Volume 05 Issue 12-2024
78
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
78-82
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
The article notes that increasing students' motivation to learn is an important part of the educational process, which
serves not only their personal development, but also their future usefulness to society as specialists, that creative,
strong and responsible personnel from motivated students are important for the sustainable development of any
country, that motivation is a spiritual factor, a source, reason, evidence and various possibilities of student activity,
that it is a powerful tool that encourages students to actively work towards studying the foundations of knowledge,
skills, and specialized disciplines with enthusiasm and interest, that motivation is a purposeful direction of increasing
students' activity in learning through psychological means, which is associated with satisfying a certain need, that the
characteristics not only guarantee students a high level of knowledge, but also characterize their vital activity, that is,
the formation of the student's personality, his active attitude to practice and life.
KEYWORDS
Education, process, profession, student, activity, activity, motive, quality, result, formation.
INTRODUCTION
The pace of world development, like all other spheres,
requires a new approach to the educational process
and the introduction of innovative technologies.
Accordingly, raising the younger generation to be
physically
healthy,
intellectually
developed,
independent-thinking, with a firm life position, and
loyal to the homeland, as well as increasing their social
activity in the process of deepening democratic
reforms and developing civil society are important
tasks. Therefore, the prosperity of every state and
Research Article
DEVELOPMENT OF STUDENT COGNITIVE MOTIVATION IN
PEDAGOGICAL EDUCATION
Submission Date:
December 04, 2024,
Accepted Date:
December 09, 2024,
Published Date:
December 14, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-12-16
Хudaykulova Dilrabo Shodmonovna
Renaissance university of education lecturer, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 12-2024
79
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
78-82
OCLC
–
1242041055
Publisher:
Master Journals
society is inextricably linked to the maturity,
aspirations, and enthusiasm of the younger
generation. In this sense, it is especially noteworthy
that investments from the state budget in the social
sphere, including reforms of the education system, are
steadily increasing in our country, and that urgent tasks
such as training highly qualified personnel, ensuring
the effective integration of science and production
within the framework of laws and state programs in
the field of education, and educating young people in
the spirit of national and universal values are being
successfully implemented.
Main part
Students' motivation to learn is an important
psychological factor that determines their interest in
learning, their level of activity and aspiration for
scientific processes. This motivation plays a key role in
increasing the effectiveness of the educational
process, ensuring personal development, and
preparing qualified specialists who meet the
requirements of modern society.
The importance of motivation to learn
1. Arousing interest in science - when students have a
high motivation to learn, they strive not only for grades
or diplomas, but also for a deep understanding of
science. This paves the way for their success in their
chosen field.
2. Motivation for independent learning - highly
motivated students are ready to study additional
literature, conduct research, or master new skills on
their own. This increases their activity in the learning
process.
3. Developing creative thinking - motivation to learn
expands the scope of students' thinking and
encourages them to approach problems creatively.
These skills are required in society and production
processes.
4. Ability to make independent decisions - through
motivation to learn, students become independent in
their choices, learn to overcome difficulties in the
learning process, and develop a sense of responsibility.
5. Increasing the effectiveness of the lesson process -
highly motivated students actively participate in the
lesson process, ask questions, and participate in
discussions, which leads to the liveliness of the learning
process and an increase in the quality of knowledge.
Methods for increasing motivation to learn:
1. Preparing interesting educational materials
The teacher's use of new and interactive materials in
lessons, giving examples that are used in practice,
increases students' interest.
2. Using interactive methods:
- Teamwork.
- Case studies.
- Role-playing games and simulations.
3. Assessing student success: students' desire for
knowledge can be strengthened through praise and
encouragement.
4. Discussing social issues: discussing issues that are
important for modern society in the educational
process instills a sense of responsibility in students and
increases interest in learning.
5. Individualization of learning: giving appropriate
tasks to each student, taking into account their
knowledge,
abilities
and
interests,
increases
motivation.
As is known, motivation is a psychological factor, a
source, cause, evidence and various possibilities of
student activity. It is a powerful tool that encourages
students to engage in active labor activity in the study
of the foundations of knowledge, skills, and specialized
disciplines with enthusiasm and interest. That is,
motivation is a purposeful direction of increasing
students' activity in acquiring knowledge through
psychological (spiritual) means. It is associated with
satisfying a certain need [1]. The need is manifested in
the reasons, because the need is a motive that pushes
people to action. At the same time, the need to form a
Volume 05 Issue 12-2024
80
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
78-82
OCLC
–
1242041055
Publisher:
Master Journals
need for knowledge in students arises. The task of the
teacher is, on the one hand, to search for and find ways
to form a need for knowledge in students, to
implement them in the learning process, and on the
other hand, to improve and coordinate the activities to
satisfy the need for knowledge. In order to increase the
activity of students in the process of acquiring
knowledge, it is desirable to form their inclinations,
interests and needs.
RESULTS AND DISCUSSIONS
Although the activity of students in higher education
institutions seems to represent the state of two
separate processes, it is an indicator of behavior
occurring in a single, integrated process based on their
mutual integration [2]. The emergence of activity in
students, on the one hand, reflects the effectiveness of
education, as well as the result, product of pedagogical
activity aimed at its formation. The formation of
student activity in higher education institutions also
indicates the training of a qualified specialist in the
conditions of market relations.
As is known, the subject of educational and cognitive
activity in higher education institutions is the student.
Therefore, in the center of education with a socio-
pedagogical basis lies his personality, consciousness,
and the relationship between both the world being
studied and his partners in educational and cognitive
activity: students, teachers who organize and direct
their education. This issue has been equally important
in all periods.
The student's activity is manifested in his intellectual
reasoning in the process of cognition, in the
performance of general and specific tasks [3]. These
features not only guarantee the acquisition of a high
level of knowledge by students, but also characterize
their vital activity, that is, the formation of the
student's personality, his active attitude to practice
and life. Therefore, it can be safely said that the
development of educational and cognitive activity is
the formation of an active life outlook of a person [8,
9].
Another distinctive feature of the educational and
cognitive activity of students of higher educational
institutions is its unique organizational content. Since
the purpose, content, and types of students'
educational and cognitive activity are included in the
program, the educational process in which they are
involved can be different; it can proceed with the
activity, independence, and different expenditure of
the subject's (student's) strength. In some cases, the
educational and cognitive activity of students as a
process can be imitative, reproductive (productive),
research, and creative in nature. The content of the
organization of educational activities affects the
character of the final result - acquired knowledge, skills
and competences [10].
The following mechanisms can be indicated as
mechanisms for increasing students' activity in
acquiring knowledge:
1) learning activities should be organized in such a way
that they can interact more with the teacher;
2) it is important not to postpone the answers to
questions that interest students on the topic until the
end of the lesson, but to answer them as soon as they
arise, even if the question is not directly related to the
topic;
3) to highly evaluate and encourage any achievements
of students in reading and learning;
4) to patiently create conditions for students to fully
use their abilities and demonstrate their knowledge,
not to give incorrect explanations for their answers;
5) to develop their initiative and encourage them with
the help of available tools;
6) to prevent students from remaining in the position
of passive observers when using technical means of
teaching, to effectively use modern, interactive
teaching methods;
Volume 05 Issue 12-2024
81
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
78-82
OCLC
–
1242041055
Publisher:
Master Journals
7) strict adherence to the principle of fairness in
assessing students' knowledge. Unless students are
rewarded for their work and abilities, and their
intellectual intelligence, they will not strive for active
knowledge acquisition.
8) conveying the content of education in a volume and
complexity that students perceive at the level of their
intellectual abilities;
9) the teacher's position: - severity, strictness,
indifference in necessary cases (to some shortcomings
of the student), relative indulgence, demandingness,
cheerfulness, professional knowledge, pedagogical
ability are required. On the contrary, complacency,
irritability, lowering rating points, paperwork,
excessive admonition, and disgruntled appeals to the
dean's office irritate students, increase their
stubbornness, and lead to a weakening of their activity
in acquiring knowledge. The complexity of the
teacher's work lies in finding a way to each student's
heart, creating conditions for the development of the
potential of each person.
Currently, after a brief theoretical introduction, the
curriculum begins with practical exercises. In fact, it
would be right to move on to practical exercises only
when the theory is well understood. Only then will
students have a desire to further expand and deepen
their knowledge.
In order to increase students' interest in learning,
existing problems should be studied, divided into
groups by specialty, and brought to the attention of
students with a proposal to find solutions on separate
topics, and methods should be developed to
encourage students who have found some
noteworthy solution to the problem. This method also
helps to increase students' interest and activity in
studying [4, 5, 6, 7].
The teacher must be aware of the latest scientific ideas
and scientific achievements. If the students
themselves are always the source of new information,
and the teacher lags behind events, then soon there
will be no trace of either his pedagogical or educational
authority. A teacher's broad outlook, ability to find
satisfactory answers to any question, and ability to
explain new developments foster a sense of respect
for him and the subject he teaches. The teacher's
ability to attract students' attention during the
learning process, find a common language, discuss
various issues among all students, and properly
approach issues of moral virtues and social culture also
help to increase students' activeness in learning.
CONCLUSION
In conclusion, it should be noted that in order to
increase students' activity in acquiring knowledge, the
teacher must have extensive knowledge in his field,
conduct lessons based on interesting examples,
instructive stories, events and conclusions from life
experience, take into account the interests of students
during the lesson, and try to find answers to any
questions with generosity. Also, the effective use of
advanced pedagogical technologies in the educational
process, the widespread use of modern technical
means and handouts in lessons will further improve
students' learning and cognitive activity. Of course,
each subject has its own unique aspects, features that
attract students. In our opinion, there are especially
many such aspects in specialized subjects. In order to
increase students' activity in acquiring knowledge in
specialized subjects, the role of the studied subject in
the life and development of humanity, its place in the
economy and potential of the country should be fully
explained. Only then will the student try to study this
subject more deeply.
Therefore, the quality and efficiency of the educational
process is directly based on the interaction of the
teacher and students. Therefore, the main attention of
the teacher should be focused on the formation of
students' motivations for studying.
Volume 05 Issue 12-2024
82
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
78-82
OCLC
–
1242041055
Publisher:
Master Journals
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