{"id":6346,"date":"2017-11-13T02:43:40","date_gmt":"2017-11-13T00:43:40","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=6346"},"modified":"2017-11-13T07:30:10","modified_gmt":"2017-11-13T05:30:10","slug":"rolul-motivatiei-in-invatarea-scolara","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/rolul-motivatiei-in-invatarea-scolara","title":{"rendered":"Rolul motiva\u021biei \u00een \u00eenv\u0103\u021barea \u0219colar\u0103"},"content":{"rendered":"<p>Motiva\u021bia fa\u021b\u0103 de \u00eenv\u0103\u021barea \u0219colar\u0103 a prezentat interes pentru cercet\u0103torii acestui domeniu din toate timpurile \u0219i, \u00een perioada actual\u0103, a devenit o problem\u0103 pentru to\u021bi cei implica\u021bi \u00een actul \u00eenv\u0103\u021b\u0103rii \u0219colare, mai ales pentru furnizorii de educa\u021bie care constat\u0103 o lips\u0103 acut\u0103 a motiva\u021biei fa\u021b\u0103 de \u00eenv\u0103\u021barea \u0219colar\u0103 \u0219i caut\u0103 solu\u021bii pentru cre\u0219terea ei \u00een vederea atingerii\u00a0scopului \u00eenv\u0103\u021b\u0103rii \u00eentr-o manier\u0103 mai eficient\u0103. Crearea motiva\u021biei \u00eenv\u0103\u021b\u0103rii \u00een cadrul \u0219colar \u0219i crearea unui cadru propice pentru cre\u0219terea percep\u021biei asupra eficacit\u0103\u021bii \u00een activit\u0103\u021bile \u0219colare asigur\u0103 succesul \u0219colar al elevului, \u00een calitate de beneficiar direct al actului educa\u021bional, dar \u0219i satisfac\u021bia furnizorilor de educa\u021bie \u2013institu\u021bia \u0219colar\u0103, cu tot ce implic\u0103 aceasta, precum \u0219i a familiei, \u00een calitate de beneficiari indirec\u021bi ai \u00eenv\u0103\u021b\u0103rii \u0219colare.<br \/>\n<!--more--><\/p>\n<p>A \u00eenv\u0103\u021ba presupune a asimila cuno\u0219tin\u021be, priceperi, deprinderi ca urmare a implic\u0103rii \u00eentr-o activitate de \u00eenv\u0103\u021bare. \u00cenv\u0103\u021barea se explic\u0103 drept un proces care presupune participarea individual\u0103 a persoanei la \u201econstruc\u021bia si deconstruc\u021bia, destructurarea si restructurarea, integrarea si reintegrarea de structuri cognitive si opera\u021bionale\u201d (cf. <a href=\"http:\/\/www.rasfoiesc.com)\u00a0\">www.rasfoiesc.com)\u00a0<\/a> \u00een vederea dep\u0103\u0219irii limitelor individuale \u0219i a progresului personal.<br \/>\nIoan Neac\u0219u define\u0219te \u00eenv\u0103\u021barea \u0219colar\u0103 drept o\u00a0 &#8222;activitate cu valoare psihologic\u0103 \u0219i pedagogic\u0103, condus\u0103 \u0219i evaluat\u0103 \u00een mod direct sau indirect de educator, care const\u0103 \u00een \u00eensu\u0219irea, transformarea, acomodarea, ameliorarea, reconstruc\u021bia, fixarea si reproducerea con\u0219tient\u0103, progresiv\u0103, voluntar\u0103 \u0219i relativ interdependent\u0103 a cuno\u0219tintelor, priceperilor, deprinderilor \u0219i atitudinilor &#8222;(I. Neac\u0219u, 1999, p. 24).<br \/>\n\u00cenv\u0103\u021barea \u0219colar\u0103 repezint\u0103 veriga cheie, central\u0103 a procesului instructiv educativ, al\u0103turi de predare \u0219i evaluare.<\/p>\n<p>Caracteristicile \u00eenv\u0103\u021b\u0103rii \u0219colare pot fi rezumate astfel (M. Zlate, 1987, I. Neac\u0219u, 1999):<\/p>\n<ul>\n<li>are loc \u00eentr-un cadru institu\u021bionalizat, realizate de c\u0103tre agen\u021bi umani, speciali\u0219ti \u00een domeniu, \u00een condi\u021bii concrete, stabilind rela\u021bii at\u00e2t pe orizontal\u0103 (elev-elev), c\u00e2t \u0219i pe vertical\u0103 (elev-profesor);<\/li>\n<li>este dirijat\u0103 din exterior \u00een a\u0219a fel \u00eenc\u00e2t s\u0103 devin\u0103 autodiijat\u0103;<\/li>\n<li>este reglementat\u0103 de un context legal bine delimitat (programe, planuri), cu desf\u0103\u0219urare gradual\u0103, pe secven\u021be, av\u00e2nd finalit\u0103\u021bi clare;<\/li>\n<li>caracterul s\u0103u este formativ \u0219i informativ;<\/li>\n<li>este dependent\u0103 de existen\u021ba motiva\u021biei fa\u021b\u0103 de acest domeniu;<\/li>\n<li>se desf\u0103\u0219oar\u0103 pe termen lung, necesit\u00e2nd timp- necesar, planificat, alocat, consumat;<\/li>\n<li>este favorizat\u0103 de existen\u021ba resurselor pentru desf\u0103\u0219urare, a con\u021binutului, a organiz\u0103rii eficiente prin selectarea strategiilor specifice (metode, procedee, tehnici);<\/li>\n<li>se supune normelor psihopedagogice;<\/li>\n<li>are feedback concret prin utilizarea criteriilor de \u00eenv\u0103\u021bare.<\/li>\n<\/ul>\n<p>Perspectiva didactic\u0103 prezint\u0103 o tripl\u0103 ipostaz\u0103 a \u00eenv\u0103\u021b\u0103rii \u0219colare, fiind studiat\u0103 ca proces, produs \u0219i condi\u021bie a\u00a0 \u00eenv\u0103\u021b\u0103rii. Din perspectiv\u0103 procesual\u0103, \u00eenv\u0103\u021barea \u0219colar\u0103 reprezint\u0103 o succesiune de ac\u021biuni, opera\u021bii, st\u0103ri, transform\u0103ri ce modific\u0103 structurile cognitive, mentale a modului de percepere \u0219i exprimare a realit\u0103\u021bii, dar \u0219i \u00een comportamentul subiectului \u00eenv\u0103\u021b\u0103rii (elevul). Ca produs, \u00eenv\u0103\u021barea aduce efecte materializate prin schimb\u0103ri din punct de vedere cantitativ \u0219i calitativ, care cap\u0103t\u0103 permanen\u021b\u0103 \u0219i stabilitate, concretizate prin cuno\u0219tin\u021be, priceperi, deprinderi, comportamente. Condi\u021bionare \u00eenv\u0103\u021b\u0103rii \u0219colare poate fi una de natur\u0103 intern\u0103: la nivel biologic \u0219i psihic \u0219i extern\u0103: factori de mediu, proximali \u0219i distali.<\/p>\n<p>Prin implicare \u00een acest proces al \u00eenv\u0103\u021b\u0103rii \u0219colare au loc transform\u0103ri la nivelul cunoa\u0219terii sistematice, se produc achizi\u021bii de fapte, abilit\u0103\u021bi, metode care pot fi aplicate \u0219i \u00een alte contexte, realiz\u0103ri de sensuri, semnifica\u021bii \u0219i, mai ales, competen\u021be superioare de comprehensiune, interpretare \u0219i reinterpretare a realit\u0103\u021bii \u00een acord cu personalitatea \u0219i nevoile celui care \u00eenva\u021b\u0103. Transform\u0103rile se produc la toate nivelurile \u0219i contribuie la dezvoltarea armonioas\u0103 a individului.<\/p>\n<p>A\u0219a cum prezentam anterior, una din caracteristicile \u00eenv\u0103\u021b\u0103rii \u0219colare este dependen\u021ba de motiva\u021bia pentru acest domeniu. O echip\u0103 de cercet\u0103tori \u0219tiin\u021bifici ai Institutului de \u0218tiin\u021be ale Educa\u021biei- Laboratorul Teoria Educa\u021biei au conceput \u0219i aplicat, \u00een perioada 2015-2016, un proiect de instruire \u00een vederea dezvolt\u0103rii motiva\u021biei \u00een \u00eenv\u0103\u021barea \u0219colar\u0103. Bro\u0219ura elaborat\u0103, \u201eMotiva\u021bia elevilor \u0219i \u00eenv\u0103\u021barea\u201d, prezint\u0103 teoriile care stau la baza cre\u0103rii motiva\u021biei fa\u021b\u0103 de \u00eenv\u0103\u021barea \u0219colar\u0103 \u0219i, \u00een baza unui studiu de echip\u0103 realizat, cercet\u0103torii prezint\u0103 rezultatele ob\u021binute \u00een urma multor cercet\u0103ri \u00een domeniul motiva\u021biei fa\u021b\u0103 de \u00eenv\u0103\u021barea \u0219colar\u0103, pe teme, sectoare \u0219i po\u021biuni diverse prin care contureaz\u0103 o privire de ansamblu asupra factorilor care intervin, influen\u021beaz\u0103 \u0219i stimuleaz\u0103 sau inhib\u0103 motiva\u021bia \u00een \u00eenv\u0103\u021bare.<\/p>\n<p>\u00cen aceast\u0103 direc\u021bie se na\u0219te, \u00een primul r\u00e2nd, o \u00eentrebare: \u201e<em>De ce este necesar\u0103 motiva\u021bia \u00een \u00eenv\u0103\u021bare?\/ Care este rolul ei (al motiva\u021biei) \u00een acest domeniu?<\/em>\u201d. Este necesar ca, \u00eenainte de toate, s\u0103 fie \u00een\u021beles acest rol, aceast\u0103 necesitate pentru ca apoi s\u0103 fie g\u0103site solu\u021bii prin care s\u0103 fie favorizat\u0103, stimulat\u0103, poten\u021bat\u0103 motiva\u021bia fa\u021b\u0103 de \u00eenv\u0103\u021barea \u0219colar\u0103. Trebuie avut \u00een vederea faptul c\u0103 \u201eslujba\u201d de elev presupune angajarea \u00een activit\u0103\u021bi de \u00eenv\u0103\u021bare la randament maxim \u0219i finalizarea lor f\u0103r\u0103 a se da b\u0103tu\u021bi \u0219i, totodat\u0103, a depune efort \u00een confruntarea cu probleme, e\u0219ecuri, urm\u0103rind progresul \u0219i, \u00een niciun caz, renun\u021barea sau abandonul \u00een solu\u021bionarea lor.<\/p>\n<p>\u0218coala, \u00een calitate de furnizor al cadrului specific \u00eenv\u0103\u021b\u0103rii \u0219colare, se a\u0219teapt\u0103 s\u0103 lucreze cu elevi motiva\u021bi, dispu\u0219i \u0219i deci\u0219i s\u0103 urm\u0103reasc\u0103 succesul\/progresul, iar aceste a\u0219tept\u0103ri sunt de multe ori neatinse. Chiar dac\u0103 practic\u0103 arat\u0103 c\u0103 exist\u0103 \u0219i elevi\/studen\u021bi care sunt dornici s\u0103 \u00eenve\u021be \u0219i depun efort \u00een aceast\u0103 direc\u021bie, \u00een mod cert, aceasta nu este o generalitate, ci se observ\u0103 o demotivare cresc\u00e2nd\u0103 \u00een domeniu. Dac\u0103 pentru unii, motiva\u021bia exist\u0103 \u0219i contribuie la atingerea scopurilor propuse, pentru al\u021bii motiva\u021bia scade gradual, \u00een timp ce pentru alte categorii, este inexistent\u0103.<\/p>\n<p>Av\u00e2nd rol specific \u00een declan\u0219area ac\u021biunii, orientarea acesteia c\u0103tre scop, intensificarea \u0219i persisten\u021ba dorin\u021bei de realizare, motiva\u021bia implic\u0103, \u00een plan \u0219colar, ideea de mi\u0219care, de generare a unei energii care \u00eempinge c\u0103tre ac\u021biune \u0219i care ajut\u0103 la finalizarea sarcinilor.<\/p>\n<p>\u00cen concep\u021bia lui Rolland Viau, profesor cercet\u0103tor al Universit\u0103\u021bii Sherbrooke din Canada, preocupat de domeniul antropologiei \u0219i al progresului uman, identific\u0103 o serie de tr\u0103s\u0103turi ale motiva\u021biei \u0219colare care, \u00een viziunea sa, reprezint\u0103 ansamblul factorilor determinan\u021bi care \u201e\u00eemping\u201d elevul \u00een a se angaja activ \u00een procesul \u00eenv\u0103\u021b\u0103rii, a adopta comportamente specifice care \u00eel vor dirija c\u0103tre realizarea propriilor obiective de \u00eenv\u0103\u021bare \u0219i a persevera \u00een fa\u021b\u0103 dificult\u0103\u021bilor (Viau, 1994). Motiva\u021bia \u0219colar\u0103 are drept fundament expectan\u021bele \u0219i\u00a0 valorile elevului- expectan\u021be legate de \u00eenv\u0103\u021bare \u0219i de propriile abilit\u0103\u021bi \u0219i valorile care o sus\u021bin: \u0219coala, disciplinele de studiu, sarcinile de \u00eendeplinit \u0219i scopul\/scopurile lor.<\/p>\n<p>Accept\u00e2nd c\u0103 sfera comportamentelor \u00een \u00eenv\u0103\u021bare are multiple motiva\u021bii, devine necesar sa eviden\u021biem \u0219i complexitatea mecanismului motiva\u021bional al \u00eenv\u0103\u021b\u0103rii. Motivele care declan\u0219eaz\u0103 \u00eenv\u0103\u021barea pot fi:<\/p>\n<ul>\n<li>de natur\u0103 intrisec\u0103- din \u00eensu\u0219i con\u021binutul activit\u0103\u021bii<\/li>\n<li>de natur\u0103 extrinsec\u0103- factori sau elemente externe care dinamizeaz\u0103 activitatea de \u00eenv\u0103\u021bare<\/li>\n<li>motive stimulatorii: lauda, aprecierea obiectiv\u0103, \u00eencurajarea, rela\u021bii socio-afective pozitive<\/li>\n<li>motive inhibitive: teama de e\u0219ec, situa\u021bii contradictorii, pedeapsa, acuza, indiferen\u021ba, aprecierea subiectiv\u0103, monotonia<\/li>\n<li>motiva\u021bie \u00eenalt\u0103, medie sau sc\u0103zut\u0103, raportat la gradul de gradul de implicare \u00een sarcin\u0103, statutul, situa\u021bia de \u00eenv\u0103\u021bare \u00een care se reg\u0103se\u0219te subiectul \u00eenv\u0103\u021b\u0103rii<\/li>\n<li>motive adaptative- de semn pozitiv<\/li>\n<li>motive dezadaptative- de semn negativ<\/li>\n<\/ul>\n<p>* Polaritatea lor este dat\u0103 de tipul \u0219i structura metodologiei educa\u021bionale, finalit\u0103\u021bile procesului intructiv-educativ, gradul de satisfac\u021bie\/insatisfac\u021bie pe care rela\u021biile educative \u00eel genereaz\u0103 \u00een pesonalitatea elevului, valoarea pe care factorii educa\u021bionali (\u0219coal\u0103-familie-societate) o acord\u0103 \u0219colii sau st\u0103rile energetice ale elevului<\/p>\n<p>Scopurile \u00eenv\u0103\u021b\u0103rii au la baz\u0103 o alt\u0103 serie de motive, prezentate anterior, de tipul: cognitive, profesionale, social-morale, individuale (personale), materiale, rela\u021bionale. Con\u021binuturile motiva\u021bionale ale \u00eenv\u0103\u021b\u0103rii sunt complexe, nuan\u021bate, av\u00e2nd leg\u0103tur\u0103 direct\u0103 (sau mai pu\u021bin direct\u0103) cu scopul \u00eenv\u0103\u021b\u0103rii, cu conota\u021bie valoric\u0103 temporal\u0103 \u0219i orientativ\u0103 variat\u0103. Dinamica lor are \u00een vedere genul, v\u00e2rsta subiec\u021bilor, dar \u0219i aprecierea pe care activitatea de \u00eenv\u0103\u021bare\u00a0 o cap\u0103t\u0103 pentru contextul lor de via\u021b\u0103.<\/p>\n<p>\u00cenv\u0103\u021barea \u0219colar\u0103 este condi\u021bionat\u0103 de nivelul de aspira\u021bie care, la r\u00e2ndul s\u0103u, condi\u021bioneaz\u0103 atingerea scopului. Un nivel de aspira\u021bie sc\u0103zut genereaz\u0103 rezultate sub a\u0219tept\u0103ri \u0219i submotivare, nivelul mediu al aspira\u021biei creaz\u0103 o punte de echilibru \u00eentre posibil\u0103\u021bi \u0219i realiz\u0103ri, iar un nivel ridicat de aspira\u021bie este eviden\u021biat c\u00e2nd subiectul are a\u0219tept\u0103ri mai mari raportate la propriul poten\u021bial; \u00een acest caz, atingerea scopului rezultat din nivelul de aspira\u021bie al subiectului reprezint\u0103 un stimul motiva\u021bional \u0219i are ca efect progresul \u00een \u00eenv\u0103\u021bare. (Schipor, 2012, pag.104)<\/p>\n<p>Motiva\u021bia elevului are ca surse principale imaginea acestuia despre sine \u0219i situa\u021bia sau contextul de lucru (de realizare a sarcinii). Este de dorit ca profesorul s\u0103 aib\u0103 o imagine clar\u0103 despre ceea ce crede elevul \u00een ceea ce \u00eel prive\u0219te \u0219i gradul de dificultate pe care \u00eel atribuie sarcinii. Dac\u0103 elevul se consider\u0103 competent \u00een rezolvarea sarcinii, exist\u0103 posibilitatea reu\u0219itei, iar aceasta \u00eel face s\u0103 fie motivat.<\/p>\n<p>Existen\u021ba motiva\u021biei \u00een \u00eenv\u0103\u021barea \u0219colar\u0103 este considerat\u0103 de foarte mul\u021bi speciali\u0219ti unul dintre factorii noncognitivi ai \u00eenv\u0103\u021b\u0103rii de o maxim\u0103 importan\u021b\u0103 \u00een atingerea \u0219i realizarea scopului. Motiva\u021bia \u00eenv\u0103\u021b\u0103rii are rolul de a provoca, \u00eentre\u021bine \u0219i orienta, de a decaln\u0219a activitatea de \u00eenv\u0103\u021bare prin sus\u021binerea ei la nivel energetic.<\/p>\n<p>Identificarea modalit\u0103\u021bilor \u0219i strategiilor de motivare a elevilor \u00een \u00eenv\u0103\u021bare este o condi\u021bie esen\u021bial\u0103 \u00een reu\u0219ita activit\u0103\u021bilor didactice. Un demers educativ eficient este rezultatul angaj\u0103rii \u00een activitatea de \u00eenv\u0103\u021bare a unor elevi motiva\u021bi, doritori, interesa\u021bi s\u0103 \u00eenve\u021be, care au descoperit necesitatea informa\u021biilor care le sunt prezentate.<\/p>\n<p><em><strong>Bibliografie:<\/strong><\/em><br \/>\n\u2022 Cuco\u0219, C., coord., (2009), Psihopedagogie pentru examenele de definitivare \u0219i grade didactice, Edi\u021bia a III-a, Editura Polirom, Ia\u0219i<br \/>\n\u2022 Cuciureanu, M., coord., (2015), Motiva\u021bia elevilor \u0219i \u00eenv\u0103\u021barea, Institutul de \u0218tiin\u021be ale Educa\u021biei, Bucure\u0219ti<br \/>\n\u2022 Jinga, I., Istrate, E.,coord., (2006), Manual de PEDAGOGIE, Editura ALL, Timi\u0219oara<br \/>\n\u2022 Schipor, D., (2012), Psihologia educa\u021biei- edi\u021bia a II-a , Editura Didactica Si Pedagogica, Bucure\u0219ti<br \/>\n\u2022 Viau, R., (2009). La motivation en contexte scolaire, \u00c9ditions De Boeck, Bruxelles<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Motiva\u021bia fa\u021b\u0103 de \u00eenv\u0103\u021barea \u0219colar\u0103 a prezentat interes pentru cercet\u0103torii acestui domeniu din toate timpurile \u0219i, \u00een perioada actual\u0103, a devenit o problem\u0103 pentru to\u021bi cei implica\u021bi \u00een actul \u00eenv\u0103\u021b\u0103rii \u0219colare, mai ales pentru furnizorii de educa\u021bie care constat\u0103 o &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/rolul-motivatiei-in-invatarea-scolara\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[501],"class_list":["post-6346","post","type-post","status-publish","format-standard","hentry","category-articole-propuse","tag-oltea-hritcu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/6346","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=6346"}],"version-history":[{"count":6,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/6346\/revisions"}],"predecessor-version":[{"id":6376,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/6346\/revisions\/6376"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=6346"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=6346"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=6346"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}