{"id":1159,"date":"2024-01-25T13:22:51","date_gmt":"2024-01-25T13:22:51","guid":{"rendered":"https:\/\/mooc4tutors.eu\/?p=1159"},"modified":"2024-01-25T13:22:52","modified_gmt":"2024-01-25T13:22:52","slug":"mokiniu-motyvacija-mokytis-ir-jos-skatinimas","status":"publish","type":"post","link":"https:\/\/mooc4tutors.eu\/?p=1159&lang=lt","title":{"rendered":"MOKINI\u0172 MOTYVACIJA MOKYTIS IR JOS SKATINIMAS"},"content":{"rendered":"\n<p>Vienas i\u0161 pagrindini\u0173 veiksni\u0173, lemian\u010di\u0173 mokini\u0173 mokymosi s\u0117km\u0119 yra mokini\u0173 motyvacija. Motyvacijos s\u0105voka yra gana plati, abstrakti ir daugelis autori\u0173 j\u0105 apibr\u0117\u017eia skirtingai. Dabartiniame psichologijos \u017eodyne motyvacija apib\u016bdinama kaip \u201eelgesio, veiksm\u0173 veiklos skatinimo procesas, kur\u012f sukelia \u012fvair\u016bs motyvai; motyv\u0173 visuma\u201c (1993, 176-177). Motyvacija itin glaud\u017eiai siejasi su \u012fsitraukimu \u012f veiklas pamokose. Anot D\u00f6rnyei (2020) \u012fsitraukimas yra motyvacijos pasekm\u0117, o Esra ir Sevilen (2021) motyvacijos s\u0105vok\u0105 apibr\u0117\u017eia kaip nor\u0105 dalyvauti ugdymosi procese.<\/p>\n\n\n\n<p>Mokslininkai mokymosi motyvacijos r\u016b\u0161is skirsto \u012f dvi: vidin\u0119 ir i\u0161orin\u0119:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Vidin\u0117 motyvacija kyla i\u0161 paties subjekto. Mokini\u0173 elgsena demonstruoja poreik\u012f suvokti, pa\u017einti, tyrin\u0117ti. Vidin\u0117 motyvacija ry\u0161kiausia ankstyvoje vaikyst\u0117je, kuomet net 75 proc. visas vaik\u0173 pa\u017einimas vyksta d\u0117l stiprios vidin\u0117s motyvacijos, nes b\u016btent \u0161iame am\u017eiaus tarpsnyje vaikai nori visk\u0105 patirti, tyrin\u0117ti, aktyviai domisi naujais dar nepa\u017eintais dalykais, i\u0161bando naujas veiklas.<\/li>\n\n\n\n<li>I\u0161orinei moyvacijai b\u016bdingas bruo\u017eas yra vadovavimasis motyvais, kuriuos lemia kiti asmenys, j\u0173 tarpusavio santykiai. I\u0161orin\u0117 motyvacija vaidina didel\u012f vaidmen\u012f formaliajame ugdyme (\u0160ileikyt\u0117, 2021).<\/li>\n<\/ul>\n\n\n\n<p>Tyr\u0117jai ai\u0161kinasi, kaip mokini\u0173 motyvacija mokytis kei\u010diasi priklausomai nuo aplinkos. (\u00d6zhan ir Kocadere, 2020). D\u00f6rnyei (2020) teigia, kad mokini\u0173 motyvacij\u0105 mokytis teigiamai lemia palankus klas\u0117s mikroklimatas, pagarb\u016bs vienas kitam klas\u0117s draug\u0173 santykiai. Mokytojo, korepetitoriaus vaidmuo formuojant klas\u0117s mikroklimat\u0105 yra itin svarbus. Tai patvirtina ir kiti tyr\u0117jai (Franchuk ir Prydacha, 2021) teigdami, kad mokytojas, korepetitorius formuodamas palank\u0173 klas\u0117s mikroklimat\u0105, skatindamas mokini\u0173 bendradarbiavim\u0105 gali sudaryti s\u0105lygas individuali\u0173 mokini\u0173 geb\u0117jim\u0173 atskleidimui ir paskatinti juos u\u017esiimti k\u016brybine veikla.<\/p>\n\n\n\n<p>Keturios s\u0105lygos, kurioms esant, vaiko noras mokytis stipr\u0117ja:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>mokymosi aplinkos jaukumas;<\/li>\n\n\n\n<li>vaiko darbingumas (jis nepavargsta ir ilg\u0105 laik\u0105 i\u0161lieka darbingas);<\/li>\n\n\n\n<li>s\u0117km\u0117s ir bendradarbiavimo d\u017eiaugsmas pamok\u0173 metu;<\/li>\n\n\n\n<li>vaiko smalsumas (j\u012f patenkina vis nauja mokymosi med\u017eiaga ir patraukli mokymosi forma).<\/li>\n<\/ul>\n\n\n\n<p>Mokymosi motyvacija silpn\u0117ja, kai vaikas:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>nuolat patiria nes\u0117kmes;<\/li>\n\n\n\n<li>gauna neadekva\u010dius mokytojo, korepetitoriaus vertinimus;<\/li>\n\n\n\n<li>stokoja meil\u0117s;<\/li>\n\n\n\n<li>klausosi vangaus, ne\u012fdomaus mokytojo pasakojimo;<\/li>\n\n\n\n<li>gauna per sunkias arba per lengvas u\u017eduotis;<\/li>\n\n\n\n<li>negauna informacijos apie padaryt\u0105 pa\u017eang\u0105;<\/li>\n\n\n\n<li>mokomas nauj\u0173 dalyk\u0173 per l\u0117tai arba per greitai;<\/li>\n\n\n\n<li>mokosi nemalonioje, mokymuisi nepritaikytoje aplinkoje (blogas ap\u0161vietimas, \u0161ildymas, akustika).<\/li>\n<\/ul>\n\n\n\n<p>\u017daismingas informacijos, pamokos turinio pateikimas pamokoje (Wong, 2020), tikslingai naudojamos skaitmenin\u0117s priemon\u0117s skatina mokinius mokytis, didina j\u0173 mokymosi motyvacij\u0105 (Lee ir kt., 2021). Mokini\u0173 mokymosi motyvacija u\u017etikrina j\u0173 aktyv\u0173 \u012fsitraukim\u0105 \u012f mokymosi proces\u0105. D\u0117l to svarbu atkreipti d\u0117mes\u012f \u012f vidinius ir i\u0161orinius mokymosi motyvacij\u0105 skatinan\u010dius veiksnius.<\/p>\n\n\n\n<figure class=\"wp-block-image aligncenter size-full is-resized\"><img fetchpriority=\"high\" decoding=\"async\" width=\"360\" height=\"240\" src=\"https:\/\/mooc4tutors.eu\/wp-content\/uploads\/2024\/01\/Picture1-6.jpg\" alt=\"\" class=\"wp-image-1160\" style=\"width:534px;height:auto\" srcset=\"https:\/\/mooc4tutors.eu\/wp-content\/uploads\/2024\/01\/Picture1-6.jpg 360w, https:\/\/mooc4tutors.eu\/wp-content\/uploads\/2024\/01\/Picture1-6-300x200.jpg 300w\" sizes=\"(max-width: 360px) 100vw, 360px\" \/><\/figure>\n\n\n\n<p>Literat\u016bra:<\/p>\n\n\n\n<p>1. D\u00f6rnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge. Prieiga per internet\u0105: <a href=\"https:\/\/www.routledge.com\/Innovations-and-Challenges-in-LanguageLearning-Motivation\/Dornyei\/p\/book\/9781138599161\">https:\/\/www.routledge.com\/Innovations-and-Challenges-in-LanguageLearning-Motivation\/Dornyei\/p\/book\/9781138599161<\/a>.<\/p>\n\n\n\n<p>2. Esra, M. E. \u015e. E., &amp; Sevilen, \u00c7. (2021). Factors influencing EFL students\u2019 motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22.<\/p>\n\n\n\n<p>3. Franchuk, N. P., &amp; Prydacha, T. V. (2021, March). Organization and conduct of classes in educational institutions during distance learning. In Journal of Physics: Conference Series, 1840(1). IOP Publishing.<\/p>\n\n\n\n<p>4. Lee, K. (2021). Openness and innovation in online higher education: A historical review of the two discourses. Open Learning: The Journal of Open, Distance and eLearning, 36(2), 112-132.<\/p>\n\n\n\n<p>5. \u00d6zhan, \u015e. \u00c7., &amp; Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031.<\/p>\n\n\n\n<p>6. Psichologijos \u017eodynas. (1993). Vilnius.<\/p>\n\n\n\n<p>7. \u0160ileikyt\u0117, D. (2021). STEAM ugdymas: Lietuvos situacija ir mokykloms si\u016blomi projektai. \u0160vietimo naujienos. Prieiga per internet\u0105: <a href=\"https:\/\/www.svietimonaujienos.lt\/steam-ugdymas-lietuvos-situacija-ir-mokykloms-siulomi-projektai\/\">https:\/\/www.svietimonaujienos.lt\/steam-ugdymas-lietuvos-situacija-ir-mokykloms-siulomi-projektai\/<\/a> &nbsp;<\/p>\n\n\n\n<p>8. Wong, R. (2020). When no one can go to school: does online learning meet students\u2019 basic learning needs? Interactive learning environments, 1-17.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Vienas i\u0161 pagrindini\u0173 veiksni\u0173, lemian\u010di\u0173 mokini\u0173 mokymosi s\u0117km\u0119 yra mokini\u0173 motyvacija. Motyvacijos s\u0105voka yra gana plati, abstrakti ir daugelis autori\u0173 j\u0105 apibr\u0117\u017eia skirtingai. Dabartiniame psichologijos \u017eodyne motyvacija apib\u016bdinama kaip \u201eelgesio, veiksm\u0173 veiklos skatinimo procesas, kur\u012f sukelia \u012fvair\u016bs motyvai; motyv\u0173 visuma\u201c (1993, 176-177). Motyvacija itin glaud\u017eiai siejasi su \u012fsitraukimu \u012f veiklas pamokose. Anot D\u00f6rnyei (2020) \u012fsitraukimas &hellip;<\/p>\n<p class=\"read-more\"> <a class=\"\" href=\"https:\/\/mooc4tutors.eu\/?p=1159&#038;lang=lt\"> <span class=\"screen-reader-text\">MOKINI\u0172 MOTYVACIJA MOKYTIS IR JOS SKATINIMAS<\/span> Read More &raquo;<\/a><\/p>\n","protected":false},"author":1,"featured_media":1141,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","footnotes":""},"categories":[29],"tags":[],"class_list":["post-1159","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-lt"],"_links":{"self":[{"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=\/wp\/v2\/posts\/1159","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1159"}],"version-history":[{"count":1,"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=\/wp\/v2\/posts\/1159\/revisions"}],"predecessor-version":[{"id":1161,"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=\/wp\/v2\/posts\/1159\/revisions\/1161"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=\/wp\/v2\/media\/1141"}],"wp:attachment":[{"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1159"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1159"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mooc4tutors.eu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1159"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}