Application of methods and techniques of triz in the classroom in children's creative associations methodological development on the topic. The use of methods and techniques of triz technologies in the educational process of preschoolers

The modern traditional education system requires a major restructuring, because. is informational and reproductive in nature, forms a human performer, and society in modern conditions needs a creative person with methodological, systemic, creative thinking. The transformation of a child into a creative person depends on the technology of the pedagogical process. The information-reproductive learning process objectively began to be replaced by a problem-creative one. The adapted TRIZ mental tools, which activate and accelerate the processes of thinking development, are widely used in pedagogy. This is perhaps the only systemic theory of teaching creativity in the world. It is the system of creative tasks that is the system of the optimal form of children mastering the methods of creativity, because the main activity of children is a game, then all creative tasks are given through games, it is in them that knowledge about qualities is generalized creative personality that need to be brought up, developed for successful creativity. The presented material can be used in the work, both by young specialists and teachers with experience.

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Once created in the USSR, the Theory of Inventive Problem Solving (TRIZ) almost lost its popularity in the 90s of the last century. But now TRIZ technologies are again gaining popularity in science, industry and even in humanitarian disciplines. Today, the "Soviet theory of invention" by Heinrich Altshuller is being studied at universities around the world, and gradually it is returning to domestic scientific and educational activities.

After passing the TRIZ classes offered in this training, you will be able to gain basic knowledge of solving inventive problems. You will learn about the constituent elements, methods, techniques, programs of Altshuller's theory, get acquainted with examples of the use of TRIZ. And most importantly, our lessons will teach you how to apply the skills of effective invention in your work.

What is TRIZ?

Theory of inventive problem solving(TRIZ) is a set of algorithms and methods created by the Soviet inventor Genrikh Altshuller and his followers to improve the creative process of scientists.

TRIZ- is not only, although it contains recommendations for improving the creative process. Altshuller's theory is aimed at solving the so-called inventive problems. The inventive task is a complex task, for the solution of which it is necessary to identify and resolve contradictions that lie in the depths of the task, i.e. identify the root cause (root of the problem) and eliminate this cause. This requires special skills and technologies, which will be discussed in the lessons of our online course.

Application of TRIZ

The main task of TRIZ, according to the author of this theory, is to help scientists-inventors quickly find solutions to creative problems from various fields of knowledge. TRIZ allows solving many creative problems. In accordance with the opinion of people who have studied Altshuller's theory, knowledge of TRIZ provides the following advantages (according to the book "Fundamentals of TRIZ"):

• Ability to identify the essence of the problem;
• The ability to correctly determine the main directions of the search, not missing many points that you usually pass by;
• Knowledge of how to systematize the search for information on the choice of tasks and the search for directions for solutions.
• Learn to find ways to move away from traditional solutions;
• Ability to think logically, alogically and systematically;
• Significantly improve the efficiency of creative work;
• Reduce decision time
• Look at things and phenomena in a new way;
• TRIZ gives impetus to inventive activity;
• TRIZ broadens one's horizons.

Some people argue that the Theory of Inventive Problem Solving can only be useful in the exact sciences. This is partly true: the theory was created and was sharpened precisely for technical application. But knowledge of TRIZ will undoubtedly help application in the humanities and in business, due to the fact that the basis of the TRIZ methodology is universal for any creative tasks.

How to learn it

If you have tried to understand TRIZ on your own, you have probably encountered a number of problems.

• Firstly , educational materials TRIZ needs to be adapted to today's tasks, including not only technical, but also humanitarian ones.
• Secondly , the TRIZ methods described in many textbooks are poorly structured for the process of studying this theory.

This training, which consists of several lecture notes, is aimed at presenting the basics of TRIZ and the possibilities of applying this theory to solve any creative problem.

Purpose of this course- structure the material, put all the TRIZ elements on the shelves, combine everything into single system. main idea classes and lessons in this section of the 4brain website - to make TRIZ accessible to everyone. Teaching the Theory of Inventive Problem Solving should be understandable and exciting. The key task of our classes is to provide a knowledge base, as well as links to the necessary materials for deepening into various areas of TRIZ.

Do you want to test your knowledge?

If you want to test your theoretical knowledge on the topic of the course and understand how it suits you, you can take our test. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question.

TRIZ lessons

The theory of invention, created by Heinrich Altshuller, and later supplemented by his students and followers, has formed its own fairly strict structure. The classical TRIZ structure, which is given on most specialized websites and books, looks like this:

• Laws of development of technical systems.
• Algorithms for solving inventive problems: algorithms, techniques and techniques.
• TRIZ analysis methods: Su-field analysis, FSA, diversion analysis, system analysis and others.
• Methods of creative development of personality and teams.
• An information fund consisting of numerous tables, applications, lists that help in technical creativity.

The lessons of this online course are aimed at mastering these basic parts of the “theory of invention”. Each lesson corresponds to a certain component of TRIZ. The lesson plan looks like this:

How long will the training take?

In general, there are no special developmental exercises in TRIZ that should be used to develop the skill of successfully solving inventive problems. Although TRIZ has a separate area for the development of creative imagination and inventiveness in creative teams, a separate section “Creative Thinking” is devoted to this area on our website.

Therefore, TRIZ training is associated with the study and memorization of algorithms and techniques, as well as their improvement and practical application. You can learn TRIZ all your life, constantly polishing your own algorithms. But you can get acquainted with the basic methods in 1-2 weeks of intensive or 1 month of moderate study.

…I would like to warn against the opinion that sometimes develops that one has only to get acquainted with TRIZ and the efficiency of your work will instantly increase. It is not that simple. To master TRIZ, you need to invest a lot of work, as in the study of any other science. Bringing the use of TRIZ to automatism requires even greater efforts. But I hope this warning doesn't stop you.

We wish you success in mastering TRIZ!

Development of TRIZ thinking, TRIZ contradictions, TRIZ technology tasks, TRIZ basics, TRIZ methods and techniques, TRIZ ideas, TRIZ essence | Design company Vys ">

TRIZ 1 example.
An enterprise producing bearings was faced with the task of controlling the roundness of balls that are installed in bearings, to solve it, a request was made to suppliers of special equipment and a response was received in the form of a special machine, the cost of which is several million dollars. Another solution was proposed by the TRIZ method, if a ball with perfect roundness is dropped from a certain height, then it will bounce exactly to a certain height, balls with bad roundness will either bounce to the side, or will not gain the desired height. So the installation was developed, where the balls were dropped, the good ones reached the ball collection tank, the bad ones did not. Naturally, the cost of such a solution is a penny and further maintenance is also a penny. This solution is ideal or close to ideal.

TRIZ 2 example.
The little girl was offended and closed herself in the room. The task is how to get the girl out of the room. One of the solutions is to intimidate, scold, which can have a lot of nerve and time losses, and most importantly, have psychological consequences. The solution was found by her brother, he put the stool on the other side and said - “That's it, I closed you”, to which the girl immediately reacted, “How did I close it” and opened the door. Here is the perfect solution.

That is, TRIZ is a method of finding the ideal solution. Ideal Solution is a solution that does not require the application of force, and the attraction of additional resources, but only the use of existing funds. The girl left the room by herself, without additional force, and the balls were checked by themselves, without the involvement of additional complex, expensive equipment of several million dollars. Strength is in simplicity!

The essence of TRIZ in that there is a perfect solution, a perfect idea to which the system tends. For example, the ideal solution Magic carpet, the system strives for this and the ideal solution remains the plane, but it is expensive, not everyone can buy it, a flying car solution appears, this solution is already closer to the ideal idea, i.e. the system strives for the ideal idea with available means. There were means to make an airplane made it, now there are means to create flying cars, let's do it, so we'll get to teleportation).

Another law revealing essence of TRIZ is that Any invention is based on a contradiction that needs to be solved.. For example, strengthening the wing of an aircraft leads to an increase in weight, while reducing weight, on the contrary, leads to a loss in strength of the wing. How to resolve this contradiction? TRIZ contradictions offers to solve with the help of special techniques. There are 40 such methods in TRIZ. The solution of the problem with the wing led to the development of the wings and tail of the MS-21 passenger aircraft from a composite material, which has sufficient strength and lightness.

The system develops according to certain laws, so you need to understand general patterns and use them to solve problems. Here is such an approach. In this way, ideas can be generated new product development process.

The most important thing is to understand what TRIZ is, what its essence is, and you don’t need to read a lot about it, you need to move on to studying it. In order to learn to invent, one must invent, in order to master TRIZ, one must master and apply TRIZ in one's life, and not read about it. You don't want to learn to read, right?

A bit from the history of TRIZ

The founder of TRIZ is Genrikh Saulovich Altshuller, who from 1946 to 1971 studied more than 40 thousand different patents and identified the main patterns of all inventions. He identified 5 levels of ingenuity and 40 standard techniques, thanks to which you can create all kinds of inventions, regardless of the field of activity.

This theory excludes elements of chance, insight, inspiration, mood, and even blind enumeration of options and the like. TRIZ makes inventing natural. In addition, it improves the quality and level of inventions by removing psychological inertia, as well as by strengthening creative imagination.

Today, TRIZ theory is being developed by Altshuller's students, they apply it to various fields, etc. I think that's enough history, let's get down to business.

Let's look at some of the 40 tricks and you will understand how it works, and this is the main thing that you should take out of this article. How it works?! At the same time, we will initiate the development of TRIZ.

TRIZ Methods and Techniques

1. crushing principle. Divide the object into independent parts, make the object collapsible, increase the degree of fragmentation of the object. Examples: Pneumatic tire with 12 independent sections (U.S. Patent), which made the tires reliable. An excavator bucket with a replaceable nozzle, which made it possible to quickly change buckets, since only the nozzle changes, it is made in the form of a removable section.

2. Rendering principle. Separate the interfering part, the property, from the object, or vice versa, select the only necessary part, the property. Examples: Scaring away birds to prevent them from colliding with aircraft. The best solution is a reproduction of the cries of frightened birds. Here is a bird cry from birds.

3. The principle of local quality. Move from one structure of the object, the external environment, external influence to a heterogeneous one. Different parts of an object should have or perform different functions. Each part of the facility must be in the most favorable conditions for its operation. Example: drying grain of rice, separating it by size into fractions and with different drying modes. So the grains do not crack. Cars are constantly being improved in the direction that each part of it begins to work in more favorable conditions, thus reducing consumption, increasing durability, and improving performance.

4. Asymmetry principle. Move from a symmetrical object shape to an asymmetric one. If the object is asymmetrical, increase the degree of asymmetry. Examples: A vise with offset jaws, unlike a symmetrical vice, can clamp long workpieces in a vertical position. The headlights in the car shine differently and in different directions so as not to blind oncoming drivers and illuminate the road when entering a turn. Although the headlights were always installed the same, symmetrical, which had drawbacks.

5. The principle of association. Connect objects that are homogeneous or intended for adjacent operations. Combine in time homogeneous or adjacent operations. Examples: An excavator equipped with a pipe connected to the bucket to supply soil heating, so you don’t have to stop the excavator to warm up the soil, everything happens at the same time.

6. The principle of universality. The object performs several different functions, thereby eliminating the need for other objects.

7. Matryoshka principle. One object is placed inside another object, which, in turn, is inside a third, and so on. One object passes through a cavity in another object.

8. The principle of anti-weight. Compensate for the weight of an object by connecting it to other objects that have lift. To compensate for the weight of an object by interaction with the environment due to aero, hydrodynamic and other forces.

And so it is necessary to master all 40 tricks, this TRIZ basics and we have already begun. Theory is good, but without putting it into practice it makes no sense, so finish mastering the 40 tricks and try to apply them every day in any area of ​​\u200b\u200byour activity. To learn how to invent, you need to invent something every day and soon you will begin to reap the benefits in the form of new inventions, great solutions, new products.

There is a lot of information about TRIZ - TRIZ functions, TRIZ structure, etc., try not to dig into this information so as not to discourage all the desire to master TRIZ, choose only practical things in the form of 40 tricks, for example. Remember, brevity is the sister of talent.

TRIZ is used by many well-known companies to improve products and release new products, among them: Siemens, Gillette, Ford, Intel, Samsung Electronics, Boeing ABB, Delphi, LG Electronics Inc., Colgate Palmolive and many others. And we all know that their products have been at the forefront of the market for many years..

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The diversity of modern child-rearing systems sometimes confuses many parents when choosing an educational paradigm for their child. All pedagogical systems currently support the idea of ​​harmonious development, equally paying attention to the intellectual, emotional, moral and other areas of the child's personality. And the main task of developmental education is to most effectively adapt the child to the upcoming life, to teach him to cope with unpredictable situations that he will find himself in during his life, and here the ability to quickly make effective, and often non-standard decisions is of decisive importance.

One of the leading pedagogical technologies actively supported by many Russian practitioners and theorists of child education is the so-called TRIZ or technology for solving inventive problems, created in 1946 by Heinrich Altshuller. After spending considerable time analyzing the data collected by numerous patent funds, he came to the conclusion that all inventions are based on the same premises. Having identified and systematized them, he was able to create his own theory, which is often called not the theory of inventive problem solving, but the theory of finding the right solutions, which reflects the essence of the method much more accurately.

The name of this system is associated more with scientific creativity than with the upbringing of children, however, in the upbringing of children, the use of this technique gives very effective results. This does not prevent the use of TRIZ in "adult" life - in engineering, business, politics, and even in creativity. In fact, the main content of the theory is to teach a child or an adult not only to invent, but to make the right decisions, guided by certain logic and algorithms for assessing the current situation. At present, even analytical computer programs based on TRIZ technology are actively used, which have the ability to provide ready-made solutions for any area of ​​human activity.

The essence of TRIZ technology

Usually, when we find ourselves in a situation that requires us to make a decision, to find a way out of a difficult situation, we can start looking for the best solution to the problem only based on our existing experience, using the trial and error method, and, of course, logic. This approach is not very effective and, if a non-standard solution is needed, it can take a long time and does not guarantee success at all. But what if we had universal principles for finding non-standard solutions applicable to any situation and field of activity? Principles that would allow you to approach the problem systematically, and not situationally? This is exactly what TRIZ teaches.

The search for a solution, a way out of the situation based on TRIZ technology is based on standardized logical operations that grow from the general laws of development of any technical systems. The main premise of TRIZ is that any, even the most technically complex, systems do not arise on their own, but on the basis of common patterns that can be learned and used to create new systems, as well as to solve current problems. The theory of inventive problems makes it possible not to waste time on trial and error or waiting for creative insight, but to use systematic approach and solve most of the routine work on an intellectual level, finding the optimal solution.

TRIZ in kindergarten

Although TRIZ technology is effectively used in almost all spheres of human activity, it is best to start forming systems thinking from early childhood. That is why in many kindergartens and educational systems for preschoolers, elements of TRIZ are increasingly used, and in the domestic pedagogical science more and more often one hears about the emergence of a new direction - TRIZ pedagogy.

The tasks of TRIZ in preschool education are:

1. To teach to see the objects of the surrounding world as multifunctional, versatile.
2. To teach the child to highlight the contradictions between the objects of the world.
3. Teach the child to fantasize and invent new things.
4. To teach how to solve fantastic, fabulous, game problems using TRIZ techniques.
5. Learn to find a way out and effectively solve real situations.

These tasks are consistently implemented in the course of interaction between the teacher and the child, gradually accustoming him to systemic thinking and a non-standard approach in finding solutions to any situation.

We will not now devote you in detail to the intricacies of various options for educational programs for preschool age created on the basis of TRIZ, it is not difficult to do this on your own after studying any of the books on the theory of inventive problems proposed at the end of this article. We only note that there are many of them, and each involves detailed guidelines for educators on a specific embodiment of the theory. TRIZ-interaction with children is based on collective games and classes, where children are taught to identify contradictory properties of objects and phenomena and effectively resolve these contradictions based on the task set by the educator. At the same time, TRIZ-oriented educational programs do not replace the main pedagogical program at all, but only reinforce it, allowing you to make the process of education interesting, entertaining and take it to a qualitatively new level.

The main tool used in TRIZ not only for preschoolers, but also for older children is pedagogical search. When the child is not offered turnkey solution, but make it possible to find it on your own, focusing not so much on the successful result of solving the problem, but on the effective application of the search algorithm.

TRIZ methods

TRIZ classes with children and adults quite often use characteristic methods that allow changing the idea of ​​the initial situation. This makes it possible to reveal new features of an object or system as a whole, still unknown to a novice researcher.

The most frequently used methods in TRIZ systems are:

• The little man method- for ease of understanding of complex, composite processes, they are depicted as little people who are in different relationships with each other. Especially often the method of little men is used in solving problems related to the molecular level. So, the little men-molecules of gas do not swing each other, liquids - hold hands, and solid substances - are tightly linked with both hands and feet.
• Focal object method- the original object is assigned properties that are not originally inherent in it, often fantastic. This breaks the stereotyped perception of the system and allows you to find unexpected solutions.
• System operator- for any system, subsystems (constituent parts) and supersystems (larger formations, for example, for the “tree” system, the “plant” will be the supersystem) are also worked out.
• Resources- the whole system is considered from the point of view of resources or their derivatives. This makes it possible to approach the solution of the problem in a functional way. In addition, the properties of resources can complement each other, thereby expanding the capabilities of the researcher-inventor.
• contradictions- any system has contradictory properties, with respect to the same function. That is, the “A” property of any system, which allows it to perform a useful function, necessarily implies a negative “non-A” property, which makes it possible not to perform a harmful function.
• fantasizing- through the unification of parts of the whole (for example, a horse and a man are a centaur), reduction or increase, acceleration or deceleration, fragmentation or unification, statics or dynamics, revival and universalization of objects, and so on.

Combining these techniques allows you to build a single educational process, to make it interesting, and most importantly - effective in terms of the development of the personality and cognitive abilities of the child, a systematic vision of the world and a constructive solution of life tasks.

TRIZ games in kindergarten

The first classes in kindergarten are always worn game form, and TRIZ training is no exception. The beginning of critical thinking is laid in the course of simple games:

• "Many-Little"- children are offered to quickly express with conditional gestures (strongly spread palms - a lot, palms together - few, above each other - enough) their attitude to the phrases they heard, such as: “One leg for all people is ...”, “A bucket of water for an elephant - this is ... "," A bucket of water for a sparrow is ... "and so on.
• "Good bad"- children answer the question why it is good or bad in relation to the same situation, and the situations gradually follow one from the other. For example, sweet candy is good and tasty, but also bad, because it can make your teeth hurt. Teeth hurt - this is good, as it is a signal that it is time to go to the doctor, but also bad, because you can go to the doctor in advance ... and so on.
• "Ran away"- a group of children is offered to quickly scatter around according to some sign that the teacher calls. For example, who has clothes with pockets - to the right, and who has no pockets - to the left; who was brought to the kindergarten by dad - to the right, who not by dad - to the left.

Within the framework of this article, we were able to state only the most general points of the theory of inventive problems. To get to know this system better, you can read one of the numerous books on TRIZ, especially since in most cases it is not only informative, but also fascinating reading. As must-read books we can recommend you:

• "Creativity as an exact science" Altshuller G.S.;
• “Kolobok and everything-everything-everything, or How to reveal the creator in a child” Shusterman Z.G., Shusterman M.N.;
• “Fundamentals of Classical TRIZ. A Practical Guide for Inventive Thinking” M. Orlov;
• "Principles of Survival, or Theory of Creativity for Every Day" Kizevich G.;
• "New Adventures of the Kolobok or the Science of Thinking for Big and Small" Shusterman Z.G.;
• “And then an inventor appeared” Altov G.;
• “Denis is an inventor. A book for the development of inventive abilities of children of primary and secondary grades "Ivanov G.I.;
• "How to become a genius: Life strategy of a creative personality" Altshuller G.S., Vertkin I.M.;
• "TRIZ in Kindergarten" Gin.S.;
• "World of Fantasy" series of books;
• "World of Mysteries" series of books.

Thus, TRIZ is an effective effective method applied in all spheres of human activity and for all ages. It allows you to systematically approach problem solving, as well as develop critical thinking. Preschool age is the best time to start mastering this way of perceiving the world, since it is at this age that the foundations of future principles of interaction between man and the world are laid.

And finally, a video about how TRIZ methods are used and actively implemented in the kindergarten in Petrazovodsk. Interesting)))

TRIZ as a means of development creativity preschool children

1. TRIZ technology - technology for the development of creativity

Among the new pedagogical technologies, methods used in preschool institutions, TRIZ occupies a special place.

TRIZ - the theory of inventive problem solving - was developed by Baku scientist, science fiction writer Heinrich Saulovich Altshuller. The main idea of ​​his theory is that technical solutions do not arise and develop spontaneously, but according to certain laws that can be learned and used to consciously solve inventive problems without many empty trials. TRIZ turns the production of new technical ideas into an exact science. the solution of inventive problems, instead of searching in vain, is based on a system of logical operations. It is unreasonable and wasteful to wait for "creative insights" when you can use a system tool that can think in the right direction and do most of the routine and uninteresting work. In 1982, the International TRIZ Association was established, which in the late 1989s began to conduct special seminars, thanks to which TRIZ is widely disseminated in schools and colleges. In 1987, TRIZ accidentally, due to a misunderstanding (a seminar for engineering and technical workers was held on the basis of a kindergarten) came to the kindergarten. So TRIZ was first used in a kindergarten in 1987 in the city of Nakhodka, where children preparatory group gladly accepted the game for the development of creative abilities "Little Men" (1, pp. 15 - 17). Acquaintance with inanimate nature (ice, steam, water) transferred the "little men" to other areas of knowledge, and they began to build fortresses, swim, fly. The atmosphere of the classes is unusual: communication is free, democratic, you can doubt, answer questions, guess, get better, reflect and make "discoveries".

It turns out that TRIZ can be used in work with preschoolers and gives amazing results in terms of developing children's imagination, fantasy, and creativity.

Childhood is a period of vigorous activity of the imagination and an important period for the development of this valuable quality. Imagination is one of the most important qualities of a creative person. The child's need to express himself in creativity is great. This is expressed in the desire to create something in drawing, music, play, work.

The most important goal that a TRIZ teacher sets for himself is the formation of creative thinking in children, i.e. education of a creative personality, prepared for the stable solution of non-standard tasks in various fields of activity. It requires a certain preparation of the educator, his sincere desire to create, seek and find something new, unconventional, it would seem, in the ordinary.

An invention is always a solution to some problem. Even in the ancient world, people tried to unravel the secrets of invention. Then the concept of heuristics appeared - the science of how discoveries are created. Centuries have passed. And many discoveries led to modern civilization. The inventor strives to surpass everything that was created before him, tries to make a small, but his own step in the development of the area of ​​interest to him. Life does not stand still. Today is the time to teach children to live in a changing world, to strengthen children with faith in the expediency of a creative life.

The TRIZ methodology can be called the school of a creative person, since its motto is "creativity in everything": in the formulation of a question, in the methods of solving it, in the presentation of the material. There are no methods in it in the usual sense of the word, there is a tool with the help of which educators and parents "invent" their own pedagogy, illuminated by the light of children's ideas. There is no upbringing in its usual meaning, there is a way to master skills that allow everyone to live interestingly together and create themselves: for the educator, and for parents, and for children.

According to L.S. Vygotsky, the preschooler accepts the program to the extent that it becomes his own. We return to the well-known formula - to go from the child. Let a child be a genius, devoid of all sorts of stereotypes about his knowledge of the world.

The theory of inventive problem solving was intended primarily to help inventive engineers. Today, avoiding the mechanical transfer of techniques from technical TRIZ, teachers of author's schools are beginning to effectively use it for the development of many non-technical systems. An example is a special section of TRIZ - the development of creative imagination (RTI) or creative features (RTS), where the ability to apply TRIZ elements is practiced on non-technical tasks. The turn of the TRIZ authors from a "piece of iron" to a personality, a connection with creative pedagogy, a natural approach to wise kids, for whom creativity is life itself, is justified. Gradually, TRIZ began to be applied in a new field of knowledge - TRTL (theories of the development of a creative personality).

Pedagogical credo of "Trizovites"- every child is initially talented and even brilliant, but he must be taught to navigate in modern world in order to achieve the maximum effect at the minimum cost. It is necessary to teach preschoolers to analyze a specific situation and find original ways to resolve it. Education is carried out with the help of classes, games, fairy tales, various tests.

The motto of the Trizovites is "You can say everything." And the children speak, invent. Everyone should be listened to. Let them learn to object to the educator and each other, but with reason, offering something in return or proving. Children should only be given a positive assessment: "interesting", "unusual", "curious", "good", "well done", etc.

Classes for the development of creative imagination are improvisation, a game, a hoax. Here they teach to invent their own fairy tales and not just one, but as many as there are people in the group and even more. Children cognize and learn to compare physical and natural phenomena, but in such a way that they do not notice that they are learning, but make discoveries for themselves every minute. Trizian classes in fine arts include the use of various non-standard materials.

Classes on the TRIZ method in a complex (musical, speech development, familiarization with others) and are planned in free time, in the afternoon, on a walk, in individual work. Elements of the methodology are used in working with children of all age groups. The principle of conducting classes is from simple to complex.

So, using the elements of TRIZ in working with children, it is possible to realize the TRIZ credo: "Each child is initially talented and even brilliant, but he must be taught to navigate the modern world in order to achieve the maximum effect at a minimum cost"(G.S. Altshuller).

Children, playing TRIZ, see the world in all its many colors, diversity and versatility. TRIZ teaches children to creatively find positive solutions to the problems that have arisen, which will be very useful for the child both at school and in adulthood. "Let there be as many creative people as possible, the creator will always understand the creator. And the world will change for the better" (LE Belousova).

2. TRIZ methods, their characteristics

To stimulate creative activity children and eliminate the negative impact of psychological inertia, various methods and techniques are used in solving inventive problems (TRIZ). Here is some of them:

1. Brainstorming

Brainstorming involves the formulation of an inventive problem and finding ways to solve it by enumerating resources, choosing the ideal solution.

Inventive tasks should be accessible to children by age. Brainstorming topics might include:

how to keep food away from mice;

how not to get wet in the rain;

how do mice get cheese out from under a cat's nose;

how to drive the forest out of the hare's hut;

how to put out a fire if there is no water in the house;

how to prevent the bear from climbing onto the tower and destroying it;

how to leave a piece of summer in winter.

Recall the rules of brainstorming:

) the exclusion of any criticism;

) encouraging the most incredible ideas;

) a large number of answers, suggestions;

) other people's ideas can be improved.

The analysis of each idea is based on the assessment of "good - bad", i.e. something in this sentence is good, but something is bad. Of all the solutions, the optimal one is chosen, which allows solving the contradiction with minimal costs and losses. The results of brainstorming should certainly be reflected in productive activities: draw your piece of summer into winter; fashion products that have become inaccessible to mice, etc.

The teacher should offer the children their original solutions to the problem, which allows them to stimulate their imagination and arouse interest and desire for creative activity.

During the implementation of this method, children's communication skills develop: the ability to argue, hear each other, express their point of view without fear of criticism, tactfully assess the opinions of others, etc. This method allows children to develop the ability to analyze, stimulates creative activity in the search for a solution to the problem, gives the realization that there are no hopeless situations in life.

2. Synectics

This is the so-called analogy method:

a) personal analogy (empathy). Invite the child to imagine himself as some object or phenomenon in problem situation. Sample assignment options:

depict an alarm clock that you forgot to turn off;

show the gait of a person whose shoes are pressed;

depict an angry pig, an alarmed cat, an enthusiastic rabbit;

imagine that you are an animal that loves music, but cannot speak, but wants to sing a song. Grunt "A Christmas tree was born in the forest ...", meow "Solar circle ...", etc .;

b) direct analogy. It is based on the search for similar processes in other areas of knowledge (a helicopter is an analogy of a dragonfly, a submarine is an analogy of a fish, etc.). Let children find such analogies, make small discoveries in the similarity of natural and technical systems;

c) fantastic analogy. The solution of the problem, the task is carried out, as in a fairy tale, i.e. all existing laws are ignored (draw your joy - possible options: sun, flower; depict love - it can be a person, a plant), etc.

Synectics is always paired with brainstorming.

3. Morphological analysis

THE METHOD OF MORPHOLOGICAL ANALYSIS appeared in the mid-30s of the XX century, thanks to the Swiss astrophysicist F. Zwicky, who used it exclusively for solving astrophysical problems. In working with preschoolers, this method is very effective for developing creative imagination, fantasy, and overcoming stereotypes. Its essence lies in combining different options for the characteristics of a particular object when creating a new image of this object.

The purpose of this method is to reveal all possible facts of solving a given problem, which could be missed with a simple enumeration.

Usually, a table (two axes) or a box (more than two axes) is built for morphological analysis. The main characteristics of the object under consideration are taken as axes and their possible variants are recorded along each axis. For example, we invent a new chair. On one (vertical) axis are the possible shapes, on the other (horizontal) - the possible material from which it can be made.

Then various combinations of elements of different axes are selected (a glass square chair is for a princess, it is beautiful, comfortable, but can be easily broken; an iron round chair is for a pianist, you can easily turn on it, as it spins, but it is hard to budge, etc. .d.)

All possible options are considered. In productive activities, children imitate each new chair invented. You can invite children to come up with a new bed, carpet, game (in the latter, along one axis, you can lay out a part of the body with which you can play, and on the other - devices for playing: a ball, racket, rope, etc.).

Let us give an example of applying the method using a "box", i.e. tables.

To create a new image of any object, it is necessary to select as many criteria and characteristics of this object as possible for each of the criteria. As practice shows, it is best to start working on the method of morphological analysis with fairy-tale images. For example, you need to create a new image of Ivan Tsarevich. Our imagination draws us the image of a young man, kind, brave, strong, handsome, etc. Let's not abandon this image for now. We single out the main criteria by which this fairy-tale character can be characterized: age, place of residence, appearance, vehicle, clothing, etc. For convenience, you can enter these characteristics in the table.

4. Possible options for characteristics according to the selected criteria

Age Place of residence Vehicle Style of clothing

Character

Child Palace Horse Sports suit Kind Teenager Multi-storey building Car Festive outfit Harmful Youth Forest Roller skates Formal suit Whiner Old man Kindergarten Skiing Shorts and T-shirt Funny people etc. etc. etc. etc. etc.

The more criteria are selected, the more detailed the new image will be described. Among them, you can add the hero's habits, hobbies, communication features, features of body parts, hair color, eyes, etc. There can also be an arbitrarily large number of characteristics for each of the criteria.

Randomly choose one characteristic from each column and put it together. You can get very interesting images. For example, Ivan Tsarevich is a mischievous teenager dressed in festive attire, living in a kindergarten and skiing. Or a merry old man in a tracksuit, living in the forest and moving on roller skates. I just want to come up with a story about such a hero. So much room for a child's imagination!

Similarly, you can work with man-made objects: come up with a new style of dress, make a car, design a palace, develop a new watch model, etc.

Difficulties are caused by the fact that preschoolers do not know how to read well and it is difficult for them to keep in memory a large number of characteristics of an object. In this case, the teacher needs to think about what symbols he will designate them.

Using morphological table, you can, by combining characters, places of events and plots of familiar fairy tales, compose new magical stories. At the same time, it is necessary to immediately determine who will be an evil and who will be a good hero, what evil the heroes will fight, what magical powers will help, which will hinder, etc.

The catalog method allows to solve the problem of teaching creative storytelling to a large extent. It is no secret that creative storytelling is difficult for preschoolers due to the small experience of monologue speech and the poverty of the active vocabulary. The catalog method was developed in the 1920s by Professor E. Kunze of the University of Berlin. This method has been successfully adapted to work with preschoolers.

To work, you need any children's book with the minimum amount illustrations. It is desirable that the text be prosaic. An adult asks the children questions on the basis of which the plot will be built, and the children look for the answer in the book, arbitrarily pointing their finger at any place on the page. The words come across very different, not connected in any way. The words selected by the "poke" method are connected into a story, a fairy tale. The teacher can transform one part of speech into another. The lesson is held at a fast pace, different emotional reactions to each new phrase are used.

The main thing here is to correctly compose questions and arrange them in the right sequence. When compiling questions, one should take into account some general features of the construction of the structure of fairy tales:

the presence of positive and negative characters;

evil caused by a negative hero;

the fight of a good hero against evil; the presence of friends and helpers in both positive and negative heroes, the presence of magic.

The sequence of questions may be as follows:

Who are we writing a story about?

Is he a good or evil hero? What good (evil) did he do?

Who was he friends with?

Who interfered with them? How?

How did a good hero fight evil?

How did it all end?

Estimated course of the story:

Once upon a time...

2. And what was he like?

Able to do what?

He did this because...

But at that time, she lived...

She was…

One day it happened between them...

Helped them...

She did it to...etc.

Questions can vary depending on the development of the plot. This requires the educator to have some skill in working with this method, the ability to orient in time and formulate new questions that were not originally envisaged. In the course of drawing up, it is necessary to fix the invented plot with the help of symbols, signs, diagrams, drawings, etc. Children should not be expected to compose an interesting, beautiful story the first time. As practice shows, initially it is difficult for preschoolers to overcome psychological inertia and stereotypes: they repeat each other's ideas, duplicate the events of familiar fairy tales, sometimes they are generally silent. The first stories invented by children are usually primitive, uninteresting and short. The teacher should help the children, suggest options for the development of events, and encourage successful discoveries. Gradually, stories become more common, interesting, magical, fascinating.

This method is effective in working with a small number of children (from two to five).

4. Focal object method (FOM)suggested American psychologist C. Whiting. The essence of the method lies in the fact that the properties and characteristics of other objects that are not related to it are "tried on" to a certain object. Combinations of properties are sometimes very unexpected, but this is precisely what is of interest.

This is an improved catalog method. It allows you to find ideas for new, original products of a wide range: various souvenirs, games, advertisements. It has proven itself as a way to relieve psychological inertia in adults and children.

The purpose of the MFI is to establish associations with various random objects.

Initially, you need to select the object with the image of which we will work. You can keep it a secret from children for the time being. Then the children are asked to name any three objects. Well, if one of them is a representative of the natural world, the second - man-made, the third - generally non-material concept. But this condition is optional. Then the children name as many properties and qualities of the named objects as possible. The named properties and qualities are attributed to the initially selected object, the children explain how it might look and under what conditions this happens.

Children are offered two or three words and the properties of each of the named objects or phenomena are quickly distinguished.

For example: meteorite table

round sparkling

kitchen hot

plastic swift

Then a new word is given, to which the already named properties are applied.

For example, car:

swift - goes fast;

hot - carries hot bread;

sparkling - flying saucer;

kitchen - with which they sell ready-made breakfast, lunch, dinner, etc.

Ideas invented by children are also reflected in drawing, modeling, and appliqué.

The method of focal objects is aimed at the development of children's creative imagination, fantasy, the formation of the ability to find cause-and-effect relationships between different objects of the world, at first glance, nothing related to each other.

5. Yes - no - ka

This method makes it possible to teach children to find essential feature in the subject, to classify objects and phenomena according to common features, to listen and hear the answers of others, to build their own questions on their basis, to accurately formulate their thoughts.

Rules of the game: an object of the animal or man-made world is guessed, children ask questions about this object. Questions can only be answered with "yes" or "no". The teacher draws the attention of the children to the fact that the first questions should be the most general, combining several signs at once. As a rule, the first question is: - is it alive? Depending on the answer, general categories of objects and phenomena are sorted out. For example, if the hidden object is from the living world, then the following questions should reflect the categories of the living world: is it a person? This animal? Is it a bird? This is a fish? etc. Once a general category is established, more specific questions are asked about the constituent characteristics of that category. For example, if the selected object is an animal, then you can ask if this is a pet? Predatory? Herbivore? etc. Guess-based questions follow until the object is guessed.

6. Robinson method

Forms the ability to find a use for a seemingly completely unnecessary subject. Can be held in the water game "Auction" in senior group and preparatory class. The teacher offers the children an object (for example, a gum wrapper, a pen cap, etc.) and asks them to come up with as many uses for it as possible. The item is "sold" to the last bidder.

The next option for using this method: the teacher invites the children to imagine themselves on a deserted island, where there is only ... (possible options: skipping ropes, broken light bulbs, chewing gum, empty cans, etc.). It is necessary to survive on this island using only this item. (Imagine that there are only a lot of gum on the island. How, using only them, to survive for many years? After all, you need housing, clothes, and food.) Children come up with options for clothes from wrappers and candy wrappers, build houses from chewing gum, etc. .d.

7. Typical fantasy

This method is good to use when teaching children about creative storytelling. You can invent, fantasize not blindly, but using specific techniques:

inventive task preschool creativity

a) decrease - increase in the object (a small, very small turnip has grown. Continue the tale);

b) vice versa (good Wolf and evil Little Red Riding Hood);

c) crushing - combining (inventing a new toy from parts of old toys or an incredible living thing, some parts of which are parts of other animals);

d) time operator (deceleration - acceleration of time: draw yourself after many years, draw your future child or what your mother was like in childhood);

e) dynamics - statics (animation of inanimate objects and vice versa: Pinocchio - a living tree; Snegurochka - living snow; Kolobok - live dough, etc.). Children themselves can choose an object, and then revive it, come up with a name.

8. System operator

The world is systemic. Any object can be considered as a whole (system), you can mentally divide it into parts, each part can be divided into even smaller parts. All systems exist in time. They collide, interact with each other, influence each other.

One of the most important tasks of training is the task of consolidating and systematizing the acquired knowledge. In the theory of the formation of strong thinking (one of the areas of TRIZ) there is such a concept: a system operator. Working with a system operator involves the formation of a child's ability to analyze and describe the system of connections of any object of the material world: its purpose, the dynamics of development in a certain period of time, signs and structure, etc.

Each object of the material world has its past, present and future. In addition, each object has its own set of properties and qualities that can change over time. If we consider an object of the material world as a system consisting of certain components that have certain properties and qualities, then this object, in turn, will be part of another system, wider in its structure. So, for example, a vacuum cleaner is a system consisting of such parts as a body, a hose, a brush, etc. In turn, the vacuum cleaner is part of the household appliances system. If we take into account that every object of the material world has a past, present and future, then its examination and analysis can be represented using a table,

N / SN / SN / SSSSP / SP / SP / Past Present Future

where C is the system, i.e. the object that is in the center of consideration; N/S - supersystem, the immediate environment of the object, the system of which the object is a part; P/S - a subsystem, a structural unit of the system, the parts that make up the object itself.

Thus, considering an object, children determine what parts it consists of, its species affiliation (transport, toy, clothing, building, etc.). In addition, children find out the history of the emergence of a given object, what object performed its functions before its appearance, this object is analyzed in a similar way. Next, the children are given the opportunity to imagine what the object will become in the future: its functions, appearance, what it will be called, etc. The information is entered into a table.

It is advisable to invite children to consolidate the results obtained schematically or in a drawing (especially the future of the object)

Thus, children learn to produce system layouts, analyze and describe the system of connections between objects of the surrounding reality, build various kinds of classifications according to a selected feature.

TRIZ technology uses many more methods and techniques (agglutination, hyperbolization, accentuation, synectics, etc.) that are successfully used in teaching preschool children. It allows you to develop the imagination, fantasy of children, allows you to present knowledge in an exciting and interesting form for them, ensures their strong assimilation and systematization, stimulates the development of thinking of preschoolers, the manifestation of creativity both by children and teachers. TRIZ works on the principles of cooperation pedagogy, puts children and teachers in the position of partners, stimulates the creation of a situation of success for children, thereby maintaining their faith in their own strengths and capabilities, and their interest in learning about the world around them.

Stages of work on the use of TRIZ elements in the educational process of a preschool institution

Work on the TRIZ system with children of preschool age should be carried out gradually.

To solve triz tasks, the following stages of work can be distinguished:

The purpose of the first stage is to teach the child to find and distinguish between the contradictions that surround him everywhere. What is common between a flower and a tree? What do a poster and a door have in common? and etc.

The purpose of the second stage is to teach children to fantasize, to invent. For example, it was proposed to come up with a new chair, comfortable and beautiful. How to survive on a desert island where there are only boxes of chewing gum?

The content of the third stage is solving fairy tale problems and inventing different fairy tales with the help of special TRIZ methods. For example, "Baba Yaga caught you and wants to eat you. What should I do?".

At the fourth stage, the child applies the acquired knowledge and, using non-standard, original solutions to problems, learns to find a way out of any difficult situation.

Let us consider in more detail the activities and possible methods at each stage.

At stage 1, you can teach children to find and formulate contradictory properties of the objects under consideration, phenomena using the Good-Bad game. To do this, select an object and offer to find the positive and negative qualities of this object. You can start playing this game already with children of the 4th year of life. At the beginning, we take an object that does not cause positive or negative associations in children. Since children are more likely to name positive sides object, the 1st stage of the game is called bad, the children are good. Children of the 5th year of life can be divided into two teams, one team calls good, the other bad, competing, who will name more qualities. In work with older preschoolers, we take objects that have social significance for children and learn to find contradictory properties ("Next year we will go to first grade - is that good or bad?").

In Game "Vice versa" reception of opposite meanings is well acquired. This game is perceived by children as early as 3 years of age. First, we teach children to select words that are opposite in meaning (function).

Comprehensive acquaintance with the subject or phenomenon helps the method of system analysis. It allows you to look into the history of the creation of an item, decompose the item into details, and even look into the future of the item. The system operator can begin to be used in the 2nd junior group when getting acquainted with household items, the immediate environment, when describing toys. First, we take 3 screens out of 9. Over time, we move on to using the entire 9-screen system. The system is characterized by the RCS operator (size, time, cost). By changing one of these operators, you can change the properties and qualities of an object. For example, when solving the problem of rescuing Kolobok, we change the size operator, increase Kolobok so that the fox cannot swallow it. In the fairy tale about Cinderella, the cost operator changes.

When introducing children to different aggregate states, the method of little men (M.M. Ch.) is used. M. M.Ch. - practical implementation of the ideas of G.S. Altshuller on world modeling. Acquaintance of children with M.M.Ch. begins in a group of children of the 5th year of life on the simplest phenomena, when we introduce children to water, snow, ice: in the cold, water freezes, ice melts in warmth, water evaporates faster near the battery.

After the children learn to identify contradictions and use the system operator, we proceed to the 2nd stage of work on TRIZ-RTV. To find a fundamentally new solution is hindered by psychological inertia, even babies have it. The first answer to the question How to save the kolobok "- Kill the fox. Therefore, you should liberate the thinking of children, give free rein to fantasy, imagination, and at the same time I pay attention to the moral side of solving the issue. This is very important, since a powerful stream is directed to children from the outside aggressive information and the first answers are aggressive answers: kill, break, expel, etc. In the condition of the problem, as a contradiction, we lay the moral side of the question: How to save the kolobok without harming the fox.

One of the methods that contribute to the removal of psychological inertia, the development of imagination, is the method of focal objects (M.F.O.).

Work on M.F.O. can be started with children of the 4th year of life. In this case, the following tasks are solved:

come up with something new, modifying or improving a real object;

introduce children to a new object;

create a story or fairy tale about the object in question, using the found definitions;

analyze artwork.

Another method that removes the inertia of thinking and allows you to increase the number of options to sort through is morphological analysis. Using this method, it is easier to identify all possible solutions to the problem that can be missed with a simple enumeration.

At the 3rd stage of working with children, we solve fairy-tale problems and make up fairy tales. Just do not think that all fairy tales are written or told. You can come up with as many new stories as you like. But before compiling fairy tales, it is advisable to teach children how to solve fairy-tale problems.

We are trying to help fairy tale characters who are in a difficult position. The solution to a problem often depends on the identification and use of resources, children strive for an ideal end result.

Thus, relying on the knowledge gained, intuition, using non-standard, original solutions, kids find a way out of a difficult situation.

As a result of training with the use of TRIZ-RTV technology, the feeling of constraint is removed from children, shyness is overcome, imagination, speech and general initiative develop, the level of cognitive abilities increases, which helps children to free themselves from the inertia of thinking.