Fear motivates action. Motive is what motivates a person to action
Maxim Vlasov
Fear motivates action
The feeling of fear and anxiety is an excellent driving force, so powerful that it can move any person. Fear originates from our basic natural instinct, the instinct of survival, the instinct that is embedded in every living creature on the planet, to survive and continue its race. This is so obvious that we don’t even notice it, thinking and guessing about human nature and looking for the reason for some of his actions. But not everyone is blind, there are enough literate people who have excellent knowledge of psychology, who manage to organize unconscious groups of people and induce them to take actions that are necessary for these particular people. The driving factor is fear and anxiety, as a result of which a person simply cannot relax. A relaxed and calm person does not feel the need to do anything, and his natural desire for knowledge does not have sufficient strength to overcome the difficulties that inevitably arise in everyone's life.
And only fear turns a person into a superman who, through what I cannot do, does the impossible. Even a slight feeling of anxiety already forces you to look for answers to emerging questions, and the stronger this anxiety, the more active a person’s actions. Isn’t it the fear of remaining hungry that forces a person to do at least some kind of work, physical or mental, but work? The whole world and order in it are based on fear, a feeling that turns out to be very useful for a person if he learns to control it. And you can control your fear only by causing it in yourself, and accordingly, through the fear of your own production, do what you need, and not others. Perhaps some of you will say that there is no need to be afraid of anything, you need to be brave and then you can win. And those who think so are in fact right, only this is what a person’s courage is, if not a fear that is not under his control, which he can control. Only fools are afraid of anything, and as a rule, they don’t win. Yes, you should smile at least ten times before death, whether you are afraid of it or not, if you are dead, then you cannot change anything, and it is not courage but stupidity to deliberately go to death.
Sometimes, when there is no other choice, people, of course, have to sacrifice themselves, and for this they have to subjugate their fear, but not give up on it, which goes against nature. Therefore, there must be fear, if you artificially deprive a person of this feeling, then he is no longer a person, a normal person, like all living things, must cling to life, without fear of death, and not find the courage to die. Therefore, only fear that is controlled by a person, when he clearly understands what he is afraid of and why, and why he needs it at all, allows him to act according to his interests, thoughtfully and calmly, without revealing his fear to others. But uncontrolled and unconscious fear, which we can observe during panic, or when people are afraid and do nothing, which is senseless, this is already harmful and destructive for a person. In general, as a psychologist, I always welcome flexibility, resourcefulness, cunning and two-facedness, that is, everything that allows you to manipulate other people. And no matter how all this is perceived in our society, which actually perceives everything in a negative light, which makes a person stronger, such behavior is natural for a person.
If you are physically weak, you must be cunning or smart; if you are strong, you must take advantage of the weak. In general, a person must be a chameleon, know his strengths and weaknesses and, while hiding his shortcomings, skillfully use his strengths. And what makes a person do all this is correct, it is fear, and therefore the need to survive, by any means. I never welcomed the samurai approach to life, which many still profess today. For them, saving face means stupidly killing themselves, that is, influencing the opinions of others, which a normal person, in principle, has nothing to do with. But by staying alive, you can always influence events and replay the situation, so pride and perseverance in this case do not justify themselves. A living person can change everything in this world that did not suit him, he can call to account everyone who once humiliated him, a dead person cannot do this; by dying, a person relieves himself of responsibility for life.
For each of us, death will come in due time, we will all die, therefore we should not rush the inevitable, just as we should not be afraid of it, we need to think about life. That is why all these heroic deaths that suicide bombers brag about so much, sacrificing themselves for the sake of what seems to them a great idea, cannot be called courage, it is rather hopelessness, and as I already said, a dead person cannot win, but a living person always there is a chance. This is all to say that fear prompts a person to both deliberate and rash actions; fear of death, as well as its absence, are not the basis for rational thinking. On the one hand, fear of the inevitable prevents us from solving truly important problems and doing something in this life so as not to live it in vain. On the other hand, giving up your life in order to be thought of as a hero is simply stupid, no matter how you preserve your face, they will still forget about you, and you will not change anything. Fear should be used as a means to change the world, and only a living and healthy person can do this.
The world in which you personally want to live and what you want to leave for your descendants is your doing, and only the feeling of fear that if you don’t do it, someone else will do it, forces a person to act. Frighten yourself because others may frighten you, so you should not be afraid, because fear of fear is the cure for it. Fear is a great way to manipulate people, one way or another, but anyone can be intimidated. Every person is afraid of something, but if he is a normal person and not an idiot, they are of little use anyway. And since a person is afraid, it means he will do something, trying to satisfy the hunger of his fear, so why not direct these actions in the direction you need? To act as a savior, a deliverer from fear, or to give a good recipe, many people like to do this, some do it well, some do it poorly.
But both on a global and local scale, a person who skillfully imposes his fears on others and then helps them get rid of them finds his fans, who flock into a herd of brainless sheep around him. Well, it turns out that fear is really necessary to control people, this world implies the presence of both the led and the led, and as they say, the eagle flies alone, and the sheep graze in a herd. Therefore, when choosing your life path, decide how you will use your fear, without control over which you will not be able to feel free, because either you control and manage your fear, or it controls and manages you.
Having the internal position of a schoolchild, he wants to learn. And study well, excellently. The school is called general education because it provides basic knowledge in the main fields of science. On this basis, a person subsequently becomes a good specialist in some narrower area of his specialization. Having knowledge, the student receives high grades, which, in turn, are a source of other rewards, a guarantee of his emotional well-being, and a source of pride. When a child studies successfully, he is praised by both teachers and parents, and he is set as an example for other children. Moreover, in a classroom where the teacher's opinion is not only decisive, but the only authoritative opinion with which everyone takes into account, these aspects come to the fore.
Studying at school is the main activity of a student, and his main goal is the successful acquisition of knowledge and skills necessary so that he can use them in the future for himself, and therefore for society. Therefore, each student can be assessed by how he approaches his studies and what his own goals and plans are. A schoolchild cannot be forced to teach successfully if he is indifferent to learning and knowledge, without interest and without realizing the need for it. Therefore, the school is faced with the task of forming and developing positive motivation for learning activities in the child. In order for a student to truly get involved in work, it is necessary that the tasks that are set for him in the course of educational activities are not only understandable, but also internally accepted by him, i.e. so that they acquire significance for the student and thus find a response and a reference point in his experience. Among the various social motives for learning, perhaps the leading ones are the motives of “bringing joy to parents,” “I want to know more,” and “it’s interesting in class.”
Motive is what motivates a person to action. Without knowing the motives, it is impossible to understand why a person strives for one goal and not another; therefore, it is impossible to understand the true meaning of his actions.
Motivation for learning can also be a good indicator of the level of mental well-being of the student, as well as an indicator of the level of his development. Often, students’ motives for learning can be very prosaic: to receive the desired gifts from their parents, praise from parents and teachers, the desire to become an excellent student, to stand out among their peers, etc. In order for a student to truly get involved in work, it is necessary that the tasks that are set for him in the course of educational activities are understandable, but also internally accepted by him, i.e. so that they acquire significance for the student and thus find a response and a reference point in his experience.
Motive is the student’s focus on certain aspects of educational work, associated with the student’s internal relationship with it. In the system of educational motives, external and internal motives are intertwined. Internal motives include such as one’s own development in the learning process; acting with and for others; knowledge of the new, unknown. Motives such as studying as a forced behavior are even more saturated with external aspects; the learning process as a habitual functioning; studying for leadership and prestige; desire to be the center of attention. These motives can also have a negative impact on the nature and results of the educational process. The most pronounced external aspects are in the motives for studying for the sake of material reward and avoiding failure. Let us consider the structure of the motivational sphere of learning among schoolchildren, i.e. what determines and stimulates the child’s educational activity.
Activity structure.
Motivation performs several functions: it stimulates behavior, directs and organizes it, and gives it personal meaning and significance. The named functions of motivation are realized by many motives. In fact, the motivational sphere always consists of a number of motivations: ideals, value orientations, needs, motives, goals, interests, etc. Any activity begins with needs that develop in the interaction of a child with an adult. A need is the direction of a child’s activity, a mental state that creates a prerequisite for activity. The subject of its satisfaction is determined only when a person begins to act. But without need, the child’s activity is not stimulated, he does not develop motives, and he is not ready to set goals. Another important aspect of the motivational sphere is motive, i.e. the focus of activity on the subject, the internal mental state of a person. In teaching, the motive is the focus of students on certain aspects of the educational process, i.e. students’ focus on mastering knowledge, getting a good grade, receiving parental praise, and establishing desired relationships with peers. A goal is the focus of activity on an intermediate result, representing the stage of achieving the object of need. In order to realize the motive, to master the methods of self-education, it is necessary to set and fulfill many intermediate goals: learn to see the long-term results of one’s educational activities, subordinate the stages of today’s educational work to them, set goals for performing educational actions, goals for their self-test, etc. Another aspect of the motivational sphere of educational activity is interest in learning. Emotional coloring is called the main feature of interest. The connection between interest and positive emotions is important in the first stages of a student’s curiosity.
There are five levels of educational motivation:
1. A high level of school motivation and educational activity (such children have a cognitive motive, a desire to most successfully fulfill all the school requirements). Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades.
2.Good school motivation. (Students successfully cope with educational activities.) This level of motivation is the average norm.
3. A positive attitude towards school, but the school attracts such children with extracurricular activities. Such children feel comfortable enough at school to communicate with friends and teachers. They like to feel like students, to have a beautiful briefcase, pens, pencil case, and notebooks. Cognitive motives in such children are less developed, and the educational process is of little interest to them.
4.Low school motivation. These children are reluctant to attend school and prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. They are seriously adapting to school.
5. Negative attitude towards school, school maladjustment. Such children experience serious difficulties in learning: they cannot cope with educational activities, experience problems communicating with classmates, and in relationships with the teacher. They often perceive school as a hostile environment; being in it is unbearable for them. In other cases, students may show aggression, refuse to complete tasks, or follow certain norms and rules. Often such schoolchildren have neuropsychic disorders.
A high level of learning motivation is necessary to achieve academic success, and in this regard, the contribution of motivation to the overall success of a student’s activities can be considered on a par with the student’s cognitive abilities. Sometimes a less capable student, but with a high level of motivation, can achieve higher academic results because he strives for this and devotes more time and attention to learning. At the same time, a student who is not sufficiently motivated may have insignificant academic success, even despite his abilities.
Reasons for the decline in school motivation:
1. Adolescents experience a “hormonal explosion” and a vaguely formed sense of the future.
2. The attitude of the student to the teacher.
3. The attitude of the teacher to the student.
4. Girls in grades 7-8 have reduced age-related susceptibility to educational activities due to the intensive biological process of puberty.
5. Personal significance of the subject.
6. Mental development of the student.
7. Productivity of educational activities.
8. Misunderstanding of the purpose of the teaching.
9. Fear of school.
The formation of a student’s learning motivation should occur on the basis of a clearly defined goal - obtaining a good education. Obviously, not every child understands from an early age that he studies, first of all, for himself, for his future achievements. Therefore, the goal of adults (parents, teachers and psychologists) is to help them realize this goal. Learning motivation is determined by a number of factors specific to this activity. Firstly, it is determined by the educational system itself, the educational institution where educational activities are carried out; secondly, - the organization of the educational process; thirdly, the subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, interaction with other students, etc.); fourthly, the subjective characteristics of the teacher and, above all, the system of his relationship to the student, to the work; fifthly, the specifics of the academic subject. In psychology it is known that the development of learning motives occurs in two ways:
1. Through students’ assimilation of the social meaning of teaching;
2. Through the very activity of the student’s learning, which should interest him in something.
On the first path, the main task of the teacher is, on the one hand, to convey to the child’s consciousness those motives that are socially insignificant, but have a fairly high level of reality. An example would be the desire to get good grades. Students need to be helped to understand the objective connection of assessment with the level of knowledge and skills. And, thus, gradually approach the motivation associated with the desire to have a high level of knowledge and skills. This, in turn, should be understood by children as a necessary condition for their successful activities useful to society. On the other hand, it is necessary to increase the effectiveness of motives that are perceived as important, but do not actually influence their behavior. In psychology, there are quite a lot of specific conditions that arouse a student’s interest in educational activities. Let's look at some of them.
1. Method of disclosing educational material. Usually the subject appears to the student as a sequence of particular phenomena. The teacher explains each of the known phenomena and gives a ready-made method of dealing with it. The child has no choice but to remember all this and act in the shown way. With such a disclosure of the subject, there is a great danger of losing interest in it. On the contrary, when the study of a subject proceeds through the disclosure to the child of the essence that underlies all particular phenomena, then, relying on this essence, the student himself receives particular phenomena, educational activity acquires a creative character for him, and thereby arouses his interest in studying the subject. At the same time, both its content and the method of working with it can motivate a positive attitude towards the study of a given subject. In the latter case, motivation takes place through the learning process.
2. Organization of work on the subject in small groups. The principle of recruiting students when recruiting small groups has great motivational significance. If children with neutral motivation for a subject are combined with children who do not like this subject, then after working together the former significantly increase their interest in this subject. If you include students with a neutral attitude towards a given subject in a group of those who love this subject, then the attitude of the former does not change.
3. The relationship between motive and purpose. The goal set by the teacher should become the goal of the student. To transform the goal into motives-goals, the student’s awareness of his successes and moving forward is of great importance.
4. Problem-based learning. At each stage of the lesson it is necessary to use problematic motivations and tasks. If the teacher does this, then usually the students' motivation is at a fairly high level. It is important to note that the content is educational, i.e. internal.
The work of a teacher aimed at strengthening and developing the motivational sphere includes the following types of influences:
updating the student’s previously established motivational attitudes, which should not be destroyed, but strengthened and supported;
creating conditions for the emergence of new motivational attitudes (new motives, goals) and the emergence of new qualities in them (stability, awareness, effectiveness, etc.);
correction of defective motivational attitudes;
a change in the child’s internal attitude both to the current level of his capabilities and to the prospects for their development.
A special type of work to develop an adequate level of aspirations and self-esteem in students is deliberate encouragement by the teacher. For the student’s motivation, the information about his capabilities hidden in the grade turns out to be more important than the teacher’s assessment. A teacher's assessment increases motivation if it relates not to the student's abilities as a whole, but to the efforts that the student makes when completing a task. Another rule for grading by a teacher to encourage motivation is when he compares successes not with the successes of other students, but with his previous results. The next group of tasks is on the sustainability of goals, their effectiveness, perseverance and perseverance in their implementation. Thus, goal retention is facilitated by the task of resuming learning activities after interference and obstacles. Strengthening the student’s perseverance in achieving a goal is facilitated by exercises in solving extremely difficult problems without feedback during the solution. The activity and flexibility of goal setting are stimulated by exercises on setting near and distant goals, their immediate and delayed implementation. In order for exercises on motives and goals to be used by schoolchildren in real life conditions, it is desirable that they be related to educational material or to situations in the life of the team.
Stages of formation of motivation at individual stages of the lesson.
The stage of inducing initial motivation. At the initial stage of the lesson, the teacher can take into account several types of motivations of students: to update the motives of previous achievements (“we worked well on the previous topic”), to evoke motives of relative dissatisfaction (“but we did not learn another important aspect of this topic”), to strengthen the motives of orientation towards the upcoming work (“and yet this will be necessary for your future life: for example, in such and such situations”), strengthen involuntary motives of surprise and curiosity.
The stage of reinforcement and strengthening of emerging motivation. Here the teacher focuses on cognitive and social motives, arousing interest in several ways of solving problems and their comparison (cognitive motives), in different ways of collaborating with another person (social motives). This stage is important because the teacher, having aroused motivation at the first stage of the lesson, sometimes stops thinking about it, focusing on the substantive content of the lesson. To do this, alternating different types of activities (oral and written, difficult and easy, etc.) can be used.
Lesson completion stage. It is important that each student leaves the activity with a positive, personal experience and that at the end of the lesson there is a positive attitude towards further learning. The main thing here is to strengthen the assessment activities of the students themselves in combination with the teacher’s mark. It can be important to show students their weak points in order to give them an idea of their capabilities. This will make their motivation more adequate and effective. In lessons for mastering new material, these conclusions may concern the degree of mastery of new knowledge and skills.
Tasks for the formation of educational activities, goal setting, and “training” of motives must begin from the first grade, and tasks for students’ awareness of their educational activities, and especially motivation, from the end of primary school age.
1. Studying new material.
When presenting new material, students’ existing knowledge, abilities, skills and life experience are actively used.
Simpler operations - finding information in tables, a textbook, and explaining it, writing down equations of chemical reactions and reading them - are performed schoolchildren with low levels of motivation , for whom the ease of performing actions is attractive.
For guys with an average level of motivation who know how to find and use the required algorithm of actions are encouraged to analyze, compare, and systematize information (of course, with the support of the teacher).
The opportunity to explain a fact, the result of an experiment, that is, to draw conclusions, find cause-and-effect relationships, is given students with a high level of motivation , for which the predominant activity is the search for solutions that require changing combinations of known algorithms.
As a result new material is studied by the children themselves. Each of them has the opportunity to evaluate their strengths. They gain self-confidence that they will be able to cope with similar tasks in the future. Someone can try themselves at a higher level.
2. Consolidation of information.
This stage has three types. Primary consolidation– is in the process of working on new material, as the guys gain new knowledge through trial and error. Of course, mistakes are corrected with the help of the teacher.
Secondary consolidation is carried out immediately after the primary one and is of a reproductive nature, since by the end of the lesson the children are already tired. This could be a conversation, a test in the form of the game “Finest Hour,” or the students themselves performing demonstration experiments.
Full consolidation occurs when asking for homework. When checking it, errors are indicated that are corrected by the students themselves or the teacher.
3. Homework.
Tasks are selected to match the levels of differentiation. In this case, the most common textbooks and collections of problems and exercises in chemistry, available in every school library, are used.
Teacher's task– determine the most appropriate task for each student depending on motivation, level of preparedness, abilities, etc.
For a low level of motivation - reproductive in nature, for an average level of motivation - requiring the application of acquired knowledge in a new situation, and for a high level of motivation - creative tasks (solving a non-standard problem - with extra data, or, conversely, with missing data).
4. Homework survey.
Checking homework has the following forms:
individual work at the board,
work on site,
frontal survey.
This technique allows more objectively assess the knowledge, skills and abilities of each student, prevent gaps and lags.
When working individually at the board, the student comments on the prepared oral or written task and answers additional questions.
The student chooses the task level himself. If there are answers of one level, then in order to move forward, for development, the teacher gives instructions on how to complete tasks at other levels. When students perform individual differentiated work on site, they also have the right to choose the level. The work time is 10-15 minutes.
Children are allowed to use a workbook, textbook, and additional literature.
This form of work develops the child’s ability to work independently, the ability to find the necessary information, and allows the students themselves to consolidate and correct their existing knowledge and move forward.
Tasks are again selected individually:
for a low level of motivation - of a reproductive nature, but are supplemented with simple new conditions in order to force them to think rather than look for ready-made answers;
for the average level of motivational activity - tasks are offered that require deeper knowledge and its application in a new situation;
tasks for a high level of motivation require a creative approach on the part of the student, conjecture, and the search for a non-standard solution.
Children are also allowed to use workbooks and a textbook. It is best to conduct this in the form of a veiled test - the game “Weakest Link”, always with comments on the answers.
The test questions used are designed so that children with different levels of motivation develop thinking operations: abstraction, analysis, synthesis, comparison, concretization, systematization, analogy.
5. Final knowledge control.
In the test, each task is again differentiated by difficulty.
The student has the right to choose the level of each task and defend his approach to solving it:
for children with a low level of motivation, the simplest tasks are solved using direct formulas and chemical equations in one action,
tasks in which you need to transform formulas, independently find and apply the desired algorithm, are intended for schoolchildren with an average level of motivated activity,
non-standard, problematic problems are solved by students with a high level of motivation.
“Average” students independently determine the algorithm of actions to complete tasks and give reasoned explanations.
For children who strive to find solutions to problematic issues, tasks of this nature are selected, allowing students to defend their approach to solving issues.
6. Practical work.
When performing practical work attention is focused on the student’s ability to describe, justify, draw conclusions, and propose their own ways of doing the work. For students with a low level of motivational activity, instructions for performing experiments are offered.
After all operations are completed They describe their observations in detail and draw conclusions (with the help of the teacher, of course) in accordance with the goals. Children with an average level of motivation need to complete the work, describe their observations, write down the equations of chemical reactions, draw appropriate conclusions and answer additional questions. For schoolchildren who like to find their own solutions to problematic tasks, it is necessary to prepare special practical work.
7. Additional tasks.
Additional assignments include communications, essays, research and design work. This form develops children’s ability to independently find and process the necessary information in additional literature. The teacher must indicate the planned result.
The simplest task– find specific information.
More difficult task– choose the right material and draw conclusions. It is especially valuable when the information found finds a specific application: compiling magazines with practical advice, newspapers with puzzles, crosswords.
And finally the hardest thing the task is to formulate a problem, find ways to solve it in additional literature, make generalizations, conclusions, specific proposals, and reflect your attitude.
8. General lessons.
Generalizing lessons are the drawing up of generalizing diagrams, allowing the student to identify the deep connections of the processes and phenomena being studied.
Children with low levels of motivation are given task to read the finished diagram.
Add or correct an existing diagram is offered to students who know how to analyze and systematize information.
Schoolchildren who like to find solutions themselves offer their own original schemes.
5. Age-related characteristics of schoolchildren’s learning motivation.
What motivates a person to act? What are the main needs of people? What role does work play in the life of society?
Answer
Motivation is a motor impulse, an emotional-volitional aspiration of an individual towards something, which in psychology is called a motive. All drivers of behavior are based on needs. Need is understood as the individual’s need for what is necessary to maintain his body and develop his personality. A need directly motivates a person to activity aimed at satisfying this need. It is thus an internal stimulus for his behavior and activity. Based on needs, a person develops motives for activity and incentives for it.
Abraham Maslow recognized that people have many different needs, but also believed that these needs can be divided into five main categories:
Physiological: hunger, thirst, sexual desire, etc.
Security needs: comfort, consistency of living conditions.
Social: social connections, communication, affection, caring for others and attention to oneself, joint activities.
Prestigious: self-esteem, respect from others, recognition, achieving success and high praise, career growth.
Spiritual: cognition, self-actualization, self-expression, self-identification.
Labor is an activity aimed at human development and the transformation of natural resources into material, intellectual and spiritual benefits. Such activity can be carried out either under coercion, or out of internal motivation, or both.
In the process of its evolution, work became significantly more complex: man began to perform more complex and varied operations, use increasingly organized means of labor, set and achieve higher goals. Labor has become multifaceted, diverse, and perfect.
In the context of the use of more advanced resources and means of labor, the organization of work has an increasing impact on the environment, sometimes to the detriment of the environment. Therefore, the environmental aspect in work activities takes on new significance.
The joint work of people represents something more than the simple sum of their labor expended. Joint labor is also considered as a progressive unity of the total results of labor. The interaction of a person with natural materials, means of labor, as well as the relationships into which people enter - all this is called production.
Now let’s think about solving task 20.
The section “Spiritual Culture of Man and Society” is devoted to tasks four to six - this is mandatory. But this topic is also presented in other tasks. For example, where you need to work with graphical data (with a diagram that reflects the results of a sociological survey), or where you need to insert missing words into the text. Or in a task to find features of difference and features of similarity. Or to highlight statements of a theoretical, factual and evaluative nature. All these tasks can be in any section of social studies.
In the demo version of the Unified State Exam 2016, the twentieth task is based on the material in the section “Man, Society, Spiritual Culture.” This is what I propose to solve now.
Read the text below, in which a number of words are missing. Select from the list provided the words that need to be inserted in place of the gaps.
“Motive ____(A) is called what motivates it, for the sake of which it is carried out. The stimulant is usually a specific ____(B), which is satisfied in the course and with the help of the activity. This is a certain form of connection between living organisms and the world, necessary for the existence of ____(B), a social group and society as a whole.
____(D) needs are caused by the biological nature of man. These are the needs of people for everything that is necessary for their existence, development and reproduction. ____(D) needs are related to the fact that a person belongs to society, occupies a certain place in it, participates in work activities and communication with other people. ____(E) needs are associated with a person’s knowledge of the world around him, his place in it and the meaning of his existence. Each of the needs groups corresponds to a specific type of activity.”
The words in the list are given in the nominative case. Each word can only be used once. Choose one word after another, mentally filling in each gap. Please note that there are more words in the list than you will need to fill in the blanks.
List of terms:
-
social;
natural;
genuine (reasonable);
individual;
-
ideal (spiritual).
need;
activity;
The table below shows the letters representing the missing words. Write down the number of the word you chose in the table under each letter.
Answer:
How are such tasks carried out?
You see that after each gap there is a letter. Six words or phrases are missing. They are designated by letters: A, B, C, D, D and E.
Below the text are terms from which you need to make a choice. Moreover, if there are no passes six, then the terms nine. This means that three terms are redundant. They can only be inserted once. And in the sign under each letter you must write down the corresponding number.
Please also note that the words in the list are given in nominative case. Moreover, when it comes to adjectives, they are given in the masculine gender, but in the text they can also be used in the feminine gender. This also needs to be taken into account. Well, at least from the context we can guess what needs to be inserted: a noun or an adjective. This can make it easier to find the right word.
So, read carefully.
Motive ____(A) is called what motivates it, for the sake of which it is carried out.
We need to choose HER. The motive motivates HER. You can, in general, immediately guess that we are talking about the motive for actions or activities. We are looking for something suitable. At number two we find activity. We choose two.
The stimulant is usually a specific ____(B), which is satisfied in the course and with the help of the activity.
Through activities, people satisfy their needs. Need is one of the most common motives for activity. Let's choose one.
This is a certain form of connection between living organisms and the world, necessary for the existence of ____(B), a social group and society as a whole.
So, in ascending order: less, more, more - that means a person. But we don’t have a person in our list of terms, but we do have an individual. We choose eight.
____(D) needs are caused by the biological nature of man. These are the needs of people for everything that is necessary for their existence, development, and reproduction.
These are biological needs. Otherwise we can call them “natural needs”. We choose five.
____(D) needs are related to the fact that a person belongs to society, occupies a certain place in it, participates in work activities and communication with other people.
Society is also called “society”. Social needs are called social needs. We choose the fourth answer.
____(E) needs are associated with a person’s knowledge of the world around him, his place in it and the meaning of his existence.
Knowledge refers to spiritual needs. In this case, you are offered both options for the name of this group of needs - ideal (spiritual). We choose nine.
As a result, we write in the table: 2, 1, 8, 5, 4, 9.
Good luck on the exam!
SOCIAL STUDIES – 10th grade.
Lesson topic: What motivates a person to act?
The purpose and objectives of the lesson: based on the formation of skills and abilities for a comprehensive understanding of students’ knowledge, to give an idea of activity as a way of being for a person and society. educational: to form the concept of “motives of activity”, to characterize needs, social attitudes, interests, beliefs, to give an idea of the factors of social development, the role of the unconscious, to introduce M. Weber’s classification of actions, to substantiate the multifactorial nature of human activity. Developmental: improve the ability to work with textbook text, analyze and compare, establish cause-and-effect relationships, connect knowledge with everyday experience. Educational: promote self-knowledge, development of tolerance.
Lesson type: lesson on learning new material.
Lesson form: laboratory work.
The main stages of the lesson: - setting a problem task; - studying new material (analysis of textbook text in groups, compiling tables and diagrams, demonstrating results and discussing); - consolidation and primary control of assimilation; - homework.
Lesson progress
Statement of the problem task.Teacher: Here is card No. 1. It contains several definitions. After reading them, try to formulate the topic of the lesson. Card No. 1.
Any human activity to which he himself attaches some meaning.
A specifically human form of active relationship to the surrounding world, the content of which is its purposeful change and transformation.
Work, the systematic application of one’s strengths in any area.
A form of mental activity of the subject, consisting in the motivational achievement of a consciously set goal of cognition or transformation of an object.
2. Learning new material. Teacher: So, what will the lesson be about? We will talk about human activity and what motivates him to this activity. Lesson topic (slide 1.)
“Without a goal there is no activity,
without interests there is no goal,
and without activity there is no life"
V.G. Belinsky
What is an activity?
What are its components? (activity structure)
Why does a person perform an activity? (motives for activity)
Taking into account the general characteristics of the activity given in the definitions, try to write down a generalizing definition in your notebook yourself (listen to the answers of 3-4 students, ask if all the characteristics are taken into account: activity, goal setting, motivation). Activity is a form of human activity, a characteristic human attitude towards the outside world, aimed at transforming it.
Teacher: How do you think human activity differs from animal behavior? (goal setting, the ability to go beyond experience, transformation of the natural and social environment). (slide 2.). Appeal to the epigraph.
Teacher:What components does the activity structure consist of?
Activity structure
| |
Actions result
Teacher. In the structure of activity, its subject and object are distinguished.
Who do you think could be the subject of the activity? (person, group of people, organization, government body).
Name possible objects of activity (natural materials, spheres or areas of people’s lives, people themselves).
Define: Target – a conscious image of the anticipated result towards which the activity is aimed; - what is presented in the mind and expected as a result of activity.
Actions
What actions do you know?
Purposeful (based on a thoughtful and set goal),
Value-rational (based on ideological principles),
Affective (under the influence of emotional state),
Traditional (under the influence of habit). Teacher: – What is the difference between goal-rational and value-rational actions? Give your own examples of each type of action.
Needs - a person’s perceived need for what is necessary to maintain life and personal development. Working with the textbook (in groups)
What groups of needs do these statements relate to? Aristotle: “All people by nature strive for knowledge.”
G. Bell: “Sleep is beautiful because it equalizes man and animal.”
Yu. Nagibin: “If you define his main aspiration, he always helped someone...Helping was his calling”
Teacher: - Is knowledge of needs sufficient to understand the motives of activity? Review the text and fill out the table “Motives for activity.”
Motives - these are motivations for activity associatedwith satisfactionneeds. Motives for the activity (working with the textbook and filling out the table.)
3. Consolidation and primary control of assimilation;
“Activity is a form of interaction inherent only to humans with ___________(1). Its main content is change and _________(2) of the world in the interests of people. The activity is characterized by a focus on creating something that does not exist in nature, on _________ (3) a product of material or spiritual culture.
G) consumption H) need
Task 1 group: After reading the text, answer the questions orally.
In the fairy tale M.E. Saltykov-Shchedrin “Wild Landowner” the author depicts a landowner, through whose prayer God cleared all his possessions of peasants. This landowner enjoyed the air, freed from the smell of chaff and sheepskin, and dreamed of “what kind of fruit garden he would plant: “Here there will be pears and plums; here are peaches, here are walnuts!” I thought, “what kind of cows will he breed, that there will be no skin, no meat, but all milk, all milk!.. what kind of strawberries he will plant, all double and triple, five berries per pound, and how many of these strawberries he will sell in Moscow” . How much or how much time has passed, only the landowner sees that in his garden the paths are overgrown with thistles, snakes and all sorts of reptiles are teeming in the bushes, and wild animals are howling in the park,” “taxes and regalia have stopped, and it has become impossible to get there is not a pound of flour or a piece of meat in the market.”
What were the landowner's goals?
What means did he choose to achieve them?
Did the landowner's actions lead to the results he sought? Why?
Task 2 group After reading the text, answer the questions orally.
Two generals, depicted by M.E. Saltykov-Shchedrin, saved from starvation, as is known, by a man who “began to act in front of them. First of all, he climbed a tree and picked the generals ten of the ripest apples... Then he dug into the ground and got potatoes from there; then he took two pieces of wood, rubbed them together, and brought out fire. Then he made a snare from his own hair and caught the hazel grouse. Finally, he lit a fire and baked... various provisions..."
What was the goal of the man’s activity, the means to achieve it and the results?
What specific actions did this activity consist of? 3. Did its results correspond to the stated goal?
A task for everyone.
A primary school teacher turned to high school students with a request to help him prepare a New Year's party for the kids. Those high school students who responded to this request organized a “Santa Claus Workshop.” They wrote a script for a fairy-tale performance, sewed costumes, selected music, and taught songs and games to the kids. We involved the kids in decorating a fairy-tale town, making Christmas tree decorations and surprises.
Describe the structure of this activity for high school students:
determine its subject, object, goal, means and results.
What could be the motivation for this activity?
Teacher: - Returning to the epigraph of the lesson, what new did you learn in class today? (a person becomes a subject of his life activity only if he tries to understand and, if possible, regulate the motives of his own activity).
4. Homework. Textbook pp. 168-174 Based on known factors, analyze the motivation for the activity of one of the historical figures.
Application
Motives for activity
| Essence | Possible examples |
|
| Social attitudes | General orientation towards a specific social object | Attitude to family |
| Beliefs | Sustainable views of the world. The desire to bring them to life | Living nature - “a product of evolution” or “all living things are the result of creation” |
| Interests | The desire to influence social conditions on which the distribution of goods depends. | Have private land |
| The image of a perfect society | Society for Universal Equality |
Types of action
| Actions | Essence | Possible examples |
| Goal-rational | Focus on a rationally set and thoughtful goal | Performing work and educational tasks. |
| Value-rational | Following your beliefs and moral values. | Caring for the Elderly |
| Affective | Conditionality of the individual's emotional state | Fury in battle |
| Traditional | Based on long-term habit | Creation of product inventories |
Lesson topic:
Lesson topic: ______________________________________________
Your opinion about the lesson:_________________________________________________________
Lesson topic: ______________________________________________
Your opinion about the lesson:_________________________________________________________
Lesson topic: ______________________________________________
Your opinion about the lesson:_________________________________________________________
Card No. 1.
1. The process of active interaction of the subject with the world, during which the subject satisfies any of his needs.
2. Any human activity to which he himself attaches some meaning.
3. A specifically human form of active relationship to the surrounding world, the content of which is its purposeful change and transformation.
4. Work, systematic application of one’s strengths in any area.
5. A form of mental activity of the subject, which consists in the motivational achievement of a consciously set goal of cognition or transformation of an object.
Filling in gaps in the text:
A. “Activity is a form of interaction inherent only to humans with ___________(1). Its main content is change and _________(2) of the world in the interests of people. The activity is characterized by a focus on creating something that does not exist in nature, on _________ (3) a product of material or spiritual culture.
Activities are always connected with a certain ___________ (4), and they are carried out for the sake of satisfying them. Activities are manifested in various spheres of society. She is characterized by such traits as ________(5), productivity, and social character. It includes a goal, means, _________(6), and the process of activity itself usually consists of a series of actions or actions.”
The words in the list are given in the nominative case. Each word (phrase) can be used once:
A) environment B) adaptation
C) transformation D) result
D) production E) consciousness
G) consumption H) need
