The topic of motivation is very relevant now, because one of the problems facing modern schools is a decrease in motivation. The plans for the second standard of education include the introduction of a compulsory subject directly related to history and social studies, “Russia in the World.” Therefore, I seriously took up the problem of motivating modern schoolchildren to study these subjects.

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The topic of motivation is very relevant now, because one of the problems facing modern schools is a decrease in motivation. The plans for the second standard of education include the introduction of a compulsory subject directly related to history and social studies, “Russia in the World.” Therefore, I seriously took up the problem of motivating modern schoolchildren to study these subjects. The term motivation is a relatively new term for domestic pedagogy. In Soviet pedagogy, it was believed that the child should be initially motivated to acquire knowledge, and therefore there is no need to specifically engage in the development of motivation. However, today's children are unmotivated to learn. What for? Marks? GPA is not taken into account. Admission to the University? A tutor and money will help you prepare. Gain authority among classmates? There are plenty of other ways. Task modern school– the formation of a competency-based approach, that is, not only to be able to apply knowledge in practice, but also to understand that knowledge is not an abstract abstract set of formulas, it is born from the everyday activities of people and their needs. Knowledge is not a frozen dogma, it is a living phenomenon.

In this regard, we can talk about large blocks in the structure of the lesson, one of which is motivational. (slide).

Let's consider the main components of the motivational block.

1. Organizational part. Expected results are voiced or jointly formulated, work rules are established, roles are defined, the evaluation system is communicated, and instructions are given. Unlike the traditional goals and objectives of the lesson, the expected results are set as specifically as possible, using the technique of fixing the expected result (give definitions of the following concepts, name at least three characteristics of such and such a phenomenon, give two examples, etc.); they are addressed to students and formulated on their behalf (“As a result of the lesson, students will be able to ...”), affect not only knowledge components, but also areas of skills, values, and attitudes.
2. Content part. In this case we're talking about about the desire to directly interest students in the topic being studied. Specific examples I'll bring it later.
3. The problematic part. The formulation of the problem can be carried out with the help of leading questions, familiarization with different (opposite) views, contradictory images, graphs, etc. A simple formulation of the problem by the teacher is also possible.

The formation of motivation involves a variety of forms and techniques with the help of which the majority of students are involved in active academic work. At the same time, one must understand that the development of learning is not an end in itself, but only one of the means of developing the student’s personality.

Increased interest is facilitated by entertaining presentation (examples, experiments, facts), an unusual form of presenting the material (causing surprise), emotionality of the teacher’s speech, educational games, situations of dispute and discussion, analysis of life situations (connection with the everyday life of students).

Often motivation is considered by teachers only as a factor that arouses students' interest in the topic, creating a positive, emotional atmosphere. At the same time, it is necessary that motivation be associated with the actualization of certain knowledge and skills of schoolchildren.

Motivation can be considered as a structural component of a lesson. Then it helps to realize the goals of a particular lesson: explain, form, practice, consolidate, compare, learn, supplement, etc.

Motivation can also be considered as a result of increasing the level and quality of training. In this case, we can talk about developing in students such skills as the ability to draw conclusions and evaluate events, compare and analyze phenomena, work with several sources, extract information, independently formulate a problem and create an algorithm for solving it.

And now I want to give some techniques for conducting the motivational part of the lesson.

1. Consideration of the situation. Situational methodology is of great importance in teaching social studies and, to a lesser extent, history. The situations offered to students should be close to everyday life and at the same time evoke ambiguous assessments and approaches. When discussing situations, it is important that students not only discuss the proposed plot, but also find material that allows them to give them a legal or moral assessment of what happened. Situations can be real or fictitious, but based on real facts. (the incident in the store and about Pavel 1)
2. An event that has a wide public resonance (about Georgia and Abkhazia. Ossetia)

Graphic image. A painting, drawing, photograph, caricature can be the beginning of a discussion of a problem. The imaginative thinking and creative abilities of students are involved (photo of N. S. Khrushchev and anecdote)

Khrushchev died. He walks through the afterlife and sees two letters on everyone’s chest - TK. He ran to the afterlife Politburo to the Master of Fates and asked: why did everyone have the letters TK, but they bypassed me?

Now I will give instructions, and you will be awarded the title of TK.

And what does it mean?

You see, Karl Marx and Friedrich Engels are walking around - they also have TK! These are the theorists of communism. Vladimir Lenin is reading on a bench - the creator of communism. Soso Dzhugashvili, or, in your opinion, Joseph Stalin, sits, his TK means tyrant of communism.

Well, what about me, who am I? - Khrushchev asks.

And you are a corn aphid!

Is it true that Comrade Khrushchev’s health has deteriorated recently?

Yes. He suffers from a hernia from raising virgin soil, a stomach ulcer from corn, shortness of breath from competing with America, and verbal diarrhea from who knows why.

1. Use of multiple terms or concepts. A number of concepts or terms representing a semantic unity can be proposed to independently define the topic. In addition, the teacher can use several definitions of one concept, asking you to choose the most successful one and explain it. Effective way motivation is to invite students to insert the missing words into a statement, sentence

“Equality of rights does not lie in the fact that everyone enjoys them, but in the fact that they are provided to everyone” (Seneca)

“Women will only achieve equality with men when they agree to be bald and find it elegant” (A. Camus) Values ​​of democracy. You need to understand the purpose of the lesson, it can serve as a topic for discussion.

1. Works fiction. In Andersen's fairy tale “The King's New Clothes,” the king buys a dress from tailors, that is, he is a consumer. What clarification must be made to the text of the fairy tale so that the king ceases to be a king? (at the end of the lesson, students will explain that a consumer is someone who buys things for personal needs. If we assume that the dress is workwear, then the king is not a consumer)

“Farewell, our red flag,”

This is not how you crawled out of the Kremlin,

How did you get up?

Punched, proudly, deftly

According to our “so-rastak”

To the smoldering Reichstag,

Although I was walking then

There's a flywheel around the shaft...

Our red flag lies

I got into trouble in Izmailovo.

For dollars it

They push for luck.

I didn’t take Winter

Didn't storm the Reichstag

I'm not one of the commies

But I stroke the flag and cry."

1. Role-playing game. (jacket case)
2. Document. The beginning of the lesson may be devoted to a discussion of a letter or an interview in a newspaper. In addition, documents can represent the views of famous historical figures, publicists, and scientists.

“Life was in full swing, and the general get-together acquired enormous proportions. A lot of extravagantly dressed young people appeared on the streets... Metal workers frightened passers-by with their black leather and a bunch of iron rivets. The breakers walked with a springy gait in everything sporty and American. The old hippies were revived - they called themselves “System”.. Who else is there? Yes, new dudes in boots and suits are rushing to the Bravo and Mister Twister concerts. (A. Troitsky)

1. Aphorism. “Little knowledge gives people pride, great knowledge gives them humility: so empty ears of corn raise arrogant heads to the sky, full of grain bend them down to the earth, their mother” (Merezhkovsky) Variety of ways of knowledge.
2. Video. (Parfenov, 9th company)
3. Unfinished sentence. The citizen paid taxes. Parents must raise their children.
4. Definition of the author. Assumptions about the author, the theme of the work. The timing of its creation can turn the beginning of a lesson into an exciting game and arouse interest in the topic being studied.
5. Structured educational discussion.

The choice of the type of motivation depends on many factors: the topic of the lesson, the level of preparedness and emotional mood of the class, the technical capabilities of the school and even psychological aspects interaction between teacher and students. But one thing is certain: motivation is not an epigraph to a lesson, it is an important component of the lesson. Motivation can be returned to during the lesson, at the reflection stage, and formulated on its basis homework. And, of course, motivation should be used in a system of lessons, and not from time to time, otherwise all meaning is lost.

Municipal educational budgetary institution

average comprehensive school No. 3 r. n.. Oktyabrsky

“Increasing student motivation in history and social studies lessons”

(materials for the report)

Prepared by: Seltsova Yu. V.,

history and social studies teacher

In modern Russian society, in the conditions of modernization, the flow of information is constantly growing. It becomes obvious that the main task of today's teacher is not to provide the maximum amount of knowledge, but to teach the child to navigate the realities of the information society, to independently obtain and analyze specific knowledge. Man, as a creature following the path of least resistance, naturally assimilates ready-made knowledge more easily; but let's not forget, this path prepares a performer, a mediocre person. Of course, the road of search and research is difficult, but this is precisely what attracts many people.

How to awaken a schoolchild’s innate need for knowledge? How to interest him in the constant search, the joy of his little discovery? How to obtain sustainable motives for cognitive activity? A truly eternal problem facing us today. At the same time, as a result, we will have a personality striving for self-realization.

It is known that the incentives for active activity are motives that develop under the influence of the student’s living conditions and determine the direction of his development. The role of motives can be needs and interests, as well as drives and emotions, aspirations and ideals. In relation to educational activities, educational and cognitive motives come to the fore.

First of all, it is necessary to structure the educational process in such a way as to open up prospects, and then equip them with all the necessary skills for active work.

Speaking about the methods of this cognition, let us recall the types of cognitive activity, the following are distinguished: reproductive, problematic presentation of material and research. Each type has its own methodology for organizing the learning space. We will focus on the latter, so the research method of teaching can be reduced to similar work between the teacher and the student:

• The teacher creates a problem, the solution of which is devoted to a certain area of ​​educational activity;
• Students independently obtain knowledge in the process of educational research activities;
• The teacher's activity comes down to competent operational management educational process of problem solving;
• The educational process is accompanied by an intense pace of work, increased interest in the subject, and the knowledge obtained as a result is distinguished by its depth, strength and effectiveness.

During the work of such a plan, the following tasks are implemented in the lesson:

• Implementation of deeper mastery of educational material;
• Familiarization with specific research methods, teaching how to choose individual methods in your own research;
• Application of an experimental algorithm and methods for analyzing its results;
• Including the child in the context of scientific research;
• Formation of skills in putting forward a research hypothesis, its goals and objectives;

Research projects are presented by authors in different forms, depending on the goals and content: it can be the full text of an educational study with abstracts and an electronic presentation, a report (i.e. text for an oral presentation), a poster report (design of visual material, text and illustrations ), electronic presentation. The following requirements are imposed on the presentation of research results: the presence of a title page, table of contents, introduction, main part, conclusion, footnotes, design of appendices, bibliography. The introduction clearly defines the objectives of the study, relevance, degree of knowledge of the topic, methods and object of research, and literature review. The main part presents the results of the study in a logical sequence. The conclusion should state the main results of the work: conclusions should be brief and clear, consistent with the goals and objectives of the study. So, writing a paper involves the following steps:

1. Selection and formulation of the topic in the most general form.
2. Selection of sources and literature.
3. Reading, note-taking, analysis of sources and literature.
4. Writing a plan.
5. Clarification of the topic.
6. Writing a paper.
7. Public speaking.

Passing all stages scientific research requires patience, discipline and perseverance from the student and puts him in a new situation. Before writing a research paper, a student usually believes that the craft of a historian is quite simple: read and study sources, and then reproduce on paper a generalized image of past events (unfortunately, this is exactly the impression one gets when reading a textbook). Sometimes students do not understand why they should write and, accordingly, read several books on the same topic. But having become acquainted with at least 2-3 different points of view, they feel confused and not ready to accept someone else’s position. And it is natural and useful for a student to experience such a state.

Stimulating factors can be: stands in the history room, exhibitions “Cultural Monuments”, which are not only informational in nature, but also encourage creativity and research. Constantly updated stands, for example, “Today in Lesson,” display materials from teachers and students, the results of their creative and project activities, and magazine and newspaper news on a specific topic. Creative and project work of students in class and outside of class (drawings, diagrams, poems, interviews, historical works, essays, reports, presentations, etc.) contribute to the development of interest, abilities, independent work skills, and search. Of great importance for the formation of interest in the subject is the demonstration of the example of historical figures who were able to prove themselves and achieved certain results in creative intellectual activity.

In conclusion, we note that the volume of information studied in history lessons today has increased, and the source base has expanded.

And the highest degree of success in the formation of positive motives for learning is precisely the scientific research work of students. The desire to conduct one's own research is the main indicator that a teacher's work is producing positive results. Independent research is associated with difficulties of an objective nature; it requires a lot of time and perseverance; the fact of going to scientific conferences with work, and even more so a positive assessment at them, is significant for a student.

You can be sure that a person who is personally involved is already an independent individual, prone to searching and analyzing information, who is capable of taking an independent life position and has taken a big step in his development.

List of used literature and other resources.

1. Bozhovich L. I. Studying the motivation of behavior of children and adolescents. - M., 1972.

2. Kovalev V.I. Motives of behavior and activity. - M., 1988.

3. Heckhausen H. Motivation and activity. - M., 1986.

4. Chirkov V.I. Motivation labor activity. A critical analysis of the foreign theory of work motivation. M., 1972.

5. Chirkov V.I. Motivation for learning activities. Yaroslavl, 1991,

6. Rubenstein S.L. Fundamentals of general psychology. S. - Petersburg, 1999.

7. Bozhovich L.I. Psychology of patterns of personality formation in ontogenesis // Questions of psychology - 1976. - No. 6. - With. 45 - 55.

Bordovskaya A.A. Pedagogy. - St. Petersburg, 2000. - p. 183-200.

8. Verbitsky A.A., Bakshaeva N.A. The problem of transformation of motives in contextual learning // Questions of psychology, 1979, No. 4.

9. Vilyunas V.K. psychological mechanisms of human motivation. - M.: MSU, 1990.

10. Davydov V.V. Problems of developing learning. - M.: Pedagogy, 1986, pp. 15 - 48.

11. Ilyin E.P. Motivation and motives. - St. Petersburg: Vlados, 1997.

12. Leontyev A.N. Activity. Consciousness. Personality. - M., 1985.

13. Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. - M.: Knowledge, 1990

14. Menchinskaya N.L. Problems of learning and mental development of schoolchildren. - M.: Pedagogy, 1986.

15. Nemov R.S. The path to the team. - M.: Pedagogy, 1988.

16. Stolin V.V. Personal self-awareness. - M.: MSU, 1983.

17. Shchukina G.I. Pedagogical problems of formation of cognitive processes of students. - M.: Pedagogy, 1988.

18. Elkonin R.B. Selected psychological works. - M.: Pedagogy, 1989.

Kuznetsova Elena Anatolyevna

Deputy Director for HR,

history teacher of the highest category

Municipal educational institution secondary school No. 11

Increasing motivation through active forms of learning activities

in history lessons.

An ancient wisdom says: you can lead a horse to water, but you cannot make him drink. The teacher is able to achieve ideal discipline, but without awakening interest, without intrinsic motivation mastering knowledge will not happen, it will only be an appearance of learning activity. How to awaken in children the desire to “drink” from the source of knowledge? There are many ways of extrinsic motivation. But the success of educational activities and, ultimately, the quality of education depend on internal motivation.

In order to be successful, educational activities must meet the basic requirement - to be a diversely motivated process for both the teacher and the learner.

Ushinsky also said: “The activity must be mine, captivate me, come from my soul.”

Where are the origins of educational motivation? What “buttons” can you press, what internal sources of a child’s activity can you connect to in order to encourage him to study? I offer to your attention a list of such sources, which does not claim to be completely complete.

1. Interest in information (cognitive need).
2. Interest in the method of action.
3. Interest in the people organizing the process or participating in it.
4. The need for self-expression and (or) self-presentation.
5. The need for self-education and (or) self-education.
6. Updating the creative position.
7. Awareness of the significance of what is happening for yourself and others.
8. The need for social recognition.
9. Avoidance of punishment (physical or moral).
10. Obtaining material benefits and advantages.

I would like to draw the attention of my colleagues to positions 4 to 8. These are the sources I try to develop in my lessons.

In my activities, I implement the ideas of professor, Doctor of Pedagogical Sciences Petr Ivanovich Tretyakov, in 2008 I was able to twice be a listener and participant in the professor’s course classes.

The teachings of Tretyakov P.I. are based on – the doctrine of psychodidactics - the science of the relationship and interaction of psychological teachings and didactic principles. In the process of mental development, creative development is carried out, competently using didactic techniques, the student and the student’s skills develop - self-analysis, self-planning, self-control, self-correction.

The teacher and student go through 3 stages side by side in educational activities.

1. indicative and motivational
2. operational and executive
3. reflective-evaluative

So, stage 1, The student sets the goal of the lesson and the learning task.

Some topics are not difficult for students. For example, the topic of the lesson is “Invasion of the Mongol-Tatars.” Students say, in the lesson we should learn about the Mongol-Tatar campaigns against Rus', about the struggle of the Russian people with the Mongol-Tatars, about the consequences for Rus' of the Mongol-Tatar invasion.

I complicate the students’ activities at this stage of the lesson - by unusually defining the topic of the lesson, for example, “Oh, Russian land! You’re already over the hill,” or I use the “Do you believe that...” technique, starting the lesson with an entertaining story.

Students write down the goal in a notebook, and at the end of the lesson, the student himself determines whether he has achieved the goal and sums up the results at the 3rd stage of the lesson.

Each teacher has accumulated a fairly large arsenal of maintaining the cognitive interest of students with entertaining stories and problems.

And if the child has a cognitive need or a need for self-education, the second stage of educational activity will be facilitated - the operational one.

Stage 2 - the most difficult stage and requires huge expenses for the teacher.

Providing freedom of choice. Freedom of choice provides a situation where the student experiences a sense of mastery. And having chosen an action, a person feels much more responsible for its results. In my arsenal there is a variety of forms and methods of organizing student activities, where students are given freedom of choice.

For example, the topic of the lesson is “Economic development of the USSR in the 30s”, students are offered tasks to choose from - compiling a summary of the topic from the textbook, preparing test tasks on the topic, working on the module, working with documents, solving a problematic issue. Thus, a situation of choice is created when learning new material.

Knowledge control will be carried out using multi-level tasks.

The first level is a mandatory minimum (test). The main property of this task: it should be feasible for any student. The first level will be mandatory for everyone.

The second level is a test with elements of logical thinking. It is performed by students who want to know the subject well and show interest in the subject.

The third level is a creative task (composition, work with documents, logical tasks). It is usually carried out on a voluntary basis.

Another use of multi-level tasks is possible - students choose the level themselves, and can refuse the first level.

I have developed multi-level assignments on all key topics of the Russian history course for 7th grade students.

Group and pair work has great potential.

The main rule of group activities is not to stratify students into strong and weak, but to organize mutual learning between children.

Necessary conditions for group work are the composition of the group - 3-5 people, the voluntariness of creating groups, a clear distribution of roles in the group.

Functional roles in the group are determined before the task begins, and communication roles after the task is completed.

For example, - functional roles

Organizer, generator of ideas, executor of ideas, polymath, critic,

Esthete, expert,

- communication roles

Leader, organizer, lawyer, judge, mediator, optimist, pessimist,

Conformist, educator.

Group work contributes to the formation of communicative competencies, because students have to work in a group, perform different roles: be a leader, follower, organizer, performer; advertise the results of the group’s activities by speaking to the class. Students note that thanks to such classes they “learned to speak in public,” “discuss,” and “think quickly.”

Group work is used both when learning new material and during review-summarizing or lesson-games.

Since 2005, my students have been working on projects and preparing presentations on their own. For example, in the 8th grade, studying the topic “Foreign policy in the 2nd half. 19th century”, groups of children worked on projects on the topics “European direction of Russian foreign policy in the 2nd half. 19th century", "Russian Policy in Central Asia", "Far Eastern Policy", " Comparative characteristics policies of Alexander 2 and Alexander 3", "Balkan crisis in the 2nd half. 19th century."

Finishing studying the history course in the 7th grade, students prepared presentations on the main milestones studied in the 7th grade - “The activities of Ivan the Terrible”, “The Time of Troubles in Russia”, “The First Romanovs”, “Peter 1 - sometimes an academician, sometimes the hero is either a navigator or a carpenter”, “The Age of Palace Revolutions”, “Catherine the Great”.

Now I have a collection of presentations for lessons, created by me and my students.

I also use group work in laboratory classes.

A group of students is working on a package of documents on a specific topic or issue. For example, in the 8th grade a laboratory lesson is held on the topic “The Domestic Policy of Nicholas 1”, a group of children works on the topics “The Personality of Nicholas 1”, “Russian Society in the era of Nicholas 1”, “System” government controlled(military and officials)", "Public administration system III department", "The Peasant Question".

At the end of the lesson, conclusions are drawn.

In the 7th grade, a laboratory lesson “Life and entertainment of the nobles of the 18th century” was conducted.

This activity required a lot of preparation. Students were given a work algorithm, for example.

1. Estate plan, appearance houses and outbuildings.

2. Interior of the manor house.

3. Items in the house.

4. Fashion in the second half of the 18th century.

5. Hairstyles, toiletries.

6. Food in the 18th century.

7. Entertainment of Russian nobles, metropolitan and rural

I widely use pair work. In grades 5-6, I use the “Mom’s Assessment” technique, where a student and a mother work together at home. Parents ask and grade their children more strictly than I do; parents’ grades are necessarily included in the journal.

I use the “Crossfire” method - a knowledge competition between two pairs of students. Two pairs of students answer the same questions (orally).

Another option is two pairs of students competing in knowledge and ability to write questions.

In the classroom, in pairs, students work on historical documents and creative tasks, for example, composing puzzles, historical puzzles, posters, crosswords.

In my work, I use the capabilities of a mobile computer class - students have the opportunity to work in a group, in pairs, at their own pace, mode, choosing appropriate tasks. Thus, this academic year a review and generalization lesson “Russia in the 18th century” was held.

The Internet is a great help in developing the information culture of teachers and students.

The most interesting assignment for kids who are interested in history is “Searching for conflicting points of view on the Internet.” Of course, I myself point out the sites where you can get this material to the guys. And then it goes on its own research students.

I gave up computer-based reports - students make all reports and messages by hand in a workbook.

Stage 3 is reflective.

This stage is important for the psychologically competent organization of study motivation. When teaching, I focus my students on individual achievements. I encourage and reinforce the student’s achievements, comparing them not with the results of other students, but with his own, built on his past successes and failures. The result of such a learning strategy is an increase in the attractiveness of success, self-confidence and, as a result, optimal motivation and successful studies.

It was necessary to continue the sentences: “Today I came to a conclusion for myself...”, “Today I realized...”, “Today I thought...”.

Evaluate your work in class on a 5-point scale by answering questions.

Evaluate your activities by answering yes and no questions.

The general idea is this: taking into account different initial conditions, for each specific child involved in the learning process, there is his own individual level of development, which he can achieve provided that the educational process is organized in the most favorable way for him. Only an optimal combination of the entire variety of lesson forms can contribute to the successful development of students’ personalities. Finding and creating these conditions is the task of every teacher.

"Story. Social science. Theme of the experiment: “The use of techniques and methods of problem-based learning as a means of increasing the educational motivation of students in history and social studies lessons Author of the experiment: ...”

Municipal budgetary general educational institution

« Kustovskaya secondary school

Yakovlevsky district, Belgorod region »

Story. Social science.

Experience theme:

“Use of techniques and methods

problem-based learning as a means of increasing

educational motivation of students in history lessons

history and social studies teacher

MBOU "Kustovskaya secondary school of Yakovlevsky district, Belgorod region", honorary worker general education RF Reviewer: Galina Dmitrievna Kashchavtseva, deputy. Director for Education and Resource Management of Municipal Educational Institution “Secondary School No. 3 with in-depth study of individual subjects” Stroitel Grebenkina Svetlana Anatolyevna

1. Information about experience…………………………………………….3

1.1 Name of the experience. ………………………………………………………3

1.2 Conditions for the emergence and development of experience. ………………..….... 3

1.3. Substantiation of the prospects and relevance of the experience. …. ………... 4

1.4. The leading pedagogical idea of ​​experience. …………………………….… 4

1.5 Theoretical basis of experience. ……………………………………..…. 5

2. Technology of experience. ………………………………………………………7

3. Effectiveness of the experience. …………………………………………...….12

3.1. Level of quality of students' knowledge. …………………………….….12

3.2. Studying motivation for learning………………………………….....12

3.3. Effectiveness of the State Examination and Unified State Examination ……………………………... …...…..13

3.4. Effectiveness of municipal and regional Olympiads. …………………………….……………………………………13

3.5. Effectiveness of participation in competitions…………………………….. 13 List of references used……………………………..…..15 Applications to experience………………… …………………………………...16 Grebenkina Svetlana Anatolyevna Section I. Information about experience Conditions for the emergence and formation of experience The emergence of experience is associated with the implementation of rural school activities in new socio-economic conditions, where priority national ones are being implemented projects, new approaches to teaching are used, providing for a revision of the educational process based on changes in the educational needs of children and their parents.

Based on the restructuring and optimization of the network of educational institutions located in rural areas, the tasks of providing quality education, increasing the competitiveness of rural schoolchildren, and developing the personality qualities that are in demand in modern society are being solved.

The municipal educational institution “Kustovskaya secondary school” is located in the village of Kustovoye, Yakovlevsky district, Belgorod region.

The student population is diverse and represented by various social groups:

1) working families – 42%

2) employees – 24%

3) non-working people involved in various types of business activities – 21%

5) parents with higher education – 23%

6) with secondary and secondary specialized education – 74%

7) with basic education – 3% The consequence of this is the different level of intelligence and motivation of schoolchildren.

Perhaps all these factors, as well as the insufficient potential of traditional learning, influenced the decline in students' interest in learning.

The beginning of work on the topic of experiment was the carrying out of diagnostics to identify the level of educational motivation of 8th grade schoolchildren at the beginning of the school year. According to the diagnostic results, only 7.32% of students were found to have a high level of motivation; 47.67% of students were at the average level; 45.01%. – at a low level (Appendix No. 1).

It turned out that the majority of students need to increase their learning motivation. Thus, the need for techniques and methods of problem-based learning was dictated by the different levels of motivation and training of students.

Relevance of this work experience In the conditions of modernization of Russian education, the problem of increasing the educational motivation of students in the context of the development of a modern school is acquiring dominant importance.

To increase the educational motivation of students, it is necessary to create conditions for preparing graduates capable of:

Grebenkina Svetlana Anatolyevna navigate a changing life situation, independently acquiring the necessary knowledge, applying it in practice;

independently think critically, see emerging problems and look for ways to rationally solve them using modern technologies;

be sociable, contactable in various social groups, be able to work together in various areas, in various situations, preventing or skillfully resolving any conflict situations;

With the traditional approach to education, it is very difficult to raise a person who meets these requirements.

All these tasks can be implemented in conditions active work student when the teacher uses problematic teaching methods and techniques.

Working on the problem of this experience, the teacher identified the following contradictions: between high requirements to the level of preparation of schoolchildren and their low motivation for school education, between the social requirement to achieve High Quality education of rural schoolchildren and the characteristic features of rural schools that make it difficult to fulfill this requirement (weak provision of schools with scientific and methodological support and information and communication technologies).

The relevance of the topic of experience is confirmed by the identified contradiction, and the urgent need to take into account the characteristic features of the conditions of a rural school, and the modern tasks of education to strengthen the motivation of students, as well as to develop their own civic position, stimulating them to make independent decisions and a sense of responsibility for the fate of the country.

The leading pedagogical idea of ​​the experience is to create the necessary conditions to enhance motivation in the study of history and social studies, through a combination of techniques and methods of problem-based learning.

Duration of work on the experience Work on the experience covers the period from 2007 (8th grade) to 2011 (11th grade) and took place in several stages:

Stage I - 2007-2008 Diagnosis, detection of contradictions, defining goals, setting tasks, choosing methods and means of solving them;

Stage II - 2008 – 2010 Adjustment of techniques and methods for achieving goals;

Stage III -2010-2011 Generalization of experience, identification of effectiveness.

Range of experience The range of experience is represented by a system of work to increase the level of educational motivation, both in class and in extracurricular activities.

Extracurricular activities include preparation for subject Olympiads, Svetlana Anatolyevna Grebenkina, holding quizzes and competitions, and activities of the club of future voters.

Theoretical basis of experience.

The pedagogical experience is based on the ideas of I. Ya. Lerner, G. K.

Selevko, M. A. Matyushkina, M. I. Makhmutova, M. A. Danilova, S. L. Rubinshteina, M. V. Matyukhina.

To develop techniques and methods for problem-based learning, the following concepts were used:

“problem-based learning”;

“organization of problem-based learning”;

“teaching techniques and methods”;

"problem situation";

"learning motivation".

Problem-based learning. In the pedagogical literature there are a number of attempts to define problem-based learning.

Here are some of them:

1) I. Ya. Lerner sees the essence of problem-based learning in the fact that “a student, under the guidance of a teacher, takes part in solving new cognitive and practical problems for him in a specific system that corresponds to the educational goals of the school.”

2)G. K. Selevko sees the essence of the process of problem-based learning in putting forward didactic problems to students, in solving them and in students mastering generalized knowledge and principles for solving problem problems.

3M. I. Makhmutov believes that problem-based learning is a type of developmental education that combines systematic independent search activity of students with their assimilation of ready-made scientific conclusions, and the system of methods is built taking into account goal setting and the principle of problem-solving.

Thus, problem-based learning is a type of learning in which the teacher, systematically creating problem situations and organizing students’ activities to solve educational problems, ensures an optimal combination of their independent search activity with the assimilation of ready-made scientific conclusions.

Organization of problem-based learning. The most prominent didactics M.A. Danilov and V.P.

Esipov formulate rules for activating the learning process, which reflect the principles of organizing problem-based learning:

lead students to generalization, rather than give them ready-made definitions and concepts;

occasionally introduce students to the methods of science;

develop their independence of thought through creative tasks.

Teaching techniques and methods. At all times, teachers have been concerned with the problem of how to use history to develop the student’s personality, what techniques and methods to use?

Teaching methods should be understood as the methods of the teacher’s teaching work and the organization of educational and cognitive activities of students to solve various didactic tasks aimed at mastering the material being studied. Reception of training is component or a particular aspect of a teaching method.

Verbal methods are best developed by A.A. Vagin, whose works emphasize that the living word in the classroom appears in monologue and dialogic form. AND I. Lerner and M.N. Skatkin was developed general methods teaching, based on the nature of the educational and cognitive activity of students in mastering the material being studied: explanatory - illustrative, reproductive, problem presentation, partially search, research.

Special cases of the problem-search method are those proposed by M.I. Makhmutov binary methods: explanatory and partially exploratory, motivating and search. The system of problem-based learning methods is an organic combination of general and binary methods.

Problematic situation. A problem situation is understood as an intellectual task, as a result of which the student must reveal some desired attitude or action.

What does the concept of “problem situation” include?

In a problematic situation, as S.L. understands it. Rubinstein, there are three main features: the unknown, contradiction and need.

Matyushkin includes three main components in the psychological structure of a problem situation:

1. the need to perform an action in which a cognitive need arises for a new attitude, method or condition of action;

2. the unknown that must be revealed in a problem situation;

3. the student’s capabilities in completing the assigned task, in analyzing conditions and discovering the unknown.

Educational motivation is the result, the internal expression of activity. L. S. Vygotsky wrote about the importance of nurturing internal stimuli: “Motivation has a significant impact on all forms of our behavior and aspects of the educational process. Whether we want to achieve better memorization on the part of students or more successful work of thought, we still must make sure that both activities are stimulated and motivated. This is necessary not only as a means for better memorization and assimilation, but also as a goal.”

A method for diagnosing levels of educational motivation was developed by M. V. Matyukhina.

Grebenkina Svetlana Anatolyevna Theoretical analysis, conducted on the research problem in the process of developing experience, made it possible to develop a system of techniques and methods for problem-based learning in history and social studies lessons.

The novelty of the experience lies in the use of various techniques and methods of problem-based learning aimed at increasing the educational motivation of students in history and social studies.

Section II. Technology for describing experience The purpose of teaching experience is to ensure positive dynamics of growth in students' educational motivation in history and social studies, through the use of a system of techniques and methods of problem-based learning.

Achieving the planned results involves solving the following tasks:

the use of methods and techniques of problem-based learning aimed at increasing students’ motivation to study history and social studies;

identification and justification of conditions that contribute to improving the quality of students’ knowledge of history;

psychological readiness of students and teachers for joint cooperation on a partnership basis;

creating conditions for self-realization and self-affirmation of the student in the educational process.

The organization of the educational process is based on the use of the following methods of involving students in educational and cognitive activities in the classroom using techniques and methods of problem-based learning:

In the 8th grade, the stock of knowledge of students is revealed, the development of their thinking and intelligence is determined. (Motivation diagnostics are carried out).

In grades 9-10, differentiation is carried out by groups.

Differentiated work is organized in different ways. Most often, students with a low level of motivation (group 1) are offered reproductive tasks, and students with an average (group 2) and high (group 3) level of motivation are offered creative tasks.

(Appendices 2) In grades 10-11, a number of methods are used to organize problem-based learning:

1) arrangement of educational problem tasks to explain phenomena or search for practical solutions. An example would be any student research project.

2) encouraging students to analyze facts and phenomena of reality, which generate contradictions between life ideas and scientific concepts about these facts.

3) making assumptions, formulating conclusions and checking them.

Grebenkina Svetlana Anatolyevna

4) encouraging students to compare, contrast and contrast facts, phenomena, rules, as a result of which a problematic situation arises.

The structure of a problem-based lesson creates opportunities for managing students’ independent learning activities. (Appendix 2).

Features of problem-based learning technology management:

Stage I - goal setting in the form of a pedagogical problem situation, directing students to perceive the manifestation of the problem, awakening the student’s interest, the need to satisfy this interest. A certain potential for creating problematic situations is contained in the designation of the topic of the lessons. For example: “Ivan IV – a tyrant or a reformer?”, “A wonderful beginning of the Alexandrov days” (A.S. Pushkin), From the “hot war” to the “cold” one.

Stage II - transfer of a pedagogically organized problem situation into a psychological one: the state of the task is the beginning of an active search for an answer to it, awareness of the essence of the contradiction, formulation of the unknown.

When starting to study something new, a problem is put forward, accompanied by an explanation of questions and search tasks. Students solve a problem that, as a rule, has long been solved by science. But students need to “rediscover” it, for example: to determine what was the progressiveness of the economic policy of the government of Peter I.

III stage - search solving a problem, overcoming a contradiction. The teacher encourages students to express different points of view, confront them, compare, contrast and summarize information.

When explaining new material, two forms of problem-based learning are used: problem presentation and search conversation.

(Appendix 3).

In a problem presentation, the problem is posed and solved by the teacher. He doesn’t just present the material, but reflects on the problem, considers possible approaches and solutions. Students learn logic of reasoning, analysis, and learn the material more deeply. It is used when the material is too complex and new to organize a search conversation.

Example. In 8th grade on the topic: “The internal politics of Alexander I”

Students are divided into groups (depending on motivation). One group is given a more complex task (analysis of the laws of M.M. Speransky), and the second performs a task of a reproductive nature (according to the text of the paragraph). At the consolidation stage, children reasonably express their opinions.

The point of an exploratory conversation is to involve students in solving problems raised in the lesson using a system of questions prepared in advance by the teacher. Search conversation can be used in cases where students have necessary knowledge for active participation in solving the problems raised. Most often, the search conversation does not cover all new material, studied in the lesson, but some part of it.

Grebenkina Svetlana Anatolyevna Example. In the 8th grade course “Social Studies” (“What is Economics”), students found it difficult to determine how human labor activity has historically changed in the process of development.

Examples of specific, guiding questions for a teacher could be the following:

1. What do you think is the main factor, the engine of human evolution? Why is this factor always developing dynamically?

2. Explain the importance of the need to satisfy physical needs (safety, food) in human evolution?

3. What role do you think the adaptability of ancient man to nature played in the development of society?

In this case (together with students), several stages of production development should be highlighted in order to understand how needs influenced the development and complexity of human work:

The creation of tools with the help of which man obtained his means of subsistence from nature;

Production from natural raw materials of the very means of subsistence necessary to satisfy human needs;

Production and reproduction themselves natural conditions its existence, i.e. living environment (artificial seas and reservoirs, soil, air purification, recreation of small representatives of the animal and plant world).

Stage IV - primary consolidation of new material using simple, diagnostic questions and tests. (Appendix 6).

When fixing the topic “Education of medieval cities” in 6th grade, a question is asked that prompts reasoning:

How did advances in farming lead to the separation of crafts from agriculture?

This more specific question begins to activate students' thinking.

Other questions of a narrower nature are posed:

What successes in farming were there in Europe in the 15th-15th centuries?

Why do artisans appear with success in the economy?

Why do “craftsmen” leave the village? Where do they go? Where do they settle?

Thus, as a result of a heuristic conversation, a logical chain is created that leads to an answer to asked question about the emergence of cities.

Stage V - organization of independent or creative work of students to re-consolidate new material individually, in small groups using “work cards”. This is a kind of monitoring of “prospective learning outcomes” in a given lesson. It is possible to create a situation of assumption, which is based on the ability to put forward one’s own version of the causes, nature, and consequences of historical events. Example. In the village of the tribal community, large, spacious houses with an area of ​​up to 200 square meters were usually built. meters. What conclusions can archaeologists draw after discovering the remains of such a dwelling?

You can create a situation of choice when students are asked to choose from several presented answer options and justify the one that is most convincing in their opinion.

Stage VI - the lesson is summed up, oral or written reflection is organized (short questions for understanding, self-control, assessment of the significance of the topic studied; a short essay for homework).

In accordance with the set goals and objectives pedagogical activity Within the framework of the presented experience, a variety of techniques and methods of problem-based learning are used:

1) monologue;

2) reasoning;

3) dialogical;

4) heuristic;

5) research;

Problem-search methods are used primarily for the purpose of developing skills in creative, educational and cognitive activities; they contribute to a more meaningful and independent acquisition of knowledge. These methods are used especially effectively in cases where it is necessary to achieve the formation of concepts and theories, rather than the communication of factual information.

Story, explanation and lecture are among the monologue, or information-communicating teaching methods. The material is presented in the form of a story, firstly, when studying historical events of great educational importance. For example, the Spartak uprising, the Battle of the Ice, the Battle of Kulikovo, the events of the Great Patriotic War.

Secondly, when it is necessary to form a specific, accurate, imaginative idea of ​​a new phenomenon for students. When studying the sources of slavery in Ancient Greece in 5th grade, a personalized story is used, which is told on behalf of several slaves, about how each of them fell into slavery.

Thirdly, the teacher’s story equips schoolchildren with historical facts, the analysis of which leads to important conclusions and generalizations. Thus, a story in the 10th grade about the annexation of Novgorod in the topic “The final stage of the creation of the Russian state” leads students to understand the place, role and significance of this annexation.

Conversation is a dialogical method of presenting educational material. The essence of the conversation is that the teacher, through skillfully posed questions, encourages students to reason, analyze the facts and phenomena being studied in a certain logical sequence, and independently approach the appropriate theoretical conclusions and generalizations.

Grebenkina Svetlana Anatolyevna The basis of problem-based learning is the concept of a problem situation and ways to resolve it (Appendix 7). The forms of solving problem situations can be: problematic tasks and assignments, problem lecture, research tasks, discussions, work with historical documents. The teacher needs to master the technology of developing problematic issues and tasks and develop them independently.

The methodology for developing problematic issues is as follows:

1. An important historical position is taken (fact, event, idea), corresponding to the course program and submitted for discussion by students.

2. A search is carried out for an alternative position (fact, event, idea) containing a contradiction (educational, apparent, real) in comparison with the first.

3. Based on both provisions, a problematic task or question is formulated. (Appendix 8) The problem-based teaching method is aimed at organizing the search cognitive activity of students in class and in extracurricular activities.

Example. In a lesson in the 11th grade, a problematic situation arises: “Planes were flying from Afghanistan with a cargo of “200”, “black tulips, and the newspaper “Moskovskaya Pravda” on February 15, 1989 wrote: “Almonds bloomed in Termez, but even if nature had not presented such a gift, these February days would still remain in the memory of the residents of the ancient city as the most solemn and joyful. The orchestra started playing. The country welcomed the return of its own sons. Our guys are returning, having fulfilled their international duty... Over the years, Soviet soldiers in Afghanistan have repaired, restored and built hundreds of schools, colleges, three dozen hospitals and the same number of kindergartens, about 400 residential buildings, 35 mosques, many dozens of wells, about 150 kilometers of canals...

They were engaged in the protection of military and civilian facilities in Kabul.” So who are they, the soldiers of Afghanistan?

To answer this question, the guys form two different-level groups. The first group receives the task: to trace how the government’s position on the introduction of Soviet troops into Afghanistan changed.

The second group answers the question: how did the Afghan war affect life? Russian society. After this work, the groups move on to answering the problematic question. (Appendix 4) Like any type of learning, problem-based learning has ITS pedagogical “pros” and “cons”.

The “advantages” include:

Development of independence, creativity, educational activities;

Development of productive thinking;

Development of critical thinking;

Forming your own attitude and position towards what is happening around you;

Grebenkina Svetlana Anatolyevna

The “disadvantages” include:

Difficulty in preparing the lesson;

Difficulties in managing, monitoring, and assessing students’ cognitive activity;

Requires more time to achieve the lesson goal.

Effectiveness: creating a problem situation, the teacher directs students to solve it and organizes a search for a solution. Thus, the student is placed in the position of the subject of his learning, and as a result, he develops new knowledge and masters new ways of acting.

The role of the teacher is changing. He is a consultant, assistant, observer, source of information, coordinator. The teacher becomes the organizer of students' independent educational knowledge.

–  –  –

Analysis of the table allows us to conclude that if the level of educational motivation at the beginning of teaching history in the 8th grade was low, then by the 11th grade the number of children with low educational motivation was 12.78%, and high level reached 57.33% of the total number of students in the class.

The theoretical analysis carried out on the problem of “Using techniques and methods of problem-based learning as a means of increasing the educational motivation of students in history and social studies lessons” in the process of developing experience, made it possible to highlight the dynamics of growth in the quality of knowledge in history and social studies.

–  –  –

Data from the table of Unified State Exam results in the 2009-2010 academic years in history and social studies confirm the presence of an average score in history and social studies among students of the Kustovskaya Secondary School above the regional average.

Graduates of the 2009 – 2010 academic year Unified State Exam results in history and social studies, they entered universities and are studying on a budgetary basis at Belgorod State University and the Belgorod Law Institute of the Ministry of Internal Affairs.

–  –  –

Bibliography Vagin A.A. Methods of teaching history in secondary school – 1.

M.: 1984.-342 p.

Vygotsky L. S. Educational psychology / L. S. Vygotsky. M.: Education, 1991. - 364 p.

M., 2005, ch. 4, 5.

Matyukhina M.A. Methodology for diagnosing educational motivation 5.

schoolchildren / Badmaeva N.Ts. The influence of motivational factors on the development of mental abilities: Monograph. – Ulan-Ude, 2004, pp. 149-150.

Makhmutov M.I. Organization of problem-based learning. – M.

Pedagogy 2004

Matyushkin A.M. Problem situations in thinking and learning.

M. Pedagogy 2003

Monakhov V.M. Introduction to the theory of educational technologies. - 8.

Volgograd: Peremena, 2007.

Rubinshtein S. L. Fundamentals of general psychology / L. S., 9.

Rubinstein. - St. Petersburg: ZAO Publishing House “Peter”, 1999. – 720 p.

10. Selevko G.K. “Pedagogical technologies based on information and communication tools”, M., Research Institute of School Technologies, 2005.

11. Shevchenko N.I. Pedagogical technologies: socialization of schoolchildren in social studies lessons. – M.: LLC “RS”, 2008.-p. 10

Grebenkina Svetlana Anatolyevna

Appendices Appendix No. 1 – Methodology for determining the level of motivation.

Appendix No. 2 – Lesson stages using problem-based learning technology.

Appendix No. 3 - History lesson notes in 10th grade.

Appendix No. 3 – Fragment of a social studies lesson in 11th grade using a search conversation.

Appendix No. 4 – Fragment of an integrated lesson in grade 11 using problem-based tasks.

Appendix No. 5 – Fragment of a history lesson in 9th grade with a diagram.

Appendix No. 6 – Tasks for using the “apple from an apple tree” technique.

Appendix No. 7 – Rules for creating problem situations.

Appendix No. 8 - Examples of problem problems in 8th grade.

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1. I understand that a student must study well.

2. I strive to quickly and accurately fulfill the teacher’s requirements.

4. I want to be a cultured and developed person.

5. I want to get good grades.

6. I want to receive the approval of teachers and parents.

7. I want my comrades to always have a good opinion of me.

8. I want to have many friends in my class.

9. I want to be the best student in the class.

10. I want my answers in class to always be the best.

11. I want my parents and teachers not to scold me.

12. I don’t want to get bad grades.

13. I like to learn new things.

14.I like it when the teacher tells something interesting.

Key to the test

Motives:

1. duty and responsibility: 1 – 2 judgments;

2. self-determination and self-improvement: 3 – 4;

3. well-being: 5 – 6;

4. affiliations: 7 -8;

5. prestige: 9 – 10;

6. avoiding failure: 11 – 12;

7. educational and cognitive (teaching content): 13 – 14;

8. educational and cognitive (learning process): 15 – 16;

9. communicative: 17 – 18;

10.creative self-realization: 19 – 20;

11. achieving success: 21 – 22.

Processing test results When processing results, only cases of coincidence are taken into account when the test subject had the same answers in two or three series; otherwise, the choice is considered random and is not taken into account.

Grebenkina Svetlana Anatolyevna

Questionnaire 2:

1. Do you like school?

Not good

Like

I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often want to stay at home?

More often than not I want to stay at home

It's not always the same

I'm going with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school; those who wish can stay at home, would you go to school or would you stay at home?

I would stay at home

I would go to school

4. Do you like it when some of your classes are cancelled?

I do not like

There are different ways

Like

5. Would you like not to be given homework?

I would like to

I wouldn't want to

6. Would you like there to be only breaks at school?

I wouldn't want to

I would like to

7. Do you often tell your parents about school?

I'm not telling

8. Would you like to have a less strict teacher?

I do not know for sure

I would like to

I wouldn't want to

9. Do you have many friends in your class?

No friends.

Grebenkina Svetlana Anatolyevna

There are three levels of educational motivation:

High level of development.

These children have a positive attitude towards school, have a cognitive motive, and a desire to most successfully fulfill all the requirements set by the school. As a rule, these guys are easy to learn educational material;

fully master the program and are diligent; listen carefully to the teacher’s instructions; carry out instructions without external control; show interest in independent work, all subjects; orders are carried out willingly;

occupy a favorable status position in the class.

Average level.

good school motivation. With average indicators of school motivation, the child has a positive attitude towards school; understands educational material; understands the basics of the program; independently solves typical problems; is attentive when performing tasks, instructions, instructions, but requires control; focused on interest, prepares for lessons, carries out assignments; makes friends with many children in the class.

Low school motivation.

These children have a negative or indifferent attitude towards school and are reluctant to attend school. During lessons they often engage in extraneous activities, get distracted, violate discipline, and as a result, they learn the educational material in fragments. Thus, children with a low level on this test are in a state of unstable adaptation to school. They require adult supervision and assistance; they constitute a “risk group.”

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Stages of a lesson using problem-based learning technology.

I. Organizational moment, motivation.

II. Stage of updating knowledge.

III. The stage of introducing new material.

IV. Primary consolidation of new material.

V. Independent or creative work students for secondary consolidation of new material.

VI. Lesson summary, homework, reflection.

Technological map for designing an educational lesson using elements of problem-based learning

–  –  –

Appendix 3 History lesson in 10th grade (basic level) Lesson topic: “THE FINAL STAGE OF CREATION OF A UNITED RUSSIAN STATE.”

Lesson objectives: to create conditions for mastering the main directions domestic policy Ivan III; characterize his activities in collecting Russian lands; develop students’ skills in working with historical documents, analyzing articles in the Code of Laws of 1497, comparing historical events, assessing the personality of Ivan III, his merit in the fall of the Horde yoke.

Equipment: presentation on the topic of the lesson, demonstration map “Creation of a single centralized state”, atlases on the history of the Fatherland, handouts, event cards Lesson type: combined

Lesson plan:

I.Organizational moment.

II.Repetition of the studied material.

1.Commenting by students plan-scheme"Battle of Kulikovo"

The total number of Mamai’s troops was 60 thousand people, and the Russians in Kolomna were 40-45 thousand people, the Russians had 3 echelons of defense, an ambush regiment of Vladimir Serpukhovsky, Dmitry Bobrok-Volynets. Dmitry Ivanovich fought with the advanced regiment, and Mikhail Brenok fought in his armor. The battle lasted about four hours.

2. Repetition of historical events that occurred in Rus'. Game "+" and "0"

Dm. Donskoy 1240 ? class 1380 1382 ? teachers Battle of the Ice 1410 Battle on the river. Vozha

–  –  –

Oleg- Igor- …..- Svyatoslav- Vladimir -……… - Vladimir Monomakh- Yuri Dolgoruky- ……..- V. Big Nest- ……….- Ivan Kalita- Dmitry Ivanovich Donskoy- ………- Vasily II -……...

III. Updating the subjective experience of students.

1.Formulation of the main goals and objectives of the lesson together with students.

2. Formulation of the problem task:

In what ways did Ivan “gather” lands? What was his policy towards appanage princes?

IV. The stage of learning new material.

1. Annexation of Novgorod. Problem presentation.

Political and social tension in Novgorod was characteristic feature his inner life. It was caused by a struggle between two groups: the first, consisting mainly of the majority of the Novgorod elite, led by Marfa Boretskaya (Posadnitsa), considered the possibility of concluding an alliance with the Lithuanian state, subject to the preservation of the liberties of the Novgorod Republic. The second group advocated unification with Moscow. In Novgorod, wide democratic circles of the townspeople hoped to find in Ivan their patron in the fight against the city aristocracy, so here Ivan, being a monarch himself, patronized the democratic element. 1471 - the Boretsky party enters into an agreement on behalf of Novgorod with the Prince of Lithuania and the King of Poland Kazimir Yagailovich, who was recognized as the Prince of Novgorod and, in the event of a Moscow campaign, pledged to lead the defense.

– Why did Ivan accuse Novgorod of betraying Orthodoxy and converting to “Latinism”?

At that time, the word “Latinism” meant adherence or sympathy to Catholicism.

2. Stages of the conquest of Novgorod. Work on maps and atlases.

1) 1471 - on the Sheloni River, where Moscow troops defeated the Novgorod militia, which Casimir never helped. Conclusion of an agreement between Moscow and Novgorod: the city retains its independence, but refuses an alliance with Casimir. Ivan is again the Prince of Novgorod;

2) 1475 – Ivan’s trip to Novgorod. Ivan's trials, at which he dealt with his rivals;

3) 1478 – liquidation of Novgorod’s independence; removal of the veche bell.

– Why did Ivan visit Moscow landowners on Novgorod territory, and transfer many noble Novgorodians to other cities?

3. Checking the task:

Basic summary: Novgorod Republic

1. Marfa Boretskaya For unification with Moscow For the union with Lithuania 1471 - battle on the river. Sheloni Grebenkina Svetlana Anatolyevna 1478 - annexation of Novgorod to the Moscow Principality

2. Commenting on illustrations in the text of the textbook p. 178 Ivan III expanded the state using different methods and methods.

He ruled the country for 43 years and lived for 64 years. For the 15th century, this is quite a long period of time, and in this he was helped by active internal and foreign policy, as well as the active lifestyle he led.

4.Group work on the Code of Law document.

Group 1- Analyze legal proceedings in the 15th century and compare with modern legal proceedings.

Group 2- How did the situation of peasants change in the 15th century? Give examples.

Group 3 - Describe the position of slaves.

Check of knowledge.

1. In the 15th century, the court was conducted by boyars, okolnichai, governors, and volosts. The judges received rewards from the defeated side, torture was allowed, the death penalty for all criminal offenses.

2. Peasants had the right to transfer from the landowner for only 2 weeks (November 26 on St. George’s Day); serfdom was being formed in Russia.

The peasants had to pay the elderly - money for the yard and buildings that were erected during financial assistance owner.

3. A slave is one who sold himself into slavery, or was born from a slave, or was married to a slave. He could become free in 3 cases:

being captured or escaping from captivity, for a “release” letter.

5. Accessions in Russia. Work according to the text of the textbook p. 180 and atlases.

In the 15th century, Vyazma was annexed to Moscow.

In n. 16th century - Chernigov, Bryansk, Mtsensk, Rylsk, Gomel.

1514- Smolensk, 1510- Pskov, 1521- Ryazan.

Conclusion: a single, independent state has emerged - Russia.

6. Opinion of historians about Ivan III Vasilyevich.

In 2012, our state will celebrate a holiday dedicated to the 1150th anniversary of Russian statehood. N.M. Karamzin wrote that

Russia Olegov, Vladimirov, Yaroslavov died in the Mongol invasion:

present-day Russia was formed by John.”

How do you feel about this statement? Support with arguments from additional materials.

/ Students work with materials from Karamzin N. M., Kostomarov N. I., Ilovaisky D. I., Bellarminov I. I. / IV. Primary consolidation of the material.

A. Solving a problematic problem: “How did the family of Ivan III influence his domestic and foreign policy?”

Family played a significant role in Ivan’s life; thanks to family ties, he was able to establish order within the country and achieve international recognition of Russia.

Grebenkina Svetlana Anatolyevna Ivan Vasilyevich married Tver Princess Maria at the age of 12, had a son, Ivan the Young, at the age of 18, and in 1467 married the niece of the last Greek emperor, Zinaida Sophia Palaeologus.

B. Game “Continue and write down the phrase”...

1. Sovereign of All Russia Kalita Proud Dark Oblique Shemyaka V. “Guess the painting” by the artist:

What event did the Russian historian K. Slutsky write these lines about?

And Novgorodians, don’t argue. They looked in a pale crowd.

Like the copper bell from their evening, by the will of the king, was removed.

-- “St. George's Day” S.I. Ivanov G. Creation of new government bodies. Drawing up a diagram.

Sovereign of All Rus' Boyar Duma ...../Treasury/ Palace V. Summing up the lesson.

In what ways did Ivan “gather” lands? What was his policy towards appanage princes? (Ivan’s policy was systematic: first, he finally subjugated the lands that had previously been under the control of the Moscow princes - and only then moved on to external conquests.) VI. Homework.

P. 18, write down the main directions of the policy of Vasily II.

VII. Reflection.

Compilation of the syncwine “Ivan III”, “Sophia Paleologue”

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Fragment of a social studies lesson in 11th grade

MOTIVATION OF STUDENTS' LEARNING AND COGNITIVE ACTIVITIES IN HISTORY AND SOCIAL STUDIES LESSONS

Belova Valentina Ivanovna,

history and social studies teacher

GBPOU "Sosnovsky Agro-Industrial College"

The problem of motivating the educational and cognitive activities of students in the humanities disciplines, such as history and social studies, in technical educational organizations very relevant. Motivation is the process by which certain activity acquires a certain personal meaning for the individual, transforms externally set goals into the internal needs of the individual. Lessons for future tractor drivers, auto mechanics, welders, technologists, machine operators, as a rule, begin with a spontaneous discussion on the topic: why do future professionals need to study history and social studies? And we have to oppose, starting with the call for citizenship and patriotism, ending with the fact that the history of each of our families makes up the history of Russia and the world as a whole and therefore it is necessary to study these disciplines. The discussion ends, the teacher emerges victorious due to experience, but the problem of motivation remains. Outwardly, the student seems motivated, but internally, very often he is not. There is a common phrase: “You can lead a horse to water, but you can’t make him drink.” It’s the same with students - to motivate educational and cognitive activities, you need daily painstaking work. Moreover, motivation is necessary at every stage of the lesson.

For students' interest to arise, the organizational moment is very important, that is, how we begin the lesson - here I think it is important to create intrigue to arouse interest among students, since all people are inherently curious. Intrigue can be created by a picture - a riddle displayed on the screen; even during recess, for example, when studying the topic “Ethnic Communities”, a collage of pictures was compiled that tell about the various peoples and nationalities inhabiting the territory of our Russia - and the children are trying to solve the whole recess – who is this, why is this? Very important point is the independent formulation of the topic by students and the identification of the subject or object of study. When studying the topic “Russia during the reign of Ivan the Terrible” from the “History” course, the children are presented with a collage made from portraits of historical figures, and there may not be a portrait of Ivan the Terrible on it - and the children, based on indirect evidence, begin to speculate what kind of era this is, and what kind of people they are, and by the beginning of the lesson they get to the point. In addition to collages - riddles, paintings by famous artists of the historical genre and photographs of famous events are also used.

Very intriguing are small videos, preferably without words, accompanied by music, thanks to which the object of future study becomes clear to students, for example, when studying the topic “ Global problems modernity" uses a video dedicated to the beauty of the earth and pollution environment, when studying the topic “Morality”, starting from the break, the cartoon “Welcome!”, 1986, based on the fairy tale by Dr. Seuss, is turned on, by the beginning of the lesson it ends, and reasoning begins, reduced to the topic of our lesson. Fragments from historical films about historical figures are also used.

In addition, the use of music at the beginning of the lesson has a very motivating effect. For example, the theme “USSR during the years of perestroika” begins with V. Tsoi’s song “Our Hearts Demand Change”, the theme “Great Patriotic War"from the song "Holy War" by music. A.Alexandrova, lyrics. V. Lebedeva-Kumach. And if you also pose problematic questions to the lyrics and come up with interesting tasks, the success of the beginning of the lesson is guaranteed, and time is saved on formulating the purpose of the lesson. Here are the questions that are usually asked after such a start:
What historical event are we talking about?
What significance did this event have in the history of our Motherland?
What would you like to know about this event?

“Envelope with a secret” is another type of student motivation; the envelope contains an image or document directly related to the topic of the lesson, before the question: What’s in this envelope? - given short description this image or document. For example, to the topic “The role of education in the life of modern man” in the envelope “diploma of higher education", its description is an official document indicating the level of education and the assignment of appropriate qualifications. And this is where the discussion about the topic of the lesson begins.

At the stages of updating knowledge and learning new material, motivation is no less important than at the organizational stage. The use of alternation is important at this stage various types activities, material of varying degrees of difficulty, creating situations of success. In addition, it is important to intensify interest through the search activities of the students themselves.

The first lesson of the discipline “history” “History as a science” contains such type of work as compiling one’s family tree, but very few can complete this work in class, since they do not know the history of their family, this work is given at home, and the children, having joined in work on studying their own family, they begin to take an active interest in the events of history both in Russia and the world in which their relatives participated. Often this interest results in research projects.

In social studies and history lessons, the form of preparing group projects is very often used, when a group of 3-5 people prepares their project, its presentation for subsequent defense, everyone wants their project to be the best, which motivates the children for educational and cognitive activities.

For a more successful assimilation of social science and historical concepts, the following group form of work in the lesson is used - groups of 3-5 people are created, each is given an envelope in which the definitions of concepts are given in the form of individual words, from which they need to create definitions, the children compiling and then checking these definitions - they feel like scientists - social scientists then formulate the topic of the lesson themselves. For example, the concepts of “clan”, “tribe”, “nationality”, “nation”, “ethnicity”, “interethnic relations”, “interethnic conflict” - define the topic “Ethnic communities”. In addition, group work itself motivates and forces even those who are usually “bored” to work.

Using various elements of gaming technology during work is very effective for motivation. The use of such an activity as play in the educational process is mediated by the fact that the child receives pleasure not only from the positive result, but also from the process itself. For example, when characterizing a person, the “snowball” game is used - the person is characterized in order, by sentence - the latter must name all the named characteristics. The elements of “Your Game” are very successful, for example, before studying the topic “Time of Troubles”, we answer questions from the game “Feat in the Name of the Fatherland”, which gives an opportunity to get acquainted with personalities, events, the chronology of the period - and in the lesson we talk, structuring already acquired knowledge.

The motivation for educational and cognitive activity is also facilitated by various problematic issues that force us to take an unconventional approach to long-known events and provoke discussion. For example, a problematic issue that causes discussion is: in the lesson “Russia in the era of Peter’s reforms” - “Peter I - a miracle or a monster for Russia?”, in the lesson “Fragmentation in Rus'” - “Political fragmentation: the rise of Rus' or the decline?” , in the lesson “The Mongol conquest and its consequences” - “Was there a Mongol-Tatar yoke in Rus'?”, in the lesson “The Soviet state and society in 1920-1930.” - “Stalin: a bloody tyrant or a faithful successor to Lenin’s work?”

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