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The content of the educational material is acquired by students in the process of learning activities. From what this activity is, what educational actions it consists of, how these parts relate to each other, what is the structure of educational activity - the result of training largely depends on all this. The attitude of children to their own activities is determined largely by how the teacher organizes learning activities, what is its structure and nature. nine0005

Study of psychological studies of educational activity, in particular E.I. Savanko, showed that in order for students to develop the right attitude towards it, it is necessary to build educational activities in a special way. It turned out that the study of each independent section or topic of the curriculum should consist of three main stages: motivational, operational-cognitive and reflective-evaluative. After analyzing the data of E.I. Savanko, we did not fully agree with her position, since the description of the stages often contains the wording: "... the teacher tells, the teacher clarifies, the teacher makes a conclusion . ..", and the opinion of the children, their experience is not taken into account, which, in our opinion, does not contribute to a productive learning and development of positive learning motivation. nine0005

In order for the motivational side of learning to be in the teacher's field of vision, it is necessary that he single out three main stages in the learning activity of students in the school learning process, the description of which is given below.

1. Motivational stage.

At this stage, students should understand why and why they need to study this section of the program, what exactly they must do in order to successfully complete the main educational task. The motivational stage usually consists of the following learning activities:

1. Creation of a learning-problem situation that introduces students to the subject of study of the upcoming topic of the program. An educational problem situation can be created by a teacher in different ways:

a) setting a task for the student, the solution of which is possible only on the basis of studying this topic;

b) a conversation about the theoretical and practical significance of the upcoming topic (section) of the program. For example, before studying the topic “Suggestion”, the teacher says: “Imagine that you need to tell your comrades about an important matter so that everyone understands and starts acting on the basis of your story”; nine0005

c) discussion of children's versions and opinions about how the problem was solved in the history of science.

1. The formulation of the main learning task is usually done by the teacher or children as a result of the discussion of the problem situation. This can happen, for example, in the following form: "Thus, we will learn the rules for constructing literate speech."

The learning task shows the students the benchmark on which they should direct their activities in the process of studying the topic. “No activity can arise without the presence of a goal and a task that sets this process in motion, giving it a direction,” wrote L.S. Vygodsky. An important condition for the organization of educational activities is to lead students to independently set and accept educational tasks. nine0005

1. Self-monitoring and self-assessment of activities on the study of the topic

After the main learning task is accepted by the students, they plan and discuss the plan for the upcoming work. The teacher reports the time allotted for the study of the topic, the approximate timing of its completion. This gives students a clear perspective of work. Then there is a discussion of what you need to know and be able to study the topic. Thus, students create an attitude to the need to prepare for the study of the material. The judgment ends with individual students giving a self-assessment of their ability to study the topic, indicating what material they are repeating, and what else they will do to prepare for the upcoming lessons. nine0005

This whole stage of studying the topic is very important for the development of students' motivation for learning activities. It is unlikely that those teachers who omit it completely or confine themselves to one phrase: “Today we are starting to study the topic . ..”, proceeding immediately to the presentation of new material, are hardly doing the right thing. This "saving of time" will have a painful effect on the entire nature of the students' learning activities.

2. Operational-cognitive stage.

At this stage, students learn the content of the topic of the program and master the learning activities and operations included in this content. The role of this stage in the formation of the motivation of educational activity depends on whether the students will be clear about the need for the entire content and its individual parts, all educational actions and operations to solve the scientific main task set at the motivational stage. Do they realize the natural connection between all parts of the educational tasks and the basis, do all these tasks act for the student as a clearly visible system, a hierarchy of educational tasks. nine0005

With such a structure of the students' scientific activity, when the main content of the operational-cognitive stage becomes the modeling of objects and phenomena, the study of the constructed models, the students' activity acquires a theoretical character. In this way, students are, as it were, introduced into the laboratory of thought of the relevant sciences, gaining experience in truly creative activity, creative thinking. All this is an extremely powerful tool that contributes to the development of the necessary motivation for the educational activity of students. nine0005

. Reflective-evaluative stage.

This stage is final in the process of studying the topic, when students learn to reflect (analyze) their own learning activities, evaluate it, comparing the results with the tasks set. The qualitative implementation of this stage is of great importance in the development of motivation for learning activities.

The work on summarizing the study of the completed section must be organized so that students can experience a sense of emotional satisfaction from what they have done, the joy of victory over overcome difficulties, the happiness of learning new and interesting things. Thus, an orientation toward experiencing such feelings in the future will develop, which will lead to the emergence of needs for creativity, persistent independent study, that is, the development of a positive sustainable motivation for learning activities. nine0005

In order to develop the ability of schoolchildren to evaluate their work, it is appropriate to give them the following homework: “Write a list of the main questions we covered in this topic, and mark next to how you learned this question: well or not very well, or didn't get it at all. On another piece of paper, list the skills that you planned to acquire while studying the topic, and indicate how you learned these skills: well, poorly, or not learned at all. This is useful for developing an adequate self-assessment of educational activities, for finding out the reasons for existing gaps and for encouraging students to close these gaps. nine0005

It is important that monitoring and evaluation not only establish the actual state of knowledge and skills of each student, but also be used to encourage him to further work, to create further prospects for this work.

Particular emphasis should be placed on the role of problem-developing teaching methods in the development of learning motives. Let's consider some psychological aspects of knowledge and the role of problem-based learning for the formation and development of motivation.

The fact is that the development of the needs and motives of activity occurs in the process of carrying out the activity itself. No matter how much the student hears about the need to study, about his duty and obligations, about the importance of learning activities for himself and his future life, and no matter how well he realizes the validity of these words, but if he does not get involved in this activity, then he has the appropriate motives. will not develop. In order for motives to be strengthened and developed, the student must begin to act. If the activity itself arouses interest in him, if in the process of its implementation he experiences bright positive emotions of satisfaction, then we can expect that he will gradually develop needs for this activity. nine0005

At the lesson, the teacher tells, shows to the students, but all this information is insignificant for some children: they listen and do not hear, look and do not see, they are engaged in completely different activities: they dream, think about their own. In order for these children to be involved in educational work, it is necessary to create an incentive for an enhanced thinking process. Such an example that stimulates thinking is the creation of educational problem situations.

It is very effective, especially in the lower grades, to start creating educational problem situations not with a question, task or story, but with some kind of practical work. And if immediately after this a problematic question is posed, then such a problematic situation will undoubtedly be a powerful impetus to the beginning of intensive thinking. nine0005

Problem-based learning helps maintain a deep interest in the very content of the educational material, in general methods of cognitive actions, thereby forming positive motivation in children.

psychological motivation student mathematics

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