Rozwijanie motywacji uczniów do nauki
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Date
2012
Authors
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Wydawnictwo Naukowe UAM
Title alternative
Developing students motivation to learn
Abstract
Developing motivation to learn is extremely important for the whole process of education. Race
of skills (competition), often occurring in the classroom, causes negative motivations to learn,
destroys students' love of learning, and promotes the winning over others. Whereas the activities
aimed at self-improvement that ensure equal opportunities for success for students by
rewarding them for their curiosity, creativity and desire to seek new information, promote the
induction of positive motivation to learn.
Viewed as a general disposition, or permanent tendency, to see learning as something natural
that brings certain cognitive benefits, or as a state in which, in any given situation, we get
involved in certain activities in order to master notions and skills, learning motivation is a
value that is hard to overestimate in today’s world. A central figure in developing this motivation
is a teacher. Acting as both a manager and a leader, the teacher creates a learning community
within a classroom that is based on mutual help, that instils a sense of security, and is
conducive to success. A teacher with manager-leader qualities is one who imparts his knowledge
in a clear and attractive way and employs diversified teaching strategies that involve
information processing and skill acquisition. Among other things, encouraging learning motivation
in children entails offering them unconditional acceptance with conditional acceptance of
their behaviour, nurturing their sense of competence and effective action, and developing their
self-esteem and sense of internal control.
Description
Sponsor
Keywords
race of skills (competition) in the classroom, motivation models, external motivation, internal motivation, motivation to learn, teacher as manager – leader, teacher as manager – boss, didactic community
Citation
Studia Edukacyjne, nr 20, 2012, s. 153-166
Seria
ISBN
978-83-232-2447-1
ISSN
1233-6688