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The results of the study motivation for the research work of future teachers of basic military training
Section 1. Higher Education
Bulatbayeva Aigul, doctor of pedagogical sciences, E-mail: [email protected] Kadenov Yerbolat, master of pedagogical sciences Al-Farabi Kazakh National University E-mail: [email protected]
The results of the study motivation for the research work of future teachers of basic military training
Abstract: It is possible to tell that the problem of development of motivation in professional to preparation in realization of the approach focused on the personality is a basis of activity of the teacher. Importance of this problem it is connected with formation research interest and motivation of students and its preservation in sufficient level at students.
Especially, it is a problem becomes complicated with features of the specialty “ basic military training”. In article research of research motivation of students, that is future teachers of “The basic military training” is described results. The author in the research work carried out the test for determination of feature of formation educational motivations offered N. Ts. Badmayeva and questioning. Research it is carried out to students of the Kazakh office 2 and 3 courses. Results of research 2 and 3 courses show features in structure of motivation of students, and with it is connected engenders opportunity to choose exact, special methods to teachers.
Keywords: motivation of educational activity, research work of the student, independent work of the student, training of teachers of basic military training
Introduction
In contents of normative and program documents of education it is described that in what labor branch wasn’t, from them, in education not only it is necessary to give youth a data set also it is necessary to create competences independently successful the organization of activity. Generally the essence of educational processes it — to dominate self-education of students and to form “vital” educational skill of future expert. During aforesaid the main action of the teacher — the organization continuous training and ensuring the highest motivation of research work.
All it is known that movement force in any activity of mankind is its motivational party. The problem of motivation concerns to one of actual branches in science of psychology and management. In the present in circles use of active
methods of training too the special attention is given on motivation.
Educational motivation — (from Latin “moveo” — to move, hype up) — the awakening process of productive cognitive activity trained in active assimilation the contents education [1, 18]. In works A. K. Markova to be told that, educational motivation system process and its main signs: an orientation, stability and increasing [2, 126-128].
Main part
For determination of feature of motivation to performance of research works of the students who are trained in “the Basic military training” and the effective organization of educational process of result of research it was carried out diagnostic work with students of the Kazakh office 2 and 3 courses.
In the course carrying out dough for the description of feature formation of educational
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Section 1. Higher Education
motives we leaned to dough offered N. Ts. Badmayeva [3, 151-154]. Students on the basis of the 5th mark system measures in this test for itself important and significant motives: 1 point minimum importance of motive, 5th point maximum importance of motive. At the same time, it is carried out the questioning made by G. K. Baymukasheva directed on definition research motivation [4, 32].
At the first stage research students answered the following questions. Only 40 students considered 100%.
For example: whether to a question “Often you go to library?” answers of respondents looked so:
— yes — 15%
— no — 65%
— I find it difficult to answer — 20%.
“What books or magazines you like to read
answers to a question?”: about cars — 18%, about fashion — 23%, about actors — 12%, detectives —
10%, aren’t present — 32%, I find it difficult to answer — 18%.
“Would you like to open any news?”:
— yes — 38%;
— no — 30%;
— I find it difficult to answer — 32%.
“Do you have concept about research work?”:
— yes — 55%;
— no — 15%;
— I find it difficult to answer — 30%.
“In what subject you would like to write research work?”
— connected with military and fighting action — 29%;
— military psychology, behavior, prevention of a suicide — 23%;
— military discipline, etc. — 21%;
— I find it difficult to answer — 27%.
In the second stage of work conducted research on motivational system of students.
On the question “Whether Often You Are Engaged in Cogitative Activity with Long for Long Time (Some Hours)”
Course Often Sometimes Very seldom
2 (20 students — 100%) 15 85 -
3 (23 students — 100%) 17 75 8
On a question «What of the following options you prefer when the question concerns on intelligence?»
Course to be at a loss, but itself to answer differently to take the ready answer from someone
2 (20 students — 100%) 20 60 20
3 (23 students — 100%) 8 62 30
Whether on a question «You read additional materials in a subject?»
Course always sometimes very seldom
2 (20 students — 100%) 35 55 10
3 (23 students — 100%) 39 61 -
On a question «How sensitively you treat subjects connected from cogitative activity which is interesting to you?»
2 course (20 students — 100%) 3 course (23 students — 100%)
a) from big sensitivity 15 88
b) differently 85 8
c) without sensitivity - 4
Whether on a question «Often you ask a question of the teacher or to yourself?»
Course often sometimes very seldom
2 (20 students — 100%) 35 55 15
3 (23 students — 100%) 13 66 21
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The results of the study motivation for the research work of future teachers of basic military training
On a question «What of the following answers the great interest to studying of a subject engenders?»
2 course (20 students — 100%) 3 course (23 students — 100%)
a) news in a training material (new hundred-maintaining) 15 17
b) history of development of science 15 8
c) current achievements of science 15 26
d) practical importance research 10 26
e) kind of independent work 20 21
f) competition and creativity 25 -
If to analyze results of answers to questions, materials are connected with practice and current it is possible to see distinction between students achievements more.
2 and 3 courses. Interests students of older years
On a question «You like to solve what tasks?»
2 course (20 students — 100%) 3 course (23 students — 100%)
a) lungs without algorithm 10 4
b) on algorithm the typical - 15
c) demanding research 20 34
d) any 30 43
e) the difficult 35 4
Whether on a question «You enjoy after receiving new knowledge?»
Course yes no Sometimes
2 (20 students — 100%) 55 10 35
3 (23 students — 100%) 70 4 26
On a question «For what it is necessary to perform research work?»
2 course (20 students — 100%) 3 course (23 students — 100%)
a) for better assimilation knowledge 60 65
b) for receiving new knowledge 35 27
c) for performance training program - -
d) for repetition of a training material - -
e) for increase of educational estimates 5 8
f) for what? - -
It is possible to pay attention to one more interesting data. For example, whether on a question «It is interesting to you to be engaged from scientific activity?» most of students of two groups answered that only on occupations is interesting to them.
If to consider educational motives, among students 2 courses dominated the following systems of motives: from 20 students answers more 15 th student were — the highest motives, 10-15 student — average motives, 9-4 student — motives of low level. Results of this dough were described by the following.
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Section 1. Higher Education
The highest motives
I want to become the expert
to develop the abilities
to learn to work with people
to study perfectly well
Figure 1. The highest motives the got 5 points among 20 students
Table 1 — Educational motives of the average level
Number of students Motives
14 I study because to be pleasant my specialty
13 I entered the university, it is necessary to finish
13 the received knowledge me helps me to reach opportunity in sufficient level
12 to communicate with interesting people
12 to gain deep and fundamental knowledge
11 to provide benefit future professional activity
11 to be among the best students
11 that our group was the best in institute
11 to be dear person in educational collective
11 to lag behind the fellow students and not to be among backward
11 to continue study on the following of courses and to receive answers to specific study questions
11 that in the future to be engaged from scientific activity in the specialty
In comparison if to take the leading motives of students 3 courses, will be following in a way. Because of a large number of the participated students on research a scale of measurement of domination of motives was on another: on answers of18 students
motives who estimated on 5, read as the highest; and the having highest points 13-18 students describes motives the average level; in answers we met 12-7 students motives of low level, and they the smallest importance for groups has.
Motives
■ for work with people
■ to study perfectly well
Figure 2. The highest motives the got 5 points among 23 students Table 2 — Educational motives of the average level
Number of students Motives
1 2
13 I want to be the expert
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Integration of educational, scientific and innovation activities as a priority of higher education development in Ukraine
1 2
13 to continue study on the following of courses and to receive answers to specific study questions
14 I want to use completely the skills and abilities on chosen specialties
14 I entered the university, it is necessary to finish
15 the received knowledge me helps me to reach opportunity in sufficient level
15 to gain deep and fundamental knowledge
Conclusion
In the conclusion results research, the second year of training is that intense stage in educational activity of the student who teaching and educational work in common move. When passing pedagogical courses formation to students of preparation for selfeducation and research scientific and search work is considered. Students receive the general preparation, their cultural requirements will be created, and it is considered finished process adaptation.
Third year of training — the beginning of specialization, a stage of assimilation of technology of professional activity, strengthening of interest in scientific activity, deepening of professional interest of the student and his development. Persistent need to specialization often leads to distribution of comprehensive area of interest of the personality. Usually, types of formation of the personality in higher education institution is defined by specialization factors.
References:
1. The development oflearning motivation./Compiler Zhumanbaeva A. O. - Akmola, Orleu, 2014. - 57 p. (in Kazakh).
2. Markova A. K. Psychology of professionalism. - M., 1996. - 312 p.
3. Badmaev N. C. The influence of motivational factors on the development of mental abilities: Monograph. - Ulan-Ude, 2004. - P. 151-154.
4. Baimukasheva G. K. Pedagogical conditions of formation of research action students. A dissertation on the specialty 13.00.01 - Atyrau, 2010. - 32 p. (in Kazakh).
Meniailo Viktoriia Ivanovna, Zaporizhzhya National University, Associate Professor, PhD in Physico-Mathematical Sciences, Head of Scientific-Research Department E-mail: [email protected]
Integration of educational, scientific and innovation activities as a priority of higher education development in Ukraine
Abstract: In the paper is considered an analysis of international and national regulatory documents on integration of educational, scientific and innovation activities in a higher school. It is shown that the preparation of the modern graduate student must occur within a single education-research-innovation process of a higher educational institution in accordance with the innovation and integration vectors of economy and society development.
Keywords: Educational, scientific, innovation activities, higher educational institution, graduate student, higher education.
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