Presentation the formation of motivation for learning activities among students. Motivation of educational activity presentation for the lesson on the topic

ancient wisdom says: can
lead the horse to water, but
you can't make him drink.
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How to motivate the cognitive activity of the student?

“Psychological law says: before
encourage the child to do something
get him interested in her, make sure that
find that he is ready for this
activities that he is tense all
the strength she needs."
L.S. Vygotsky
“There is no activity without a motive”
A.N.Leontiev

motive

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

motive

interest,
need,
pursuit,
belief,
ideal,
emotions,
attraction,
instincts,
attitudes, this is what motivates a person to
activity for which it is performed.

“When information is presented out of interest, a center of its active rejection is formed in the cerebral cortex” I. Pavlov

Without the inner mood of the child, without his motivation
for activities, the main pedagogical
influence chooses violence. teacher
based solely on the concepts of "should" and
"necessary" collides with the negative,
negative motivation.
The child develops:
*tendency to avoid learning
* activities and results of the exercise are insignificant
*severe distractibility in the classroom
*rapid fatigue
*Feelings of sadness and dissatisfaction
* immobility, rigidity of thinking.

The internal motive of learning activity should always precede and accompany learning.

The teacher sometimes forgets that many of the
what he considers important
and useful, devoid of meaning for the student.
Motivation needs to be tailored
develop, stimulate
The process of formation and consolidation
schoolchildren positive motives for learning
activity is called motivation
learning activities

Factors influencing the formation of motives for the educational activity of schoolchildren.

The content of the educational material.
.
The nature and level of training cognitive activity. In itself, the content of training, educational
information beyond the needs of the child
has any meaning for him
encourages learning activities.
Teaching material must be submitted to
in such a form as to cause the student
emotional response, activate
cognitive mental processes.

Is this necessary?

The special nature of the presentation of educational material:
A). analytical (explanatory, critical, logical,
problem);
b). business;
c). Unusual.
Using, displaying, emphasizing various elements,
attractive aspects of the content:
a) the importance of individual parts;
b) difficulty, complexity (simplicity, accessibility);
c) novelty, cognition of the material;
d) discovery of the new in the known;
e) historicism, modern achievements of science;
e). Interesting Facts, contradictions, paradoxes.
Tasks with interesting content, entertaining
questions.
Showing the importance of knowledge, skills: a) public,
b). personal.
Intersubject communications

Communication style between teacher and student

Authoritarian
Forms the "outer"
learning motivation, motive
"failure avoidance"
delays the formation
intrinsic motivation.
Democratic
Promotes internal
motivation.
Liberal
Decreases motivation to study
(permissive) and forms a motive
"hope for success"

Communication style between teacher and student

Showing achievements and shortcomings in development
personality, showing confidence in the forces and
student's abilities.
The relationship between the teacher and the student,
class, expressing one's own opinion.
The manifestation of the teacher's own qualities, data
personality (in terms of communication, erudition, attitude to
subject, business qualities etc.) and motivation
students to such manifestations.
Organization of friendships
collective (mutual check, exchange of opinions,
mutual assistance.

Organization of educational activities

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

Motivational stage

this message, why and for what students need
know this section of the program, what is the main
learning task of this work.
The motivational stage consists of three training
actions:
1) creation of a learning-problem situation;
2).formulation basic learning task as a result
discussion of the problem situation;
3).Consideration of self-control and
self-assessment of opportunities to study the topic.

creation of a learning-problem situation

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

Formulation of the main learning task as a result of the discussion of the problem situation

This task is for
students with the goal of
activities on this lesson.

Motivational stage

On this stage important to pay attention to
making demands on students. They
can be:
by content: to discipline, to work;
in form: expanded, folded (indications,
remarks, facial expressions);
algorithms;
single and individual, group, general
and detailed, direct and indirect

Operational-cognitive stage

At this stage, it is important to ensure that the student
started to act. For this it is necessary
different situations:
Intellectual (problematic, search,
discussion, contradictions, quarrel);
Game ( educational games, competition and
etc.);
Emotional (success, passion for the topic ...).
In many cases, the group form of training
activities creates better motivation, how
individual. Group work draws in
active work even passive, weakly
motivated students.

reflective-evaluative stage

Connected with:
analysis of what has been done
error analysis and rendering
needed help,
comparing what has been achieved with
task and evaluation
work.

reflective-evaluative stage

If the teacher gives this stage due
attention, then:
students experience satisfaction
work done
from overcoming difficulties and
knowledge of the new. This leads to the formation
expectations of the same emotional
experiences in the future.

reflective-evaluative stage

If the teacher pays little attention to this stage and
everything boils down to grading, then maybe
there will be a shift in learning motivation from the very
activity, from the process of cognition and result to
mark. This leads to the fading of the motive
cognitive activity. It is important that in
assessment:
qualitative rather than quantitative analysis
learning activities of students,
emphasized positive points, shifts in
mastering educational material,
the causes of existing shortcomings were identified; but not
only stated their presence.

The main methods of motivation and stimulation of students' activities

4 blocks can be distinguished
methods of motivation depending on
influence on various areas personalities
student

I. Emotional methods of motivation

encouragement,
censure,
educational game,
creation of bright visual-figurative
performances,
creating a situation of success,
stimulating assessment,
satisfaction of the desire to be significant
personality.

II. Cognitive methods of motivation

based on life experience
cognitive interest,
creating a problem situation
encouragement to look for alternatives
solutions
performing creative tasks
"brain attack",
developing cooperation (pair and
group work, project method)

III. Volitional methods of motivation

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

IV. Social methods of motivation

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

I level - a manifestation of situational
interest in learning, in the subject (sometimes
the lesson is interesting, like it
teacher, like getting good
marks).
Level II - teaching as needed
(parents force me, I teach, because
it is my duty, the subject is useful for
future life).

Levels of cognitive interest

III level - interest in the subject (I learn
a lot of new, makes you think;
enjoy working for
lesson).
Level IV - advanced
cognitive interest (easily given
item; looking forward to the lesson
strive to learn more than required
teacher)

Levels of cognitive interest

Positive indicators of I and II levels
formation of cognitive interest
important and necessary at the initial stage.
Other parameters are important - III level and
especially level IV. Pupils receive
intellectual pleasure from the decision
problems, are interested in generalizations and
laws. They are interested not only in knowledge, but
and how to get them, they experience
interest in self-education
activities. positive motivation
is stable here, and it is embedded in itself
learning process.

If earlier in the lessons they aroused interest in
teaching, now it is necessary to develop it, which means
you need to develop a whole system for classes
creative tasks - a set that includes
creative tasks with interesting content from
three main groups:
causal relationships,
combination of information
planning and implementation of practical
activities.

Learning motivation development system

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

Evaluation of lessons according to motivational criteria

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

Summarize

Development of students' learning motivation
requires from the teacher not only high costs
time, but above all creative
approach to their activities.
This is possible with rethinking and
revision of the technology of work, with
systematic creative growth.
According to Diesterweg, “the teacher becomes stiff,
petrifies, "descends" without striving for
scientific work, because it falls under
the power of three pedagogical demons:
banality, mechanicalness, routine"

MBOU "Tyukhtet Secondary School No. 1"

Presentation "Motivation of educational
schoolchildren's activities"
Prepared by Deputy Director for
educational work
Kondratenko T.A.

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The presentation on the topic "Learning motivation of students" can be downloaded absolutely free of charge on our website. Subject of the project: Pedagogy. colorful slides and illustrations will help you keep your classmates or audience interested. To view the content, use the player, or if you want to download the report, click on the appropriate text under the player. The presentation contains 19 slide(s).

Presentation slides

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All children can succeed in school if the school knows how to teach.

D.G. Levitas

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At meeting No. 3 of the MC of teachers of the OOD on November 29, 2010, the following questions were considered:

What is the outcome of the lesson? Relationship between the goal and the result in the lesson? Relationship between content and learning outcomes? Taking into account the characteristics of students and their influence on the result of the lesson?

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Learning differentiation

The didactic principle, according to which, in order to increase efficiency, a set of didactic conditions is created that takes into account the typological characteristics of students, in accordance with which the goals, content of education, forms and methods of teaching are selected and differentiated.

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Individualization of learning

the interaction of a teacher with a group of students or with one student according to an individual model, taking into account personal abilities and characteristics.

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The meaning of level differentiation

student learning opportunities; his personal qualities, which play a huge role in the assimilation of educational material; relies on student feedback in each lesson.

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Positive aspects of differentiation

exclusion of leveling and averaging of students; increasing the level of learning motivation in groups with a high and sufficient level of educational achievements; uniting students into groups of children of equal abilities to facilitate learning and assimilation of subject material; creating favorable conditions for weak students.

How to develop students' interest in the subject? What are some of the ways you improve your performance in class? What forms of educational organization work on the development of the child's personality? How to personalize learning in the classroom?

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The motivational sphere of student learning is defined by the following concepts:

It is the inner attitude of students towards learning. Psychologists note that the meaning of teaching is a complex personal formation, which includes two points: 1. The child's awareness of the objective significance of teaching; 2. The child's understanding of the subjective significance of teaching.

this is a motive, an internal personal impulse to action, a conscious interest in its commission;

This is the focus of students on the implementation of individual actions included in the educational activity. Through setting goals, the motives of the teaching are embodied;

This is the reaction of students to the influence of internal and external stimuli. Emotions depend on the characteristics of the learning activity of students, they accompany the process of learning and precede it.

The meaning of the teaching The motive of the teaching Goal setting Interests Emotions

This is the cognitive-emotional attitude of students to learning. For the teacher, this is the ratio of the meaning of the teaching, the nature of motives, the maturity of goals and the characteristics of emotions.

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The lesson has great motivational possibilities, which are realized through its components:

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Constantly stimulate and motivate a positive attitude to learning through ensuring mental and physical health in the classroom, observing occupational health; Create situations of success; Stimulate motivation through meeting the needs of students in communication and cooperation with the teacher and classmates; To promote the development of both "strong" and "weak" students, to maintain their faith in their own strength, to give impetus to self-education; Stimulate curiosity, cognitive interests and abilities.

When preparing for the lesson, it is necessary to take into account the motivational support of the lesson:

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A large role in creating motivation is played by the goals of the lesson. The goal should indicate its achievement; the teacher should have ways and means to check whether the goal of the lesson has been achieved; The overall objectives of the lesson should be detailed with micro-objectives, i.e. tasks of the stages of the lesson; It is necessary to design long-term goals for the entire period of studying the course (the goal of the course is realized through a system of lessons); It is necessary to ensure that students understand and accept the goal as their own, meaningful for themselves, for their spiritual, intellectual development and personal development; The goal should be commensurate with the abilities of the students; When designing a lesson, the teacher must be internally prepared to make operational decisions and make the necessary changes.

Lesson Objectives:

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A strong and stable motivation for studying a subject is created by the student's awakened interest in the subject. There is a wide range of ways and techniques for developing such interest. The formation of a positive motivation for learning, the development of interest in the subject are facilitated by the general atmosphere in the classroom, the relationship between the teacher and students, the entertaining presentation of educational material, the emotionality of the teacher's speech, the organization of cognitive games, competitions, and the analysis of life situations.

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What most of all prevents the teacher from creating a healthy motivational sphere in the lesson: Inability to maintain discipline in the lesson, as a result of which the goal of the lesson cannot be achieved; Inability to organize activities, creativity of students in the classroom; Inability to create an environment and opportunities for the success of each student; Lack of own non-subject interests and skills that may be significant for students; Pedagogical and psychological mistakes in communicating with children that do not give sufficient authority to the teacher; Intemperance, aggressiveness, loudness as a manifestation of the lack of professionalism;

Tips on how to make a good presentation or project report

1. Try to involve the audience in the story, set up interaction with the audience using leading questions, the game part, do not be afraid to joke and smile sincerely (where appropriate).
2. Try to explain the slide in your own words, add additional interesting facts, you don’t just need to read the information from the slides, the audience can read it themselves.
3. No need to overload your project slides with text blocks, more illustrations and a minimum of text will better convey information and attract attention. The slide should only have Key information, the rest is better to tell the audience orally.
4. The text must be well readable, otherwise the audience will not be able to see the information provided, will be greatly distracted from the story, trying to make out at least something, or completely lose all interest. To do this, you need to choose the right font, taking into account where and how the presentation will be broadcast, and also choose the right combination of background and text.
5. It is important to rehearse your report, think over how you will greet the audience, what you will say first, how you will finish the presentation. All comes with experience.
6. Choose the right outfit, because. The speaker's clothing also plays a big role in the perception of his speech.
7. Try to speak confidently, fluently and coherently.
8. Try to enjoy the performance so you can be more relaxed and less anxious.

The ancient wisdom is quoted a thousand times in relation to education:

You can lead a horse to water, but you can't make him drink.

Yes, you can seat students at their desks and achieve perfect discipline. But without the awakening of interest, without internal motivation, the development of knowledge will not happen, it will only be a semblance of learning activity.

"All our plans, all searches

and constructions turn to dust if the student has no desire to learn.

The teacher should form the appropriate motivation in the students.

MOTIVE

Motivation for activity related to meeting the needs of a person (student).

MOTIVATION

The general name for the processes, methods and means of encouraging students to productive cognitive activity, active development of the content of education.

CYCLE OF MOTIVATION

CONSUMPTION NEWS

EFFORTS

SATISFACTION

ACTION

REWARD

Techniques of the teacher's activities that contribute to the formation of motivation in general.

• inclusion of students in collective forms of activity;
• involvement of students in assessment activities and the formation of adequate self-esteem;
• cooperation between the student and the teacher, joint learning activities;
• encouraging the cognitive activity of students, creating a creative atmosphere;
• entertaining presentation of educational material (an unusual form of presenting the material, the emotionality of the teacher's speech, cognitive games, entertaining examples and experiments);
• skillful use of rewards and punishments.

Teacher's attitudes that contribute to the formation of the motive for learning.

• Choice of action according to the abilities of the student
• Creating a Success Situation
• The use of group and individual forms of organization of educational activities
• The use of cognitive and didactic games, gaming technologies
• The use of encouragement and censure, taking into account the psychophysical characteristics of each student
• Faith of the teacher in the ability of the student
• Encouraging students to choose and independently use different ways to complete tasks without fear of making a mistake
• Evaluation of student performance is not only end result, but also on the process of achieving it

A group of tasks that provide an individual approach to the formation of motivation

"retarded children".

• restoration of a positive attitude towards learning and individual subjects (solving available problems, creating a situation of success, creating conditions for experiencing success, maintaining confidence in the student;
• overcoming "learned helplessness" as a result of long-term failures;
• orientation on the process, and not on the result of educational activity (drawing up plans for one's work, linking individual actions into a system, strengthening adequate critical judgments of the student, focusing on the student's previous successes;
• strengthening the actual ability to learn (expanding the stock of knowledge, eliminating gaps in knowledge, learning to perform actions according to instructions and in sequence, relying on visibility, plans, schemes, pronunciation of one's actions).

Solving a specific problem.

instruction

Can't - won't

mentorship

Wants - can't

motivation

Maybe he doesn't want

Delegation

powers

Can - and wants

The process of forming motivation should become a significant part of the teacher's work.

THANK YOU

FOR ATTENTION!

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Slides captions:

Teacher primary school: Khokhlova Inna Valentinovna school No. 117 of the Vyborgsky district of St. Petersburg FORMATION OF LEARNING MOTIVATION IN YOUNGER SCHOOLCHILDREN

“All our plans, searches, and constructions turn into dust if the student has no desire to learn.” (V.A. Sukhomlinsky) The main goal of primary education is to help the child awaken all the inclinations inherent in him through educational activities, to understand and find himself, to want to overcome the negative in himself and develop the positive. The decisive role in this belongs to the teacher. Every teacher must understand what he is striving for in the upbringing and education of children.

A child is not a robot tied to books, A young boy should walk and play, A girl does not always want to stay at home, This problem is familiar to all adults! How can you force a child to study, To sit hard at a book all evening, While he can just fall in love And in his thoughts fly away to other worlds? No need to scold the child endlessly. Try to develop the will in him better, Together with him you need to learn, of course, And most importantly - just love a child.

The motivation for learning is formed in the child from many factors: the personality of the teacher, the system for presenting information, the real attention of the teacher to the activities of each student and its corresponding assessment, social significance his learning behavior, etc. The main task of learning motivation is the organization of educational activities that would maximize the disclosure of the internal motivational potential of the student's personality. The learning process must be built in such a way that the basis is the active activity of students, Team work teacher and students, only then will it become joyful and attractive for children when they themselves learn: to design, construct, explore, discover, i.e. to know the world in the true sense of the word

To motivate the cognitive activity of students, to improve the quality of student learning, I use the following forms works: - didactic games and exercises in classroom and extracurricular activities; - personality-oriented approach in training and education; - extracurricular activities in subjects (conducting subject weeks in mathematics, Russian language, literary reading, the surrounding world); - creative work students in different subjects and current topics; - holding subject Olympiads; - the use of various pedagogical technologies: problem-based learning, game forms, developmental tasks, etc. - the integration of learning (conducting integrated lessons) the use of modern innovative technologies (interactive board, computers, digital audio and video equipment, etc.) in the learning process - design and research activities.

In addition to various forms and methods of work that create positive motivation, a favorable psychological climate is important. To create it, I use “emotional strokes” (the term of the American psychotherapist E. Berne). This is an appeal to students by name, relying on praise, on approval, on a kind, affectionate tone, look, on an encouraging touch.

Techniques for creating situations of success: 1. Overcoming fear - “It's okay. It happens that people are afraid ... " 2. Hidden instruction - "You remember that ..." 3. Advance - "You will definitely succeed ..." 4. Personal exclusivity - "Only you can succeed ..." 5. Strengthening motivation - " We need it for…” 6. Appreciation of the detail – “That number you have is wonderful!”

Conditions conducive to the development of cognitive interest among students: - Organization of training, in which the student is involved in the process of independent search and “discovery” of new knowledge. - Working in collaboration. - The use of ICT in the classroom - The child's understanding of the need, importance, expediency of studying the subject as a whole and its individual sections. - The more new material connected with previously acquired knowledge, the more interesting it is for students. .

Training should be difficult, but feasible (cards, tasks of different levels) - The more often the work of a student is checked and evaluated, the more interesting it is for him to work. - Positive psychological atmosphere of the lesson. - How younger child, the more the material should be presented in figurative form. - Education should create opportunities for creativity. - Creating a situation of success in the classroom for students.

MOTIVATION

Coordination: organize the learning process, taking into account the physiological age needs and characteristics of children; coordination of the schedule with the peculiarities of age; take into account the pace of work of each child in the lesson; positive feedback; Lesson material should be interesting to children.

Diversity: select learning tasks with an element of novelty and unpredictability, which contributes to the formation of internal interest in the process of their implementation; tasks involving a variety of skills for their implementation; submission of assignments in a fabulous, playful form; change " external environment» class (changing the arrangement of desks for different lessons, updating visual aids); variety of rhythm, tone, in which I can teach a lesson.

Anticipation: a method of anticipatory learning; integrated lessons; work from grade 1 with dictionaries (" explanatory dictionary”,“ Spelling ”, etc.) assignments outside the school curriculum (for the development of logical and creative abilities); issue of electronic, thematic newspapers, oral magazine; participation in competitions, olympiads; portfolio management.

Visibility: interactive whiteboard; multimedia presentations, audio materials; subject visibility (real things and objects illustrating educational material); plot visibility (task in the context of the plot); theatrical visualization (staging)

Staged: three phases of the structure of the lesson: challenge (creating a situation for discussing educational material), comprehension, reflection; pronunciation, internal operation of knowledge; reproduction of the material in the work with supporting notes, diagrams, posters; reproduction by children of the studied material without supports; Physical education minutes.

Independence: problem-dialogical learning; - self-check, mutual check; giving children the right to choose a learning task (without limiting their freedom); the transfer of part of the teacher's functions to children or fairy-tale heroes.

Collectivism: fostering friendly relations in the children's team; work in groups, pairs (learning motivation is maintained and developed if the student realizes his potential, gets the real results of his work) collective creative tasks (projects): compiling riddles, puzzles, crossword puzzles, writing fairy tales, mini-essays, publishing books, etc. d.

PROBLEM-DIALOGICAL TRAINING - a type of training that provides creative assimilation of knowledge by students through a dialogue specially organized by the teacher.

Problem-dialogical learning is a technology that provides a triple effect of learning: 1. Better assimilation of knowledge 2. Powerful development of intelligence and creative abilities 3. Education of an active personality.

The problem-dialogical lesson consists of six stages: 1) Creation of a problem situation by a teacher and formulation of an educational problem by students 2) Promotion of versions. 3) Actualization of existing knowledge 4) Drawing up a plan for solving the problem 5) Search for a solution to the problem - the discovery of new knowledge. 5) Search for a solution to the problem - the discovery of new knowledge.

Type of problem situation With surprise Techniques: Simultaneously present conflicting facts, theories, or points of view Collide different opinions of students with a question or practical task. Present a scientific fact through a message, experiment or visualization With difficulty Techniques: Give a practical task that is not feasible at all or there is still not enough knowledge. Give a practical task, not similar to the previous one.

An example of a problem situation (task with difficulty) Russian lesson in the 3rd grade on the topic “Soft sign after nouns hissing at the end” Analysis Teacher Pupils Practical task on new material - I will dictate words to you. Two students will write them down on the wings of the board, and the rest will work on pieces of paper. (Dictates.) Two students write down: key key Quiet quiet reeds Reeds Dry land Checking the task - Let's check how the task was completed. - The words key, silence, reeds are written differently: with a soft sign and without it. (Problem situation.) Encouragement to recognize the contradiction - Was there one task? – How did you do it? Why did it happen? - One. - Differently. (Awareness of the contradiction.) Motivation to the problem - What do we not yet know? - When a soft sign is written after hissing. reformulation of topics - So, what will be the topic of the lesson today? – Be more precise: where? in what words? Fixes a topic on the board. - A soft sign after hissing. (Inaccurate wording.) - A soft sign after nouns hissing at the end. (Subject.)

Analysis Teacher Students "new material" for hypotheses - On the board I wrote columns of words, they will help us discover a new rule. They see 2 columns of words: shower daughter watchman mouse husband speech Motivation for a hypothesis - What hypotheses do you have? - In animate nouns, a soft sign is written: daughter, mouse. (Wrong hypothesis.) Motivation to test - Do you agree with this hypothesis? They are silent. clue to the counterargument - Are all words with a soft sign animate? - Means? - "Speech" with a soft sign, but inanimate. Counterargument.) - The spelling of a soft sign does not depend on whether the noun is animate or not. Completion of the test Motivation clue to the Decision Hypothesis - What other hypotheses are there? What can be said about the gender of nouns? They are silent. - In the feminine, a soft sign is written, but in the masculine it is not written. (Decisive hypothesis.)

It is important to remember 1) whether there is a lead to the problem; 2) whether the statement of the problem has been carried out; 3) whether the search for a solution is organized; 4) participation of children in formulating the topic of the lesson; 5) participation of children in goal setting; 6) as provided by the expression of the decision.

Insert the missing words into the sentences 1) Children think more, speak more often and, therefore, form them more actively ....... and ... in the classroom. 2) Pupils carry out creative activity and, therefore, they acquire ... ... in the lesson. 3) Schoolchildren have the opportunity to defend their own position, take risks, take the initiative, as a result of which they develop ... in the classroom. 4) Main on modern lesson should become (monologue or dialogue) ? thinking speech t creativity fighting character dialogue

L. S. Vygotsky: “What a child can do today in cooperation and under guidance, tomorrow he becomes able to do it on his own”

Description of the presentation on individual slides:

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“ALL OUR INTENSES, ALL SEARCH AND CONSTRUCTION TURN TO DUST IF THE STUDENT HAS NO DESIRE TO LEARN” V. A. Sukhomlinsky

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In the course of the educational process, each teacher is faced with the problem of unequal assimilation by different students of the same (in terms of volume and content) educational material with a sufficient level of development of intellectual abilities. We see one of the reasons for this in the different levels of formation of educational motivation.

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MOTIVATION EXTERNAL INTERNAL NEGATIVE Revenge Power POSITIVE Striving to get high marks; Teacher approval; Student approval, parent approval; Sympathy for the teacher; The desire to surpass others, rivalry. NEGATIVE Failure avoidance: desire to avoid low marks; The desire to avoid teacher punishment; Trying to avoid criticism. POSITIVE The subject being studied is interesting; Interesting teaching method; The desire to achieve special success; Awareness of one's cognitive progress; teacher's trust; Good mood; Confidence in your strength.

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

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

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

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

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Low level of motivation These children attend school reluctantly. They prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experience serious learning difficulties. They are in serious adaptation to school.

10 slide

Description of the slide:

What motivates a child? Lack of love hinders the development of the child. The influence of a bad psychological climate at school. Imperfection of methods, techniques and forms of organization of the educational process. Overload monotonous educational material. An excess of media information harms the child. When there is no interest in the subject, there is no desire to learn. Parental fear prevents children from becoming independent. Excessive loads take energy. Excessive requirements do not allow to fully study.

11 slide

Description of the slide:

Motivational education of the child Constantly stimulate and motivate a positive attitude towards learning through ensuring mental and physical health in the classroom, observing occupational health; Create situations of success; Stimulate motivation by meeting the students' need for communication and cooperation with the teacher and classmates. To promote the development of both "strong" and "weak" students, to maintain their faith in their own strength, to give impetus to self-education; Stimulate curiosity, cognitive interests and abilities.

12 slide

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13 slide

Description of the slide:

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

14 slide

Description of the slide:

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

15 slide

Description of the slide:

Forms of stimulating the cognitive activity of students, the formation of motivation for learning didactic games and exercises; extracurricular activities in subjects; creative work of students in various subjects; conducting subject Olympiads; integration of learning (conducting integrated lessons); use of various pedagogical technologies.

16 slide

Description of the slide:

Methods of work that increase the motivation of educational and cognitive activity Individual tasks Work in pairs and groups Analysis and systematization of errors, work on errors Stimulation of questions from students Dividing tasks into doses Rational system of exercises Speaking, commenting, systematic repetition Using consulting cards, algorithms, schemes , supports, etc. Volume negotiation homework

17 slide

Description of the slide:

Such a technique as “Let's smile at each other” dynamically helps to start the lesson, which helps to establish contact between students within a few minutes. This technique develops communication skills, emotionally sets up children.

18 slide

Description of the slide:

Increases the motivation of students in the classroom and work on riddles. Mystery - amazing game, a competition of ingenuity. It has great opportunities for observing the world around it, teaches you to perceive life in a multifaceted way, helps to improve speech, trains attention and memory, and develops curiosity. Children know riddles well and love them very much, they try to compose them themselves. Riddles are also used to determine the topic of the lesson.

19 slide

Description of the slide:

Since at primary school age the game remains the leading activity, therefore, the use of gaming technologies in the organization of work in the classroom is necessary. In the lesson in the form of a game - fairy tales, for younger children school age activity increases, and they are happy to help the fairy-tale hero who is in trouble.

20 slide

Description of the slide:

Work in pairs and groups - the organization of joint actions, leads to the activation of educational and cognitive processes, communication, communication, without which distribution, exchange and mutual understanding are impossible, which is dictated by the nature of the inclusion of students in joint activities.