The radical change in educational guidelines that has occurred over the past decades in the field of domestic education has entailed a change in the priorities of students and changes in their motivational and need-based sphere. The formation of socially significant motives and reasonable needs of the individual is one of the most important tasks of the social policy of our country. This phenomenon is reflected in the Concept of long-term socio-economic development of the Russian Federation. In accordance with the provisions of the concept, the central problem of modernizing the education system is the problem of personal development, creative abilities, educational and cognitive motivation. “The main directions of reform of secondary and vocational schools” as a strategic program for improving education pose a number of important tasks for the school. Among them, first of all, ensuring the organic unity of training and education in order to improve the quality of students’ knowledge and prepare them for work. In these conditions, the problem of forming motivation acquires special significance, because motivation is one of the most important conditions for the success or failure of a child’s education. Among the requirements of the Federal State Educational Standard of Primary General Education for the results of mastering the basic educational program of primary general education, it should be noted the need to develop personal competence, including “the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of students, reflecting their individual personal positions, social competencies, personal qualities...” Thus, in line with the requirements of the Federal State Educational Standard of NEO, the issue of motivation is not inferior in importance knowledge, skills and abilities. Students should be involved in research projects, creative activities, sporting events, during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, form interests and be aware of your capabilities. Motivation forms the core of the personality structure, the driving force of its behavior and activities. Activity, passion, and a responsible attitude to the work of an adult are already established at school, in the process of the child’s educational activities. The content of the motivational system as a whole determines the content of the types of activities characteristic of a person. The motivational system determines not only the actual activities being carried out, but also the area of ​​what is desirable and the prospects for further development of the activity. Hence, the problem of forming motivation is one of the pressing problems in methodological, theoretical and practical terms. Attention to the problem of motivation for the educational activity of a primary school student is determined, on the one hand, by the sensitivity of a given period for its formation. It is at the moment of a child’s education in primary school, when educational activity plays a leading role, that it is possible to create the prerequisites for the formation of learning motivation, and by the end of primary school education, motivation can be given a certain form, i.e. to make it a sustainable personal education for the student. On the other hand, research into the motivation of educational activities of children of primary school age is necessary in connection with the decline in schoolchildren’s interest in learning from class to class. This is especially noticeable at the border between primary and secondary schools. Many children begin to feel burdened by school responsibilities, tend to skip lessons, their diligence decreases, and the authority of the teacher falls. Researchers of educational activities unanimously claim that children come to school with a pronounced desire to learn, and most of them have a stable positive motivation for educational activities. Research by M. F. Morozov reveals that interest in phenomena and events in itselfof the surrounding world from class to class not only does not fade away, but continues to develop, becoming more intense and more complex in content. However, this interest, apparently, is not sufficiently satisfied in the educational process. According to D.B. Elkonin “educational activity aimed at mastering generalized methods of action in the field of scientific concepts” should be stimulated by adequate motives. They can be motives directly related to its content, motives for acquiring generalized methods of action, motives for one’s own improvement, and others. If it is possible to form such motives in students, then the general motives of activity are supported and filled with new content. They are associated with the position of the student, his implementation of socially significant and assessed activities. The contradiction mentioned above is erased.[1]The meaning of teaching is the schoolchild’s internal biased attitude towards learning, the schoolchild’s “applying” the teaching to himself, to his experience and to his life. Understanding the meaning of learning and its personal significance does not occur “automatically” during the acquisition of knowledge. In order to educate knowledge, wrote A. N. Leontyev, it is necessary to cultivate an attitude towards knowledge itself. This means that, during the course of training, it is desirable to form in schoolchildren an active internal attitude towards knowledge and methods of acquiring it. In this case, the acquisition of new knowledge and ways of working will lead to the personal development of schoolchildren. The meaning of learning and its significance for the student lie at the basis of the motivational sphere. The student’s orientation depends on the meaning of the teaching, i.e. learning motives [2]. In the classification of learning motives by L.I. Bozovic identifies two main types of educational motives, having different origins and subject content. Some of them are cognitive, “generated primarily by the educational activity itself, directly related to the content and process of learning.” Others are social, “generated by the entire system of relations that exist between the child and the reality around him,” and lie, as it were, outside the educational process [3]. In Russian psychology, motivation as a psychological category was studied and disclosed in the works of A. N. Leontyev, L. I. Bozhovich, S. L. Rubinshteina. The subject of research by many scientists is the problem of the formation of educational motivation at school age. The conditions for the formation of educational motivation of a modern schoolchild were systematized by P. Ya. Galperin, V. V. Davydov, D. B. Elkonin, A.K. Markova. The essence of P.Ya. Galperin’s theory presupposes such a structure of educational activity in which knowledge, skills, and abilities are formed on the basis of external objective actions, organized according to certain rules. In the course of practical activity, a person develops an indicative basis of action (IBA) - a system of ideas about the goal, plan and means of implementing the upcoming action. In order to accurately perform any action, a person must know what will happen and on what aspects of what is happening his attention will be concentrated - this will allow him not to let the desired changes get out of control. These provisions formed the basis of the theory under consideration, according to which training is structured in accordance with the educational activities acquired by the student [5]. Any activity, according to D.B. Elkonin, is characterized by a certain structure, including specific needs, motives, goals and corresponding tasks, actions, and operations. The subject is what the subject acts in relation to, the result is what the subject acquires and generates. Thus, the subject of educational activity is a generalized experience of knowledge, differentiated into individual sciences. The paradox of educational activity is that, while acquiring knowledge, the child himself does not change anything in this knowledge. For the first time, the subject of changes in educational activities is the child himself, the very subject carrying out this activity. For the first time, the subject appears to himself as self-changing. Educational activities are like this