Педагогические науки/4. Стратегические направления реформирования системы образования

Корниенко Л.М.

Сумский национальный аграрный университет, Украина

Motivation in the educational process

Under the conditions of modern educational changes, every year curricula contain more and more theoretical material, with which students should not only get acquainted and mastered, but also be able to orient themselves easily throughout the school course. At present, students are required to analyze, systematize, form their own reasoned opinions based on basic knowledge. Therefore, it is not surprising that a student loses any interest in cognitive activity. One of the ways of forming a positive attitude towards learning of children is to create a system of motives for action. The system of motives is given to the pedagogical management and provides the definition of the behavior of students and their attitude to the study of a particular subject. Motivation is directly related to a specific action choosing the motive of action. It includes: needs, goals, feelings, interests, ideals, convictions, social settings, values sustaining the onslaught of educational programs and the requirements of teachers.

One of the ways of forming a positive attitude towards learning of children is to create a system of motives for action. The system of motives is given to the pedagogical management and provides the definition of the behavior of students and their attitude to the study of a particular subject. Motivation - is choosing the motive of action directly related to a specific action. It includes: needs, goals, feelings, interests, ideals, convictions, social settings, values.

Needs – is a necessity that the student feels under certain living conditions, the main driving force of cognitive and practical activity of the student. In order to meet their needs, the student must find one or another means, and then, with the help of them, solve certain theoretical and practical tasks.

Interests are the selective attitude of the student towards a particular object as it is of vital importance and emotional attractiveness. Interest can appear spontaneously and unconsciously as a result of emotional attractiveness, and only then comes awareness of its significance. A person feels the completeness and happiness of life when he has interests. Interests encourage the student to work, activate his personality.

Belief is a profound and substantiated belief in the principles and ideals that the disciple adheres to in his life. A person with a system of his own beliefs is holistic and purposeful, capable of defending his views.

All of the above mentioned components are based on the needs of the student's personality from basic - biological, to higher - social. So N. Bordovska and A. Rean consider that "the motive is the internal motivation of the individual towards one or another type of activity (activity, communication, behavior) associated with the satisfaction of a particular need."

Y. Kamensky distinguished a cognitive interest to be one of the most important means of encouraging students to study, not to be afraid of any difficulties on the way of mastering science.

Study of the educational material and mental development of students occurs only in the process of their own educational and cognitive activity. As A. Disterveg noted: "Development and education can not be given or communicated to any person. Everyone who wants to join them should achieve their own activities, their own efforts and tension. From outside, he can only get excited. Therefore, amateur activities are both a means and a result of learning. "

Psychologists believe that success - low or high - depends on the strength, quality and type of motivation. The key to success is contained both in learning and in life.

Activity without motive does not exist, it was written by S. Rubinstein: "Any action is generated by a motive, that is, by the experience of something meaningful, that makes this action important to the individual."

M. Danilov argued that the contradiction between knowledge and ignorance is the driving force of learning, the cognitive activity of students.

In pedagogy, five interrelated groups of learning motives are identified. These include: social, communicative, cognitive, motives of responsibility and perspectives.

Social motives require the teacher to ensure the student to understand the social and personal significance of learning, to form an active life position for children.

Communicative motives require the formation of the attitude of students to learn under the influence of the environment - parents, teachers, friends.

The interest in learning has several stages. The first is interest, the second is curiosity, the third is theoretical interest. Theoretical interest in the subject is characterized not only by the creation of a problem situation, but also by the desire to understand it independently.

Motives of responsibility and prospects are considered as general qualities, the result of the integration of all mental functions of the individual and subjective perception of the world, the assessment of their own sensory resources, will, emotional attitude to duty. They are the cause of a sense of responsibility towards parents, friends and teachers.

The analysis of pedagogical and psychological literature, including the works of E. Ilyin, gives grounds to consider such cognitive motives to be the main factors influencing the formation of internal, positive motivation for educational activity:

- the content of the subject;

- organization of educational activities;

- the style of pedagogical activity and the personality of the teacher;

- types of cognitive activity, including non-standard, personally oriented teaching methods;

- group forms of education;

- assessment and self-assessment of educational activities;

- Pedagogical support and a positive emotional environment.

A strong positive motive for students' learning activities can be the personality of the teacher and the style of his pedagogical activity. The atmosphere created by the actions of an authoritative teacher who uses the democratic style of leadership, increases the initiative of students, promotes their creative work. Thanks to such a teacher, students recognize the right to make important decisions for them, under his leadership they are more likely to be in a state of calm pleasure, high self-esteem.

An important element that characterizes the pedagogical style of a teacher is the performance of certain functions in the educational process. Under modern conditions, the teacher ceases to be the "transmitter" of information and becomes the organizer of educational activities. In addition to the presentation of the material in sufficient form, this is assumed by such functions of the teacher:

- give a task;

- help students determine the purpose of the educational work and find the most effective ways to achieve it, to select the means and tasks of the tasks;

- advise and, if necessary, motivate action;

- advise, assist in the implementation of complex educational tasks;

- activate students' learning activities based on the content of the course;

- direct the main efforts not to control the knowledge and skills of the students, but to diagnose their activities, so that qualified actions can help to correct the difficulties encountered during the process of knowledge formation and application of skills in a timely manner.

The cooperation of students and teachers is of particular importance in achieving general educational goals. It can be expressed in the transformation of certain didactic functions by students, for example, in choosing teaching methods and forms of communication with the teacher, evaluating the results of learning activities, defining the developmental goal of studying individual topics.

The joint activity of the teacher and the students contributes to the acceptance by the students of the proposed means, forms and methods of teaching, encourages them to master actively the knowledge and skills, promote the development of creative abilities, forms a vivid emotional attitude to the values embodied in the material under study. And the main thing is that students develop as individuals - they learn independently and judiciously to make decisions, act in accordance with them, be responsible for their actions and evaluate them.

Communication between a teacher and a student takes a form of a dialogue between an experienced senior friend and a young person with less experience and knowledge. This involves certain rules of conduct:

- respect for all participants in the educational process, regardless of age and attitudes;

- the ability to listen to the opinion of another person, to prove reasonably his rightness;

- directness and openness.

Students should be given the opportunity to apply for advice and assistance, acting as a source of diverse experiences; show confidence in their groupmates; to recognize their right to have their own opinion and to doubt the correctness of the actions of the teacher; to contribute to the creation of a relaxed atmosphere in the classroom; strive to understand the feelings and experiences of the students.

It should be noted that from the view of personally oriented learning the concept of dialogue has gained new meaning. In this context, dialogue is defined by a communicative environment that includes the mechanism of formation and self-justification of a person in conditions of a multitude choice of cultures (Serikov). In the triad "task - dialogue-game", which, according to V. Serikov, forms the basic technological complex of personally oriented learning, the assimilation of the content takes place in a dialogue that ensures subjective-semantic communication, reflection, self-actualization of the individual.

In order the students to feel comfortable, adapt easily to different situations that arise during educational activities, overcome difficulties, students should be provided with educational support, particularly paying attention to the positive aspects of the student's personality and their success. The belief of the teacher in the possibilities of children mostly often can be one of the decisive factors in the success of the latter. Assessing the results achieved, it is worth taking into account the idea of schoolchildren about the nature and level of implementation of their capabilities and efforts. It has a positive impact on the students' self-confidence, attitude towards the educational material, the teacher, for themselves and their capabilities, and at the same time it does not interfere the objective assessment of the work of schoolchildren.

In the educational activities formation of a positive emotional background is of particular importance. In K. Izard's opinion, motivations that are not reinforced by emotions will not motivate learning and will not support one or another type of behavior. The presence of positive emotions greatly increases the effectiveness of the learning process, because it gives it more ease and pleasure. In addition, psychologists have proved that in a state of peace of mind, the reserves of memory are activated. Scientists suggest focusing on eight emotions and emotional complexes: joy, wonder, suffering, anger, contempt, fear, shame. Only positive emotions should be used to the fullest extent. They provide confidence in their forces and therefore should be aimed at achieving success by the students, the development of his autonomy.

At the same time, one should not disregard the form of organization of cognitive activity of students, because the successful combination of forms of activity will give the necessity for the formation of their internal educational motive.

Individual work involves the students’ performing an educational assignment independently without interacting with other students using the teacher's help directly or indirectly. It also allows you to pay attention to the differences in the rate of learning, taking into account the individual characteristics of students. For this form of work, both reproductive and research methods are used. Students perform tasks for comparing objects, compose their characteristics by typical plans, as well as diagrams and tables based on materials from different sources of knowledge. The students' ability to write questions to the texts from the textbook, to invent riddles, fairy tales becomes an adventure.

The front-line work involves the simultaneous execution of all the students of the same task under the direction of the teacher without taking into account the individual characteristics of the students. In the course of work the teacher relies

on the most active and trained children. During this form of work, the partial-search method, work with visibility is used. For example, frontal conversation, frontal survey, frontal experiment, etc.

Group form is a way to organize training sessions, which put a certain task for a group of schoolchildren. Group work involves the division of the classroom into separate groups that perform specific tasks. Tasks are planned in such a way that it is possible to evaluate the individual contribution of each member of the group. The composition of the group is selected in such a way that each participant can maximize self-realization.

There are such forms of group work: the team, grouped, paired.

The bulk form involves the organization of educational activities of permanent groups of students, who together plan the training activities, perceive, perform mutual control. All students are working on a single task.

Paired work. The student shows another new information that promotes quick and high-quality learning through communication between schoolchildren.

Group work involves the formation of temporary groups of students to perform certain educational tasks. There are cooperative groups (each group performs part of the joint task) and differentiated-group (each group performs tasks according to the level of training opportunities).

The smallest taxonomic unit in the chain of formation of internal motivation for students is the techniques used at the lessons:

- conversation (in the introductory word the teacher outlines the range of issues that will be discussed at the lesson);

- creating a problem situation (question setting, demonstration of experiment or giving students a logical contradiction for solving and explaining when children lack knowledge);

- the use of technology "brainstorming", which involves collective creative work on solving a certain complex problem;

- the use of creative tasks (compilation of crosswords, scanwords, puzzles, writing fantastic stories, fairy tales, essays, poems with application of knowledge of the subject);

- use during the lesson artistic and scientific literature;

- Creating a success story based on a more active approach to learning.

At different stages of a personality development during the formation of a motivational institution for self-improvement, students use different motivational techniques. If teens are confined to disparate elements of self-education, then senior students develop personal rules of self-education, which determine the main lines of their behavior, deeds in different conditions. For self-improvement, students use two groups of motivational techniques: self-stimulation and self-primacy. Self-improvement is an important way of forming oneself as a person, development of abilities, formation of knowledge and skills. According to Tolstoy, the desire for self-improvement is already inherent in a man, that he is never satisfied with himself.

All higher spiritual needs of a man - are knowledge, self-affirmation, self-expression and self-actualization. This is the desire for self-improvement, self-development. Motivation of learning means opening the way to improving the quality of school education. The main task of modern learning is to stimulate students' learning and their cognitive activity and to develop cognitive needs. After all, teaching is an art, not a craft. To invent, to demand, to improve – is the only possible course for a modern teacher.