DOI: http://doi.org/10.15350/24097616.2020.1.01

Vladimir I. Klimov – Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Music Education, Bunin Yelets State University, Institute of History and Culture, Yelets, Russian Federation, ORCID: 0000-0003-1123-6687, E-mail: autentichnyi25@yandex.ru

Abstract. This paper presents an analysis of the theoretical and practical aspects of the problem of the formation of cognitive motivation of students of a classical university using gaming technology in a small town. The specifics of the use of gaming technologies in the educational process of a classical university, methods for the formation of cognitive motivation of university students, such as («Didactic games»; «Competition»; «Success situation»; «Projects»; «Creating a problem situation») are examined in detail. The study presents the results of experimental work on the formation of cognitive motivation of students of a classical university using gaming technology in a small town. In the course of practical activities, musical games were identified that were used in special classes and solved the following tasks: 1) corrective: (development of auditory, visual, tactile perception, facial muscles, respiratory system, articulatory apparatus, voice properties, coordination of movements; formation of expressive means (intonations, facial expressions, gestures, movements); 2) wellness: (development of motor skills (fine, articulatory, general; improving the ability to film emotional and physical voltage was, strengthening «muscular sense», the development speed of the motor response), and 3) education (voice training, singing skills, the development of music, creativity, communication skills, the formation of mental abilities and actions); 4) educational: (education of a general musical, speech culture; formation of an aesthetic perception of the world; development of the emotional sphere); 5) developing: development of cognitive activity; maintaining a steady interest; strengthening self-regulation and control; development of attention, memory, thinking, imagination). According to the results of experimental work, we have identified the components of the development of musical abilities of students of the classical university of the music department of the Institute of History and Culture of Yelets State University named after I.A. Bunin and the criteria for their assessment (musical ear; musical memory; sense of rhythm; musical movement; creative skills; the ability to think figuratively and convey their feelings in different types of musical activity). A comparative analysis of the research results allowed us to consider these pedagogical conditions, as well as the gaming technologies used in the experiment, as effective.

Keywords: formation, cognitive motivation, student, gaming technology, small town; classic university.

References:

1. Alyamkina E.A. The relationship of abilities, makings and talent and their development in the educational process of the university. Psychologist, 2015, 2, pp. 31 – 46. (In Russian) DOI: 10.7256 / 2409-8701.2015.2.14510
2. Bylakhirov K.M., Kovtun T.Yu. Motivation in the educational activities of students. NEFU Publ., 2017. (In Russian) DOI: 10.18411 / svfu-2017-125
3. Gurevich P.S. The formation of a new paradigm. Psychology and Psychotechnics, 2013, no. 12, pp. 1191-1999. (In Russian) DOI: 10.7256 / 2070-8955.2013.12.12.10477
4. Koreshkova L.A. Development of intellectual abilities by means of Intellect technology, Psychology and Psychotechnics, 2013, no. 3, pp. 283-287. (In Russian) DOI: 10.7256 / 2070-8955.2013.03.03.8
5. Kalganova N.V., Parshina V.S. Motivation of professional activity of teachers of a branch university. Science of Russia: Goals and Tasks, (In Russian) DOI: 10.18411 / sr-10-12-2017-22
6. Noss I.N. Features of the diagnosis of cognitive activity as a factor in the professional development of personality, Psychology and Psychotechnics, 2014, no. 5, pp. 546-552. (In Russian) DOI: 10.7256 / 2070-8955.2014.5.10.1015
7. Pilyugina M.A. The intersection of interpretation and cognitive ability. Psychology and Psychotechnics, 2015, no. 1 (1), pp.33–42. (In Russian) DOI: 10.7256 / 2070-8955.2015.1.13794
8. Pulyaev V.N., Kryukova N.A. Academic motivation: the view of teachers. Creative Economy, 2019, no, 13 (2), p.291-296. (In Russian) DOI: 10.18334 / ce.13.2.39798
9. Spector D.M. Motivation, subjectivity and their temporal interpretations. Psychologist, 2016, no. 3 (3), pp.26–41. (In Russian) DOI: 10.7256 / 2409-8701.2016.3.19316
10. Ushkarev A.A. Status motivation of art consumption. Culture and Art, 2018, no.6 (6), pp.1–12. (In Russian) DOI: 10.7256 / 2454-0625.2018.6.26694
11. Flerov O.V. Foreign-language communicative motivation and its development in the educational process. Psychology and Psychotechnics, 2017, no.3 (3), pp. 53–68. (In Russian) DOI: 10.7256 / 2454-0722.2017.3.23790
12. Adams R. J., & Wu M. L. The mixed-coefficients logit model: A generalized form of the Rasch model. In M. v. Davier & C. H. Carstensen (Eds.), Multivariate and Mixture Distribution Rasch Models: Extensions and Applications, New York, Springer Publ., 2007, pp. 57–75. DOI https://doi.org/10.1007/978-0-387-49839-3_4
13. Ames, C., & Archer, J. Achievement Goals in the Classroom: Students’ Learning Strategies and Motivation Processes. Journal of Educational Psychology, 1998, vol .80(3), pp.260-267. DOI: https://doi.org/10.1037/0022-0663.80.3.260.
14. Black P., & Wiliam D. Assessment for Learning in the Classroom. In Gardner (Ed.), Assessment and Learning, London: SAGE Publications Ltd., 2012, pp. 11–32. DOI: https://doi.org/10.4135/9781446250808.n2.
15. Gorshkova O.V. International motivation and participation in scientific activity of students. Amur Medical Journal, 2018, vol.1, pp.75–76. DOI: 10.22448/amj.2018.1-2.75-76
16. Tikhomirova T.S., Kochetkov N.V. Learning motivation and personal reflection in students: features and relationship. Psychological Science and Education, 2017, vol. 22(3), pp.53–62. DOI: 10.17759/pse.2017220306
17. Harks B., Rakoczy K., Hattie J., Besser M., & Klieme, E. The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 2014, vol. 34(3), pp. 269–290. DOI: https://doi.org/10.1080/01443410.2013.785384.

For citation:

Klimov V.I. Forming cognitive motivation of students of a classical university. CITISE, 2020, no. 1, pp. 7-18. DOI: http://doi.org/10.15350/24097616.2020.1.01