Keyword: «educational motivation»

The article reveals various approaches of scientists and teachers to form the motivation and readiness of a future history teacher to form educational motivation in schoolchildren, and also presents the results of an experiment proposed to students in order to clarify their students' ideas about what kind of teacher's activity in the classroom, in their opinion, contributes to the formation of cognitive interest in the subject and cognitive activity of schoolchildren towards learning in general.

The requirements of modern education issue serious challenges to both teachers and students in terms of the quality of education, the development of each child, and working out an individual approach to achieve success. However, not all students can meet such high requirements for mastering all subjects of the school curriculum, their academic performance decreases as they grow up. The problem is especially acute for secondary school, when students need to make an informed choice of their own educational route, choose a profession. There is often a situation when a student evades independent choice, prefers to cheat off tasks, in fact, demonstrating educational deviation. In this regard, the issue of the formation of positive educational motivation remains one of the urgent problems in modern pedagogy. The article presents the intermediate results of experimental work within the framework of a dissertation research on the peculiarities of the application the tasks aimed at developing soft skills in the educational process. The problem of academic failure as one of the signs of educational failure is actualized. The author reviews existing works of domestic and foreign scientists on this issue. The aim is to characterize the ways of forming positive educational motivation in academically unsuccessful schoolchildren with the help of educational tasks aimed at the development of flexible skills. Learning tasks for grades 8-9 aimed at developing flexible skills have been worked out for the experiment in such academic subjects as algebra, geometry, Russian, physics, history and social studies (10 tasks for each group of subjects). The experiment involves a team of teachers in these subjects (four people) in the 2022/2023 academic year. Methods of observation, interviews with teachers working in experimental classes are used. Individual work sheets were worked out and used with a plan to eliminate gaps in knowledge (with tasks aimed at developing flexible skills) in the framework of additional individual work with students who received the "unsatisfactory" mark at the end of the academic quarter. Experimental group of failing students: two students of the 8th grade, eight students of the 9th grade. The presented research results allow us to conclude about the peculiarities of the influence of tasks aimed at the development of flexible skills: increased interest in the subject, slight influence on academic performance. The data obtained can be used in the work of secondary and high school teachers, as well as for further pedagogical research.

The article talks about the need to develop the communicative competence of the military Air Force School cadets by introducing interactive methods of teaching a foreign language. Such a teaching method is an effective means of developing students' communication skills.

The article reveals the problem of developing educational motivation in younger schoolchildren; the role of the family, the attitude of parents on the formation of positive motivation for learning is considered; the results of a study of the level of educational motivation and the relationship of parents of junior schoolchildren of the Municipal Budgetary Educational Institution “City Classical Gymnasium” in Yakutsk are presented.

Improving the quality of education in the field of natural sciences is an urgent problem in modern schools and requires the continuous development and application of methodological techniques and tools, including those aimed at developing students’ cognitive motivation. The purpose of the study: to identify the most common biological “myths” and to use them in the educational process as a basis for problematization of learning. To conduct the study, a questionnaire was developed that included biological statements aimed at assessing biological knowledge and belief in scientific “myths.” The collection of information was carried out with the use of the most reliable sources of scientific information: educational and methodological manuals, modern publications in peer-reviewed specialized journals. The study involved 81 people, including school students studying biology at basic and advanced levels, as well as participants of a youth conference. The data was recorded in a self-test format during a heuristic conversation with a demonstration of an illustrative materials’ set and self-assessment using a developed “truth-doubt-misconception” scale. Data processing and graphical visualization were performed in Microsoft Excel. The work resulted in identification of the most frequent biological “myths” popular among the surveyed groups of respondents with assumptions about possible causes and principles of their distribution. A lesson methodology has been developed that combines survey using provocative questions and self-testing during a heuristic conversation. The tested approaches to problematization of learning showed their effectiveness during a control survey in 12 months. The options for the regular use of problematic provocative questions in teaching biology at different levels are proposed as a further development of this work. The research results demonstrate the relevance of continuous updating educational materials according to modern scientific data. It is also important to diagnose students’ fallibility. In addition, the process of monitoring according to the proposed scheme can provide an independent motivating basis for in-depth study of the subject.