There are three types of activities: play, learning, work.
A game is a procedural activity because the process is important, not the result. Studying and work are productive types of activity; they are close in psychological nature, since it is the result of the activity that is important here, and not the process.
A game.
A type of unproductive, procedural activity, the motive of which lies not in its results, but in the process itself. But simply, the child likes to play, it is pleasant for him, so he plays. This is the first activity that a child masters.
It is known that play behavior is also observed in young animals, manifested in all kinds of fussing, imitation of fights, running around, etc. Some animals are observed playing with things. The behavior of young animals during play can be considered, first of all, as the realization of the body’s need for activity and discharge of accumulated energy. This is evidenced by the fact that their play is inhibited during fasting or limited nutrition, when exposed to high temperature environment, etc. If an animal is deprived of play partners for some time (this phenomenon is called “play hunger”), then its excitability and play activity then sharply increase, i.e., a corresponding accumulation of energy occurs.
Research shows that for a child, play also serves as a form of realization of his activity, a form of life activity. Its motivator is the need for activity, and its source is imitation and experience.
But from the very beginning, the child’s play, unlike the play of animals, is mediated social experience which the child learns in joint activities with adults. For example, when a two-year-old child washes the floor, he plays because no one demands any result from him. But still, the child tries to keep it clean. Those. the child imitates the goal of the action. This goal is not an immediate physiological necessity; the desire for purity is a cultural requirement, it is set by social experience. A monkey in the same situation would imitate the action, and not the goal of the action, i.e. she would simply wave a rag. Finally, a rag is perceived by a child not just as a thing, but as a tool intended for cleaning.
Thus, in the game, the child continues to get acquainted with the object-tool world of people, where each thing has its own purpose, where people use each thing in a very specific way: “This is a chair, they sit on it, this is a table, they eat at it.” .
Game as a species independent activity, occurs in a child at three years old, after the “I myself” crisis. The child already masters human ways of perceiving the world around him, has learned to act like a person, but still in close cooperation with the mother and under her guidance. Now, freed in age three years from the mother-child dyad, the child learns to act independently, regardless of adults.
In parallel with objects-tools, the child encounters in his practice another type of things - toys. The human way of using the latter is play, that is, using them to depict some other, real things and actions. Adults teach children this use of toys. They show the child how to feed a doll, rock it, take it for a walk, how to feed a teddy bear, drive a car, etc.
However, the very attitude towards a toy as an image of a “real” thing arises in a child only in connection with the inclusion of words in play activities. Thanks to the word, it becomes possible to replace real actions with things with speech actions. By the age of four or five, real actions when playing with toys are increasingly curtailed and replaced by verbal ones. Instead of a detailed reproduction of feeding the doll, the child brings a spoon to it once and says: “I’m feeding... I’ve already eaten,” etc.
As the child grows up, the game becomes more complex. At three or four years old children play role-playing games. For example: “Let’s play! I’ll be mom, and you’ll be dad!” By distributing roles in the game, treating each other in accordance with accepted roles (mother - daughter, doctor - patient, etc.), children master social behavior, ways of coordinating actions, subordinate to the requirements of the team.
At five or six years old, children play games according to the rules; in such games they learn to obey the rules and demand the same from other children. Actions in such games are governed by abstract requirements or rules. The people around you, the participants in the game, begin to act as bearers of such rules. The goal of the activity itself shifts to its socially reinforced result (to win). Here, in essence, the exit from the game begins. Remaining a game according to social criteria (the activity still does not give useful product), in terms of psychological structure, activity approaches work (the goal is not the activity itself, but its result) and learning (the goal is mastering the game).
Teaching.
However, in all types of child behavior and activity that we have considered so far, this final result - the mastery of social experience - did not coincide with the goals of the activity itself. A child does not manipulate things in order to learn something. When he takes his first steps and tries to say his first words, he is not driven by the goal of learning to walk and talk. His actions are aimed at satisfying the immediate needs for research, activity, mastering things, influencing others, etc. Mastering appropriate actions and information is, therefore, not a goal for the child, but only a means of satisfying the corresponding needs.
There comes a time when a special type of activity enters a child’s life. This is an activity whose immediate goal is the very development of certain information, actions, and forms of behavior. Such specific activity of the subject, with the goal of learning, is called teaching.
So, teaching is an activity with a goal, which is learning, i.e. mastering knowledge, skills and abilities.
The teaching includes:
- assimilation of information about the significant properties of the world necessary for the successful organization of certain types of ideal and practical activities(the product of this process is knowledge);
- mastering the techniques and operations that make up all these types of activities (the product of this process is skills);
- mastering ways to use this information for the right choice and control of techniques and operations in accordance with the conditions of the task and the goal (the product of this process is skills).
Thus, learning takes place where a person’s actions are controlled by a conscious goal - to learn certain knowledge, skills, abilities.
From this it is clear that teaching is a specific human activity. In animals only learning is possible. And for a person, learning is possible only at the stage when he masters the ability to regulate his actions by a conscious ideal goal. This ability reaches sufficient development only by the age of six or seven, being formed on the basis of previous types of activity - play, speech, practical behavior, etc.
The first initial condition for the formation educational activities- creating in the child conscious motives for acquiring knowledge, skills and abilities.
Educational activity not only equips a person with the knowledge, skills and abilities necessary for various types socially useful activity. It also develops in a person the ability to manage his own mental processes, the ability to select, organize and direct one's actions and operations, skills and experience in accordance with the task at hand. The child develops higher mental functions, main feature is that they are arbitrary.
By their nature, learning and work are psychologically very close: both learning and work are productive, i.e. they are performed for the sake of results. From this it is clear that learning prepares a person for work.
Work.
Labor is an activity aimed at producing certain socially useful (or at least consumed by society) products - material or ideal. Labor activity - main activity person. Humanity (as a species) would cease to exist if it stopped working. Therefore, labor activity can be considered as a specific species behavior of a person, ensuring his survival, victory over other species and his use of the forces and substances of nature.
Goals labor activity there may be things consumed by people, and things necessary for the production of such consumed things - bread and cars, furniture and tools, clothing and cars, etc. This can be energy (heat, light, electricity, movement) and media (books, drawings, films). Finally, these can be ideological products (science, art, ideas) and actions that organize the behavior and work of people (management, control, security, education).
In this case, it does not matter whether the product produced by a person is needed to satisfy his own needs. It is enough if the product is needed by society as a whole. Accordingly, the goals of a person’s activity cease to be determined by his personal needs. They are given to him by society, and the activity itself takes the form of fulfilling a certain social task. Thus, the labor activity of people is social in nature. The needs of society form, determine, direct and regulate it.
This activity is also public in nature. Thanks to the division of labor in modern society no one person produces all that he requires, and almost never participates in the production of at least one product from beginning to end. Therefore, a person must receive everything that is required for life from society in exchange for his labor.
Thus, the actions that a person performs in work are determined not by biological need, but by the set production goal and his relationships with other people in the process of achieving this goal. To carry out and regulate this kind of action, it is necessary to use higher processes of information processing, and, above all, imagination and thinking.
Game (type of activity) A game, a type of unproductive activity where the motive lies not in its result, but in the process itself. I. accompanies humanity throughout its history, intertwined with magic, cult behavior, sports, military and other training, art, especially its performing forms. I. are also characteristic of higher animals. I. is studied by cultural historians, ethnographers, psychologists (in particular, in connection with child psychology), historians of religion, art historians, and researchers of sports and military affairs. In mathematics game theory I. is defined as a mathematical model conflict situation. The origin of I. was associated with magical-cultic needs or innate biological needs body; was derived from labor processes (G.V. Plekhanov, “Letters without an address”).
I.’s connection with training and rest is simultaneously due to its ability to model conflicts, the resolution of which in the practical sphere of activity is either difficult or impossible. Therefore, I. is not only physical training, but also a means of psychological preparation for future life situations. As an abstract model of conflict, history easily turns into a form of expression of social contradictions (the transformation of “fans” at the hippodrome in medieval Byzantium into political parties, children's games as models social conflicts"adult" world).
The special mental attitude of the player who simultaneously believes and does not believe in the reality of the conflict being played out, the duality of his behavior, makes I. related to art. The question of the relationship between I. and art was posed by I. Kant and received a philosophical and anthropological justification from F. Schiller, who saw in I. a specifically human form of life activity primarily “... a person plays only when he is in full meaning words are a man, and he is fully human only when he plays” (Collected works, vol. 6, M., 1957, p. 302). The genetic connection between art and history was also noted in positivist concepts of the origin of art (for example, in the theory of syncretic primitive art and the origin of art from ritual and “action” by A.N. Veselovsky). Both play and art, pursuing the goals of mastering the world, have common property- the solution is proposed not in a practical, but in a conditional, symbolic sphere, which can later be used as a model of practical behavior. However, there is a significant difference between I. and art: I. represents mastery of a skill, training, modeling of activity, distinctive feature I. is the presence of a system of rules of behavior.
Yu. M. Lotman.
In psychology, the first fundamental concept of instinct was developed by the German philosopher and psychologist K. Gross (1899): in animal instinct he saw a preliminary adaptation (“pre-training”) of instincts to conditions. future life. Before him, the English philosopher G. Spencer expressed his view of energy as a manifestation of “excess strength.” A significant amendment to Grosz’s teaching was the theory of the Austrian psychologist K. Bühler about “functional pleasure” as an internal subjective cause of instinct. The Dutch zoopsychologist F. Buytendijk came up with the opposite theory of Gross, believing that instincts are not based on instincts, but more general ones. the original drives behind the instincts (the drive to liberation, the drive to merge with the environment and the drive to repeat). In the psychoanalytic concept of the Austrian doctor S. Freud, I. are considered as the realization of desires repressed from life.
In Soviet psychology, an approach to psychology was developed as a socio-historical phenomenon (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, etc.). In particular, children's games are considered as a form of inclusion of the child in the world human actions and relationships that arise at such a stage social development, when highly developed forms of labor make it impossible for the child to directly participate in it, while the conditions of upbringing shape his desire for life together with adults.
Lit.: Plekhanov G.V., Soch., vol. 14, M., 1925, p. 54-64; Leontyev A. N., Problems of mental development, M., 1971; Groos K., Die Spiele der Tiere, Jena, 1896; his, Die Spiele des Menschen, Jena, 1899; Bühler K., Die Krise der Psychologie, Jena, 1929; Buytendijk F. J., Wesen und Sinn des Spiels, V., 1934; Huizinga J., Homo ludens, L., 1949. See also lit. at Art. Children's games.
I. B. Daunis.
Big Soviet encyclopedia. - M.: Soviet Encyclopedia. 1969-1978 .
See what “Game (type of activity)” is in other dictionaries:
Modern encyclopedia
A game- GAME, a type of activity whose motive lies not in its results, but in the process itself. In history human society intertwined with magic, cult behavior, etc.; closely related to sports, military and other training, art... ... Illustrated Encyclopedic Dictionary
This term has other meanings, see Game (meanings). A game is a type of activity that involves psychological involvement in a certain process. Contents 1 Animal play 2 Children's games ... Wikipedia
a game- ы/, pl. and/games, games, w. 1) (with whom, at what, only units) Passing time for the purpose of entertainment, fun, relaxation, etc. Playing hide and seek. Card game. Playing with children. Synonyms: entertainment, amusement 2) ... Popular dictionary of the Russian language
A type of unproductive activity, the motive for swarming lies not in the results, but in the process itself. Already in Plato one can find individual judgments about the gaming cosmos. Aesthetic “state I.” noted by Kant. Schiller presented relatively... Encyclopedia of Cultural Studies
A concept that captures processuality, self-sufficient both in the ontological (since the mechanism for the implementation of I. is the free self-expression of the corresponding subject or in post-nonclassical phenomena) and in the axiological (I. does not have... ... History of Philosophy: Encyclopedia
a game- a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, in subjects of science and culture. In I. as a special historical... ...
Y; pl. games, games; and. 1. to Play (1, 3 6 digits). I. children stopped. Intervene in a child's game. I. with a child, a dog. I. on the violin, on the piano. Virtuoso and. pianists. Listen to the brass band play. I. the actor in the role of Othello is wonderful. AND.… … encyclopedic Dictionary
GAME, GAME ACTIVITY- (English play) one of the types of activity of humans and animals. I. form of life activity of young animals that arises at a certain stage in the evolution of the animal world (see Play in animals). Children's I. historically emerged type of activity,... ... Great psychological encyclopedia
Game is a kind of cultural human activity. In addition, the words “game” and “games” can mean: A game in game theory is a mathematical formalization of the interaction of several participants (players). A game in transactional analysis looks like... ... Wikipedia
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14. Psychological theory activities. Activities.
This theory began to be developed in Soviet technology in the 20-30s. The authors of the theory of activity adopted the philosophy of K. Marx, and, first of all, its main thesis that it is not consciousness that determines being and activity, but, on the contrary, being and the activity of a person determines his consciousness.
Activity - those specific processes that carry out this or that life, i.e. active attitude of the subject to reality.
Activity is a specifically human activity regulated by consciousness, generated by motives and aimed at cognition and transformation of the external world and the person himself. Every activity of an organism is aimed at one or another object (something to which a living being belongs); non-objective activity is impossible. Human activity has a complex hierarchical structure. It consists of several layers or levels. Let's call these levels, moving from top to bottom: 1. level of special activities (or special types of activities); 2.action level; 3.level of operations; 4. level of psychophysiological functions.
Action is the basic unit of activity analysis. Action is a process aimed at realizing a goal. A goal is an image of the desired result, i.e. the result that should be achieved during the execution of the action.
Characterizing the concept of “action”, the following 4 points can be distinguished: 1. action includes as necessary an act of consciousness in the form of setting and maintaining a goal. But this act of consciousness is not closed in itself, as consciousness actually asserted, but “reveals” in action. 2. action is at the same time an act of behavior, therefore, the theory of activity also preserves the achievements of behaviorism, making the external activity of animals and humans the object of study. However, unlike behaviorism, it considers external movements in inextricable unity with consciousness. After all, movement without a goal is more likely a failed behavior than its true essence (the principle of the unity of consciousness and behavior). So, the first two points in which activity theory differs from previous concepts are the recognition inextricable unity of consciousness and behavior. 3.through the concept of action, the theory of activity affirms the principle of activity, contrasting it with the principle of reactivity. The principle of activity and the principle of reactivity differ in where, according to each of them, the starting point of activity analysis should be placed: in external environment or inside the body. Activity is an active, purposeful process (the principle of activity). 4. The concept of action brings human activity into the objective and social world. Human actions are objective, they realize social - production and cultural - goals (the principle of the objectivity of human activity and the principle of its social conditionality). The following types of actions are distinguished:
1. external, which are performed using the external motor apparatus. These actions are objective and aimed at changing the state or properties of objects in the external world; 2.internal (mental), which are performed in the mind, on the internal plane, on the plane of consciousness. Among mental actions there are:
a) perceptual (those that form a holistic image of the perception of objects and phenomena); b) mnemonic (those that provide recording, storage and reproduction of information); c) mental (those that provide problem solving); d) imaginative (those that provide imagination processes in creative processes). Activities and actions do not coincide with each other in reality, which is expressed by Leontiev in the formula: “activity is not additive in nature,” that is, activity is not a simple sum of individual actions, i.e. the same action can refer to various activities, it can move from one activity to another. The same activity consists of different actions. One motive gives rise to many different actions.
Let's move on to how, in what way the action is performed. Accordingly, we turn to the operations that form the next, underlying level.
An operation is a way of performing an action. From what depends on the character used operations? The general answer is: depending on the conditions in which the action takes place. If the action meets the goal itself, then the operation meets the conditions under which this goal is given. Wherein conditions mean both external circumstances and the possibilities, or internal means, of the acting subject himself.
Let's move on to the psychological characteristics of operations. Their main property is that they are little or not realized at all. Essentially, the operations level is filled with automatic actions and skills. Operations are of two kinds: some arise through adaptation, adaptation, direct imitation, others arise from actions through their automation. Moreover, operations of the first kind are practically not realized and cannot be brought into consciousness even with special efforts. Operations of the second kind are on the border of consciousness. They are somehow monitored by consciousness and can easily become actually conscious.
Any complex action consists of a layer of actions and a layer of “underlying” operations. The boundary separating the layer of actions from the layer of operations is movable, and the upward movement of this boundary indicates the transformation of some actions (mostly the most elementary) into operations. In such cases, units of activity are consolidated. Moving the boundary down means, on the contrary, the transformation of operations into actions, or, what is the same, the fragmentation of activities into smaller units. But how can one find out where in each specific case the boundary separating action from operations lies? Despite the importance of this question, T has not found an answer to it; it is one of the current problems in experimental research.
Let's move on to the last one low level in the structure of activity - psychophysiological functions. Psychophysiological functions in activity theory are understood as physiological support for mental processes. These include a number of abilities of our body, such as the ability to sense, to form and record traces of past influences, motor ability, etc. accordingly they speak of sensory, mnemonic, motor functions. This level also includes innate mechanisms fixed in the morphology of the NS, and those that mature during the first months of life. It is clear that the boundary between automatic operations and psychophysiological functions is quite arbitrary. However, despite this, psychophysiological functions are allocated to an independent level due to their organismic nature. The subject receives them by nature, he does not have to do anything to have them, he finds them within himself ready for use. Psychophysiological functions constitute both necessary prerequisites and means of activity. They form the organic foundation of activity processes. Without relying on them, it would be impossible not only to perform actions, but also to set the tasks themselves.
Let us now consider the level of activity itself. First, let's ask ourselves: where do goals come from? To answer this question, you need to turn to the concepts of “needs” and “motives”. Need is the initial form of activity of living organisms. In a living organism, states of tension periodically arise; they are associated with an objective lack of substances that are necessary to continue the normal functioning of the body. Needs are the states of the organism's objective need for something that lies outside of it and constitutes necessary condition its normal functioning. In addition to basic biological needs, a person has at least two more needs. This is, firstly, the need for contact with others like oneself, and primarily with adult individuals. The second need with which a person is born and which is not organic is the need for external impressions, or, in a broad sense, cognitive need. Experiments show that already at 2 months of age a child is looking for and actively obtaining information from the outside world. Let us now turn to the connection between needs and activity. Here it is immediately necessary to highlight two stages in the life of each need. The first stage is the period before the first meeting with an object that satisfies the need, the second stage is after this meeting. At the first stage, the need, as a rule, is not presented to the subject and is not deciphered for him. He may experience a state of some kind of tension, dissatisfaction, but not know what caused this state. From the behavioral point of view, the need state during this period is expressed in a state of anxiety, searching, sorting through various objects. During the search activity, a need usually meets its object, which ends the first stage of the “life” of the need. The process of a need recognizing its object is called the objectification of the need. In the process of objectification, two important features of need are revealed. The first is the initially very wide range of items capable of satisfying the need. The second feature is the quick fixation of a need on the first object that satisfies it.
So, at the moment the need meets the object, the need is reified. This is very an important event. It is important because in the act of objectification a motive is born. Motive is defined as an object of need. If we look at the same event from the side of need, we can say that through objectification the need receives its concretization. Due to this motive is defined in another way - as defined need. The subject and methods of satisfying a need form this very need: a different subject and even a different method of satisfaction means a different need. Following the objectification of the need and the emergence of a motive, the type of behavior changes sharply; if until this moment the behavior was undirected, searching, now it acquires a “vector”, or direction. It is directed on an object or from it - if the motive is negatively valenced. Many actions that gather around one object are a typical sign of motive. So, according to another definition, a motive is that for which an action is performed. “For the sake of” something, a person, as a rule, performs many different actions. And this set of actions that are connected by one motive is called activity, and more specifically, special activity or a special type of activity. The main motive is called the leading motive, the secondary ones are called incentive motives: they do not so much launch as additionally stimulate this activity. Let us move on to the problem of the relationship between motives and consciousness. Motives are not always realized, therefore two classes of motives are distinguished: those that are realized and those that are not realized. Emotions arise only about events or results of actions that are associated with motives. If a person cares about something, then something affects his motives. In activity theory emotions are defined as reflection of the relationship between the result of an activity and its motive.
Personal meaning is the experience of increased subjective significance of an object, action or event that finds itself in the field of action of the leading motive. It is important to note that only leading motives stimulate meanings. Let us now consider the question of the connection between motives and personality. It is known that human motives form a hierarchical system. Usually the hierarchical relationships of motives are not fully realized. They become clearer in a situation of conflict of motives. New motives are formed in the course of activity. Activity theory describes mechanism for the formation of new motives, which received the name of the mechanism of shifting the motive to the goal.
The essence of this mechanism is that a goal, previously driven to its implementation by some motive, acquires an independent motivating force over time, i.e. itself becomes a motive. It is important to emphasize that the transformation of a goal into a motive can only occur if positive emotions accumulate.
So far we have talked about external activities. But there is also internal activity, let’s consider that too. The function of internal actions is the preparation of external actions. Internal actions save human effort, making it possible to quickly select the desired action. Finally, they give a person the opportunity to avoid gross and sometimes fatal mistakes.
Regarding these forms of activity, activity theory puts forward two theses. Firstly, similar activity is activity that has the same structure as external activity, and which differs from it only in the form of its occurrence. Secondly, internal activity arose from external, practical activity through a process of internalization. The latter refers to the process of transferring corresponding actions to the mental plane.
As for the first thesis, it means that internal activity, like external activity, is stimulated by motives, accompanied by emotional experiences, and has its own operational and technical composition, i.e. consists of a sequence of actions and operations that implement them.
Regarding the second thesis, the following can be added. Firstly, in order to successfully reproduce an action in the mind, it is necessary to master it in the material plane and first obtain real result. On the other hand, with internalization, external activity, although it does not change its fundamental structure, is greatly transformed. This especially applies to its operational and technical part: individual actions or operations are reduced, some of them drop out altogether, the whole process flows much faster.
Activities. A game– it involves modeling subject and communication skills; its goal is the process itself, not the result. In children, this is a form of life activity and leading activity. Through play, the child learns social methods of activity (they are taught by adults). Thinking is formed through substitution, which is fixed in the word. For younger children, meaning is fixed in a toy, for preschoolers - in a role. Learning - it takes place where a person’s actions are controlled by the conscious goal of acquiring objectified knowledge, skills. Teaching– this is an active conscious process of directing activity and behavior towards the development of the social experience of humanity (the carrier is an adult). Work- this is an activity aimed at producing socially useful or consumed products by society - material or spiritual. At the same time, a person is also a producer of social relations. Labor is associated with the manufacture and use of tools. Collective activity presupposes division of labor.
It is the one that is more powerfully motivated that wins. The motives and motives of activity are discussed in detail in the article.
Motive and need
The path from need to practice is the way the need exits to the external environment. Activity is based on the motive through which it is formed. But the motive cannot be satisfied with every activity. This path consists of:
selection and motivation of the subject of need;
on the way from need to activity, transformation of need into interest and purpose, or rather a conscious need.
It follows that motivation and need are continuously connected. Need leads a person to activity, which is based on motive.
The motive of activity is what pushes an individual to activity, leading him to satisfy specific needs. The motive of activity is a reflection of a need.
For example, the motive for activity is both active, passionate work and refusal to do it in disagreement.
Thoughts, needs, feelings and mental formations of a different order can act as a motive for activity. There are few internal impulses for an activity to be carried out. It is important to observe the object of activity and compare the motives and goals that must be fulfilled.
The motivational-need sphere of a personality is the entire sum of motives formed during human existence. This area is developing, but there are several main stable motives that form the orientation of the individual.
Motivation
Motivation is a combination of external and internal guiding forces that push a person to certain actions. It is a way of encouraging a person to practice to achieve goals.
Motivation covers more than - sustainable personal quality belonging to an individual. Motivation is a set of factors that determine an individual’s behavior, his motives, goals, needs, intentions, etc. It is also a process that supports and drives activity.
The motivational sphere consists of:
motivational system of the individual, including the stimulating forces of activity, that is, the very motives, interests, needs, goals, beliefs, attitudes, norms, stereotypes, and more;
achievement motivation - the need to achieve a high level of behavior and satisfy other needs;
Self-actualization motivation is based on highest level hierarchy of motives, lies in the individual’s need to realize his own capabilities.
Correct plans, goals, and high level of organization will lead to nothing if there is no motivation. It compensates for damages in other areas, such as planning. Nothing can compensate for the motives of activity; abilities are important, but they are often not enough.
Motivation also determines success in practical implementation, which cannot be achieved only with knowledge and abilities. The desire to work and achieve results is necessary. The amount of effort depends on the level of activity and motivation. People with high level Motivated people do more work and are more likely to achieve more.
It is wrong to observe the sphere of an individual's motives as a mirror of the sum of his individual needs. The needs of the individual are connected with social needs, their emergence and development are determined by society. The motivational sphere includes both individual and social needs.
Motivation
Motivation is a conscious influence on an individual, which is carried out by appealing to specific motives to persuade him to do something.
Motivation has two types:
Formation of a person’s motivational structure in an educational and educational manner. This requires knowledge, effort and ability, but it is possible to achieve long-term results.
External influence on an individual to carry out certain actions. A type of motivation that resembles a deal in structure.
Exist various motives: self-affirmation, responsibilities to society, interest in the educational process, etc. For example, let’s consider a scientist’s motives for doing science: self-affirmation, self-realization, material incentives, cognitive interest, social motives.
Motives and motivation for human activity are certain attributes of the individual, they are stable. When we say that an individual exhibits a cognitive motive, we mean that the motivation to acquire knowledge is inherent in him in many situations.
Motive of activity, the definition of which has no explanation separately from common system mental life and the factors that make it up - actions, images, relationships, etc., is aimed at giving impulse to activity.
Lidiya Bozhovich, Soviet psychologist, observing the structure motivational sphere In general, individuals especially carefully considered the motives of students’ educational activities. She offers two broad groups:
To knowledge, necessity intellectual activity and acquiring new skills, abilities and knowledge, that is, cognitive motives.
The child’s need to achieve a specific place in the social hierarchy familiar to him is social motives.
These two groups combine to support effective learning activities. Motives caused by the activity itself have a direct impact on the individual, and social motives serve as an impetus for his activity with the help of conscious goals and decisions.
Structure of motives for educational activities
M.V. Matyukhina, taking Bozhovich’s classification as a basis, proposes such a structure. The motive for students’ educational activities consists of:
The motives on which educational activities are based, directly related to its product. The category is divided into two subgroups:
- Relating to the essence of the teaching. The student strives to acquire new knowledge, mastery new information, ways practical implementation, awareness of the structure of things around him. This is the content motivation.
Related to the learning process. The student wants to become active intellectually, express his thoughts in class, set and solve problems in educational process. process.
2. Motives that are associated with the result of learning, with what is beyond the boundaries of the learning process. This category includes the following subgroups:
Broad social motives: self-determination (the desire to be prepared for future work, awareness of the importance of skills and abilities, etc.), self-improvement (the need to develop in the learning process), responsibility and duty to the teacher, class, society, etc.
Narrow personal motives - the urge to receive approval from parents, teachers, peers, and positive marks. This is the motivation for well-being. Prestigious motivation is the expressed desire to be in first place in academic performance, to be the best. Motivation to avoid trouble includes all the negative motives, the need to circumvent the disadvantages and dangers that may arise from superiors if the student does not make the proper effort.
Types of activity
Psychologists highlight different shapes organization of types of activity, each of which entails its own motivation for activity. The motive of the game is to have fun. Study and work are motivated by a sense of responsibility and duty. This is no less strong feelings than ordinary interest. But when studying and working, it is necessary to arouse the individual’s interest in the course of practical implementation or its outcome. The habit of working is also important, as are the motives. creative activity which must be developed in a child.
The study of motives for educational activities showed that Various types activities are interconnected, they complement each other and flow from type to type. During your stay in kindergarten In addition to games, the child learns to draw and count. A schoolboy spends time playing games after school.
Play activity
Game moments perfectly complement the elements game situations captivates children. A game is an imaginary journey across a world map, for example. These are the playing roles of a teacher, seller, guide for mastering foreign language in dialogue.
They cannot exist separately, although in certain period In life, one of them may take over. In one period of life, the main activity is play, in another - learning, in the third - work. Before children arrive at school, the leading type of activity is play; at school, learning prevails. For adults, the main activity is work.
Motives for a teacher's activities
A.K. Baimetov, examining in detail the motives of the teacher’s activities, divided them into three categories:
motives for interest in communicating with children;
motives for passion for the subject of teaching;
motives of obligation.
As it turned out, teachers without a dominant motive with balanced three indicators have developed qualifications and high authority. The category of motivation influences the nature of the teacher’s requirements for students. A balanced motivation of the teacher leads to a small number and harmony of these requirements.
It is also worth considering that the prevalence of a particular type of motivation is interconnected with the teacher’s leadership style. The motive of obligation predominates among teachers with an authoritarian management style, the motive of communication prevails among liberals, and teachers without a predominance of a specific motive belong to a democratic leadership style.
Lyudmila Nikolaevna Zakharova, working on the professional motivation of a teacher, identified the following from a wide range of factors:
professional motives;
self-affirmation;
personal self-realization;
material incentives.
All this together forms a motivational field of activity for all participants in the educational process.
