Development of motivation for learning in the remote form of organization of the educational process

Abstract

The article deals with the features of students ' motivation to study at a distance form of organization of the educational process. It is shown that some forms of distance learning: independent work of students, creative projects, interactive lectures, solving situational problems, formative assessment are themselves significant motives for educational activities. Information technologies that we use for distance learning allow us to quickly establish feedback between students and teachers, take into account individual and personal characteristics of students, their abilities, speed of work, and interests. Distance learning encourages self-knowledge, disclosure of their needs and capabilities, and development of existing potential. The main motives of students to study in the discipline "life Safety"are considered, which include the motives of personal development and the practical significance of the acquired knowledge and skills. Motives based on the desire to communicate, exchange information and emotional experiences are activated and can significantly affect the results of the educational process when combining distance and classroom forms of training organization. The combination of distance and classroom classes allows you to motivate students to learn as much as possible, makes it possible to maintain a rich emotional communication between students and the teacher, students with each other; activate independent work of students, creative initiatives, and develop practical skills of safe behavior