Slide 1
Parent meeting “Motivating students’ learning activities and creating conditions for its implementation” “Learning that is devoid of any interest and taken only by coercion kills the student’s desire to master knowledge. To make a child want to learn is a much more worthy task than to force him.” K. D. Ushinsky Prepared by the teacher-organizer Valieva Z.Sh.Slide 2
What is motivation? What does it depend on? Why does one child study with joy, while another learns with indifference? Motivation is an internal psychological characteristic of a person, which finds expression in external manifestations, in a person’s attitude to the world around him, and various types of activities. Activity without a motive or with a weak motive is either not carried out at all or turns out to be extremely unstable. How a student feels in a certain situation determines the amount of effort he puts into his studies. Therefore, it is important that the entire learning process evokes in the child an intense and internal motivation for knowledge and intense mental work.
Slide 3
Modern society expects thoughtful, proactive, creative graduates from schools with a broad outlook and solid knowledge. Motivation is a general name for processes, methods, and means of encouraging students to productive cognitive activity and active mastery of the content of education. Educational motivation is the inclusion of learning and educational activities in activities.
Slide 4
Slide 5
The school, in the context of modernization of the education system, is looking for ways that would allow it to fulfill this order of society. All education, in its essence, is the creation of conditions for the development of the individual. The organization of educational activities is such that knowledge has a personal meaning, while taking into account the individual characteristics of students. This requires a person-oriented approach to learning, the condition for the implementation of which is differentiation of the learning process and motivation of educational activities
Slide 6
Also V.A. Sukhomlinsky said: “This is a terrible danger - idleness at the desk; idleness for six hours every day, idleness for months and years. It corrupts." Three types of attitude towards learning are defined: positive, indifferent and negative M.V. Ostrogradsky wrote: “...Boredom is the most dangerous poison. She acts incessantly; it grows, takes possession of a person and draws him to the greatest excesses"
Slide 7
A positive attitude towards learning is characterized by the activity of students in the educational process, the ability to set long-term goals, foresee the result of their educational activities, and overcome difficulties on the way to achieving a goal. A negative attitude of schoolchildren towards learning is reluctance to learn, weak interest in success, focus on marks, inability to set goals, overcome difficulties, negative attitudes towards school and teachers.
Slide 8
Diagnosis of formed motivation in students Questionnaire 1 Why are you studying? Why do you go to school? Is it possible not to study at school, but to acquire knowledge independently? Questionnaire 2 Continue the sentences. I like it in class... It bothers me in class... I would like it in class...
Slide 9
Slide 10
Questionnaire for parents Questionnaire 3 What kind of student do you consider your child to be (with a high, average, low level of learning ability)? 2. How often do you go to school? 3. How do you feel about your child’s studies: I think that this is his business I experience failures, I rejoice in his successes I provide assistance in preparing homework I monitor the results of learning
Slide 11
To develop positive motivation for learning, parents need to rely on the following tips: take an interest in the child’s affairs and studies; help with homework should be in the form of advice and not suppress independence and initiative; explain to the child that his failures in studies are a lack of effort, that he has not learned something, has not completed his work; Praise children more often for their successes, thereby giving an incentive to move on.
Slide 12
The influence of success on the life activities of schoolchildren Children expect general cultural development and attention to their personal and social growth, they hope for mutual understanding on the part of teachers and recognition of their successes and achievements. The main thing for us in these studies is the child’s inner world as a holistic phenomenon in which it is impossible to “break” emotions and reason, upbringing and education, home and school, and class friends.
Slide 13
Schoolchildren's assessment of their own educational results The survey was conducted at school on December 12, 2011. 37 students (2-3,4) from grades 5-11 took part Quite satisfied 11+ Not always 12+ I am often dissatisfied with myself 4+ I don’t care 2
Slide 14
Let us note that there are only two people who are truly indifferent to their successes. Based on this, it is more correct to say that they often do not want to learn what is offered to them. It is not surprising that from time to time, children demonstrate an aversion to studying. That is why they value above all others a teacher who knows how to conduct a lesson in an interesting way! There are also not so many very satisfied people, ten people. These are the guys who are well adapted to school and its requirements and do not worry about trifles. The main part, …………….., is critical of their successes. This is to a certain extent pleasing. A significant part of students feel dissatisfaction occasionally, there are also students for whom this happens quite often (……….. people). The last group needs the help of the class teacher, those teachers whose subjects cause some difficulties for the children. Discontent accumulates gradually. The opinions of schoolchildren about what hinders and what helps their successful activities at school are very interesting. We know that children react emotionally to their successes and failures; let’s see how they explain them. For this purpose, a survey was conducted to identify obstacles
Slide 15
Interference with successful studies Scattered interests 8+ Entertainment (games, discos 1+ Problems at home 4+ Unrealistic completion of all homework 3+ Lack of interest in certain subjects 3+ My interests prevail over school tasks 1+ I am often in a bad mood 5+ I think not all subjects need to be studied seriously 2+ No one cares about my success 1+
Slide 16
Obstacles to successful study The main motive for most people is a lack of interest in certain subjects. A significant group of students has an important incentive to study - interest (dispersion of interests, the presence of some kind of personal interest). Individual students highlighted the indifference of adults to the successes of schoolchildren. This situation is observed in the middle level. In high school, schoolchildren believe that there is a fairly large list of circumstances that can change their attitude to school for the better.
Slide 17
Factors promoting successful learning There will be an opportunity to freely choose the depth of study of some subjects 4 Relations between students and teachers will be more free. 3 The number of subjects that will prepare you for real life will increase. 0 If I am sure that the one who studies better will live better 4 At school you can always find an adult who will help me solve my personal problems. 5 We will not just learn the material, but do something on our own. 11
Slide 18
The main motive for ……… people is a lack of interest in certain subjects. A significant group of students has an important incentive to study - interest (dispersion of interests, the presence of some kind of personal interest). The indifference of adults to the successes of schoolchildren was highlighted by.... Human. This situation is observed in the middle level. In high school, schoolchildren believe that there is a fairly large list of circumstances that can change their attitude to school for the better,
Slide 19
THE MOOD IN WHICH CHILDREN GO TO SCHOOL is often rare Never With fear that I have not learned the lesson 4 7 26 With pleasure 9 24 5 With joy that I will meet friends 10 23 5 With the desire to gain new knowledge 10 14 16 With fear of meeting a harmful teacher 3 3 32 I’m afraid I won’t cope with the test 5 6 27 I go because I have to 10 0 28 With anxiety, because I’m meeting a personal enemy 1 0 0 Studying bothers me, spoils my mood 6 16 16 I don’t care 0 8 30
Slide 20
Children's emotions are different: positive, neutral, negative. Different aspects of school life are assessed differently by children. They value communication with classmates most highly; it happens that they are afraid of a test, a harmful teacher, and a personal enemy among schoolchildren. There are features of a “school of alienation”: there are more than 10 students out of 38) they go because they have to! For some children, studying spoils their mood and is a burden, especially for those who are unsuccessful. But, despite this, there are virtually no people who are indifferent to school. The fear of not having learned a lesson is not so great; this is mainly characteristic of those who fail. Not many people go with pleasure either (10 people), the guys do not strive to gain new knowledge. Lack of preparedness is sometimes determined by other reasons (misunderstanding, fatigue). But it should not be said that the majority of children study well and feel good at school! In elementary school, a test was also conducted to identify the prevailing Mood. The number of respondents is 8 people, of whom 6 have a predominant positive state. Mood is strongly influenced by the creation of situations of success in the pedagogical process and it also affects not only the mood of students, but also the quality of learning.
To view the presentation with pictures, design and slides, download its file and open it in PowerPoint on your computer.
Text content of presentation slides: Yakut Music College (School) named after. M.N. Zhirkova Pedagogical readings on the topic “Working on a piece of music in the process of preparing for performance” March 13, 2015 Report on the topic “Motivation for teaching activity” Author: Davletova R.R. Pedagogical activity A special type of social activity that is purposeful in nature; Aimed at performing a social function - the transfer and transmission of human experience to future adults (broad sense); Acts as a special, socially and personally determined activity to introduce human beings to the life of society; Has the same characteristics , as any other type of activity - goal-orientation, motivation, objectivity. Structure of Pedagogical Activity Purpose of Activity Subject of Activity (teacher) Object – Subject of Activity (student) Methods Contents Result of Activity Goals of Pedagogical Activity The main goal is the development of a person’s personality in harmony with himself, with nature and society; The goals of pedagogical activity are a dynamic phenomenon and have a complex hierarchical structure. Motivation The term from the word “Motive” is an incentive to activity associated with the satisfaction of a need, a perceived reason for which the choice of actions and actions is determined. Objects of the external world, ideas, feelings, ideas and experiences can act as a motive. Konyukhov N.I. – Doctor of Psychological Sciences, Professor “Dictionary - a reference book on psychology” Motivation is a set of persistent motives, motivations that determine the content, direction and nature of an individual’s activity, his behavior. Platonov K.K. – domestic psychologist “A brief dictionary of the system of psychological concepts” Motivation is the process of action of motives; a set of persistent motives in the presence of a dominant one, expressing the orientation of the individual, value orientations, determining his activities and being formed in the process of upbringing. Motivational guidelines External motives (for example, the achievement motive): the prestige of working in a particular educational institution; adequacy of remuneration, correlated with motives for personal and professional growth; self-actualization. Internal motives: orientation to the process and result of activity. Motive of power (need for dominance) Aminov N.A. (based on the works of the American psychologist G.A. Murray): The main signs of dominance are manifested in the desires to: Control your social environment. Through seduction, advice, persuasion or command, influence people's behavior. Encourage you to act in accordance with your needs and feelings. Seek cooperation. Convince others that you are right. Motive of power (need for dominance) Aminov N.A. (based on the works of the American psychologist G.A. Murray): Desires can be followed by actions (in groups): Induce, lead, persuade, persuade, regulate, organize, lead, manage, supervise. Subjugate, rule, dominate, trample, dictate terms, judge, establish laws, introduce norms, draw up rules of conduct, make decisions. Prohibit, restrict, resist, dissuade, punish, deprive of freedom. To charm, to conquer, to force people to listen to oneself, to acquire imitators, to set fashion. The motive of power (the need for dominance) Aminov N.A. (based on the works of the American psychologist G.A. Murray): Varieties of the power motive: Reward power; The power of punishment; Normative power; The power of the standard; The power of the expert; Information power. Power motive (need for dominance) David Clarence McClelland - American psychologist, author of the theory of needs, developer of a new assessment methodology for the thematic apperception test, professor of psychology: Aminov N.A. identified 4 stages of development of motivation by power Assimilation - the relationship between mother and child (“Something gives me strength”). Autonomy – middle childhood (“I give myself strength”). Self-assertion by power – teenager (“I impress others”). Productivity – mature person (“I want to do my duty”). Pidkasisty P.I. – Doctor of Pedagogical Sciences, Professor Textbook “Pedagogy” The dominant motive of pedagogical activity is concern for the happiness of the child, an ardent desire to promote a happy childhood and a humanistic attitude towards people. Centering (A.B. Orlov) A specially structured simple interaction between teacher and student, based on empathy, non-judgmental acceptance of another person, similarity of experiences and behavior; The result of personal growth of the teacher and students, the development of their communication, creativity, subjective (personal) growth in general. Centralization (A.B. Orlov) Basic centralizations: Egoistic - focusing on the interests of one’s “I” Bureaucratic - focusing on the interests of the administration, managers Conflict - focusing on the interests of colleagues Authoritative - focusing on the interests, requests of the parents of students Cognitive - focusing on the requirements of teaching aids and education Altruistic - focusing on the interests (needs) of students Humanistic - focusing the teacher on the interests (manifestations) of his own essence and the essence of other people (administration, colleagues, parents, students) Indications for teaching activities (G. V. Pavlyuk and V.A. Slastenin) Love for children, the ability to understand their needs and interests. Pedagogical observation. The ability to correctly understand and explain the peculiarities of people’s behavior in specific life circumstances, to calculate what is typical in a person’s character. The ability to navigate changing conditions. Organizational abilities. The versatility of general cognitive interests. Purposefulness, readiness for volitional efforts on the way to achieving the goal. Contraindications to teaching activities (G.V. Pavlyuk and V.A. Slastenin) Indifferent attitude towards children. Low intellectual level of knowledge. Lack of will, lack of purposefulness, composure, initiative, resourcefulness, endurance. The presence of some signs of mental illness. Severe speech defects and hearing Tarakanova N.E. – head of the Center for Aesthetic Education of Children “MOZART” in Moscow “Euphoric” motivation, a motivational construct determined by the need to renew the experience of a special state of consciousness, characterized by enjoyment of the process of musical activity and integrating all the mental processes involved in it, abilities and skills Tarakanova N.E. - Head of the Center for Aesthetic Education of Children "MOZART" in Moscow Norms and rules of the creative state (L.L. Bochkarev, V.I. Petrushin, G.M. Tsypin, etc.) Signs of the creative state: - complete absorption in musical activity, in a counterbalance to preoccupation with one’s own person that destroys the optimal creative state; – focus on the creative process itself, and not on its future results; – feelings of joy, pleasure, euphoria from musical activity that accompany and at the same time motivate musicians to resume and continue musical activity. Tarakanova N.E. – Head of the Center for Aesthetic Education of Children “MOZART” in Moscow Psychological and pedagogical methods: – The method of metaphorical transformation (from the Greek metaphora - transference, image) is a method-dialogue between a student and a teacher and consists of selecting and composing metaphors that change attitudes to the process of musical activity through the actualization of the positive experience of consciousness. The main condition of the method is that the metaphor should help the child “disidentify” - i.e. “move away” from negative experiences, offer a substitute experience and promote the transformation of feelings that interfere with the child, unfavorable emotional states into feelings of joy and pleasure from the process of musical activity. Tarakanova N.E. – Head of the Center for Aesthetic Education of Children “MOZART” in Moscow Psychological and pedagogical methods: – Multiplication method (from the English multiply - to multiply, multiply). The main goal of the method is to awaken the hidden capabilities of a young musician by encouraging awareness of their states of creative uplift, inspiration, multiplying these states and promoting the student’s progress along the path of self-actualization. It is based on the idea that achieving a complex goal is possible only by dividing it into smaller goals - a sequence of steps , while each subsequent step should multiply the achievements of the previous one. Consistent multiplication of the elements of experience in achieving states of creative uplift is carried out through the use of certain techniques (“expansion of awareness”, “anchoring”, “reconstruction of sensations”). Tarakanova N.E. – Head of the Center for Aesthetic Education of Children “MOZART” in Moscow Conditions for the effective development of “Euphoric” motivation in music pedagogical practice: selection of musical repertoire; pedagogical impact of the teacher’s personality; the use of psychological and pedagogical methods - animation, metaphorical transformation and auto-training. Pedagogical abilities - modern requirements for a professional teacher This is a personality quality, integrated, expressed in a tendency to work with students, enjoying communication with them. Pedagogical abilities - modern requirements for a professional teacher 1. Communicative - the teacher’s ability to establish pedagogically appropriate relationships with students, their parents, colleagues, and heads of the educational institution.2. Didactic - specific skills to select and prepare educational material, visibility, equipment, present educational material in an accessible, clear, expressive, convincing and consistent manner, stimulate the development of cognitive processes and spiritual needs of students, increase educational and cognitive activity.3. Organizational – the teacher’s ability to rally students, keep them busy, divide responsibilities, plan work, sum up what has been done.4. Perceptive - the ability to penetrate into the spiritual world of those being educated, objectively assess their emotional state, and identify mental characteristics. 5. Scientific-cognitive - the ability to assimilate scientific knowledge in the chosen field.6. Research – the ability to understand and objectively evaluate pedagogical situations and processes.7. Suggestive – emotional and volitional influence on students. Pedagogical abilities - modern requirements for a professional teacher We must accept pedagogical abilities (talent, vocation, inclinations) as an important prerequisite for successful mastery of the teaching profession, but not as a decisive professional quality!!! Thank you for your attention!!!
Slide 1
Slide 2
Motivation is an internal psychological characteristic of a person, which finds expression in external manifestations, in a person’s attitude to the world around him, and various types of activities. *
Slide 3
Activity without a motive or with a weak motive is either not carried out at all or turns out to be extremely unstable. The amount of effort he puts into his studies depends on how a student feels in a certain situation. Therefore, it is important that the entire learning process evokes in the child an intense and internal motivation for knowledge and intense mental work. *
Slide 4
Educational activity is an activity that turns the child on himself, requires reflection, an assessment of “what I was” and “what I have become.” *
Slide 5
MOTIVES educational-cognitive social positional to be useful to society desire to fulfill one's duty understanding of the need to learn a sense of responsibility mastering new knowledge interest in methods of independent acquisition of knowledge independent improvement of methods of acquiring knowledge rational organization of one's own educational work a certain position in relations with others to influence other students, to dominate in a team self-affirmation to earn authority *
Slide 6
Educational and cognitive motives are directly embedded in the educational activity itself and are associated with the content and process of learning, with mastery, first of all, of the method of activity. They are found in cognitive interests, the desire to overcome difficulties in the process of cognition, and to demonstrate intellectual activity. The development of motives of this group depends on the level of cognitive need with which the child comes to school, and on the level of content and organization of the educational process. *
Slide 7
Broad social motives of younger schoolchildren look like motives for self-improvement (to be cultured, developed) and self-determination (after school to continue studying or working, choosing a profession). The fact that the child is aware of the social significance of learning creates personal readiness for school and positive expectations for it as a result of social attitudes. These motives appear as understood and are associated with distant, deferred goals. They are accompanied by motives of duty and responsibility, which at first are not realized by children, but actually act in the form of conscientious fulfillment of the teacher’s tasks, the desire to meet all his requirements. However, these motives are not inherent in all children, which is associated with 1) an inaccurate understanding of responsibility and irresponsibility at this age and 2) an uncritical attitude towards oneself and often inflated self-esteem. *
Slide 8
Narrow motives (positional) appear in the form of the desire to get a good grade at any cost, to earn the praise of a teacher or the approval of parents, to avoid punishment, to receive a reward (motives of well-being) or in the form of a desire to stand out among peers, to occupy a certain position in the class (prestigious motives). *
Slide 9
Slide 10
MOTIVES internal external independent cognitive work when providing assistance to adults Interest in the process of activity interest in the result of the activity the desire for self-development the development of any of one's qualities and abilities is carried out out of duty in order to achieve a certain position among peers due to pressure from relatives, teachers *
“Motivating students’ educational activities and providing conditions for its development”
- Pedagogical Council
- Deputy Director Yu.N. Tolstikhina
- Through living in the active processes of search and cognitive activity, contribute to the systematization of teachers’ knowledge about the key concepts of “Motivation for educational activities” and obtaining ideas about the formation of the motivational sphere of education.
- 1. Systematization of theoretical provisions about the key concept “Motivation for educational activities”
- 2. Development of a structural diagram “Motivational sphere of a student in a special (correctional) school of the VIII type.
- 3. Acquaintance with the methods of forming motivational educational activities.
- 1. A message about the topic of the teachers’ council, its goals and objectives.
- 2. Justification for choosing the topic.
- 3. Brief theoretical information on the problem.
- 4. Creation of a structural diagram “Motivation of educational activities and providing conditions for its development”
- 5. Decision making.
- The teacher must form appropriate motivation in students.
- Set in motion, push
- Motivation to activity related to meeting the needs of a person (student)
- An impulse that causes activity and determines its direction.
- developing a child’s positive attitude towards classes (towards learning);
- development of the child’s own activity;
- formation of sustainable motivation to complete tasks;
- formation and development of targeted actions;
- development of planning and control of activities;
- developing the ability to apply acquired knowledge to solve new similar problems.
- The student’s internal attitude to learning is a complex personal education that includes two points:
- 1. The child’s awareness of the objective significance of the teaching.
- 2. The child’s understanding of the subjective significance of learning.
- Encouraging students to choose and independently use ways to complete tasks without fear of making mistakes
- Evaluation of a student’s activity not only by the final result, but by the process of achieving it.
|
|
|
|
|
|
|
|
|
|||||
|
||||||
|
||||||
|
||||||
|
- Incentive reason, internal personal urge to action, conscious interest in its completion.
- Selecting an activity according to the student’s capabilities
- Creating a Success Situation
- The use of group and individual forms of organizing educational activities
- The use of encouragement and reprimand, taking into account the psychophysical characteristics of each student
- Encouraging students to choose and independently use different ways to complete tasks without fear of making mistakes
- Assessment of student activity not only by the final result, but also by the process of achieving it
- This is the student’s focus on performing individual actions included in the learning activity.
- THROUGH SETTING GOALS, THE MOTIVES OF LEARNING ARE EMBODIED.
- Working together with children to understand and accept the goals of upcoming activities and setting educational goals
- Choosing means adequate to the goal
- Taking into account age and psychophysical characteristics
- Use of problematic situations, disputes, discussions
- The child's reaction to the influence of internal and external stimuli. They depend on the characteristics of educational activity, accompany the learning process and precede it.
- __________________________________
- ACTIVITY SUPPORTED BY EMOTIONS IS MUCH MORE SUCCESSFUL!
- Non-standard form of conducting lessons
- Creating a Success Situation
- Creating an atmosphere of mutual understanding and cooperation in the classroom
- Teacher's emotional speech
- Use of educational and didactic games, gaming technologies
- Teacher's faith in student's capabilities
- Cognitive and emotional attitude of the student to the teacher.
- _________________________________
- FOR A TEACHER, THIS IS THE RELATIONSHIP OF THE MEANING OF TEACHING, THE NATURE OF MOTIVES, MATURITY OF GOALS AND FEATURES OF EMOTIONS
- 1. Considering the relevance of this topic for successful learning, systematize the theoretical foundations on the problem of learning motivation
- 2. Take as a basis in the practical activities of each teacher the scheme for the formation of the student’s motivational sphere
- 3. Summarize the experience of subject teachers in using the most effective forms of work on this problem
- 4. The generalized experience of subject teachers should be considered at methodological associations (January-February 2010)
- 1. G.Yu. Ksenzova
- "Advanced school technologies"
- 2. D.G. Levites
- “School for professionals, or seven lessons for those who teach”
- Voronezh: NPO "MODEK", 2001
- 3. V.I. Petrushin
- “Psychological aspects of the activities of teachers and class teachers”
- M.: Pedagogical Search, 2001
- THANK YOU
- FOR ATTENTION!
Loading...
