ФОРМУВАННЯ ПОЗИТИВНОЇ МОТИВАЦІЇ СТУДЕНТІВ ДО САМОМОНІТОРИНГУ НАВЧАЛЬНИХ ДОСЯГНЕНЬ З МЕТОЮ САМОВДОСКОНАЛЕННЯ

Abstract

Necessity of formation of positive motivation of students to self-monitoring of educational achievements for the purpose of self-improvement is substantiated. The components of evaluation of educational achievements and constant monitoring control, which promote the development of professional self-improvement of specialists, are singled out. The effective influence of motivation on the professional self-improvement of students is possible through the system of portfolio implementation, which we used in our work. Its tasks are aimed at development, support of motivation, readiness of the student for self-education during life; monitoring the competence and determining the professional capabilities of the specialist; fixation of changes and professional growth; promoting the personalization of postgraduate education of the employee in the intertest period. During the control check, the check of student e-portfolios is effective. In the process of professional training of students, the organization of work on the methodical e-portfolio of Google cloud services allows you to objectively assess the dynamics of competences of future professionals, which is an integral part of monitoring research on the quality of higher education. In order to form a positive motivation of students to self-monitor academic achievement for self-improvement is an essay, the purpose of which is to determine the ability to creatively interpret facts, analyze information, evaluate it, formulate conclusions. To effectively form a positive motivation of students to self-monitor educational achievements in order to improve the quality of education through self-improvement, introduced a web-quest, travel to the Internet, which involves queries in various search engines, obtaining large amounts of information, analysis, systematization, presentation. The efficiency of the focus group and the effectiveness of trainings for the formation of positive motivation of students to self-monitor educational achievements aimed at self-monitoring are emphasized. The components of positive motivation of students to self-monitoring of academic achievements for the purpose of self-improvement are characterized. A necessary component of positive motivation of students to self-monitor academic achievement for self-improvement is: self-control, which provides internal feedback, ie, allows students to obtain information about their academic achievements, difficulties encountered during the educational process, evaluation of their achievements, monitoring the quality of their activities; self-assessment, which is important in the educational process of a higher education institution during the student's self-examination of the level of acquired knowledge during his answer, task performance, tests, presentations, etc .; mutual assessment, a method of assessment that is part of the positive motivation of students to self-monitor academic achievement for self-improvement, in which one student checks the level of knowledge of another; mutual evaluation, the value of which lies in the fact that this type of control performs two functions simultaneously: improving the existing amount of knowledge of the student and assessing the level of education of another; professionally-oriented self-preparation of students for monitoring assessment, where monitoring the quality of higher education is considered as a mechanism for influencing the quality of professional training of students in higher education institutions; self-analysis related to modern control measures was used by students to evaluate their activities in higher education institutions; the process of self-improvement, which will be effective if we provide for its unity with the development and formation of personality, then it is part of the positive motivation of students to self-monitor academic achievement for self-improvement; professional self-regulation of personality, integrative personal characteristics, aimed at improving the professional actions of the specialist and provides awareness of their feelings, motives, position and the ability to bring their activities in line with the requirements of the situation.