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Introduction. Without exaggeration, the question of educational motivation in a modern school can be called central. Teachers are particularly concerned about children with learning difficulties, among whom at least 50% are children with special educational needs. The solution of this problem is relevant for the system of general and correctional-developmental training. In the scientific literature of recent decades, close attention has been paid to the issues of education and development of students with special educational needs. However, many aspects of the motivational support of the educational process of younger schoolchildren with special educational needs remain poorly studied and have not been experimentally tested. Materials and methods. To solve the tasks set in the course of the study, methods corresponding to certain stages of the study were used: theoretical (analysis of psychological, pedagogical and methodological literature on the problem under study, generalization, modeling); empirical (observation, survey, conversation, interviewing, questioning, testing, analysis of educational products, the method of expert assessments, pedagogical experiment), as well as mathematical and statistical processing of experimental data. Results. As a result of the experiment, the psychological and pedagogical conditions for the formation of educational motivation of younger schoolchildren with special educational needs were tested. The results of the control experiment showed an improvement in these indicators in the experimental group. At the same time, the results in the control group remained virtually unchanged. It is important to note that the purposeful and systematic application of various methods of developing motivation for cognitive activity leads to the fact that for successful teaching, significant efforts on the part of the teacher are no longer required. That is, motivation turns into self-motivation, the ability to act independently is formed. Discussion. 1. A set of psychological and pedagogical conditions that ensure the formation of motivation for the educational activities of younger schoolchildren with special educational needs has been identified, theoretically substantiated and experimentally verified. 2. The main possibilities of teaching methods and tools are shown, which each teacher has their own characteristics and depend on the conditions of use, their skillful combination, the teacher's pedagogical skills. Conclusion. The study confirmed that the implementation of a set of psychological and pedagogical conditions that ensure the formation of motivation for the educational activities of younger schoolchildren with special educational needs, allow us to achieve positive dynamics in the quality of knowledge and skills of students with special educational needs, in the manifestation of their interest.
Keywords:primary school student, special educational needs, individual characteristics, teaching, educational motivation, educational process, school lesson, quality of knowledge, psychological and pedagogical conditions, psychological and pedagogical support, cognitive activity, success situation, self-motivation.
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