slide 1
slide 2
Motivation is an internal psychological characteristic of a person, which finds expression in external manifestations, in relation to a person to the world around him. various types activities. *
slide 3
Activity without a motive or with a weak motive is either not carried out at all, or it turns out to be extremely unstable. How the student feels in a certain situation depends on the amount of effort that he makes in his studies. Therefore, it is important that the entire learning process evokes in the child an intense and inner motivation for knowledge, intense mental work. *
slide 4
Educational activity is such 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 and cognitive social positional to be useful to society the desire to fulfill one's duty understanding the need to learn a sense of responsibility mastering new knowledge interest in methods of self-acquisition of knowledge self-improvement of methods of obtaining knowledge rational organization own educational work a certain position in relations with others to influence other students, to dominate in the team self-affirmation to earn authority *
slide 6
Educational and cognitive motives are directly embedded in the learning activity itself and are associated with the content and process of learning, with the 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, to show intellectual activity. The development of the 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 junior schoolchildren look like motives for self-improvement (to be cultural, developed) and self-determination (after school to continue to study or work, 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 act as understandable and are associated with distant, delayed goals. They are adjoined by motives of duty and responsibility, which at first are not realized by children, but actually act in the form conscientious performance tasks of the teacher, 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 an overestimated self-esteem. *
Slide 8
Narrow motives (positional) act in the form of a desire to get a good mark at any cost, to earn the praise of a teacher or the approval of parents, to avoid punishment, to receive a reward (well-being motives) 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 in helping adults Interest in the process of activity interest in the result of activity the desire for self-development the development of any of their qualities, abilities is carried out by virtue of duty in order to achieve a certain position among peers due to pressure from relatives, teachers *
G. Rosenfeld singled out several factors of learning motivation: 1. Learning for the sake of learning, without pleasure from the activity or without interest in the subject being taught. 2. Education without personal interests and benefits. 3. Training for social identification. 4. Learning for success or fear of failure.
5. Training under duress or pressure. 6. Education based on concepts and moral obligations or on generally accepted norms. 7. Learning to achieve goals in everyday life. 8. Education based on social goals, requirements and values.
There are many scientific research work associated with the identification of the components of the motivational structure in the field of learning, with the classification of learning motives. And there are practically no studies on how these motives correlate with blocks of motive and stages of the motivational process, taking into account the age and gender of students, the situation in the family, social origin, etc.
Types of motivation for learning activities related to learning outcomes 1. Motivation, which can conditionally be called negative. This refers to the student's motives caused by the awareness of certain inconveniences and troubles that may arise if he does not study (reproaches from parents, teachers, classmates, etc.). Such motivation does not lead to successful results.
2. Motivation, which has a positive character, but is also associated with motives laid down outside the educational activity itself. This motivation comes in two forms: 2a. Such motivation is determined by social aspirations that are significant for the individual (a sense of civic duty to the country, to relatives). This is the most valuable motivation. However, if in the process of learning this attitude is not supported by other motivating factors, then it will not provide the maximum effect, since it is not the activity as such that is attractive, but only what is associated with it.
2b. This form of motivation is determined by narrow personal motives: the approval of others, the path to personal well-being, etc. 3. Motivation that lies in the learning activity itself, for example, motivation related directly to the goals of learning. The motives of this category are: satisfaction of curiosity, acquisition of certain knowledge, broadening one's horizons. Motivation can be embedded in the very process of learning activity (overcoming obstacles, intellectual activity, realization of one's abilities, etc.).
Cognitive motives include: 1. Broad cognitive motives, consisting in the orientation of schoolchildren to master new knowledge. Manifestations of these motives in the educational process: real successful completion of educational tasks; a positive reaction to the increase in the difficulty of the task by the teacher; contacting the teacher for additional information, readiness to accept them; positive attitude to optional tasks; access to educational tasks in a free optional environment, for example, at a break.
Broad cognitive motives differ in levels. It can be: a) interest in new entertaining facts, phenomena, or b) interest in the essential properties of phenomena, in the first deductive conclusions, or c) interest in patterns in educational material, to theoretical principles, to key ideas, etc.
2) Educational and cognitive motives, consisting in the orientation of schoolchildren to the assimilation of methods for obtaining knowledge. Their manifestations in the lesson: the student's independent appeal to the search for ways of working, solutions, to their comparison; returning to the analysis of the method of solving the problem after obtaining the correct result; interest in the transition to a new action, to the introduction of a new concept; interest in the analysis of one's own mistakes; self-control during work as a condition of attention and concentration;
3) Self-education motives, consisting in the orientation of schoolchildren to independently improve the ways of obtaining knowledge. Their manifestations in the classroom: addressing the teacher and other adults with questions about the methods of rational organization of educational work and methods of self-education, participation in the discussion of these methods; all the real actions of schoolchildren in the implementation of self-education (reading additional literature, visiting circles, drawing up a plan for self-education, etc.).
Social motives include: 1) broad social motives, consisting in the desire to acquire knowledge based on the awareness of social necessity, obligation, responsibility in order to be useful to society, family, and prepare for adulthood. Manifestations of these motives in the educational process: actions that testify to the student's understanding of the general significance of learning, to the readiness to sacrifice personal interests for the sake of public ones.
2) narrow social, so-called positional motives, consisting in the desire to take a certain position, a place in relations with others, to obtain their approval, to earn their authority. Manifestations: desire for interaction and contacts with peers; initiative and disinterestedness with the help of a friend; acceptance and submission of proposals for participation in collective work. A variety of such motives is the well-being motivation, which manifests itself in the desire to receive only approval from teachers, parents and comrades.
3) The motives of social cooperation, consisting in the desire to communicate and interact with other people, the desire to realize, analyze the ways, forms of their cooperation and relationships with the teacher and classmates, improve them. Manifestations: the desire to understand the ways of collective work and improve them, the interest in discussing different ways of frontal and group work in the classroom; the desire to find the most optimal options for them, interest in switching from individual work to the collective and vice versa.
A. K. Markova describes two groups psychological characteristics cognitive and social motives. 1. Content motivational characteristics are directly related to the content of the educational activity carried out by the student. 2. Dynamic characteristics characterize the form, the dynamics of the expression of these motives.
The content characteristics of motives are the following: 1) the presence of a personal meaning of the teaching for the student; 2) the presence of the effectiveness of the motive, i.e. its real impact on the course of educational activities and the entire behavior of the child; 3) the place of the motive in the overall structure of motivation; 4) independence of the emergence and manifestation of the motive; 5) the level of awareness of the motive; 6) the degree of distribution of the motive for different types of activities, types subjects, forms of educational tasks.
Dynamic characteristics of motives: 1. Stability of motives. It also manifests itself in the fact that the student studies willingly even in spite of unfavorable external stimuli, interference, and in the fact that the student cannot but study. 2. Modality of motives, their emotional coloring. Psychologists talk about negative and positive motivation for learning. 3. Other forms of manifestation of motives are also expressed in the strength of the motive, its severity, the speed of occurrence, etc. They are found in, for example, how long a student can sit at work, how many tasks he can complete, driven by a given motive, and so on.
D/Z Ilyin E.P. Motivation and motives. Chapter 13, n (Formation of motives for the educational activities of schoolchildren). The paragraph highlights the main factors influencing the formation of a positive sustainable motivation for learning activities. Give 1 example for each factor, using your own school experience or literary or film material. Remember to indicate before the example what factor is being discussed and to argue the relevance of the example.
slide 1-2 Learning motivation is a process that launches, directs and maintains efforts aimed at the implementation of learning activities. It is a complex, complex system formed by motives, goals, reactions to success and failure.
slide 3
The word “motivation” comes from the Latin verb “movere”, to move. Under the motive of learning, we understand what the child learns for, what encourages him to learn.
There are five levels learning motivation:
slide 4
First level- high (Such children have a cognitive motive, the desire to most successfully fulfill all the school requirements). Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.
slide 5
Second level– good school motivation. (Students successfully cope with educational activities). This level of motivation is the average norm.
slide 6
Third level- a positive attitude towards school, but the school attracts such children with extracurricular activities. Such children feel safe enough at school to communicate with friends, with teachers. They like to feel like students, have a beautiful portfolio, pens, a pencil case, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process does not attract them much.
Slide 7
Fourth level– low school motivation. These children attend school reluctantly, prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experience serious learning difficulties.
Slide 8
Fifth level- Negative attitude towards school. Such children experience serious difficulties in learning: they do not cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. The school is often perceived by them as a hostile environment, staying in it is unbearable for them. In other cases, students may show aggression, refuse to complete tasks, follow certain norms and rules. Often, these students have neuropsychiatric disorders.
Slide 9-10 Diagnostic results
slide 11
Reasons for a decrease in interest in teaching or a negative attitude towards it:
Gaps in knowledge
Lack of methods and skills of educational work
Teenage "hormonal explosion" and a vaguely formed sense of the future.
The attitude of the student to the teacher, the violation of relationships (semantic barriers)
Reduced age-related susceptibility to learning activities due to the intense biological process of puberty in girls of the 7th-8th grade.
The personal significance of the subject
Strong extracurricular interests
Misunderstanding the purpose of teaching.
Fear of school.
Every teacher wants his students to study well, to study with interest and desire at school. Many parents of students are also interested in this.
The task of adults is not to extinguish the adolescent's desire for knowledge, so that during the entire period of schooling to create favorable conditions for its development, supplement it with new motives coming from the content of education, from the style of communication between the teacher and students.
slide 12
A high level of motivation is as important for academic success as a student's cognitive abilities. Sometimes a less capable but highly motivated student can achieve better academic results because they strive for it and devote more time and attention to learning. At the same time, the student does not have enough motivated success in studies may be insignificant, even in spite of his abilities.
slide 13
Schoolchildren are more actively engaged in this process if both teachers and parents are interested in this process, when they are supported in case of difficulties that arise, they create a kind of “success situation”.
Slide 14
The teacher in his work must take into account the fact that different school ages are sensitive (sensitive) for the education of different aspects of the motivational sphere and types of interest.
Thus, at primary school age, cognitive motive to learn and broad social motive to take new position schoolboy.
Normally, the following dynamics of the motives for teaching younger students from the 1st to the 3rd grade can be traced:
≡ At the beginning, when entering school, there is a predominance of interest in the external side of being in school:
sitting at the desk
to the first written letters and numbers
to the first marks
≡ Later, there is an interest in the process, the content of the teaching.
≡ In middle school age, the main role is played by the desire to get the desired place in the peer group,
≡ At senior school age, mature cognitive motives for self-education dominate, social motives for preparing for choosing a profession are formed, and motives for inclusion in social practice are strengthened.
slide 15
Cognitive interest is a strong internal motive and, as a motive for learning, is disinterested. For the formation of cognitive interest, the nature of educational activity is of considerable importance.
Internal educational motivation (desire to accumulate experience, skills, abilities, knowledge). It is made up of three main components -
+ a sense of independence in the search for knowledge
+ feeling of freedom of choice
+ feeling of success (competence).
slide 16
The student becomes an active subject of the educational process, the result primarily depends on his search and research activities. This is achieved through a problematic presentation of the material, organization of work in a microgroup through brainstorming. In this case, knowledge is “extracted”, rediscovered. The task of the teacher is to ask non-standard questions, those that require analysis and reflection.
American psychologist A. King came up with a series general issues that can be applied to a wide variety of learning situations: What happens if…? Give an example ... What are the strengths and weak sides…? What does it look like...? What do we already know about...? How can… be used for…? How are … and … similar? How does … affect …? Which… is the best and why?
Slide 17
Slide 18
This style of teaching requires the teacher not only to think outside the box, but also to be loyal to the versions and assumptions of the students. Criticism calls into question the competence of the child and causes him to stop efforts in this direction. Negative comments do real harm to motivation, and the development of thinking, and self-esteem.
It is important to encourage children to ask questions. Particularly to be commended for good questions reflecting the desire to think, learn more.
Slide 19
Feeling free to choose
A teacher striving to increase the learning motivation of the class should be well aware that the fewer phrases on his part: “You must, you should, you must ...” and more “You can, you have such and such options, yes, you this was correctly noticed, ”the more children will be interested in learning process and the higher own initiative and activity. The student should be allowed to choose- topics for essays, presentations, reports, poems for memorization
Slide 20
Feeling of success (competence).
An important source of desire to learn is the feeling of being competent, the child must believe that he can learn, feel successful.
A good level of motivation occurs when students have the opportunity to engage in such types of tasks where they can achieve success and, at the same time, where there is a sense of invested work, overcoming obstacles.
slide 21
slide 22
The formation of a student's motivation for learning should take place on the basis of a clearly set goal - getting a good education. Obviously, not every child early age understands that he studies, first of all, for himself, for his further achievements. Therefore, the goal of adults (parents, teachers and psychologists) is to help them realize this goal.
Ancient wisdom says: you can lead a horse to water, but you can’t make him drink. Yes, you can seat the children at their desks, achieve perfect discipline. But without the awakening of interest, without internal positive motivation, the development of knowledge will not happen. It will be only the appearance of educational activity.
slide 23
So for successful learning important motivation. It should be based on a positive emotional background, be aimed at teaching as a subject activity or at the learning process itself. A favorable social environment supports cognitive interest, which contributes to the formation of a firm internal attitude to learning.
Adults need to competently combine all possible ways to encourage a child to study activity, move from one method to another in time, choosing his personal “button” for each individual child, this is a good chance to maintain learning motivation and to get a good result.
Seeing the results of your work best motivation.
slide 24
It is necessary to promote the development of learning motivation through the formation of: active position student, positive attitude to learning, cognitive interest.
To develop a positive attitude towards learning:
take care of creating a general positive atmosphere in the classroom, constantly reduce the anxiety of children, excluding reproaches, reprimands, irony, ridicule, threats, etc., trying to eliminate the student's fear of the risk of making a mistake, forgetting, embarrassing, answering incorrectly;
create situations of success in educational activities that form a sense of satisfaction, self-confidence, objective self-esteem and joy;
rely on the game, including intellectual games with rules, actively using game technology at every stage of the lesson, make the game a natural form of organizing the life of children in the lesson and outside of school hours;
use students' interest in visualization;
purposefully emotionally stimulate children in the classroom, preventing feelings of boredom, dullness, monotony that are dangerous for learning by turning on different types activity, entertainment, personal emotionality; excite intellectual emotions - surprise, novelty, doubt, achievement; to form an internal optimistic mood in children, instilling confidence, setting the goal of achieving, overcoming difficulties.
Psychologist Riedinger E.N.
View presentation content
"Teaching Motivation"
Not ashamed
not to know something, but it is a shame not to want to learn.
Socrates
Word "motivation" going on
from the Latin verb “movere” , move.
By motivation, we mean that
what the child learns for, what encourages
learn him."
5 levels of learning motivation:
First level - high
(These children have
educational motive,
striving to be most successful
do everything
school requirements).
Students follow closely
all instructions of the teacher,
conscientious and responsible
are very worried
if they receive
unsatisfactory grades
Second level - good
school motivation.
(Students do well
with learning activities).
This level of motivation
is the average.
Third level - positive
attitude towards school
but the school attracts
such extracurricular children
activity. Such
children are safe enough
feel at school
to chat with friends,
with teachers. They like
feel like students
have a nice portfolio
pens, pencil case, notebooks.
The cognitive motives
such children are formed
to a lesser extent, and educational
process is of little interest to them.
Fourth level – low
school motivation. These children
are reluctant to attend school
prefer to skip classes.
Often used in class
extraneous activities, games.
Are experiencing severe
difficulties in learning activities.
Fifth level - negative
attitude towards school. Such children
experiencing serious difficulties
in training: they fail
with learning activities
experiencing communication problems
with classmates, in relationships
with a teacher. School often
perceived as hostile
environment, stay in it for them
unbearable. In other cases, students
may be aggressive, refuse
perform tasks, follow those or
other rules and regulations. Often
such students are marked
neuro-psychiatric disorders.
Diagnostic results
the level of motivation and emotional attitude to learning
students
Conclusion: when moving from junior to secondary,
from secondary to senior - the level of educational motivation decreases
Reasons for the decline in interest in learning
1. Gaps in knowledge
2. Lack of methods and skills of educational work
3. Teenage "hormonal explosion"
and a vaguely formed sense of the future.
4. Student-teacher relationship
relationships (meaning barriers)
5 . Decreased age susceptibility
to learning activities in connection
with an intensive biological process
puberty in girls of 7-8th grade.
6. The personal significance of the subject
7. Strong extracurricular interests
8. Misunderstanding the purpose of teaching.
9. Fear of school.
A high level of motivation is significant
to achieve academic success,
as well as the cognitive abilities of the student
Sometimes a less capable student, but
having a high level of motivation
can achieve better results
in studies, because he strives for it
and devotes more time to learning and
attention.
At the same time, the student
insufficiently motivated
academic success can be
minor
even despite
his abilities.
Formation of positive motivation for learning -
not a spontaneous process
and rely here only on the natural inclinations of children
it would be reckless.
The motives of the teaching must be specially
educate, develop, stimulate.
Dynamics of learning motives:
When entering school, there is a predominance
interest in the outside of being at school:
sitting at a desk carrying a briefcase, etc.
labor: to the first written letters and numbers
to the first marks
Later, there is an interest in the process, the content of the teaching.
In middle school age, the main role is played by
the desire to get the desired place in the team of peers,
High school age dominated
mature cognitive
self-education motives, social motives are formed
preparation for the choice of a profession, the motives for inclusion are strengthened
into public practice
Intrinsic learning motivation
Builds up
out of three
major
components -
this is:
+ feeling of independence
knowledge search process
+ feeling of freedom of choice
+ feeling of accomplishment
(competencies).
Questions that can be applied in a variety of
learning situations
What happens if...?
Give an example...
What are the strengths and weaknesses?
What does it look like...?
What do we already know about...?
How... can
use for…?
How are … and … similar?
How does … affect …?
Which… is the best and
why?
When these kinds of questions fall
the basis of the educational process,
the child comes to understand the true
purpose of teaching - learn to think
apply knowledge in practice
navigate life situations.
Important!
Encourage children to ask
questions. Especially
to be commended for good
questions reflecting
desire to think more
learn.
Criticism calls into question
child competence
and makes him stop
efforts in this direction.
The fewer phrases:
"You should, you should, you must..."
and more
"You can, you have such and such
options, yes, you noticed it correctly, ”-
the greater will be the interest of children in the educational
process and the higher their own
initiative and activity.
An important source of desire to learn is the feeling of being competent,
child, must believe that he can learn,
feel successful.
To maintain a positive
emotional climate in the classroom, it is important for the teacher
constantly remove negative emotions of insecurity,
not create an environment where students are afraid of being called to the board,
strive to reduce the negative impact of time pressure,
stress (during tests, exams), interference, fatigue.
It is necessary to constantly strengthen students' faith in their own strengths.
(in combination with a sober assessment of one's own capabilities),
educate adequate critical attitudes
students for their work
to show perspectives to each student and class,
reserves for their development.
Ancient wisdom says:
You can lead the horse to water,
but you can't make him drink.
Yes, you can seat the children at their desks,
achieve perfect discipline.
But without awakening interest,
without internal positive motivation, the development of knowledge will not happen.
This will be only the appearance of training
activities.
Adults need to competently
combine all possible
ways to encourage a child
to learning activity
time to move from
one way to another
choosing for each
to an individual child, his personal,
individual button
this is a good chance for
maintaining educational
motivation and to get
good result.
Seeing the result of your work is the best motivation.
Presentation prepared
psychologist Ridinger E.N.
Description of the presentation on individual slides:
1 slide
Description of the slide:
2 slide
Description of the slide:
Every teacher wants students to study well, to study with interest and desire at school. Parents are also interested in this. But often both teachers and parents state: “He doesn’t study, he doesn’t want to study”, “I could study, but there is no desire.” In this case, we meet with the fact that the student does not have a formed need for knowledge, there is no interest in learning.
3 slide
Description of the slide:
What is the essence of the need for knowledge? How does it arise? How is it developing? What pedagogical means can be used to form the motivation to obtain knowledge?
4 slide
Description of the slide:
We know that it is impossible to teach successfully if the child is indifferent to learning and knowledge. Therefore, we are faced with the task of shaping and developing positive motivation for learning activities in the child.
5 slide
Description of the slide:
The standard way is to try to stimulate the learning activity of negligent students with poor grades, children are worried, but this does not always help. Learning motivation is a process that launches, directs and maintains efforts aimed at the implementation of learning activities. It is a complex, complex system formed by the motives, goals, reactions to failure, perseverance and attitudes of the student.
6 slide
Description of the slide:
It is necessary to distinguish between the concepts of motive and purpose. A goal is a foreseeable result, presented and realized by a person. Motive is the drive to achieve a goal. Distinguish motives understood and actually acting. The student understands why it is necessary to study, but this does not yet encourage him to engage in educational activities. Under specific conditions, understood motives become really effective.
7 slide
Description of the slide:
In itself, the knowledge that a student receives at school can only be a means for him to achieve other goals (get a certificate, avoid punishment, earn praise, etc.). In this case, the child is motivated not by interest, curiosity, the desire to master specific skills, enthusiasm for the process of mastering knowledge, but what will be obtained as a result of learning. There are several types of motivation associated with learning outcomes:
8 slide
Description of the slide:
motivation, which can conditionally be called negative 1 Negative motivation means the student's motives caused by the awareness of certain inconveniences and troubles that may arise if he does not study (reproaches from parents, teachers, classmates, etc.). Such motivation does not lead to successful results.
9 slide
Description of the slide:
motivation that has a positive character Knowing the type of motivation, the teacher can create conditions for reinforcing the corresponding positive motivation. This motivation appears in two forms: 1 form. If this is a motivation associated with the result of learning, then the conditions for maintaining it can be encouragement, showing the usefulness of the acquired knowledge for the future, creating a positive public opinion etc. If this is a motivation related to the purpose of the study, then the conditions for its maintenance can be information about the results achieved, the awakening and formation of cognitive interests, a problematic technique of the 2nd form. To maintain the motivation associated with the learning process, it is important to have a lively and exciting organization of the educational process, the activity and independence of students, research methods, and the creation of conditions for the manifestation of their abilities.
10 slide
Description of the slide:
In the process of learning, the type of motivation changes. Various reasons influence the change in motivation: new attitudes of the student (for example, the desire to bypass or overcome difficulties), long-term successes or failures in the process training sessions, choice life path and others. A number of domestic and foreign psychologists and teachers attach great importance to the study and formation of intrinsic motivation(the desire to accumulate experience, skills, abilities, knowledge). Cognitive interest is a strong internal motive and, as a motive for learning, is disinterested.
11 slide
Description of the slide:
Three whales of learning motivation are a sense of independence in the process of searching for knowledge + a sense of freedom of choice + a sense of success (competence)
12 slide
Description of the slide:
KIT 1 Feeling of independent search: “We understood it, learned it, invented it ourselves!” Perhaps the main source of learning motivation is the feeling of being an active subject of the learning process, on which the result primarily depends. This is facilitated by the problematic presentation of the material, the collective brainstorm and research activities of children. They give the child a wonderful opportunity to accept - learn to think, apply knowledge in practice, navigate life situations. At the same time, various kinds of indignations about the wrong versions of students should be abandoned: “We think (think) in the wrong place!” Criticism calls into question the competence of the child and causes him to stop efforts in this direction. These kinds of comments cause real harm to both motivation and the development of thinking. It must also be repeated that everyone has the right to make mistakes. Good to talk about own mistakes at school age - children will see that they are not on opposite sides of the barricades with the teacher, they have a lot in common. It is important to encourage children asking questions: “Well done, you asked a good active participation in the process of“ obtaining ”knowledge, and not being a passive consumer of them.
13 slide
Description of the slide:
Technique "Problem questions" You can start by asking, when getting acquainted with new material (and during the survey), not those questions that require only some memory strain when answering (for example, "in what year ...", "who invented ...") , and questions that require analysis, comparison, comparison, explanation of heterogeneous information and, accordingly, a deeper understanding of the material and interest in it. The ability to ask such questions is a skill that can and should be learned. American psychologist A. King came up with a series of general questions that can be applied in a variety of educational situations: What happens if ...? Give an example… What are the strengths and weaknesses of…? What does it look like...? What do we already know about...? How can… be used for…? How are … and … similar? How does … affect …? Which… is the best and why? When such questions form the basis of the educational process, the child comes to understand the true purpose of the teaching, which means that you think, follow the train of thought. Especially should be praised for good questions, reflecting the desire to think, to learn more. You can tell how this knowledge arose, so that the students get the feeling that they are accomplices in the birth of new knowledge.
14 slide
Description of the slide:
Technique "I know - I don't know - I want to know" An effective technique for increasing internal learning motivation is teaching a child to receive reflection on what he knows, what he does not know, what he wants to know. It also contributes to the understanding of where and where he is moving in the learning process, teaches goal setting and planning. When explaining new topic you can invite children to use the following table, making notes depending on the attitude to this information: From setting in front of the child problematic issues and a joint search for answers to them, you can move on to learning to independently pose questions to the text - and natural science, and historical, and artistic. Thus, we also support the cognitive motivation of children, and the child understands that it is not important knowledge in itself, but also the ability to obtain it, all sorts of WHY. + - ? I knew this This is completely new to me This is contrary to what I knew I want to know more about this
15 slide
Description of the slide:
Whale 2 Feeling freedom of choice: “We can choose” (“We are not pawns, we have a choice!”) - Why do you go to school? The question is rather rhetorical (almost meaningless), since most of today's children quickly realize that they have no choice whether to go or not to go, they are required to go to school. And this feeling of “I have to, I have no choice now” in itself is capable of killing any desire. (It's hard to want what you have to do.) After all, the need to feel free, to independently determine the course of one's life is a basic psychological need, and no one likes the lack of choice and imposed decisions. (Children - especially.) The child's initiative quickly goes out if he feels "set" and not "chosen" of his life. However, the necessary feeling of freedom can be achieved. A teacher striving to increase the learning motivation of the class should be well aware that the fewer phrases on his part: “You must, you should, you must ...” and more “You can, you have such and such options, yes, you this was correctly noticed, ”the more children will be interested in the educational process and the higher their own initiative and activity. That is, the less control, coercion and more freedom and independence - the better. Decide for yourself on what material, what to give the student the right to choose - topics for an essay, presentation, report, poem for memorization, or you can give yourself the opportunity to come up with a topic for an essay on the work being studied, a way to pass the topics covered, finally, on which desk and with who to sit...
16 slide
Description of the slide:
KIT 3 Feeling of competence: “I can do it, I understand, I can!” A third important source of willingness to learn is the feeling of being competent. A child wants to do something if he believes he can do it. In order to learn, a child must believe that he can learn. That is why the teacher should make each child feel successful. Success is an individual concept, each has its own and on its own material. Teaching children to plan their activities and monitoring the difficulty of the tasks they solve can help them to successfully cope with them and feel truly competent.