MENTALITY-CONTEXT TASKS AS MEANS OF INCREASING MOTIVATION OF FUTURE TEACHERS-PSYCHOLOGISTS IN TRAINING INFORMATICS DISCIPLINES
The article presents different approaches to the definition of “motive”, highlights the features of transformation of cognitive, educational and professional motives in the context education. The main types of contextual problems (substantive, interdisciplinary and practical) are considered and marked with their distinctive features for the training of IT disciplines of the future teachers-psychologists. Proposes actual integrative didactic means – the mental-task context consisting of the mental map of the relevant section (theme, paragraph), with the filling of contextual tasks of different types. Reveales didactic and methodological possibilities of their use in the training of IT disciplines teachers-psychologists bachelors. The results of research show a positive trend of development of motivational sphere of students using mentalcontext tasks in the learning process.
Keywords: motive, motivation, contextual learning, contextual task, mental-context task, informatics discipline
References:
1. Ivannikov V. A. Formirovaniye pobuzhdeniya k deystviyu [Formation of action mative]. Voprosy psihologii – Questions of psychology, 1985, no. 3, pp. 113–123 (in Russian).
2. Myasishchev V. N. Pskihologiya otnosheniy [Psychology of relations]. Pod red. Bodaleva. M.: Izdatel'stvo “Institut prakticheskoy psikhologii” Publ.; Voronezh, NPO “MOD EK” Publ., 1995. 356 p. (in Russian).
3. Leont'ev A. N. Problemy razvitiya psikhiki [Problems of development of the mind]. Moscow, Izd-vo Mosk. un-ta Publ., 1981. 584 p. (in Russian).
4. Bakshaeva N. A., Verbitskiy A. A. Psikhologiya motivatsii studentov: Uchebnoye posobiye [Psychology student motivation: Tutorial]. Moscow, Logos Publ., 2006. 184 p. (in Russian).
5. Verbitskiy A. A. Problemy razvitiya professional'nogo obrazovaniya s pozitsiy teorii kontekstnogo obucheniya [Problems of development of vocational education from the standpoint of the theory of contextual learning]. Initsiativy XXI veka – Initiatives of the XXI century, 2009, no. 1, pp. 37–40 (in Russian).
6. Doroshenko E. G., Pak N. I., Rukosueva N. V., Khegay L. B. O tekhnologii razrabotki mental'nykh uchebnikov [About technology of development of mental textbooks]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2013, no. 12 (140), pp. 145–151 (in Russian).
7. Dalinger V. A. Praktiko-orientirovannoye obucheniye budushchkih inzhenerov matematike [The practice-oriented training of future engineers to Mathematics]. Mezhdunarodnyy zhurnal ehksperimental'nogo obrazovaniya – International Journal of Experimental Education, 2015, no. 3, pp. 111–114 (in Russian).
8. Izhdeneva I. V. Rol' assotsiativnykh mental'nykh kart v protsesse obucheniya studentov informatike [The role of associative mental maps in teaching students to computer science]. Pedagogicheskoe obrazovanie v Rossii – Pedagogical education in Russia, 2015, no. 4, pp. 28–38 (in Russian).
( 662.63 kB ) 
( 637.17 kB )
Issue: 9, 2015
Series of issue: Issue 9
Rubric: PSYCHOLOGY
Pages: 134 — 139
Downloads: 769