TM
G. XX Br. 3-4 Str. 313 - 324 Niš jul - decembar 1997.
UDK
378:.147
Prethodno
saopštenje
Blagoje Nešić
Filozofski fakultet, Niš
ULOGA NASTAVNIKA I SARADNIKA
U MOTIVISANJU STUDENATA ZA STUDIRANJE I NAUČNO ISTRAŽIVAČKI RAD
Rezime
U prvom delu rada ukazuje se na razliku između spoljašnje (heteronomne)
i unutrašnje (autonomne) motivacije studenata u oblasti učenja, studiranja
i naučno-istraživačkog rada. Ne zanemarujući ulogu i značaj spoljašnjih
motiva u učenju (studiranju), uverenje je autora da je neophodno u toku
nastave, vežbanja, praktičnih radova, samostalnih radova, diskusija i drugih
aktivnosti studenata, permanentno raditi na razvijanju studentove unutrašnje
odnosno autonomne motivacije. Tokom studiranja potrebno je kod studenata
izgrađivati i postići takvu strukturu motivacije - razviti takve motive
koji će biti dovoljna pokretačka snaga za samostalno i permanentno
učenje i praćenje svoje struke. U tom cilju autor u drugom delu članka
opisuje neke od ulsova koji mogu doprineti izgrađivanju prave, suštinske
motivacije studenata za studiranje i naučno-istraživački rad. To su uslovi
koji će u svesti studenata razviti motiv radoznalosti, kompetentnosti,
takmičenja sa samim sobom, motiv za stvaralaštvom, metodološkom i drugom
originalnošću, postignućem, nivo aspriacije, doživaljaj uspeha i slično.
U stvaranju uslova za razvijanje motivacije studenata veliku ulogu imaju
nastavnici i saradnici pre svega svojim naučno-stručnim, didaktičko-metodskim
i ljudskim kvalitetima.
Ključne reči: univerzitetska nastava, unutrašnja motivacija, univerzitetski
nastavnici, univerzitetski saradnici.
THE ROLE
OF UNIVERSITY TEACHERS IN STUDENTS' MOTIVATION FOR STUDYING AND RESEARCH
WORK
Summary
The first part of the
paper points to the difference between the external (het-eronomous) and
internal (autonomous) motivation of students concerning knowledge adoption,
studying and research. With no intention to disregard the role and significance
of external motives in knowledge adoption (studying), the author is strongly
convinced that it is necessary to make permanent efforts to develop students'
internal i.e. autonomous motivation during the process of instruction,
through practical sessions, practical papers, independent works, discussions
and other students' activities. During the studies it is necessary to build
up and achieve such a structure of motivation, i. e. to develop such motives
which would be a sufficient driving force for independent and permanent
adoption of knowledge in the pursuit of one's profession. With such an
aim, the author in the following part of the paper describes some conditions
which might contribute to the development of the students' genuine, essential
motivation to study and carry out research work. These are the conditions
which shall develop in students a motive for curiosity, competence, self-competition,
creativity, methodological and other originality, achievement, level of
aspiration, feeling of success and the like. University teachers have a
significant role in the process of creating appropriate conditions for
the development of students' motivation, primarily on account of their
scientific-professional, didactic-methodical and human qualities.
Key words: university
training, internal motivation, university teachers, studying.
