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Motivation

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УДК 37.012.85 ПЕДАГОГИЧЕСКАЯ ПОДДЕРЖКА В ПРЕОДОЛЕНИИ ИНТЕЛЛЕКТУАЛЬНЫХ БАРЬЕРОВ КАК СРЕДСТВО ФОРМИРОВАНИЯ ИНТЕЛЛЕКТУАЛЬНЫХ МОТИВОВ УЧЕНИЯ СТУДЕНТОВ

Нина Юрьевна Ожгибесова, старший преподаватель кафедры иностранных языков №2,
Сургутский государственный университет (СурГУ),
Сургут
Аннотация
В статье описывается использование педагогической поддержки как одного из педагогических условий формирования интеллектуальных мотивов учения студентов. Педагогическая поддержка заключается в преодолении интеллектуальных барьеров, с которыми сталкиваются студенты, направлена на достижение успеха, поощрение активности, что способствует формированию у студентов таких качеств как самостоятельность, активность, самоорганизованность.
Ключевые слова: интеллектуальные мотивы учения, педагогическая поддержка, интеллектуальные барьеры, самостоятельность, активность.

PEDAGOGICAL SUPPORT IN GETTING OVER THE INTELLECTUAL BARRIERS AS A MEANS OF FORMATION OF INTELLECTUAL STUDY MOTIVES OF STUDENTS Nina Ozhgibesova, senior teacher,
Department of foreign languages №2, Surgut State Universit
Surgut
Annotation
The article is devoted to the usage of pedagogical support as a means of pedagogical conditions of formation of intellectual study motives. The pedagogical support includes teacher’s help in intellectual barriers of students, in reaching success, in stimulating cognitive activity. It furthers the formation of students’ self-dependence, activity and self-organization.
Key words: intellectual study motives, pedagogical support, intellectual barriers, pedagogical process, intellectual activity, self-dependence, activity.

ВВЕДЕНИЕ
Современное общество вступило в такой период своего развития, когда произошло не осознаваемое многими переосмысление приоритетов в общей направленности мотиваций личности. Направленность «совершенствуй себя, чтобы быть полезным членом общества» сменилась на ориентацию под девизом: «совершенствуй себя, чтобы быть успешным в обществе». В этой ситуации назрела необходимость объединения усилий педагогов, психологов и других специалистов в создании условий для успешности обучающихся на различных ступенях образования, которая в педагогическом аспекте понимается как качество, присущее личности, достигнувшей успеха в процессе воспитания и обучения.
Теоретическое и инструментальное представление о педагогической поддержке (Н.Н.Михайловой, С.М. Юсфина, Е.А.Александровой и др.) на современном этапе раскрывается с позиции цели и деятельности, реализации принципа самоценности, самоопределения [5].
Педагогическая поддержка в этом смысле предстает как многоаспектный феномен: - это особая сфера педагогической деятельности, направленная на становление индивида как индивидуальности; - способ организации взаимодействия педагога и обучаемого, совместное проектирование выхода из создавшихся проблем; - это принцип действия в педагогическом процессе в соответствии с реальными и потенциальными возможностями личности; - это форма построения отношений, где педагог занимает адекватные позиции; это помощь в обретении тех точек опоры, на которых он может строить отношения с другими и т.д. [5; 60]
МЕТОДИКА
Мы рассматриваем педагогическую поддержку как то, что удерживает проблемное поле в обучении и одновременно создает условия для успешного преодоления возникающих проблем, препятствий, которые используются как: - «полигон» для развития субьектных способностей (рефлексии) студентов; - механизм выхода за ситуацию; - содержание анализа причинно-следственных связей (ядро проблемы); проектирование деятельности; - условие целенаправленной и активной деятельности по преодолению сложившейся ситуации и выхода в управляющую позицию в отношении самого себя в проблеме [3].
Это позволяет нам использовать педагогическую поддержку как то, что сопровождает процесс формирования интеллектуальных мотивов учения. В этом заложена мысль о том, что в формировании интеллектуальных мотивов учения работа чаще всего затруднена тем, что сама отражательная природа познавательной деятельности проявляется противоречиво и слабо.
Осуществляемый студентами процесс постижения сущности явлений окружающей действительности, заключается в сложно выраженном характере противоречивого отражения этой действительности. Это выражается в том, что в мышлении студентов происходит особенно ярко выраженная борьба между двумя противоположными тенденциями - к сохранению, фиксированию знаний и одновременной их модификации. Отсюда возникает проблема: как достичь того, чтобы уметь мыслить в соответствии с правилам и рекомендациями и как студенты могли бы отмежевываться достаточно быстро от этих правил, беря на вооружение новые ориентиры своей умственной деятельности.
Педагог должен знать, какие барьеры в интеллектуальной деятельности испытывает студент: учебно-воспитательный барьер между чувственными и логическими элементами познания. Речь идет о соотношении несистематизированных знаний со знаниями вполне упорядоченными; учебно-познавательный барьер между систематизацией и динамизацией знаний, т.е. сочетание динамичности и систематичности ведет к рациональному стилю умственной деятельности, но их несочетание приводит к шаблонному характеру мышления; учебно-познаватальный барьер между различными уровнями систематизации знаний. Неумение дифференцировать и правильно соотносить между собой ранее выработанные системы знаний; учебно-познавательный барьер между барьером неоднократный барьер, когда происходит борьба мотивов между правильным и ошибочным подходом к изучению какой-либо проблемы [4; 48].
Учитывая наличие этих барьеров, педагог должен наметить пути раскрытия той ориентировочной деятельности, которая обеспечит в конечном итоге решение достаточно сложных задач, что характеризует наличие или возникновение интеллектуального мотива при условии постоянного контроля за продвижением в преодолении указанных барьеров.
С другой стороны, педагогическая поддержка оказывается тогда, когда речь идет о таком личностном качестве как самооценка понимаемая как некий диспетчерский центр личности, где заложены представления о целях и способах их достижения и куда непрерывно поступает информация. Это механизм поддержания целостности. Активность личности связана с самооценкой. Низкая самооценка препятствует целенаправленной стабильности и активности. Одновременно высокая активность, приводящая к хорошей продуктивности, может влиять на самооценку в направлении ее увеличения. Происходит это через мнение группы, опосредованно, при возможности показать свое "Я" в хорошем смысле слова [1], [2].
Чтобы активность проявлялась, необходимо эту активность поощрять и способствовать уверенности в успехе. Чтобы успех был надежным, следует создавать такие условия, чтобы "радость познания" базировалась на "ситуации успеха". Здесь важно разделить понятия: "успех" и "ситуация успеха". Ситуация - это сочетание условий, которые обеспечивают успех, а сам успех - результат подобной ситуации. Ситуация - это то, что способен организовать педагог: переживание же радости, успеха, - нечто более субъективное, скрытое в значительной мере взгляду со стороны. Задача преподавателя в том и состоит чтобы дать каждому студенту возможность пережить радость достижения, осознать свои возможности, поверить в себя.
Успех может быть кратковременным, частым и длительным, сиюминутным, устойчивым, значительным. Все зависит от того, как ситуация успеха закреплена, что лежит в ее основе.
Важно иметь в виду, что даже разовое переживание успеха может коренным образом изменить психологическое самочувствие студента, резко изменить ритм и стиль его деятельности, стремление к знаниям.
Успех в учении - единственный источник внутренних сил, которые рождают энергию для преодоления трудностей, желание и стремление к познанию. Успех - понятие неоднозначное, сложное, имеет разную трактовку. С социально-психологической точки зрения оптимальное соотношение между ожиданиями окружающих, личности и результатами ее деятельности. Разумеется, и сама личность несет в себе различные ожидания по отношению к окружающим. В тех случаях, когда ожидания личности совпадают или превосходят ожидания окружающих, значимых для личности, можно говорить об успехе.
С педагогической точки зрения ситуация успеха - это такое целенаправленное, организованное сочетание условий, при которых создается возможность достичь значительных: результатов в деятельности как отдельно взятой личности, так и коллектива в целом. Важно подчеркнуть, что в педагогическом смысле это результат продуманной, подготовленной стратегии, тактики педагога.
Тактика и стратегия создания ситуации успеха состоит в том педагогическом алгоритме, который способен обеспечить стремящие к успеху, формирует состояние уверенности, защищенности.
ВЫВОДЫ
В качестве вывода отметим, что главным условием для самореализации личности является определение того, что ей больше всего "подходит". А для этого следует выделить такие качества как самостоятельность, активность, самоорганизованность, личностная независимость, выражающие степень развития личности студента как саморегулирующейся системы и одновременно степень самореализации личности, оценивая их через призму внутренней свободы, индивидуальных способностей и особенностей личности.
ЛИТЕРАТУРА

1. Белкин A.С. Основы возрастной педагогики.: М. Просвещение,1993 2. Белкин А. С. Ситуация успеха: кн. для учителей. Екатеринбург, 1997. 3. Газман О.С.Неклассическое воспитание. От авторитарной педагогики к педагогике свободы. – М., 2002 4. Качалова Л.П. Педагогические условия воспитания интеллектуальных мотивов учения у студентов педвуза. Дис.канд.пед.наук. Екатеринбург, 1995. 178с. – С.48. 5. Педагогическая поддержка ребенка в образовании: учеб.пособие для студ.высш.учеб.заведений /Н.Н.Михайлова, С.М.Юсфин, Е.А.Александрова и др. /под ред. В.А.Сластенина, И.А.Колесниковой /науч. Ред. Н.Б.Крылова. – М. Издательский центр «Академия», 2006. –288с. С.60.

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...Motivation is the result of the interaction of the individual and situation. Motivation is” the processes that account for an individual’s intensity, direction and persistence of effort towards attaining a goal” (Robbins 2003) Intensity is concerned with how hard a person tries. This is the element most of us focus on when we talk about motivation. Direction is the orientation that benefits the organization and persistence is a measure of how long a person can maintain his/her effort. Motivation individuals stay with a task long enough to achieve their goal. Motivation means to move. It includes three common characteristics: It concerned with what activates human behavior, It involves what directs this behavior towards a particular goals, and Motivation concerned how this behavior is sustained. The motivation factors are; Job security, Sympathetic help with personal problems, Personal loyalty to employees, Interesting work, Good working conditions, Tactful discipline, Good wages, Promotions and growth in the organization, Feeling of being in on things, and Full appreciation of work done. Process of motivations are; Needs (desire or wants), Drives, Goal, and Relief/ Incentives. JOB SATISFACTION. It is defined as an individual’s general attitudes toward his/her job. A high level of job satisfaction equals positives attitudes towards the job and vice-a-versa. Job satisfaction is the sense of fulfillment and pride felt by people who enjoy their work and do it well. For...

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Motivation

...Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal. External factors that stimulate desire an energy in people to be continually interested and committed to a job that is getting people to do things by rewarding them. Example of motivation is if teachers inform the class that whoever out of the students get the highest mark she would reward them with a toy or something that interest the students, which the students would be happy to receive that would motivate them to do their work. There are a number of different views as to what motivates workers. Fredrick Taylor put forward the idea that are motivated mainly by pay. His theory of Scientific Management argued that workers naturally do not enjoy work and close supervision is necessary. Taking this theory into consideration, managers should train workers and provide appropriate tools to get a general idea of the interest of each worker to give item or set a particular task that they would be qualified or interested in doing, which would help with producing of products to increase profits. Workers are then paid according to the number of items they produce, as a result workers will be encouraged to work hard and maximize their productivity. Taylor’s theory also makes you consider the self-determination theory, then is where people prefer to feel they have control over their actions, so anything that makes a previously enjoyed task feel...

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Motivation

...Motivation: The Forgotten Tool Motivation: The Forgotten Tool By Consuelo Moran EDCI 6304 Learning & Cognition (Fall 2007) School of Education University of Texas at Brownsville and Texas Southmost College Literature Review Motivation. The importance of motivation is widely known, however, the high drop-out rates in our school and low test scores at our schools suggest that maybe we have all forgotten just how important motivation is. “High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student success” (Halwah, 2006, p.1). Literature has shown that “student's motivation for learning is generally regarded as one of the most critical determinants, if not the premier determinant, of the success and quality of any learning outcome” (Halwah, 2006, p.3). Therefore, motivation as well as the relationship between motivation and academic achievement need to be studied as well. This study will discuss motivation in details through my personal experience with motivation and the significance it plays in learning. This research offers an insight to the age-old question of how we should get our school children to learn and keep them from dropping out of school. Many children, especially adolescence, often believe that they know everything and they have no need to learn something new. Lack or motivation is derived from this exact sentiment which impedes the learning process. “If there really is no need to acquire anything...

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Motivation

...Abstract Motivation has long been one of management’s most difficult and important duties. Success in this subject is becoming more challenging in organizational trends because business environment changes quickly and becomes more competitive. Researches on employee motivation especially highlight two types of factors: intrinsic and extrinsic. The purpose of this study it is to find out the effectiveness of intrinsic and extrinsic factors on employee motivation, which one is more effective and compare them according to demographic characteristics of employees. Using descriptive survey design, the sample of the study was 41 employees of an electricity delivery company located in the province of Ağrı, Eastern Anatolia, Turkey. As a result of the study it is found out that both intrinsic and extrinsic factors affect employees while they achieve their tasks. Another result is that intrinsic factors are more motivating than extrinsic factors. Introduction In order to be successful or even more successful, today’s both private and public work organizations need to maximize the use of their employees’ skills. Human resource is the most critical resource for any organization in today’s highly competitive business environment. The primary task of any manager is to have an organization that functions effectively. To do so, subordinates must work efficiently and produce results that are beneficial to the organization. It is obvious that motivation is one of the main factors that...

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Motivation

...Education Charles Kurose September 2013 MOTIVATION, BEHAVIOR, AND PERFORMANCE IN THE WORKPLACE I. INTRODUCTION Motivation is a subject that has long interested researchers and practitioners seeking to understand human behavior and performance. Over the course of the 20th century and into the new millennium, scholars have developed sweeping theories and have amassed large bodies of applied research investigating motivation across a variety of settings. Motivation has been studied in schools, the workplace, government, and athletic competitions, to name but a few contexts. It has been studied at the level of the individual, the group, and the organization. Some motivation researchers have employed cognitive models, which emphasize the role of thought processes in determining motivation and behavior, while other researchers have adopted non-cognitive paradigms, which focus on factors such as personality traits, affective states, and environmental determinants. This paper focuses specifically on research about motivation and behavior in the workplace. It discusses motivation theory, which has broad applicability across contexts, as well as the empirical research conducted in workplace contexts. In reviewing this literature, particular emphasis is placed on research about motivation and behavior as they relate to individual performance. A central aim of motivation research is to explicate the complex relationships that exist among motivation, behavior, and performance—such knowledge...

Words: 12762 - Pages: 52