Стимулювання в майбутніх учителів музики позитивної мотивації до співробітництва з учнями
Вантажиться...
Дата
2013
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглянуто процес стимулювання в майбутніх учителів музики позитивної мотивації до співробітництва з учнями. Визначено зміст та особливості стимулювання позитивної мотивації майбутніх учителів музики, обрані групи мотивів (навчально-пізнавальні, професійно-педагогічні, соціальні, музично-естетичні), що стимулюють позитивну мотивацію майбутніх учителів до співробітництва з учнями. Запропоновано засоби стимулювання позитивної мотивації майбутніх учителів музики до співробітництва з учнями з урахуванням динаміки усвідомлення мотивів (переживання – розуміння – обмірковування).
The article describes the process of stimulating positive motivation to cooperation of future music teachers with the pupils. The modern system of higher education requires significant changes in the direction of humanization of the educational process, preparation of the future teachers of music to the organization of cooperation with pupils. Special attention is required for the implementation of the principles and ideas of collaborative pedagogy, because partnerships and spiritual mutual enrichment provide efficiency of professional activity of the teacher of music. 1. The relevance and appropriateness of the chosen problem is compounded by the need to overcome the contradiction between the requirements of the society to ensure the music teachers experience in the organization of cooperation and a lack of theoretical foundation of methods and forms of stimulation of positive motivation of students to cooperation with the pupils. Stimulating of positive motivation of the future teachers of music to cooperation with the pupils is the process of activation of students’ aspirations to the partnership, satisfaction of their needs in the spiritual mutual enrichment with pupils, has a positive aesthetic-emotional nature. 2. The article considers the group’s motives (cognitive, professional-pedagogical, social, musical-aesthetic), which stimulate the positive motivation of future teachers to cooperation with the pupils. Cognitive motives include: a) the need in experience emotionally aesthetic moods of the collective music-making; b) a desire to use the cooperation as a training strategy in the professional musical and pedagogical activity; c) recognition of the significance of the musical-pedagogical cooperation as a universal norm of relations. Group motives of professional-pedagogical activity is manifested through: a) the desire of the future teachers of music to establish, implement contacts with pupils–partners of a common musical and creative activity; b) the intention to find out the ratio of pupils, parents, colleagues to own musical-pedagogical activities; c) the style and character of interpersonal interaction in the process of artistic creation; d) the adoption and introduction of proposals of pupils on music implementation (choral and orchestral works). Social motives are shown: a) to encourage students to friendly communication; b) in the pursuit of contact and interaction with pupils; c) in creating a cordial, friendly, emotionally significant relationship. Musical-aesthetic group motives of future music teachers is manifested in their aesthetic communicative activities, their desire to share with pupils estimates, thoughts, feelings, aesthetic values of musical creativity. The process of stimulation occurs by means of awareness of future music teachers’ motives of cognitive, professional-pedagogical, social and musical-aesthetic activities through their feeling (of the analysis and the solution of life and professional situations), comprehension (interviews, discussions, educational discussions and deliberation (for teaching practice, in the work of musical clubs).
The article describes the process of stimulating positive motivation to cooperation of future music teachers with the pupils. The modern system of higher education requires significant changes in the direction of humanization of the educational process, preparation of the future teachers of music to the organization of cooperation with pupils. Special attention is required for the implementation of the principles and ideas of collaborative pedagogy, because partnerships and spiritual mutual enrichment provide efficiency of professional activity of the teacher of music. 1. The relevance and appropriateness of the chosen problem is compounded by the need to overcome the contradiction between the requirements of the society to ensure the music teachers experience in the organization of cooperation and a lack of theoretical foundation of methods and forms of stimulation of positive motivation of students to cooperation with the pupils. Stimulating of positive motivation of the future teachers of music to cooperation with the pupils is the process of activation of students’ aspirations to the partnership, satisfaction of their needs in the spiritual mutual enrichment with pupils, has a positive aesthetic-emotional nature. 2. The article considers the group’s motives (cognitive, professional-pedagogical, social, musical-aesthetic), which stimulate the positive motivation of future teachers to cooperation with the pupils. Cognitive motives include: a) the need in experience emotionally aesthetic moods of the collective music-making; b) a desire to use the cooperation as a training strategy in the professional musical and pedagogical activity; c) recognition of the significance of the musical-pedagogical cooperation as a universal norm of relations. Group motives of professional-pedagogical activity is manifested through: a) the desire of the future teachers of music to establish, implement contacts with pupils–partners of a common musical and creative activity; b) the intention to find out the ratio of pupils, parents, colleagues to own musical-pedagogical activities; c) the style and character of interpersonal interaction in the process of artistic creation; d) the adoption and introduction of proposals of pupils on music implementation (choral and orchestral works). Social motives are shown: a) to encourage students to friendly communication; b) in the pursuit of contact and interaction with pupils; c) in creating a cordial, friendly, emotionally significant relationship. Musical-aesthetic group motives of future music teachers is manifested in their aesthetic communicative activities, their desire to share with pupils estimates, thoughts, feelings, aesthetic values of musical creativity. The process of stimulation occurs by means of awareness of future music teachers’ motives of cognitive, professional-pedagogical, social and musical-aesthetic activities through their feeling (of the analysis and the solution of life and professional situations), comprehension (interviews, discussions, educational discussions and deliberation (for teaching practice, in the work of musical clubs).
Опис
Ключові слова
стимулювання, позитивна мотивація, усвідомлення мотиву, майбутні вчителі музики, професійна підготовка студентів, підготовка майбутніх учителів музики до співробітництва з учнями, засоби стимулювання, stimulating, positive motivation, awareness of the motive for the future teachers of music, professional training of students, preparation of the future teachers of music to cooperation with pupils, means of stimulating
Бібліографічний опис
Медведєва Є. В. Стимулювання в майбутніх учителів музики позитивної мотивації до співробітництва з учнями [Текст] / Є. В. Медведєва // 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. 299–306.