Analysis of teachers' ideas about the impact of digital educational products on the cognitive-personal and activity sphere of students

Introduction. The processes of digitalization of all spheres of society, including education, require a detailed analysis of their impact on the development of the personality of students. Practice shows the ambiguity of the impact of digital educational products on the development of the student: they are both a resource, a means of development, and at the same time, they are risky in nature for various spheres of personality: cognitive, emotional-volitional, value, communicative and educational activities. The purpose of the study is to analyze the parameters of the cognitive-personal and activity spheres of students, which are influenced by digital educational products. Materials and methods. The study involved 243 teachers of secondary schools in Moscow, Moscow region, Voronezh, Nizhny Novgorod, Samara (Russian Federation). To determine the risks and benefits of using digital educational products for the cognitive-personal and activity spheres of students, an author's questionnaire was used, with the help of which an anonymous online survey was conducted (using a google-form). Research results. Statistical analysis revealed correlations between the parameters "development" and "deformation" of the cognitive qualities of students "Attention" (rs = -0.905; p≤0.01) and "Memory" (rs = -0.833; p≤0.01), which indicates a significant discrepancy in the assessments of teachers. For most of the characteristics of the personal sphere and educational motivation, the correspondence in the assessments was determined between what “develops” and what “deforms” in students when learning with the help of digital educational products. Conclusion. The novelty of the study lies in identifying the ambiguity of the impact of the digital educational products used on the development of the personality of modern schoolchildren and in determining the areas of greatest risk. The obtained results can be used as recommendations for teachers and leaders of educational institutions in the development of digital educational products for secondary schools.

Relevance, criteria and factors of cluster regional differentiation of students in the framework of informatization of cross-border education

Problem and goal. This article, based on the analysis of domestic and foreign experience, reveals the need to study the feasibility and possibility of dividing foreign students into regional clusters for the subsequent differentiation of methods and teaching materials within the framework of the development of approaches to the informatization of cross-border education. Methodology. A series of ascertaining experiments was carried out with students of the specialty Economics from Zambia, Mongolia, Kazakhstan, Uzbekistan and other countries, aimed at identifying differences in educational motivation, reflection and other characteristics of cross-border students. A model of approaches to informatization of cross-border education based on cluster differentiation is proposed. Results. A system of clusters was proposed, the expediency of introducing the described complex of criteria and factors, illustrated by the example of highlighting previous educational experience as one of the significant criteria for cluster regional differentiation of students, was substantiated. Conclusion. Students from different countries have different motivation, experience and perception of information, in many respects this is facilitated by school education. There is a need to find a balance between co-operative and differentiated education of cross-border students. Cluster differentiation of cross-border students is advisable for the subsequent use of information technologies in the framework of ensuring the variability of methodological systems of teaching individual disciplines at a university.

EDUCATIONAL MOTIVATION OF STUDENTS TO STUDY BIOLOGY IN SECONDARY SCHOOL AND LYCEUM OF BIOLOGICAL PROFILE

The article considers the issues of educational motivation, in particular the motivation to study biology in secondary and specialized public schools. The paper examines types of learning motivation: internal and external (Derbeniova, 2012), social motives to learn (Bozhovych, 2001), motivation as a personal trait (Leontiev, 2002). Issues with low involvement of high school students to take an external examination in biology were also in focus. Some scholars argue, that secondaryschools are mainly focused on maintaining external motivation in the form of tests, orders and requirements, which has a detrimental effect on internal motivation and leads to a gradual decrease in students' interest in learning (Makovetska, 2015), while specialised high school, in particular in the natural sciences, creates motivating learning environments, like innovative forms and methods of teaching, which build stronger student conscious motivation for learning and facilitate cognitive activity, which promotes the development of abilities and talents, needs and skills for self-improvement. future training (Moroz, 2006). Therefore, the purpose of the study was to conduct a comparative analysis of student motivation to study biology in secondary school and in the lyceum of biological profile. The phenomenon of motivation and learning motivation of secondary school students and specialized medical education institutions by surveying high school students using the methods of O. Okuneva, L. Vasilieva and additional questions on motivation to study biology. According to the method by O. Okuneva, L. Vasilieva, the level of development of learning motivation, type of motivation and motivation indicator as an indicator of success and avoidance of failures were revealed, factors influencing student learning were analysed. It is established that all blocks of the motivational structure have higher scores among the respondents of the specialised institution of secondary education. The largest statistical difference was observed in students of the two institutions in block 2, the formation of the ability to set goals. Students of the profile institution have a higher individual focus on learning, better formed internal incentives, as well as greater self-confidence and independence from other members of the group, whichhelps to choose a future profession. As a result of the survey, organizational forms of education and types of tasks that should be used in the educational process in order to strengthen the learning motivation of high school students are identified.

Peculiarities of motivation for education of modern adolescents

The article analyzes the study of the problem of motivation in scientific sources, analyzes the motivation to learn adolescents and considers the specifics of motivation to learn in adolescence. Approaches to the study of personality motivation are determined, the connection of motivation with the cognitive needs of the personality and different types of activity is shown, as well as its influence on the efficiency of knowledge acquisition. It is determined that learning motivation is characterized by focus, stability and dynamism, excited by the hierarchy of motives, which may be dominated by either internal motives related to the content of this activity and its implementation, or broad social motives related to the need to take a position. system of social relations. Taking into account the age specifics of the modern teenager, the structure of his educational motivation is specified. It was found that interest is especially important in the formation of adolescent learning motivation. In the presence of stable interest, the process of development of cognitive (cognitive) functions and vital skills is greatly facilitated. There are two tendencies: the motive of success and the motive of avoiding failure. Empirical study of the peculiarities of motivation to teach adolescents has shown that students with an average level of learning motivation have an average level of grades, their knowledge of school subjects is not deep enough. This indicates a spontaneous impact on the motivation of the adolescent and an insufficient level of purposeful work with motivation. There was a noticeable tendency to an increased level of motivation to learn in the studied adolescents, but a closer look at their motivational sphere revealed that the dominant motive is positional, ie learning success is seen as a means to obtain high status in the reference group. Prospects for further research are formulated, which consist in the development and testing of a correctional and developmental program for the formation of educational motivation of adolescent students; in the study of personal readiness of teachers to form such motivation and the readiness of practical psychologists of the education system to the appropriate psychological support of this process.

The Impact of Isolation Measures during COVID-19 Pandemic on Russian Students’ Motivation for Learning

One of the leading problems of teaching is maintaining the students’ motivation for learning. In the current epidemiological situation, improvement of education quality using digital platforms and educational services by creating conditions for increasing the learning motivation of students is an essential and relevant task. Therefore, the aim of the research was to study the motivation of the educational activity of junior students during the COVID-19 lockdown period and the development of effective approaches to increase the learning motivation of students in the context of distance learning using the Microsoft Teams platform. Research methods: Theoretical analysis of psychological and pedagogical literature, generalization; experiment, questioning, testing and data processing methods. In total, 107 undergraduates took part in the study. The difficulties and benefits that students encountered during the lockdown, as well as the attitude of students to the distance learning format, were revealed. There were specified dominant motivators, intentions and motives that determine the educational activity of students. We have presented approaches to the content management of the educational process in a distance format, with various ways and techniques of increasing the educational motivation of students under the conditions of distance learning.

Examining the Appropriateness of Educational Motivation in International Cooperation Projects of Music Colleges and Universities from the Perspective of Cross-Cultural Music Learning

Cross cultural education and cross-cultural learning are two mutually integrated and relatively independent logical systems. There are differences in purpose, motivation, path and result, and they are contradictory to each other at some times. The differences between music education and music learning in the system structure begin with motivation, and appropriateness is an important principle to effectively reconcile educational motivation and learning motivation. In the international cooperation projects among music colleges and universities in the 21st century, the appropriateness of cross-cultural education motivation is usually measured by the identity of teaching objects, the value standard of teaching content and the practical significance of teaching purpose. Based on the perspective of cross-cultural music learning, this paper examines the appropriateness of educational motivation in international cooperation projects of music colleges and universities.

The usage of playing games in the lessons as the way of increasing motivation among primary school students

В настоящее время образование играет важную роль, так как постоянно изменяющийся окружающий мир требует овладения всё новыми умениями и навыками. Основная цель школы это воспитание личности, готовой к самообразованию и к самостоятельному получению новых знаний, а также создание такой атмосферы учения, при которой учащиеся совместно с учителем активно работают, сознательно размышляют над процессом обучения, отслеживают, подтверждают, опровергают или расширяют знания и новые идеи. Такая работа возможна только со школьниками, у которых есть достаточная учебная мотивация, а это означает, что формирование учебной мотивации может быть названо одной из центральных проблем образования. Актуальность данной темы связана и с тем, что в последнее время стремление к овладению новыми знаниями неуклонно снижается. Многие из учащихся теряют мотивацию к обучению ещё в начальной школе, поэтому современная школа испытывает насущную потребность в расширении методического потенциала. Этому может способствовать внедрение игровых технологий в учебно-воспитательный процесс. Цель исследования — определить особенности и условия применения игровых технологий на уроках с целью повышения мотивации к учению и развитию познавательного интереса младших школьников. Основное внимание уделяется выявлению и выделению специфических особенностей применения игровых технологий. Научная новизна заключается в изучении особенностей и описании условий использования игровых технологий для повышения мотивации. В результате выделены и охарактеризованы условия применения игры, а также характеристики деятельности учителя и его роль в организации игры. Currently, education plays an important role, as the constantly changing world around us requires mastering new skills and abilities. The main goal of the school is to educate a person who is ready for self-education and for independent acquisition of new knowledge, as well as to create an atmosphere of learning in which students, together with the teacher, actively work, consciously reflect on the learning process, monitor, confirm, refute or expand knowledge and new ideas. Such work is possible only with schoolchildren who have sufficient educational motivation, which means that the formation of educational motivation can be called one of the central problems of education. The relevance of this topic is also connected with the fact that recently the desire to acquire new knowledge has been steadily decreasing. Many of the students lose motivation to study even in elementary school, so the modern school has an urgent need to expand its methodological potential. This can be facilitated by the introduction of gaming technologies in the educational process. The purpose of the study is to determine the features and conditions of the use of gaming technologies in the classroom in order to increase the motivation for learning and the development of cognitive interest of younger schoolchildren. The main attention is paid to identifying and highlighting the specific features of the use of gaming technologies. The scientific novelty lies in the study of the features and description of the conditions for using gaming technologies to increase motivation. As a result, the conditions for the use of the game are identified and characterized, as well as the characteristics of the teacher's activity and his role in the organization of the game.