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首页> 外文会议>International Technology, Education and Development Conference >(2440) THE INFLUENCE OF THE PEDAGOGICAL STYLE OF COMMUNICATION ON THE MOTIVATION OF STUDENTS TO LEARN
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(2440) THE INFLUENCE OF THE PEDAGOGICAL STYLE OF COMMUNICATION ON THE MOTIVATION OF STUDENTS TO LEARN

机译：（2440）教学方式的影响沟通对学生学习动机的影响

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The aim of the study was to identify the characteristics of the formation of educational motivation of university students under the influence of the style of pedagogical activity of the teacher (democratic, liberal and authoritarian). Participants in the study were 230 students of Moscow State University of Food Production studying in their second year of education. The motivation of students to learn foreign languages was investigated. At the first stage of the research, a style of pedagogical interaction that was preferred for each research participant was identified by some questionnaires, and the educational success of each participant was recorded. At the second stage the study was aimed at the nature and level of representation of students' motivation to learn. During one semester, students studied within the framework of one teaching style, then over the next two semesters, the teacher changed his / her teaching style. Thus, each of the students was able to “try on” the authoritarian, democratic and liberal styles of teaching. At the same time, all educational successes and failures, students' activity in classes, their involvement in preparing homework, and performing creative tasks were recorded. At the end of each semester (meaning changes in the style of pedagogical interaction), in-depth interviews of students were conducted in order to get feedback and a modified identification of the prevailing type of learning motivation was implemented. At the last stage of the study, the output testing of student performance was implemented. The results showed that authoritarian and democratic teaching styles had a more positive effect on student performance, while the liberal style had a negative effect on their academic performance. Students' motivation to study was higher in those groups of teachers with authoritarian and democratic teaching styles. At the same time, the democratic style, contrary to the authors' hypothesis, provoked, predominantly, not internal, but external motivation, while authoritarian styles significantly activated internal motivation.
机译：该研究的目的是确定大学生教育动机的形成的特征，在教师（民主，自由主义和专制）的教学活动的影响下。研究中的参与者是莫斯科州粮食大学学生在其第二年的教育中学习。调查了学生学习外语的动机。在研究的第一阶段，通过一些调查问卷确定了对每个研究参与者的教学相互作用的风格，并记录了每个参与者的教育成功。在第二阶段，该研究旨在学生学习动机的性质和程度。在一个学期期间，学生在一个教学风格的框架内学习，然后在接下来的两个学期，老师改变了他/她的教学风格。因此，每个学生都能够“尝试”授权，民主和自由的教学方式。与此同时，所有教育成功和失败，学生在课堂上的活动，他们参与准备家庭作业以及进行创造性任务的课程。在每个学期结束时（意味着教学互动风格的变化），进行了深入的学生访谈，以便获得反馈，并实施了改进的学习动机类型的修改鉴定。在研究的最后阶段，实施了学生表现的产出测试。结果表明，专制和民主教学风格对学生表现产生了更大的积极影响，而自由风格对他们的学术绩效产生了负面影响。学生的学习动机在具有专制和民主教学风格的教师群体中更高。与此同时，民主风格，违背了作者的假设，挑衅，主要是内部，而是外部动机，而专制风格显着激活内部动机。

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