Шляхи cтимулювання навчально-професійної мотивації майбутніх учителів музики до вдосконалення виконавської майстерності
Дата
2013
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розкриваються шляхи стимулювання навчально-професійної мотивації майбутнього вчителя музики до вдосконалення виконавської майстерності. Аналізується сутність та зміст понять «стимул», «педагогічне стимулювання», розкривається зміст навчально-професійної мотивації майбутнього вчителя музики як групи навчальних, пізнавальних, професійних, соціальних та особистісних мотивів. Визначаються групи методів стимулювання, що впливають на особистісну та когнітивну сфери, виконавські вміння майбутнього вчителя музики.
This article reveals the ways of stimulation of learning and professional motivation to improvement of performing skills of future music teachers. We analyze the nature and meaning of the concept «stimulus» (the cause (usually external influence) that is subjectively perceived and draws direct human activity); «pedagogical stimulation» – motivation to learning activities (S. Goncharenko); conscious, purposeful usage of external and internal stimulus (L. Hordin); purposeful, systematic influence on the learning in order to increase us activity (V. Kovalchuk).The professional motivation of a teacher is described as a range of educational, cognitive, professional, social and personal motives. There are stimulative groups of methods which influence the personal, cognitive and performing skills of a future music teacher. The first group includes aesthetic and emotional methods of stimulation is aimed at activation the personal and professional qualities (musicality, performing reliability, emotionality, empathy) such as visualizations, personal creative tasks, imitating and role modeling, creation of professional self-portraits. The second group includes methods which have a stimulative influence and activization of cognitive skills of a music teacher (searching situations, polyphonic lectures, talks, independent scientific-research). The third group is aimed to stimulate performing skills of a music teacher. The usage of professional situations helps to test these skills in practice (role play, participation in different festivals of local or international level, stimulative rating). Every group of these methods has a mediate influence on professional motivation. For instance the cognitive motivation can be provoked with the help of such methods as description, report, essay. The educational motives can be developed with the help of explanation, discussion or lecture. Professional skills can be improved with the help of round-table discussions, seminars, trainings, role play, participating in different concerts. Creative meetings and musical festivals influence the social motives. Participating in concerts and musical contests can influence the personal motives. Thus, stimulation of learning and professional motivation of future music teachers is a dynamic process of influence on the methods and forms (lectures, visualization, creative and personal tasks, simulation and role modelling, creating professional portraits, search situations, polifony lectures, discussions, seminars and dialogues, training sessions, business and role-playing games, participating in the concert events, international, national and local festivals) by groups of motives (educational, informative, professional, social, personal) and areas (personal and professional, cognitive, operational and technical) performance of future music teachers.
This article reveals the ways of stimulation of learning and professional motivation to improvement of performing skills of future music teachers. We analyze the nature and meaning of the concept «stimulus» (the cause (usually external influence) that is subjectively perceived and draws direct human activity); «pedagogical stimulation» – motivation to learning activities (S. Goncharenko); conscious, purposeful usage of external and internal stimulus (L. Hordin); purposeful, systematic influence on the learning in order to increase us activity (V. Kovalchuk).The professional motivation of a teacher is described as a range of educational, cognitive, professional, social and personal motives. There are stimulative groups of methods which influence the personal, cognitive and performing skills of a future music teacher. The first group includes aesthetic and emotional methods of stimulation is aimed at activation the personal and professional qualities (musicality, performing reliability, emotionality, empathy) such as visualizations, personal creative tasks, imitating and role modeling, creation of professional self-portraits. The second group includes methods which have a stimulative influence and activization of cognitive skills of a music teacher (searching situations, polyphonic lectures, talks, independent scientific-research). The third group is aimed to stimulate performing skills of a music teacher. The usage of professional situations helps to test these skills in practice (role play, participation in different festivals of local or international level, stimulative rating). Every group of these methods has a mediate influence on professional motivation. For instance the cognitive motivation can be provoked with the help of such methods as description, report, essay. The educational motives can be developed with the help of explanation, discussion or lecture. Professional skills can be improved with the help of round-table discussions, seminars, trainings, role play, participating in different concerts. Creative meetings and musical festivals influence the social motives. Participating in concerts and musical contests can influence the personal motives. Thus, stimulation of learning and professional motivation of future music teachers is a dynamic process of influence on the methods and forms (lectures, visualization, creative and personal tasks, simulation and role modelling, creating professional portraits, search situations, polifony lectures, discussions, seminars and dialogues, training sessions, business and role-playing games, participating in the concert events, international, national and local festivals) by groups of motives (educational, informative, professional, social, personal) and areas (personal and professional, cognitive, operational and technical) performance of future music teachers.
Опис
Ключові слова
форми, методи, стимул, стимулювання, навчально-професійна мотивація, особистісні якості, професійно важливі якості, когнітивна сфера, виконавські вміння, вчитель музики, forms, methods, stimulus, incentives, learning and professional motivation, improvement, personal qualities, professional qualities, cognitive sphere, performing activities, music teacher
Бібліографічний опис
Барсукова, Н. С. Шляхи cтимулювання навчально-професійної мотивації майбутніх учителів музики до вдосконалення виконавської майстерності [Текст] / Н. С. Барсукова // Педагогічні науки: теорія, історія, інноваційні технології: науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №7 (33). – С. 194–203.