学生教育动机的特殊性

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摘要

本文阐述了一、四课学生教育动机结构的特点。研究表明,学生的学习动机具有较高的认知兴趣、学习兴趣、创造性自我实现和成为称职专家的愿望。然而,在训练过程中,可以观察到学习动机结构的变化。因此,对于一年级学生来说,他们有很高的兴趣,需要自我发展,对教育过程和培训的理想化,此外,对所选职业的外部吸引力和声望的高度重视。虽然四年级学生对高等教育学习的困难和特点有更现实的看法,但他们主要关注专业方面的发展和自我实现,因此,他们的特点是教育动机和认知动机的减少。一年级学生在教育和认知活动方面表现得更加积极主动;他们依赖于他们对自己选择的职业和在大学学习的期望和想法。虽然四年级学生已经不那么依赖于他们对专业的想法,但他们从内部看到了学习过程是如何进行的,并想象了他们的职业将会是什么样子。到这个时候,四年级学生可能会拒绝四年前选择的专业,在其他专业中寻找自我,反之亦然,在专业活动中寻找和尝试自我。所获得的结果可以指导关于形成这种学习条件的行动,这种学习条件将有助于学生的创造性发展和专业实现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
PECULIARITIES OF STUDENTS’ EDUCATIONAL MOTIVATION
This article describes the features of the structure of educational motivation of students of 1st and 4 th courses. The study showed that the learning motivation of students is characterized by a fairly high level of cognitive interest, interest in learning, creative self-realization and the desire to become a competent specialist. However, changes in the structure of learning motivation are observed during the training. So for fist-year students there is a high level of interest, the need for self-development, the idealization of the educational process and training, besides, a high orientation towards the external attractiveness and prestige of the chosen profession. While fourth-year students are characterized by a more realistic view of the diffiulties and peculiarities of studying in higher education institutions, they are mainly focused on development and self-realization in professional terms, therefore, they are characterized by a decrease in educational and cognitive motives. Firstyear students act as more active and active in relation to educational and cognitive activity; they rely on their expectations and ideas about the profession they have chosen and about their studies at the university. While fourth-year students are already less reliant on their ideas about the profession, they saw from the inside how the learning process goes, and imagine what their profession will be like. By this time, fourth-year students may refuse the profession chosen four years ago, search for themselves in other specialties, or vice versa, seek and try themselves in professional activities. The results obtained can be a guide to action regarding the formation of such learning conditions that will contribute to the creative development and professional realization of students.
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