating schoolchildren, which in itself emphasizes the unity of the processes of teaching and upbringing.
The motives of duty and responsibility are formed on the basis of the use of a whole group of methods: explaining to schoolchildren the personal significance of learning; accustoming them to fulfill the requirements of operational control.
Forming an understanding of the personal significance of learning represents a method of forming in a student an awareness of the importance of successful learning for his present and future life.
When forming in elementary school students an understanding of the personal significance of successful learning, the teacher experiences particular difficulties. It is difficult for younger schoolchildren to understand the importance of successful learning for their future life. Moreover, they do not yet know who they will be, since their fantasies change very often. Young schoolchildren perceive the degree of significance of learning through adults, through their attitude and emotional reaction. Most often, the child completely relies on the opinion and intuition of an adult. His attitude towards learning often becomes a reflection of his parents' attitude towards the child's learning outcomes.
Understanding the personal significance of successful teaching largely depends on the behavior of the teacher. The leading role here is played by techniques of showing concern and anxiety about the child’s academic failure and special emphasis on the feeling of joy for the results of successful learning, an attempt to organize the whole class’s joint experience of joy for the success of each student.
Presentation of educational requirements . The method of presenting requirements to students is determined by the rules of conduct, criteria for assessing knowledge in all subjects, internal regulations, and the Charter of the educational institution. It must be borne in mind that encouraging responsibility in learning should be combined with methods of teaching schoolchildren to fulfill academic work and educational requirements, since the lack of such skills can cause schoolchildren to lag behind in their studies, and, accordingly, violations of discipline. The example of other students and the teachers themselves plays a big role here.
Operational control . Operational control plays an important role in creating a sense of responsibility. Using the method of operational control not as a method of harsh punishment for violations, but as a method of identifying topics, questions, and exercises that are difficult for students in order to re-draw students’ attention to them for better implementation.
Methods for developing mental functions, creative abilities and personal qualities of students. During the course of teaching, the teacher faces a number of tasks that are not directly related to teaching, but are nevertheless necessary for achieving success in the learning and development of students. The main contribution to the overall development of the child is made by mastering educational material. However, the development of a number of features is not provided for in the traditional training program. We are talking about the ability for reflection, imagination, the ability to take risks without fear of a possible mistake, the ability to independently develop a program of one’s actions and implement it, the ability to be creative, etc.
Although it is quite obvious that the tasks of educating and developing the individuality of students are on the same level with the task of teaching and are interconnected, nevertheless, methods for developing the creative abilities of students in general education institutions are almost not used (with the exception of a number of psychological programs used in special education). education). The main reason for this is that previously the school faced the task of teaching as the main and sometimes the only one. That is why psychological methods began to be implemented relatively recently (over the last two to three decades).
The greatest effect is achieved by methods such as:
Creative task:
Statement of a problem or creation of a problematic situation;
discussion (organization of discussion of the material);
creation of a creative field;
taking the game to another, more complex, creative level.
Creative task represents an educational task containing a creative component, for the solution of which the student needs to use knowledge, techniques or methods of solution that he has never used before at school. Almost any educational task can be presented in a creative form, but the greatest creative potential is contained in such types of educational tasks as composing, drawing, inventing tasks and exercises, composing rebuses, puzzles, and writing poems. Frequently conducting such tasks teaches students to constantly think and look for different options for completing educational tasks. Students' imaginations are given time and space to develop.
In elementary school, the student in many ways continues to remain a preschool child waiting for a miracle, and therefore it is better to write essays in the form of inventing fairy tales, and the child can display his essays both in the form of text and in the form of a drawing.
In preschool age, a fairy tale is not a subject of creativity. Children remember fairy tales as ready-made models that do not tolerate any changes. But as the child grows up, he enters deeper into the real world, notices and comprehends the connections and phenomena around him. The accumulated experience begins to dominate and increasingly affect the child’s behavior. No longer elementary moral standards, reflected in fairy tales, and the child’s own life experience begins to dominate in his consciousness. The time comes when the child overcomes the stereotypical nature of fairy tales and begins to include his own fictional characters in them, change well-known storylines) and create his own fairy tales with the participation of famous and “additional” characters. The fairy tale begins to free itself from concrete, figurative moments; elements of abstract thinking penetrate into it. The child no longer seeks support in real objects, but in understandable (and therefore abstracted from reality) imaginary phenomena and objects. In this way, the child develops and masters the world around him in a fairy-tale form.
Statement of a problem or creation of a problematic situation. This method of organizing educational activities is quite well described in the methodological literature. Its essence lies in presenting the educational material of the lesson in the form of an accessible, imaginative and vividly presented problem. The method of posing a problem is close to the method of creative tasks, but has the significant advantage that it immediately creates strong motivation in students. Children, due to their age characteristics, are highly inquisitive, and therefore any clearly and accessible problem presented immediately “ignites” them. They are ready to overcome any difficulties just to see, learn, and guess the mystery that comes their way.
Discussion (organization of discussion of material) - a teaching method based on the exchange of opinions on a specific issue. The point of view expressed by a student during a discussion may reflect both his own opinion and be based on the opinions of others. A well-conducted discussion has great educational and educational value: it teaches a deeper understanding of the problem, the ability to defend one’s position, and take into account the opinions of others.
It is advisable to use discussion when students already have a significant degree of independence in thinking and are able to argue, prove and substantiate their point of view. However, it is necessary to start holding mini-discussions and creating conditions for students to understand the need to comply with its requirements already in elementary school. This is where it is necessary to prepare students for conducting a discussion, i.e. develop two qualities:
do not transfer the negative attitude of peers towards one or another way of solving the issues under discussion onto oneself, i.e. teach not to be offended by comments;
prove the correctness of your opinion not by shouting, offensive intonations and words, but by facts and examples.
Creating a creative field. The term “creative field” itself was first used by D.B. Bogoyavlenskaya to describe the psychological experiments she conducted and denoted the space of possible creative solutions. This method is key to creating a creative atmosphere in the classroom. Its meaning lies in the fact that students are given the opportunity (stimulated in every possible way by the teacher) to develop another, more interesting - creative activity - on the basis of direct educational activities. Around the tasks being performed, there seems to be a field of possible other, creative solutions, and each of the students can “step” there and find some of these options, patterns, etc. To find each of the possible solutions, the student needs to do some creative work .
The peculiarity of this method is its constant effect on students. Once having allowed students to find “their” way of solving, talk about it and prove its correctness, the teacher “turns on” the mechanism of constant search in students. Now, when solving any problems, examples, discussing problems, students will look for other solutions and try to consider new patterns. Each new discovery of one student, his story or explanation will “spur” others and actualize the search task.
Work in the creative field creates opportunities for the implementation of two different types of activities, with different content and focused on opposing evaluation systems. One - the activity of completing the actual educational task, and in the shortest possible time and in accordance with the requirements of the teacher - is focused on obtaining a grade. The second - the activity of analyzing the material, discovering as yet unidentified patterns and solution options - comes from “internal”, individual criteria for assessing the success of the solution.
Transferring gaming activities to a creative level represents introduction of new elements into a well-known and familiar game for students: an additional rule, a new external circumstance, another task with a creative component, or other conditions. The main requirement for choosing a new element is the emergence after its introduction of a situation, the ways out of which have not yet been studied in the classroom. For example, after solving those presented in game form assignments, you can ask students to depict graphically or in the form of a picture the conditions of the assignments themselves or methods for solving them.
Methods of stimulating students to prevent academic failure.
A student who studies without desire is
it is a bird without wings.
Saadi
In his teaching activities, a teacher often faces the problem of children's lack of interest in learning. There are many complex problems in the pedagogy of training and education, but the most important is the problem of stimulation. Stimulation in educational process is considered as influencing the student in order to achieve the desired result from him. Therefore, stimulation is a factor in the teacher’s activity.
Methods of stimulating students in educational activities are classified as a separate group of teaching methods on the following grounds:
The learning process should be based on the presence of certain motives for activity in students;
Many years of teaching practice have accumulated quite a lot of pedagogical techniques that help stimulate learning and at the same time ensure the assimilation of new material and eliminate underachievement.
Let's consider what methods and techniques for stimulating the educational activities of schoolchildren a modern teacher uses.
Marking as an incentive for successful learning.
In the professional activity of a teacher, one can discover a unique phenomenon when one of the ways to stimulate students’ learning activities can be considered as reward or punishment - this is an academic mark.
At the beginning of the twentieth century, the outstanding Russian psychologist Boris Gerasimovich Ananyev expressed the opinion that in school practice, a student’s performance is largely determined by various psychological situations: the teacher’s opinion about the student, the teacher’s random ideas about the student, the teacher’s mood at the time of assessing the student’s knowledge.
Evaluation serves as a carrot and stick function. Although, by and large, a mark is not a reward or punishment, but a measure of knowledge, an important link in the learning process, providing control over the knowledge and skills of schoolchildren. The effectiveness of educational work significantly depends on how knowledge control is organized and what it is aimed at.
Despite this, almost all teachers use marking as a stimulant. The stimulating function of marking is an essential component of the learning process. The stimulating function of a mark can be social and manifest itself in the requirements imposed by society. The educational stimulating function of a grade is determined by the result of learning and establishes the dynamics of academic performance. The educational stimulating function of the mark is expressed in the formation of positive motives for learning, and the emotional one is manifested in the fact that any type of assessment creates a certain emotional background and causes a corresponding emotional reaction of the student. The informational and managerial stimulating function of the mark provides analysis of the results of the exercise.
Despite such important stimulating functions of marks, situations often occur in pedagogical practice: misuse academic grade. If a teacher has a soft character, he often inflates grades. As a result of this, the “five” and “four” marks lose their stimulating function. Strict teachers tend to be stingy with grades. The teacher rarely gives good and excellent grades, trying to increase the demands on the level of knowledge, while often lowering the grades. It is also a poor incentive for student success.
However, Doctor of Pedagogical Sciences, Professor Valentin Mikhailovich Polonsky believes that “marking students’ knowledge in one form or another is a necessary part of the educational process.”
A mark is a kind of landmark that reflects social requirements for the content of education, for the level of mastery of it by the student, a strong stimulus for educational activities and social relations in the life of the student.
The teacher's mark for the student should be meaningful and stimulating. This requires a standard that the teacher operates in his assessment activities in relation to the student. The standard must be understandable to the student himself; it is important that the ideas of the teacher and the student coincide. The student’s trust in the teacher and his assessment is important.
Reward and punishment as methods of stimulating learning activities.
Currently, the issue of using rewards and punishment is very relevant, but at the same time controversial. However, many outstanding teachers put forward the idea that “true education is education without punishments and rewards, it is a kind of ideal harmony of relationships between teacher and student, in a single impulse striving for the knowledge of goodness and beauty.” (K.D. Ushinsky)
Let us consider how the concepts of “reward” and “punishment” are defined in the pedagogical dictionary.
Encouragement is the stimulation of positive actions of students through high evaluation of actions, generating a feeling of pleasure and joy from the consciousness of recognition by the teacher of his efforts and efforts. Reward reinforces positive skills and habits. The action of this method is based on the arousal of positive emotions. That is why it instills confidence and creates a pleasant mood for learning activities. The main forms of encouragement are approval, praise, rewards, verbal and written gratitude, reward, conferring various honorary titles, awarding a place of honor in a competition, a responsible assignment, showing trust and admiration, care and attention, and even forgiveness can be considered encouragement.
Punishment is a method of pedagogical influence that should prevent undesirable actions, slow them down, stop negative manifestations of an individual through a negative assessment of her actions, generating feelings of guilt, shame and repentance. The most common form of punishment is a reprimand from the teacher. The comment should be directed to a specific problem in the learning activity. It should be done in a polite, but formal, categorical manner and usually carried out with the help of direct immediate demands and explanations. In addition to remarks, teachers use censure, disapproval, in the most difficult cases expulsion from school or transfer to another class.
Punishment requires pedagogical tact, good knowledge of developmental psychology, as well as an understanding that punishments alone cannot help low-performing students. Therefore, punishments are rarely used and only in combination with other methods of education.
Helping the student choose the right line of successful learning is the main purpose of reward and punishment as a means pedagogical stimulation educational activities.
Creating a situation of success.
Creating a situation of success in educational activities is a method of stimulating students in order to prevent failure. This method is applied to students who have certain difficulties in learning. From a pedagogical point of view, a situation of success is a purposeful, organized combination of conditions under which it is possible to achieve significant results in educational activities.
Academic success is the only source internal forces a child who gives birth to energy to overcome difficulties and a desire to learn.
Success is an ambiguous, complex concept that has different interpretation. From a psychological point of view, success is the experience of a state of joy, satisfaction that the result that the student strived for in his activity either coincided with his expectations, hopes, or exceeded them. On the basis of this state, new, stronger motives are formed that stimulate learning activities and improve the quality of study, self-esteem, and self-esteem.
In pedagogy, there is a system of methods for creating a situation of success, and the activity of a teacher in the educational process should be built on the basis of this system. These methods include methods of differentiated instruction.
Necessity differentiated approach to students follows from the fact that students differ in their inclinations, level of training, perception of the environment, and character traits. The teacher’s task is to enable students to express their individuality, creativity, eliminate feelings of fear, and instill confidence in their abilities. Differentiated learning allows each student to work at his own pace, gives the opportunity to cope with the task, helps to increase interest in learning activities, and creates positive motives for learning.
A type of differentiation of training is giving students the right to choose the content, methods and forms of training. For selection, you can offer exercises of the same content, but different forms, different volumes, different complexity, that is, tasks that require different types mental activity. The teacher announces to all children the varying degrees of difficulty of the exercises and invites each student to choose the exercise that he likes, the one that he can handle best.
The creation of a situation of success is facilitated by the teacher’s use of collective forms of teaching in the classroom. Underachieving students often feel unsure of their own abilities and perform poorly on academic tasks on their own. By working in a pair or group of permanent or rotating members, children have the opportunity to complete the task successfully.
Subjective-pragmatic method of stimulating learning activities.
In order to eliminate underachievement, this method is still little used in practice. modern school. The subjective-pragmatic method is based on creating conditions when it becomes unprofitable to be ill-mannered, uneducated, and to violate discipline and public order. Development of social and economic relations with early childhood plunges children into fierce competition and forces them to prepare for life with all seriousness. A good education becomes more and more practical over time: get an education, find a job, and not be left without a livelihood.
The subjective-pragmatic method involves contracts concluded between the teacher and the student, where the responsibilities of the parties are clearly defined.
Personal self-improvement cards and self-education programs are used in the educational process. Differentiated interest groups are created, which are paid to increase personal interest, as well as so-called “risk groups” of children prone to academic failure, with whom preventive work is carried out.
When using this method, it is necessary to monitor the academic performance, behavior, and social development of students.
Without methods of stimulating successful learning, it is impossible to eliminate underachievement. The practice of modern school uses encouragement, punishment, competition, and the subjective-pragmatic method in this regard. Only a combination of various methods of stimulation in its unity can ensure the success of each student in learning.
Literature.
1.Ananyev B.G. About the methods of modern psychology. Leningrad State University, 1976.
2.Kodzhaspirova G.M. Pedagogy: Workshop and teaching materials. – M. VLADOS – 2003.
3. Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation: a book for teachers. – M.: Enlightenment. 1990.
4. Rapatsevich E.S. Modern dictionary of pedagogy. – M.: Modern Word, 2001.
5. Stolyarenko L.D. Pedagogical psychology. – Rostov.Phoenix, 2006.
6. Tsetlin V.S. School failure and its prevention. – M. Pedagogy, 1998
7. Parshutin I.A., Methods for stimulating educational activities. Phoenix, 2008.