Keyword: «learning motivation»

The article analyzes the results of an empirical study of the characteristics of the motivation for teaching students of a pedagogical university. The results obtained by the author indicate that a significant part of students have unformed and destructive options for motivation for learning (with a predominance of high or low indicators of educational motives, with an external orientation of motivation), which complicates the development of the profession.

The article describes the results of the study on the stated topic, which helped to reveal the essence and concept of the individual style of pedagogical activity, highlight the most significant, essential characteristics. The influence of the individual style of pedagogical activity on the learning motivation of students in beginners and future teachers is shown in comparison. It is proved that the individual style of pedagogical activity of future teachers and novice teachers generally correlate.

The article gives the definition of learning motivation as a formed skill. The basic concepts of learning motivation, its factors and methods of formation are revealed.

The relevance of the study is determined, on the one hand, by the provisions of the Federal Law "On Education in the Russian Federation" in terms of the focus of primary general education on the formation of positive motivation in learning activitiy, the Federal State Educational Standard of Primary General Education on the formation of personal results associated with the manifestation of cognitive interest as a component of learning motivation in general and in Russian language lessons in particular. On the other hand, by the need to either revise the existing methods and techniques for developing learning motivation in Russian language lessons, or work out new ones that take into account the peculiarities of the mental processes of modern primary school students, their interest in modern information and communication technologies. The purpose of the study is to identify pedagogical conditions for the development of learning motivation in Russian language lessons in the second grade in the process of using a web quest. General logical methods (analysis, deduction, generalization) and empirical research methods were used. The works of domestic and foreign researchers on the problems of developing learning motivation, applying information and communication technologies in the pedagogical process, developing theoretical and practical aspects of web-quest use in Russian language lessons in primary school served as the methodological basis of the study. The main result of the article is generalization of information devoted to development of learning motivation in Russian language lessons in primary school. Particular attention is paid to application of web-quest as an effective means of learning motivation development. Different approaches to the concept of "web-quest", its structure, pedagogical conditions of application in Russian language lessons in primary school are considered, the results of creation of web-quest and its implementation in the educational process in the second grade are presented. The theoretical significance of the study is presented by the results that expand the understanding of pedagogical conditions necessary for learning motivation development of primary school students in Russian language lessons, an attempt to systematize knowledge about web-quest as a means of teaching. The practical significance of the study consists in the development and testing of a web quest as one of the means of developing the learning motivation of second-graders in Russian language lessons. The obtained practical results can be used by researchers for further study of the problem of developing learning motivation in Russian language lessons and searching for new methods of its solution, as well as by primary school teachers for use in the educational process in order to increase learning motivation in Russian language lessons.

Modern scientific knowledge and the social picture of the world dictate new goals and identify new values of education. Post-non-classical science, philosophical and cultural post-modernism, sociological post-materialism and the media environment are the result of a centuries-old process of evolution of the natural and social in man, capturing all of his/her surrounding space. The trend of media development of the sociocultural environment has launched a process of reducing the level of learning motivation among adolescents within the framework of school geographical education. This requires organizing geography lessons taking into account the motivational component, in particular, increasing the level of learning motivation through the development of the experience of personal self-awareness, formation of a cultural and geographical picture of the world. In this line of reasoning, it is possible to put forward a new form of unity of post-non-classical education and culture in the mind of the student - art memes within the framework of meme art technology. The aim of the study is to evaluate the effectiveness of introducing meme-art technology to increase students' learning motivation. The research methods were: theoretical analysis, synthesis, modeling; survey, pedagogical experiment; methods of mathematical statistics; diagnostic tools – “Methodology for studying the learning motivation of older adolescents at the stage of graduating from high school (for 9th grade students)” (M.I. Lukyanova, N.V. Kalinina). The methodology for using meme-art technology aimed at increasing the learning motivation of schoolchildren was tested in a pedagogical experiment on the basis of Municipal Budgetary Educational Institution “Secondary School No. 2” in the town of Chernyanka, Belgorod Region. The formative stage of the pedagogical experiment made it possible to prove the effectiveness of meme-art technology in increasing the level of learning motivation of schoolchildren to study a geography course. The theoretical significance of the study lies in justification of the meme-art technology introduction into the educational process in geography, taking into account the age characteristics of adolescents and generation Z. The practical significance of the work lies in the possibility of using the developed materials by geography teachers in preparation for lessons and extracurricular activities.