The problem of formation of the motivation of the...

The problem of formation of the motivation of learning

In terms of shaping the motivation of the teaching, the main question is what motivates the learner in the first place, the educator is oriented, realizing his activity. It is the position of the teacher that largely determines how the hierarchical structure of the motivational and demanding sphere will look.

Obviously, only those who are keen on this content, who are focused on awakening of children's interest, can awaken interest to the content. Speaking about the importance of this group of motives, it should be understood that educational activities are very diverse in content and enthusiasm for one subject can be combined with indifference or even negativism to another subject.

The awakening of interest in the learning process, the desire to make it fascinating, as a rule, involves a lot of preparation and often requires considerable time and material costs. One of the main directions of the movement in this direction is the rapprochement of educational activity with cognitive activity. Converting an audience class to a lab class.

Teachers of many countries of the world rely on broad social motives with success. From the very first steps, they tell their students that "a good school work of the child in school" - a pledge of further education and the acquisition of high qualifications. High qualifications and a high standard of living in these countries are inseparable. That is why, for example, a Japanese schoolboy, even with minimal attempts from the teacher "to carry away" (meaningful motives) and "entertain" (motivation process) in the course of training, is intensely engaged not only in school, but also at home.

The negative should include the motivation to avoid trouble, but teachers who focus, in the first place, on this group of motives, still "have not gone into the history of pedagogy". The desire to force learn to punish with punitive measures has not yet been overcome. Speaking of this, we should all remember not only the positive but also negative experience gained by world pedagogy in the implementation of pedocentric concepts. This experience forces us to rethink the problem of coercive learning.

Creative Motivation and Learning

External motives can become internal, it happens when, apart from the satisfaction from the received encouragement (external motive), one gets pleasure from the very fact of creative activity (inner motive). Studies in the field of educational psychology show that at the very beginning any training is motivated by external encouragement (reinforcement). However, if such a practice drags on, genuine curiosity can not develop. Activity in this case fades by itself. The consumer trend prevails over the creative trend (RM Granovskaya). Such a "fading of the positive motives of the doctrine" often observed in people who in childhood were paid for their academic progress, cleaning their rooms or other achievements.

The productivity of education is largely due to the effectiveness of the transition of external motives into internal ones. Such a transformation owes its appearance to a mechanism that received the name shift of the motive to the target & quot ;. This phenomenon became widely known thanks to the research of G. Allport. In particular, he gives an example. A young man goes to the sea to save money to buy a house. However, gradually the sea displaces the dream of a house. The sea becomes absolutely necessary, as only in the sea does he feel happy. Such a shift determines the formation of a new motive of activity, and, consequently, new needs. This transformation is achieved in the process of education, when the role of external encouragement is gradually replaced by an inner pleasure from the ability to cope with the task.

If such a transformation does not occur, then a situation arises when the external reinforcement has already dried up, and the internal one has not been formed. Then the person begins to complain that he does not have enough willpower to force himself to do something. However, in fact, he lacks quite another - he did not have an interest in the case itself.

Both internal and external motives more effectively direct activity against the background of increased self-esteem. Underestimated self-esteem weakens, and overestimated can be an important factor in mobilizing creativity and realizing the hidden potential of man. Therefore, efforts aimed at increasing self-esteem, the importance of the task being accomplished and the certainty of success are justified. The success of the activity depends on the notion of its capabilities to a lesser degree than on the capabilities themselves (RM Granovskaya).

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