CC BY
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является тем местом, где дети могут и даже вынуждены применить ранее полученные знания. При организации экспедиции руководителю приходится работать над мотивацией, самостоятельно выявлять потенциальных исследователей, правильно расставлять обязанности [4]. Это - трудная работа. Найти же опытного педагога, да еще с навыками полевой жизни, да еще и специалиста в другой области (археологии, культурологи, этнографии) практически невозможно. Таким образом, мы подошли к еще одной проблеме. Педагог, руководитель группы отвечает за набор секции (экспедиции) школьников, берет на себя огромную ответственность, которую не желают возлагать на себя большинство педагогов.
Не стоит забывать, что мы пытаемся проводить научную работу с людьми, еще не определившимися в своих желаниях, способностях и склонностях. Поэтому необходимо рассматривать научную работу школьников как средство культурного воспитания будущих граждан нашей страны. Может быть, наш ученик никогда не станет ученым; может, он станет бизнесменом, политиком, журналистом. Но он навсегда оставит в себе ту самую частичку истинного поиска, которую мы смогли в него вложить, используя в процессе образования исследовательскую работу. И тогда в будущем наша страна, наконец, избавится от проблем финансирования науки, опять вырвется в лидеры держав научного мира, а уровень школьного образования не будет падать ниже советского, которым гордились несколько поколений.
Список литературы /References
1. Бабич Е.В. Возможности технологии обучения в сотрудничестве в реализации принципа интеграции образовательных областей. Материалы международной научно-практической конференции / Е.В.Бабич, В.В.Щетинина; под ред. О.В. Дыбиной. Тольятти; Изд-во ТГУ, 2013. Ч. 2 - 304; С. 67-76.
2. Лукьянова ЛА. Готовность учителей к организации исследовательской деятельности школьников / Л.А. Лукьянова // Вестник ИГПУ им. И.Я. Яковлева, 2016. № 1(89). С. 122-129.
3. Платонов АА. Научно-исследовательская работа в образовательных учреждениях / А.А. Платонов // Гуманитарно-научные исследования, 2016. № 9. [Электронный ресурс]. Режим доступа: http://human.snauka.ru/2016/09/16410/ (дата обращения: 29.03.2022).
4. Поддьяков Н.Н. Проблемы обучения и развития творчества школьников / Н.Н. Поддьяков, А.Н. Поддьяков. Н.Новгород, 1993. 215 с.
5. Федеральный государственный образовательный стандарт дошкольного образования: Приказ Министерства образования и науки РФ от 17 октября 2013 г. № 1155 г. Москва «Об утверждении федерального образовательного стандарта дошкольного образования». [Электронный ресурс]. Режим доступа: http://nsportal/ru/detskiy-sad/upravlenie-dou/2013/10/03/fgos-doshkolnogo-obrazovaniya/ (дата обращения: 29.03.2022).
6. Чикулаева Е.С. Актуальные вопросы исследовательской деятельности учащихся в современном образовательном пространстве / Материалы Всероссийской научно-практической онлайн-конференции с международным участием. / МБОУ ДПО «Научно-методический центр». Кемерово, 2020. С. 45.
A RESEARCH ON THE CURRENT SITUATION OF COLLEGE STUDENT'S ACADEMIC ACHIEVEMENT MOTIVATION ON THE EXAMPLE OF MINZU UNIVERSITY OF CHINA Zhang Yuwen1, Zhang Yuxin2 Email: Zhang1185@scientifictext.ru
1Zhang Yuwen - master Student; 2Zhang Yuxin - master Student, BELARUSIANNATIONAL TECHNICAL UNIVERSITY, MINSK, REPUBLIC OF BELARUS 90
Abstract: the article tells about the current situation of the academic achievement motivation of Chinese college students and used a mixed research method which is a combination of qualitative and quantitative methods. The article also tells about how motivation functions and how very important it is to college students on the basis of the previous review of the research. The results and the relevant suggestions are also put forward to stimulate students' academic achievement motivation.
Keywords: college students; achievement motivation; academic achievement.
ИССЛЕДОВАНИЕ СОВРЕМЕННОГО СОСТОЯНИЯ МОТИВАЦИИ СТУДЕНТОВ К АКАДЕМИЧЕСКИМ ДОСТИЖЕНИЯМ НА ПРИМЕРЕ
КИТАЙСКОГО УНИВЕРСИТЕТА МИНЗУ
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Чжан Ювэнь , Чжан Юйсинь
1Чжан Ювэнь - студент магистратуры;
2Чжан Юйсинь - студент магистратуры, Белорусский национальный технический университет, г. Минск, Республика Беларусь
Аннотация: в статье рассказывается о текущей ситуации с мотивацией академических достижений китайских студентов колледжей и используется смешанный метод исследования, который представляет собой сочетание качественных и количественных методов. В статье также рассказывается о том, как функционирует мотивация и насколько она важна для студентов колледжа на основе предыдущего обзора исследований. Также приводятся результаты и соответствующие предложения по стимулированию мотивации достижений студентов.
Ключевые слова: студенты колледжа; мотивация достижения; академическая успеваемость.
Motivation is the tendency to initiate and maintain activities, which is the driving force of human behavior. In recent years, in the field of pedagogy and psychology, scholars have increasingly focused more on the influence of non-intelligence factors such as interest, motivation, and other aspects on students' learning and academic achievement.
In China, studies conducted on college students are relatively fragmented, and scholars have very different opinions. Therefore, the study of college students' academic achievement motivation can help enrich the relevant theoretical achievements of current achievement motivation. In addition, to study the achievement motivations of college students will help promote the level of their mental health and stimulate their desire to learn. Therefore, studying the academic motivation of college students if of great importance.
According to B. Weiner, motivation is the basis for most human behaviour [1]. Previously, educators and psychologists have usually focused students' learning style on the perspective of colleges, teachers and learning strategies. The study from the perspective of motivation can truly reflect the idea of "human-oriented", and also enrich the theory of undergraduate education and the theory of achievement motivation at the stage of higher education in China. Secondly, it has a positive influence on promoting correct attribution, forming correct self-concept and coping with failure, and developing motivation towards success.
The study of motivation also contributes to the innovation ability of college students in the new era. With the continuous development of cognitive neuroscience and the advent of the era of the artificial intelligence, research on artificial intelligence has risen to a whole new level. Since the "Brain Project" was proposed in Europe and the United States, scientists in China have also proposed the "Chinese Brain Project" and started to conduct a series of studies. "The Chinese Brain Project" is in line with the rapidly developing context of the times, and also with China's innovation-driven development strategy. Research has shown that there is a relationship between innovation and the motivation of college students to achieve their goals. Motivation is an internal factor that motivates human behaviour. When
university students lack internal motivation, it is difficult to carry out innovative behaviour in the long term [2].
Today, with the rapid development of information technology and artificial intelligence, and in the context of building an innovative country, China urgently needs a group of innovative, high-level and high-quality talents. Young generations as the pillar of the motherland should take the responsibility to develop the innovation ability. For contemporary university students, it is necessary to set clear goals, to overcome fears and to cultivate an enterprising and innovative spirit. The role of achievement motivation is essential.
Achievement motivation is the motivation of people who want to get themselves engaged in activities which are important to them, although sometimes they are difficult and challenging. Those people still expect to achieve satisfactory results and outperform others [3].
The psychologist Murray Henry (1938) first introduced the term proposed need for achievement. In the 1940s and 1950s, David McClelland developed a theory of achievement motivation. He divided achievement motivation into two dimensions: the pursuit of success and the avoidance of failure. That is, each individual's motivation to achieve can be divided into a tendency to pursue success and a tendency to avoid failure, with conflict arising between the two, and a person's behaviour is ultimately determined by the combined effect of the conflict between these two complicated motivations.
The American social psychologist Bernard Weiner Weiner proposed the attribution theory of motivation and introduced the concept of 'control points', which classifies individuals as 'internally controlled' or 'externally controlled'. Different dimensions have different effects on motivation. As in the case of students, whether they fail or succeed in the learning process, they try to assign some sort of explanation to the results and look for the underlying reasons. For instance, if a student attributes his or her success internally, he or she is likely to feel a sense of pride. Internal attribution of failure can lead to feelings of shame and frustration, and even self-doubt; external attribution of failure can lead to feelings of frustration and helplessness. In addition, if a student attributes his success to controllable factors, he will put in the effort to succeed, whereas if he attributes failure to uncontrollable factors, he will experience negative emotions, such as hopelessness, depression, anxiety and learned helplessness, believing that success is out of the control and it is difficult to succeed no matter what. Attribution theory suggests that ability, effort, task difficulty and fortune are the four main dimensions that people use when making attributions. Ability and effort are internal and stable factors while task difficulty and fortune are external and unstable factors. How students attribute their successes and failures is important in their learning process and is directly related to their level of motivation. Different attributions directly lead to different emotional experiences, such as a sense of achievement—feeling happy and satisfied; or a sense of failure—feeling discouraged and ashamed. These emotional experiences have a significant impact on students' motivation to learn, which in turn affects their level of effort. In addition, students with different levels of achievement motivation differ in their choice of task difficulty. Individuals with high achievement motivation tend to choose tasks that are difficult and have a certain probability of success, whereas individuals with low achievement motivation choose tasks that are either very difficult and have a very low probability of success, or tasks that are extremely simple and very easy to complete.
The research on the current situation of college students' academic achievement motivation has integrated and classified the relevant researches at home and abroad. In this study, Ye Renmin's achievement motivation scale was adopted, and its reliability and validity were tested. 160 undergraduates from Minzu University of China were tested and their achievement motives were studied in terms of gender, specialty (arts and science), and professional rankings. SPSS software was used to analyze the achievement motives of college students.
Through the study, the conclusions are drawn as follows: College students have significant gender differences in the motivation to succeed. Among them, female college students score higher on the achievement motivation scale than male's .There is no significant difference in the dimension of "avoiding failure". Secondly, there is no significant difference between the achievement motivation and the different majors of college students. There are significant differences in achievement motivation in professional rankings. To be specific, students in different professional rankings have significant differences in the tendency to success: students who have good grades have high achievement motivations, and their professional rankings are high; students who have low grades have low
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professional rankings. This result indicates that the level of achievement motivation has a direct impact on students' academic achievement.
Finally, the results of the research were analyzed and discussed. To promote the college students' academic achievement motivation, the relevant suggestions and countermeasures were put forward as follows: In terms of teachers, they should pay attention to cultivating students' interest in learning and make reasonable use of teachers' expectation effect. In terms of school education, a good atmosphere and style of study should be established. Appropriate systems of rewards and penalties should be put up to set courses that could satisfy college students' interests. Mental health services should be provided for college students as well. In terms of the selection system for university admission of China, appropriate reforms and revolutions should be made, which aims to accommodate the commonalities and individualities of different students in the development process, giving students the initiative and inspiring their enthusiasm for learning. In terms of family education, parents should try to cultivate children's independence. On the individual side, self-efficacy and positive self-concept should be constructed. Good attributions are of the essence. Students should also make use of the role models effect and appropriate learning strategies.
References / Список литературы
1. Peng Danling. General psychology [M]. Beijing: Beijing Normal University Press, 2012. 5: 360.
2. Yang Jie, Jiang Yanyuan. Analysis of college students' achievement motivation and its influencing factors [J]. Beijing University Education Review, 2010. 8(1): 64-69.
3. Chen Q., Liu Rude. Contemporary educational psychology [M]. Beijing: Beijing Normal University Press, 2007. 3: 222.
EDUCATIONAL COUNTERMEASURES BASED ON THE ANALYSIS OF
THE MENTAL CHARACTERISTICS OF MODERN STUDENTS AND THEIR LEARNING BEHAVIORS IN UNIVERSITY ON THE EXAMPLE OF CHINESE UNIVERSITY STUDENTS
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Zhang Yuwen , Zhang Yuxin , Romanova А.М. Email: Zhang1185@scientifictext.ru
1Zhang Yuwen - master Student; 2Zhang Yuxin - master Student; 3Romanova Anna Mikhailovna - master Student, BELARUSIANNATIONAL TECHNICAL UNIVERSITY, MINSK, REPUBLIC OF BELARUS
Abstract: the study of learning behavior is a scientific research based on the psychology of learning, which studies the formation law of learning behavior as well as the influence of learning behavior on learning effect and many other behavioral problems related to learning. The learning behavior of modern University students is the comprehensive manifestation of their real mental characteristics in a series of behavioral problems related to learning. The study of the mental characteristics of modern University students and their learning behaviors is of great practical significance for cultivating excellent learning habits and improving learning efficiency. Keywords: modern University students; mental characteristics of modern University students; learning behavior; educational countermeasures.
