Формирование мотивационных основ научно-исследовательского компонента профессионального становления студентов-психологов. Лисова Е.Н. - 23 стр.

       ɋɭɳɟɫɬɜɭɟɬ ɞɜɟ ɜɡɚɢɦɨɫɜɹɡɚɧɧɵɟ ɩɪɨɛɥɟɦɵ, ɪɟɲɟɧɢɟ ɤɨɬɨɪɵɯ ɞɚɟɬ
ɜɨɡɦɨɠɧɨɫɬɶ ɱɟɥɨɜɟɤɭ ɫɨɡɞɚɜɚɬɶ ɬɟɤɫɬ ɧɚɭɱɧɨ-ɢɫɫɥɟɞɨɜɚɬɟɥɶɫɤɨɣ ɪɚɛɨɬɵ
ɜɵɫɨɤɨɝɨ ɤɚɱɟɫɬɜɚ. ɉɟɪɜɚɹ ɩɪɨɛɥɟɦɚ – ɷɬɨ ɩɨɧɢɦɚɧɢɟ ɧɚɭɱɧɵɯ ɬɟɤɫɬɨɜ, ɬɨ
ɟɫɬɶ ɨɫɜɨɟɧɢɟ ɫɦɵɫɥɨɜɨɣ ɫɬɨɪɨɧɵ ɪɚɛɨɬɵ. ȼɬɨɪɚɹ ɩɪɨɛɥɟɦɚ – ɷɬɨ ɜɥɚɞɟɧɢɟ
ɥɟɤɫɢɱɟɫɤɢɦ ɦɚɬɟɪɢɚɥɨɦ, ɬɚɤɢɦɢ ɹɡɵɤɨɜɵɦɢ ɤɨɧɫɬɪɭɤɬɚɦɢ, ɤɨɬɨɪɵɟ ɩɨ-
ɡɜɨɥɹɸɬ ɨɮɨɪɦɢɬɶ ɫɨɛɫɬɜɟɧɧɭɸ ɦɵɫɥɶ.
       5.2. ɉɨɧɢɦɚɧɢɟ ɧɚɭɱɧɨɝɨ ɬɟɤɫɬɚ. ɇɚɭɱɧɵɣ ɬɟɤɫɬ ɜɵɫɬɭɩɚɟɬ ɨɫɧɨɜ-
ɧɨɣ ɮɨɪɦɨɣ ɫɭɳɟɫɬɜɨɜɚɧɢɹ ɡɧɚɧɢɹ ɢ ɜ ɷɬɨɣ ɫɜɹɡɢ ɞɥɹ ɩɪɢɨɛɳɟɧɢɹ ɤ ɧɟɦɭ
ɤɚɤ ɜ ɪɨɥɢ ɩɨɥɶɡɨɜɚɬɟɥɹ, ɬɚɤ ɢ ɜ ɪɨɥɢ ɬɜɨɪɰɚ ɧɨɜɨɝɨ ɬɪɟɛɭɟɬɫɹ ɟɝɨ ɩɨɧɢ-
ɦɚɬɶ. ɉɨɧɢɦɚɬɶ ɧɚɭɱɧɵɣ ɬɟɤɫɬ – ɡɧɚɱɢɬ:
       1) ɜɵɞɟɥɹɬɶ ɝɥɚɜɧɨɟ, ɫɭɳɟɫɬɜɟɧɧɨɟ;
       2) ɪɚɡɥɢɱɚɬɶ ɜɡɝɥɹɞ ɚɜɬɨɪɚ ɞɚɧɧɨɝɨ ɬɟɤɫɬɚ ɜ ɦɧɨɝɨɨɛɪɚɡɢɢ ɩɨɡɢɰɢɣ
ɭɱɟɧɵɯ, ɡɚɧɢɦɚɸɳɢɯɫɹ ɞɚɧɧɨɣ ɩɪɨɛɥɟɦɨɣ;
       3) ɫɨɨɬɧɨɫɢɬɶ ɟɝɨ ɩɨɡɢɰɢɸ ɢ ɫɨɛɫɬɜɟɧɧɵɣ ɜɡɝɥɹɞ ɧɚ ɩɪɨɛɥɟɦɭ;
       4) ɜɵɹɜɥɹɬɶ, ɤɚɤɨɣ ɮɪɚɝɦɟɧɬ ɪɟɚɥɶɧɨɫɬɢ (ɠɢɡɧɟɞɟɹɬɟɥɶɧɨɫɬɢ ɱɟɥɨɜɟ-
ɤɚ) ɨɫɜɟɬɢɥ ɚɜɬɨɪ.
       Ɉɡɧɚɤɨɦɶɬɟɫɶ ɫ ɧɚɭɱɧɵɦ ɬɟɤɫɬɨɦ. Ⱥɞɚɩɬɢɪɭɣɬɟ ɟɝɨ. Ʉɚɤɭɸ ɠɢɡɧɟɧ-
ɧɭɸ ɩɪɨɛɥɟɦɭ ɪɚɫɫɦɚɬɪɢɜɚɟɬ ɚɜɬɨɪ? Ɂɚɞɚɣɬɟ ɜɨɩɪɨɫɵ ɤ ɬɟɤɫɬɭ. ȼɵɞɟɥɢɬɟ
ɤɥɸɱɟɜɵɟ ɫɥɨɜɚ ɜ ɬɟɤɫɬɟ ɢ ɝɪɚɮɢɱɟɫɤɢ (ɫɬɪɟɥɤɚɦɢ) ɨɬɨɛɪɚɡɢɬɟ ɢɯ ɫɜɹɡɢ.
ɋɮɨɪɦɭɥɢɪɭɣɬɟ ɬɟɡɢɫɵ, ɤɨɬɨɪɵɟ ɨɬɪɚɠɚɸɬ ɫɨɞɟɪɠɚɧɢɟ ɬɟɤɫɬɚ. ɋɪɚɜɧɢɬɟ
ɷɬɢ ɩɨɥɨɠɟɧɢɹ ɫ ɩɨɡɢɰɢɹɦɢ ɞɪɭɝɢɯ ɚɜɬɨɪɨɜ ɩɨ ɞɚɧɧɨɦɭ ɜɨɩɪɨɫɭ          [3].
ɋɮɨɪɦɭɥɢɪɭɣɬɟ ɫɜɨɸ ɬɨɱɤɭ ɡɪɟɧɢɹ ɢ/ɢɥɢ ɨɛɨɫɧɭɣɬɟ ɩɪɢɧɢɦɚɟɦɭɸ ɜɚɦɢ
ɩɨɡɢɰɢɸ ɤɚɤɨɝɨ-ɥɢɛɨ ɚɜɬɨɪɚ ɩɨ ɩɪɨɛɥɟɦɟ, ɡɚɬɪɨɧɭɬɨɣ ɜ ɩɪɨɱɢɬɚɧɧɨɦ ɬɟɤ-
ɫɬɟ.
       5.3. ɋɨɡɞɚɧɢɟ ɧɚɭɱɧɨɝɨ ɬɟɤɫɬɚ. Ʌɨɝɢɱɟɫɤɚɹ ɫɬɪɭɤɬɭɪɚ ɧɚɭɱɧɨɝɨ ɬɟɤ-
ɫɬɚ ɜɤɥɸɱɚɟɬ ɜ ɫɟɛɹ ɫɥɟɞɭɸɳɢɟ ɨɛɪɚɡɨɜɚɧɢɹ [5] (ɪɢɫ. 3):




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