Types of motives and motivation for educational activities

Motives

Based on the needs that arise, motives are formed. If a need is a certain tension caused by the need for something, but it does not yet determine the direction of the subject’s activity, then the motive acts as an incentive to action, as a desire to satisfy the need, it is the readiness of the psyche, directing towards a specific goal. Thus, motives specify ways to satisfy emerging needs. Figuratively speaking, the “input” of the motive is the need, and the “output” is the intention and motivation of a person to carry out some action or act of behavior.

Purposefulness as a principle of social behavior

Definition 1
Social behavior is a constant interaction that occurs between a person with his or her perceptual characteristics and a situation that can be both positive and negative. The situation may be neutral, and in this case it will not cause any emotions in the individual, so social behavior may not be realized.

One of the principles of social behavior is its obligatory purposeful nature. It is goals that determine social behavior, and this happens on several levels at once: on the surface and on the deep.

At a superficial level, we do not go into the details of particularly important matters, and everyday events, as well as everyday goals, acquire initial significance for us. For example, this could include searching for any personal information, the need for praise, encouragement or consolation, trying to make a good impression on others, or scheduling an important meeting or date in the near future.

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If we talk about a deeper level, it is important to note that in addition to everyday goals, a person’s life also consists of long-term goals. These include searching for a job, seeking an education, searching for a permanent partner and future spouse. Such long-term goals are related to some everyday goals (for example, having a romantic relationship). This means that a large number of studies of social behavior are devoted specifically to broad goals, but they are studied on the basis of short-term goals, their characteristics, as well as the specifics of a person’s attitude towards their setting and implementation.

Note 1

In conditions of goal setting, it is important to study the basic motives of behavior. They can be of an economic nature (the search for benefits, provision and satisfaction of one’s needs), or a political nature (the desire for power, for having higher powers). Motives essentially act as functions of social behavior; they are conscious, and a person uses them to achieve the necessary heights.

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Functions of motives

Incentive - reflects the energy of the motive, is associated with the emergence of a need state, which causes the mobilization of energy, and is manifested in the fact that the motive determines a person’s activity and behavior;
Directing – reflects the direction of the motive energy towards a specific object, which determines the choice of behavioral strategies;
Regulating (controlling) – the motive predetermines the nature of behavior, which depends on which motives turn out to be the most significant at any given moment in time; this function includes organizing, controlling, structuring, and meaning-forming functions;
Stimulating – is associated with the continuation of motivation and the implementation of intentions: the energy mobilized when a state of need arises does not disappear until the need is satisfied.

Cognitive and social motives for schoolchildren’s learning

Motives for schoolchildren's learning

Motive is the student’s focus on certain aspects of educational work related to his internal attitude towards it..

Types of motives include
cognitive
and
social motives
.
Focus on the content of the academic subject
indicates the presence of
cognitive
motives.
Focus on another person
during teaching is about
social
motives. Both cognitive and social motives can have different levels.

Cognitive motives

have levels:
broad cognitive
motives (orientation towards mastering new knowledge - facts, phenomena, patterns),
educational-cognitive
motives (orientation towards mastering methods of acquiring knowledge, techniques for independently acquiring knowledge),
self-education
(orientation towards acquiring additional knowledge and then building special self-improvement program).

Social motives

may have the following levels:
broad social
motives (duty and responsibility, understanding of the social significance of teaching),
narrow social or positional
motives (the desire to take a certain position in relationships with others, to gain their approval), motives of
social cooperation
(orientation towards different ways of interacting with others person).

Different motives have different manifestations in the educational process. For example, broad cognitive motives

manifest themselves in solving problems and turning to the teacher for additional information;
educational-cognitive
- independent actions to find different solutions, in questions to the teacher about comparing different ways of working;
motives for self-education are found in an appeal to the teacher regarding the rational organization of educational work, in real actions of self-education. Social motives
are manifested in actions that indicate the student’s understanding of duty and responsibility; positional motives - in the desire for contacts with peers and in receiving their assessments, in initiative and helping comrades; motives for social cooperation - the desire for collective work and to understand rational ways of its implementation. Conscious motives are expressed in the student’s ability to talk about what motivates him, to arrange motives in order of importance; Really effective motives are expressed in academic performance and attendance, in the development of educational activities and in forms of avoiding it, in performing additional tasks or refusing them, in the desire for tasks of increased or increased difficulty.

Age-related characteristics of learning motivation and schoolchildren’s ability to learn

When assessing the state of educational activity, learning ability and learning motivation of individual schoolchildren, it is important for the teacher to correlate them with certain age standards.

Junior school age

characterized by the child’s primary entry into educational activities, mastery of types of educational activities.
Each of the learning activities undergoes its own processes of formation. Motivation for learning in primary school age develops in several directions. Broad cognitive motives
(interest in knowledge) can already be transformed into
educational-cognitive
motives (interest in ways of acquiring knowledge) already in the middle of this age;
motives for self-education,
presented so far in the simplest form - interest in additional sources of knowledge, occasional reading of additional books.
Broad social motives
develop from a general differentiated understanding of the social significance of learning with which a child enters first grade, to a deeper understanding of the reasons for the need to study, which makes social motives more effective.
Positional social
motives at this age are represented by the child’s desire to receive the teacher’s approval.
The motives of cooperation and teamwork
are present in the most general manifestation. Goal setting in learning develops intensively at this age. The younger student learns to understand and accept the goals coming from the teacher. Maintains these goals for a long time, following instructions. With the correct organization of educational activities, a primary school student can develop the ability to correlate goals with their capabilities.

At middle school age

mastery of the general structure of educational activities occurs, methods of independent transition from one type of activity to another (from indicative educational actions to executive ones and then to control and evaluation), which is an important basis for the self-organization of educational activities.
Educational activities are combined into techniques, methods, and large blocks of activity. Individual actions and operations are completed and transferred to the mental plane, which allows for faster learning activities. The ability to find and compare several ways to solve one problem and search for non-standard solutions is
significantly developed The formation of predictive, planning norms of control and evaluation actions is taking place. This makes it possible to correct educational work before it begins.

During adolescence

it is possible to become aware of one’s learning activities, its motives”, tasks, methods and means. Not only broad cognitive motives are significantly strengthened, but also educational and cognitive ones, which are characterized by interest in ways of acquiring knowledge. The motives for self-education at this age rise to the next level, the teenager’s active desire for independent forms of educational work is observed, and interest in the methods of scientific thinking appears. Social motives for learning are most visibly improved at this age. Broad social motives are enriched by ideas about the moral values of society and become more conscious in connection with the growing self-awareness of the teenager as a whole. Fundamental qualitative shifts also arise in the positional motives of learning, while the motive for seeking contacts and cooperation in the learning environment is significantly strengthened. By the end of adolescence, a stable dominance of any motive can be observed. A teenager’s awareness of subordination and the comparative importance of motives means that at this age a conscious system is taking shape. The processes of goal setting in teaching are developing significantly. A teenager can independently set not only one goal, but also a sequence of several goals, not only in academic work, but also in extracurricular activities. The teenager masters the ability to set flexible goals, and develops the ability to set long-term goals associated with the approaching stage of social and professional self-determination.

In high school age

There is a need and opportunity to improve one’s educational activities, which is manifested in the desire for self-education and going beyond the school curriculum. Educational activities can develop into methods of scientific knowledge, promoting awareness of educational activities with elements of research. Indicative and executive educational actions can be performed not only at the reproductive but also at the productive level. A special role is played by mastering control and evaluation actions before starting work in the form of predicted self-assessment, planned self-control of one’s educational work and, on this basis, self-education techniques. A series of strengthened learning actions, control and evaluation actions can advance to the level of “automatic” execution, turn into habits, which are the basis of a culture of mental work, the key to further continuous self-education. At high school age, broad cognitive motives are strengthened due to the fact that interest in knowledge affects the laws of the academic subject and the fundamentals of science. The educational-cognitive motive (interest in methods of acquiring knowledge) is improved as interest in methods of theoretical and creative thinking (participation in school scientific societies, application of research methods in the classroom). The motives for self-educational activity at this age are associated with more distant goals and life prospects for choosing a profession. There is a clearly expressed interest in the rational organization of mental work, as well as a desire to analyze the individual style of one’s educational activities, and determine the strengths and weaknesses of one’s educational work. At this age, broad social motives of civic duty and giving back to society are strengthened. Social-positional motives become more differentiated and effective due to the expansion of business contacts of schoolchildren with peers and teachers. Under favorable educational conditions, the structure of the motivational sphere is strengthened and the balance between individual motivations increases. There is an incitement of new motives for professional and life self-determination. The development of goal setting at this age is expressed in the fact that a high school student, when setting a system of goals, learns to proceed from the plans of his individual self-determination, as well as the social significance of goals, and to anticipate the social consequences of his actions. The ability to assess the realism of goals increases, and there is a desire to actively test different goals in the course of active actions, which is directly related to the process of life self-determination.

The stated stages of educational activity and its motivation characterize the high level that can be achieved by schoolchildren. With existing education, the problem of student development is one of the most difficult in psychological and pedagogical practice. The solution to this problem depends on what kind of result the teacher is focused on in his work. What can be considered the end result of pedagogical activity: the set of knowledge acquired by the student on the subject or the formation of a personality capable of creativity? In the first case, the student receives ready-made information, perceives it, understands, remembers, and then reproduces it, i.e. reproductive activity is observed. This also requires certain abilities, but such training does not have a noticeable effect on the mental development of children. If the teacher sets as his goal the development of the child, then the final result of his pedagogical activity is “a mental new formation in the student’s personality.” “The mental development of a person is, first of all, the formation of his activity, consciousness and, of course, all the mental processes, emotions, etc. that serve them.” This means that the development of students largely depends on the activities that they perform during the learning process - reproductive or productive (creative). The potential capabilities of many schoolchildren are high and the main thing is to find that “lever” that will set in motion the mechanism for the development of creative activity, and at the same time the personality of the students. This “lever” should be understood as the rational organization of the entire educational process. This includes the logical and content-based construction of courses, the creation of problem situations, and a partially search or research method of teaching. But no matter what method of learning we choose, success ultimately depends on the success of the thought process. The student’s creative activity, aimed at a creative understanding of the material being learned and the generation of new methods of action, its development depends on the presence of three components of thinking: 1) a high level of formation of elementary mental operations: analysis and synthesis, comparison, analogy, classification; 2) a high level of activity and pluralistic thinking, manifested in putting forward many hypotheses, solution options, and non-standard ideas; 3) a high level of organization and purposefulness of thinking, manifested in highlighting the essential in phenomena, awareness of one’s own ways of thinking. The maturity of these thinking qualities will allow one to overcome difficulties in mastering educational material and will lead to the development of the student’s creative personality. This is explained by the fact that the student, receiving theoretically based methods of action and knowledge, can independently develop similar methods in unfamiliar situations or new methods in solving problems. Thus, the teacher’s task comes down to the formation of these components of thinking. In this case, the tool should be a creative task. The solution of creative problems by students is ensured by the knowledge, skills and abilities they develop. In maintaining high active mental activity, a significant role is played by the child’s motivation and interest in what he is doing. When studying the state of motivation of each individual student, the teacher can correlate his real achievements (in educational activities and motivation) with these age characteristics and draw a conclusion about the yet unrealized characteristics of this child, which can be updated within the capabilities of his age.

When carrying out practical work on the formation of motives for teaching and educational activities, the teacher must:

By the end of primary school, it is advisable to lay down the motivational traits of adolescence;
expand independence in educational work, practice their comparison of different methods of educational work, encourage the search for new ways of their work and thereby contribute to the formation of the foundations of educational and cognitive motives characteristic of subsequent ages. The development of positive motivation for learning is facilitated by the general atmosphere in the school and classroom: the involvement of the student in various types of activities, the cooperative relationship between the teacher and the student, the help of the teacher in the form of advice that guides the student to the right decision path, the involvement of students in assessment activities and the formation of adequate self-esteem in them. . In addition, the formation of motivation is facilitated by: entertaining presentation (interesting examples, experiments, paradoxical facts), an unusual form of teaching the material, causing surprise among students; emotionality of the teacher’s speech; educational games, situations of argument and discussion; analysis of life situations, explanation of the social and personal significance of learning and the use of school knowledge in future life; the teacher's skillful use of encouragement and reprimand. Of particular importance is strengthening all aspects of a student’s ability to learn, ensuring the assimilation of all types of knowledge and their application in new conditions, their independent implementation of educational activities and self-control, independent transition from one stage of educational work to another, and the inclusion of students in joint educational activities. “The subject of mathematics is so serious that it is useful not to miss the opportunity to make it a little entertaining,”
said B. Pascal. Extracurricular activities help make mathematics a little more interesting: math clubs, extracurricular activities, excursions, math Olympiads, math evenings and much more. A tool for developing thinking is entertaining tasks (reasoning tasks, guessing tasks, puzzles, non-standard tasks, logical tasks, creative tasks). They can be successfully used in lessons as an additional, auxiliary way for training thinking and forming elements of creative activity. Such problems are increasingly offered for solution in extracurricular clubs and elective classes. The entertaining material is diverse, but it is united by the following: 1) the method of solving entertaining problems is unknown. Solving them requires the use of trial and error. These exploratory trials may result in a guess, which is the finding of a path to the sought solution; 2) entertaining tasks help maintain interest in the subject and act as a motive for students’ activities. The unusual nature of the plot and the way the problem is presented find an emotional response in children and put them in the situation of having to solve it; 3) entertaining tasks are based on knowledge of the laws of thinking. The systematic use of tasks of this type contributes to the development of these mental operations and the formation of children’s mathematical concepts. So, solving entertaining problems is characterized by a process of search trials. The appearance of a guess indicates the development in children of such qualities as ingenuity and intelligence. Ingenuity is a special type of manifestation of creativity. It is formed as a result of analysis, comparisons, generalizations, establishing connections, analogies, conclusions, conclusions. Manifestations of ingenuity are evidenced by the ability to think about a specific situation, to establish relationships, on the basis of which the problem solver comes to conclusions and generalizations. Intelligence is an indicator of the ability to operate with knowledge. It follows from this that ingenuity and ingenuity, which entail a guess as a result of searching for a solution to an entertaining problem, is not something given from above. These qualities of mental activity can and should be developed in the learning process. In any case, a guess as a method of solving a problem is preceded by a thorough analysis: identifying essential features in the problem, establishing connections between initial data, establishing initial properties, attempts to rely on previously solved problems, etc. However, the trial and error method is irrational and unreliable. It is much more important to teach children those techniques of mental activity that are more necessary for solving problems: analysis and synthesis, comparison, analogy, classification. By providing students with fun tasks, we build their ability to perform these operations and develop them at the same time. The criterion for selecting such tasks is their educational purpose; correspondence to the topic of the lesson or series of lessons. Such problems can be solved both when explaining new material and when consolidating what has been covered.

When solving entertaining problems, the following goals are pursued:

1) formation and development of mental operations: analysis and synthesis; comparisons, analogies, generalizations, etc.; 2) development and training of thinking in general and creative thinking in particular; 3) maintaining interest in the subject, in educational activities (the uniqueness of an entertaining task serves as a motive for educational activities); 4) development of the qualities of a creative personality, such as cognitive activity, perseverance, perseverance in achieving goals, independence; 5) preparing students for creative activity (creative assimilation of knowledge, methods of action, the ability to transfer knowledge and methods of action to unfamiliar situations and see new functions of an object).

Characteristics of motives

The stability of a motive is the duration of its preservation over time. The stability of the motive depends, on the one hand, on the stability (inertia) of the need, on the other hand, on the stability (rigidity) of the characteristics of a person’s personality, such as attitudes, worldviews, values, inclinations, interests.
The strength of a motive is the intensity of a person’s motivation to act. The strength of the motive depends, on the one hand, on physiological factors (the strength of the tension of the need on the basis of which this motive is formed), on the other hand, on psychological factors. It is now also known that the strength of a motive is greater when the motivation is internally organized than when the motivation is externally organized.

Types of motives

The motives of different people and the different motives of the same person differ from each other not only in dynamic characteristics (strength and stability), but also in the type of needs that manifest themselves in them, the forms they take, breadth or narrowness, specific content of activity, in which they are implemented. Complex types of activity, as a rule, respond not to one, but to several simultaneously operating and interacting motives, forming an extensive system of motivation for human actions and actions. Motives can be conscious or unconscious. Based on the above, various classifications of motives have been created.

In all the diversity of motives, a special place is occupied by social motives that determine the selectivity of human behavior in society. According to the classification of social motives by G. Murray , social motives include the affiliation motive, the achievement motive, the aggression motive, the power motive and the altruism motive.

The affiliation motive is a conscious need for close and trusting relationships with people or one person. The affiliation motive can manifest itself in two forms: fear of rejection and desire for acceptance.
The achievement motive is a person’s desire to achieve high results in the activity performed. This motive is expressed in the form of a desire to achieve or in the form of a fear of failure.
The motive of aggression is an internal urge to cause any harm to another person.
The motive of power is the desire to dominate and subjugate other people to one’s will despite resistance on their part.
The motive of altruism appears as a conscious need to provide selfless help to other people and care about them.

Social motivation

Individual behavior in each specific case has its own reasons. What prompts a person to act this way and not otherwise is the motivation of his activity. Identifying people's motives is an extremely difficult task. Firstly, because complex types of personal activity (for example, work) are brought to life not by one, but by several factors (needs). Secondly, because motives can be not only conscious, but also unconscious. When discussing social motivation, it should be emphasized that it is based not on innate, but on acquired needs. They are formed as a result of upbringing, training, and the influence of other people and groups on the individual. Of course, human biological foundations can also manifest themselves in social motivation. Thus, the desire of any person for social dominance has a certain, albeit superficial, similarity with the satisfaction of the innate needs of some animals. Ultimately, however, the enormous influence of social and cultural factors on human motivation is undeniable. There is a number of experimental data showing the different motivational significance of certain influences for different cultural groups.

Representatives of many psychological schools are interested in social motives primarily because such motives in practice are probably the most powerful forces governing human behavior. It is social motives that encourage us to achieve a certain social status, wear fashionable clothes and act in such a way as to receive approval from our social group and meet the requirements of public morality.

As noted above, people in various social groups, as well as in society as a whole, being interdependent with each other, perform certain social roles. At the same time, they evaluate the positions (statuses) they possess in different ways. This assessment involves comparing one's own social role with all others. Some members of society are perceived as having approximately equal status, others - higher, some - relatively low. A person, as a member of society, has such a strong social motive as moving to a higher social stratum. People in society strive to improve their social status because it gives them higher social prestige and income. So, often a nurse wants to get a medical diploma, a department assistant at a university wants to become a professor, and an ordinary employee of a company wants to become a manager. Of course, the strength and nature of the needs underlying the motivation to increase one’s social status will be different for different people, for example, for two young men, one of whom grew up in a peasant family in the Ryazan region, and the other is the son of a large Moscow entrepreneur. Each of them will understand the increase in their social status differently, and they will be satisfied with completely different achievements along their life path.

People's social motives can be either specific (competitive) or cooperative (cooperative) in nature. One or another social status is usually achieved through competition or cooperation. According to experimental data (the behavior of monkeys and small children was compared), cooperation is impossible without the corresponding development of speech.

Social motives also include the conformity of the individual, his desire to conform to certain models accepted in a certain group or a given society. Following fashion in clothing, hairstyle, even lifestyle is also an important social motive of human behavior. Not every one of us would agree that others consider him “old-fashioned.” Young people are especially inclined to imitate their idols, which can be played by real people - popular actors, singers, politicians, or heroes of films, plays, and books.

Among the most important social motives, it is necessary to highlight submission to authority. Obedience to official authority is an integral characteristic of any society, and its social institutions function precisely because of the corresponding motivation of the majority of people. Usually we recognize the need for legitimate (legitimate) authority and consider ourselves obligated to obey it. This often happens even in cases where the demands of the authorities do not correspond to the beliefs and values of people and contradict them. Thus, following the order of the director of the enterprise, workers release toxic production waste into the river. A politician's assistants, guided by his orders, use “dirty technologies” to discredit their opponent. When such cases become known to the public, the perpetrators usually show a desire to absolve themselves of blame completely or at least partially, emphasizing that they were only following orders from above.

The desire of the individual to submit to authority is explained, as Milgram believes, by the enormous importance of the socialization of submission. Let us remember that socialization

is the process during which an individual assimilates certain social experiences and adapts to his social environment. From early childhood, throughout one's life, a person is taught to obey authority and rewarded for such behavior. Submission becomes an undeniable operating norm in institutions and social institutions in general: in the military, medical, legal, educational, religious, industrial and other spheres. The successful outcome of an individual's actions in a wide variety of circumstances is often a consequence of the motivation to obey authority, regardless of whether we are talking about school grades, health, promotions, medals for military merit, recognition, etc. Thus, in the course of one's life a person learns to value submission, even if it is sometimes not very pleasant.

The question of the basic social motives of a person is open, and each of the researchers approaches it in his own way. The theory of Maslow’s “hierarchy of motives” has already been discussed above, who identified needs according to the degree of their priority for the individual. Maslow included the social needs for belonging and love, respect and self-esteem, and self-actualization. A few years after the appearance of this work by Maslow, the American anthropologist Linton, who studied the cultural characteristics of various peoples, named three basic needs, which, in his opinion, are the most common and most significant for understanding human behavior:

- the need for emotional response from others, which may stem from dependent relationships in early childhood;

- the need for long-term guarantees, based on the indisputable fact that people have the ability to perceive time - both past and future. People have a need for “reinsurance” and hope, so they can live only in anticipation of subsequent rewards;

- the need for novelty of life experience, which appears when other needs are satisfied. It stems from boredom and lack of challenge.

White transformed this idea into the concept of “effectiveness.” He considers it characteristic of man to strive for competence in order to control his environment. Denying the instinctive nature of this property, White insists that the motivation for "efficacy" is derived from a purely human need for exploratory activity and a kind of "playfulness", directed accordingly to the achievement of competence.

Among the most well-known concepts of social motivation is o, authored by McClelland. Based on empirical research, he came to the conclusion that the motivation of each individual’s behavior can be generated by the following three main needs:

— the need for achievement (the desire for excellence, to achieve a certain goal);

— the need for power (the desire to influence others, to force them to behave appropriately);

- the need for affiliation (the desire for friendly and close interpersonal relationships).

McClelland notes that any person has all three of these needs, but in each individual they are expressed to varying degrees.
Thus, a person may have a high level of need for achievement, a medium level for power, and a low level for affiliation. Another individual has a completely different combination of these needs. Particular attention in McClelland's works is paid to the analysis of personality with a predominance of the need for achievement. These people are demanding of themselves, persistent and realistic. For them, achieving a certain result is a goal in itself. They strive specifically for personal achievement, and not for rewards for success. At the same time, an achievement-oriented person cannot be classified as a reckless adventurer.). Next »

The concept of motivation in psychology

In modern science, the concept of motivation is considered in two main aspects:

Motivation as a mental property is the entire set of factors that determine, organize and direct human behavior (a system of needs, motives, goals, intentions, ideals, beliefs, etc.).
Motivation as a process is a process of stimulation and determination, inducing human behavior and maintaining behavioral activity at a certain level at any given moment in time.

Types of motivation

There are several different classifications of types of motivation. The most common classification in the literature is that the following types of motivation are distinguished:

Intrinsic (internally organized, dispositional) motivation is motivation determined by internal reasons: the psychological properties of the subject, his needs, attitudes, interests, drives, etc.
Extrinsic (externally organized, situational) - motivation caused by reasons external to the subject: living conditions, circumstances of the current situation.

In its “pure” form, motivation is rarely purely intense or extrinsic. As a rule, human behavior is determined by a combination of external and internal reasons, closely intertwined.

According to another classification, a distinction is made between positive and negative motivation of human behavior: an important feature of human motivation is its bimodal, positive-negative structure. These two modalities of impulses (in the form of striving for something and avoidance, in the form of satisfaction and suffering, in the form of two forms of influence on the personality - reward and punishment) are manifested in drives and directly realized needs - on the one hand, and in necessity - on the one hand. another.

The motivation of an activity determines its effectiveness: the most effective activity is one that is conditioned by internal and positive motivation.

How to write a term paper on speech therapy

07.09.2010 179896

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].