Degree work: Development of creative abilities of younger students in the lessons of literary reading. The current state of the problem of developing the creative abilities of younger students Thematic planning of the course "Lessons of Creativity"
Department of labor and social protection of the population of the city of Moscow
State budgetary educational institution of the city of Moscow
"Boarding school №1 for education and rehabilitation of the blind"
Department of labor and social protection of the population of the city of Moscow
Report on the topic:
« Development of creative abilities
in elementary school classes"
Compiled by:
Primary school teacher: Pereskokova A.V.
Moscow 2017
Introduction
Conclusion
Applications
Introduction
Primary school age is a particularly important period of the child's psychological development, intensive development of all mental functions, formation of complex activities, laying the foundations of creative abilities, formation of the structure of motives and needs, moral standards, self-esteem, elements of volitional regulation of behavior. Creativity is a complex mental process associated with the character, interests, abilities of the individual. Imagination is his focus. A new product received by a person in creativity can be objectively new (a socially significant discovery) and subjectively new (a discovery for oneself). The development of the creative process, in turn, enriches the imagination, expands the knowledge, experience and interests of the child. Creative activity develops the feelings of children, contributes to a more optimal and intensive development of higher mental functions, such as memory, thinking. perception, attention. The latter, in turn, determine the success of the child's studies. Creative activity develops the personality of the child, helps him to assimilate moral and ethical norms. Creating a work of creativity, the child reflects in them his understanding of life values, his personal properties. Children of primary school age love to make art. They enthusiastically sing and dance, sculpt and draw, compose fairy tales, and are engaged in folk crafts. Creativity makes a child's life richer, fuller, more joyful. Children are able to engage in creativity regardless of personal complexes. An adult, often critically evaluating his creative abilities, is embarrassed to show them. Each child has his own, unique traits that can be recognized early enough.
The main provisions of the theory of creativity are set out in the works of M.M. Bakhtin, modified by V.S. Bibler and S.Yu. Kurganov. A great contribution to the study of creativity was made by numerous domestic and foreign studies (L.S. Vygotsky, S.L. Rubinshtein, K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky, A.N. Leontiev, D.N. Uznadze and others; Lindsay G., Hall K.C., Thompson R.F.). In the research of PY. Galperin, V.V. Davydova, L.V. Zankova, Ya.A. Ponomareva, D.B. Elkonin and others showed that the various characteristics of the thinking of younger students directly depend on the organization of the educational process, on the content of education. Of interest are the studies of creativity by foreign scientists (R. Torrens, K. Taylor, E. Rowe, K. Cox, R. May, etc.), who consider it as the highest form of thinking. The essence of creativity as an integral phenomenon is widely represented in numerous studies by a number of domestic scientists (D.B. Bogoyavlenskaya, E.A. Golubeva, I.V. Druzhinin, N.S. Leites, A.M. Matyushkin. E.L. Yakovleva and etc.). Cognitive interest, activity, independence and creativity of students are considered in the works (D.B. Bogoyavlenskaya, V.S. Danyushenkov, P.I. Pidkasisty, Ya.A. Ponomarev, T.I. Shamova, E.A. Yakovleva).
The study of the development of creative abilities requires the identification of the conditions in which this process is carried out, that is, the developing environment. Separate aspects of this problem have been studied in the framework of studies devoted to "pedagogy of the environment" (S.T. Shatsky), "the social environment of the child" (P.P. Blonsky), "educational environment" (Y.A. Komensky, J.J. Rousseau , I.G. Pestalozzi, D. Locke), "environment" (P.P. Blonsky, Z.N. Ginzburg, A.S. Makarenko, S.M. Reeves, V.N. Soroka-Rossinsky, S .T. Shatsky and others).
However, the possibilities for the creative development of students, embedded in the content of modern programs, are not fully used by elementary school teachers.
The goal is to theoretically substantiate and determine the pedagogical conditions for the development of creative abilities in the process of labor training.
Tasks:
1. To carry out a theoretical analysis of the problem of developing students' creative abilities.
2. Highlight the features of the development of creative abilities in younger students.
To carry out the selection of the content and methods for developing the creative abilities of younger students in the lessons of labor training
To develop a system of creative tasks as a means of developing the creative abilities of younger schoolchildren in labor training lessons.
The object of the study is the development of creative abilities in younger students.
The subject is the pedagogical conditions for the development of creative abilities in younger schoolchildren in the process of labor training.
Research methods:
observation,
·conversation,
free conversations
Games for the development of creative abilities
Chapter 1. Theoretical foundations for the development of creative abilities in younger students
.1 The essence of the concept of "creativity"
Analysis of the problem of the development of creative abilities is determined by the content that is embedded in this concept. Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, compose poetry, and write music. However, revealing the essencecreative abilities, their structure and characteristic features, determines the consideration of the concepts of "creativity" and "ability".
To date, in the philosophical, psychological, pedagogical literature, there are various approaches to the definition of creativity. The main difficulty is associated primarily with the absence of a directly operational, psychological content of this concept; this can explain the use so far of the definition of creativity only by its product - the creation of a new one. Philosophers define creativity as a necessary condition for the development of matter, the formation of its new forms, along with the emergence of which the forms of creativity themselves change. The Philosophical Encyclopedia defines creativity in this way: "Creativity is an activity that generates something new that has never been before."
The psychological dictionary interprets creativity as "an activity that results in the creation of new material and spiritual values ... It assumes that a person has abilities, motives, knowledge and skills, thanks to which a product is created that is novel, original, unique" .
Pedagogy determines that creativity is "the highest form of human activity and independent activity. Creativity is evaluated by its social significance and originality (novelty)".
In fact, creativity, according to G.S. Batishchev is "the ability to create any fundamentally new opportunity".
Creativity can be considered in various aspects: the product of creativity is what is created; the creative process - how it is created; the process of preparing for creativity - how to develop creativity.
Creativity products are not only material products, but also new thoughts, ideas, solutions. Creativity is the creation of something new in different plans and scales. Creativity characterizes not only socially significant discoveries, but also those that a person makes for himself. Elements of creativity are also manifested in children in the game, work, educational activities, where there is a manifestation of activity, independence of thought, initiative, originality of judgments, creative imagination.
From the point of view of psychology and pedagogy, the very process of creative work, the study of the process of preparation for creativity, the identification of forms, methods and means of developing creativity are especially valuable. Creativity is purposeful, persistent, hard work. It requires mental activity, intellectual abilities, strong-willed, emotional traits and high performance.
According to foreign authors, creativity is:"… fusion of perceptions carried out in a new way" (McCallar)," the ability to find new connections" (Kyuubi)"… appearance of new works" (Murray)" activity of the mind leading to new insights" (Gerard)" transformation of experience into a new organization" (Taylor) .
The American scientist P. Hill defines creativity as "a successful flight of thought beyond the unknown". Of all foreign concepts and theories, the closest in its positions to the views of most domestic psychologists who study creativity is humanistic psychology. Its representatives (A. Maslow, K. Rogers) believe that creativity is the ability to deeply understand one's own experience, it is self-actualization, self-expression, strengthening oneself through the realization of one's inner potential.
It is not possible within the framework of this study to consider the views on the subject of defining the concept of creativity, even of our most famous psychologists - they all differ so much from each other, so the subject of study is complex and multifaceted. Let's note the most fundamental positions.
ON THE. Berdyaev in his work "The Meaning of Creativity" defines creativity as the freedom of the individual, and the meaning of creativity is the emotional experience of the presence of a contradiction and the search for ways to resolve it. IN AND. Strakhov characterizes creativity through the unity of labor and talent, highlighting, respectively, two aspects: activity and related to the creative abilities of a person. The Soviet psychologist A. Mateiko believes that the essence of the creative process lies in the reorganization of existing experience and the formation of new combinations on its basis. According to E.V. Ilyenkov, creativity is a dialogue, even because, without having a decided result, it is a subject-subject search. And further, many researchers associated creativity with dialogue, with the presence of a situation of uncertainty, problematicness, with the resolution of real contradictions. In the interpretation of Ya.A. Ponomarev's creativity is seen as "interaction leading to development" . Creativity manifests itself, develops and improves in activity under the influence of motivational and need-based attitudes, which constitute the basic properties of a person, the basis of her life position (G.S. Altshuller, Sh.A. Amonashvili, L.S. Vygotsky).
L.S. Vygotsky said that the highest expression of creativity is still available only to a few selected geniuses of mankind, but in the everyday life around us, creativity is a necessary condition for existence. Everything that goes beyond the limits of routine and contains at least a fraction of the new owes its origin to the creative process of man.
The phenomenology of creativity can be divided into three main types, which correspond to the types of creativity:
Stimulus-productive - activity can be productive, but this activity is determined every time by the action of some external stimulus.
Heuristic - activity takes on a creative character. Having a sufficiently reliable way of solving, a person continues to analyze the composition, structure of his activity, compares individual tasks with each other, which leads him to the discovery of new original, outwardly more ingenious ways of solving. Each regularity found is experienced as a discovery, a creative discovery, a new, "own" way that will allow solving the tasks;
Creative - an independently found empirical pattern is not used as a solution, but acts as a new problem. The patterns found are subjected to proof by analyzing their original genetic basis. Here the action of the individual acquires a generative character and more and more loses the form of a response: its result is wider than the original goal. Thus, creativity in the narrow sense of the word begins where it ceases to be only an answer, only a solution to a predetermined task. At the same time, it remains both a solution and an answer, but at the same time there is something “beyond that” in it, and this determines its creative status.
Currently, scientists distinguish two levels of abilities:
reproductive (rapid assimilation of knowledge and mastery of certain activities according to the model),
creative (the ability to create a new original with the help of independent activity).
The same person may have different abilities, but one of them may be more significant than others. On the other hand, different people have the same abilities, but differ in their level of development.
As a result of experimental studies, among the abilities of the individual, a special kind of ability was singled out - to generate unusual ideas, deviate from traditional patterns in thinking, and quickly resolve problem situations. This ability was called creativity (creativity).
Creative abilities are not directly related to the level of general and special abilities, which are a real means of successful implementation of activities, but do not unambiguously determine the creative potential of an individual. Their contribution is realized only by being refracted through the motivational structure of the personality, its value orientations, i.e. there are no creative abilities that exist in parallel with general and special (Gilford's separation of the IQ and creativity).
The concept of creativity is often used as a synonym for creativity (from the Latin Creatio - creation, creation).
P. Torrance describes creativity in terms of thinking as "the process of feeling difficulties, problems, gaps in information, missing elements, distortion in something; building guesses and formulating hypotheses regarding these shortcomings, evaluating and testing these guesses and hypotheses, the possibility of revising them and verification and, finally, generalization of the results.
K. Taylor, like J. Guilford, considers creativity not as a single factor, but as a combination of different abilities, each of which can be represented to a different degree.
In J. Renzulle, creativity is also understood as the features of a person's behavior, expressed in original ways of obtaining a product, achieving a solution to a problem, new approaches to the problem from different points of view.
S. Mednik considers creativity as a process of redesigning elements in new combinations that meet the requirements of utility and some special requirements. In his opinion, the more distant the elements of the problem are taken, the more creative the process of solving it is.
F. Barron understands creativity as the ability to bring something new into experience, and M. Wollach - the ability to generate original ideas in terms of solving or posing new problems.
Based on the foregoing, there are at least three main approaches to the essence of creative (creative) abilities:
. As such, there are no creative abilities. Intellectual giftedness is a necessary but not sufficient condition for the creative activity of a person. The main role in the activation of creative behavior is played by motivations, values, personality traits (A. Tannenbaum, A. Oloh, A. Maslow, etc.). Among the main features of a creative personality, these researchers include cognitive giftedness, sensitivity to problems, independence in uncertain and difficult situations.
The procedural-activity approach of D.B. Epiphany. Creativity is considered by her as the activity of the individual, which consists in the possibility of going beyond the given. It presupposes the coincidence of motive and purpose, i.e., enthusiasm for the subject itself, preoccupation with activity. In this case, the activity is not suspended even when the initial task is completed, the initial goal is realized. We can say that there was a development of activity on the initiative of the individual himself, and this is creativity.
. Creativity is an independent factor, independent of intelligence (J. Gilford, K. Taylor, G. Gruber, Ya. A. Ponomarev). In a milder version, this theory states that there is little relationship between the level of intelligence and the level of creativity.
. A high level of intelligence development implies a high level of creative abilities and vice versa. The process of solving creative problems is the interaction of other processes (memory, thinking, etc.). Such a solution to the problem corresponds to one of the approaches identified by V.N. Druzhinin: there is no creative process as a specific form of mental activity, creative abilities are equated with general abilities. This point of view is shared by almost all experts in the field of intelligence (F. Galton, D. Wexler, R. Weisberg, G. Eysenck, L. Theremin, R. Sternberg, etc.).
The concept of "creativity" can be defined based on the provisions of such researchers as V.N. Myasishchev, A.G. Kovalev, N.S. Leites, K.K. Shatonov, S.L. Rubinstein, V.A. Krutetsky, A.N. Luk, T.I. Artemiev, V.I. Andreev and others.
Creative skills - it is a combination of individual personality traits that determine the possibility of successful implementation of a particular type of creative activity and determine the level of its effectiveness. They are not limited to the individual's knowledge, skills and abilities. Creativity is manifested in interest, desire and emotional attitude to creativity, as knowledge, the level of development of logical and creative thinking, imagination, independence and perseverance in creative search and ensures the creation of a subjectively new in a particular area.
Thus, in its most general form, the definition of creative abilities is as follows. Creative abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.
Since the element of creativity can be present in any kind of human activity, it is fair to speak not only about artistic creativity, but also about technical creativity, mathematical creativity, and so on.
.2 Features of the development of creative abilities in students at primary school age
schoolboy creative creativity heuristic
From a psychological point of view, primary school age is a sensitive period for the development of creative abilities. Children of primary school age are extremely inquisitive, they have a great desire to learn about the world around them. Adults, encouraging curiosity, imparting knowledge to children, involving them in various activities, contribute to the expansion of children's experience. And the accumulation of experience and knowledge is a necessary prerequisite for future creative activity.
In ordinary life, abilities act, first of all, as characteristics of a particular person. Turning to a specific person, especially in the educational process, we see that abilities develop and have an individually unique expression.
According to the content and degree of complexity, it is customary to distinguish:
Elementary (Basic) abilities - a set of individual personality traits as a generalization of mental processes that are common to all people approximately equally;
Complex general abilities, such as the ability to work, learn, nurture, communicate, speak, and others. They are also characteristic of all people, only in varying degrees;
Complex private (special) abilities are already a set of individual personality traits that ensure a person’s success in any field of activity.
By type of activity, there are:
Reproductive (reproducing) providing a high ability to assimilate knowledge, master various types of activities. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and actions.
· Creative - ensures the creation of a new, original. The result of creative activity is not the reproduction of impressions or actions that were in the previous experience of a person, but the creation of new images or actions. Creativity is at the core of this activity.
Creative abilities are the individual characteristics of a person's qualities that determine the success of his performance of various creative activities.
Creativity is an amalgamation of many qualities. The question of the components of human creativity is still open, at the moment there are several hypotheses concerning this problem.
A well-known domestic researcher of the problem of creativity A.N. Bow, based on the biographies of prominent scientists, inventors, artists and musicians, highlights the following creative abilities:
The ability to see a problem where others do not see it.
· The ability to collapse mental operations, replacing several concepts with one and using symbols that are more and more capacious in terms of information.
The ability to apply the skills acquired in solving one problem to solving another.
The ability to perceive reality as a whole, without splitting it into parts.
The ability to easily associate distant concepts.
The ability of memory to produce the right information at the right moment.
· Flexibility of thinking.
The ability to choose one of the alternatives for solving a problem before it is tested.
The ability to integrate newly perceived information into existing knowledge systems.
The ability to see things as they are, to distinguish what is observed from what is brought in by interpretation.
Ease of generating ideas.
· Creative imagination.
· Ability to refine details, to improve the original idea.
Scientists and teachers involved in the development of programs and methods of creative education based on TRIZ (theory of inventive problem solving) and ARIZ (algorithm for solving inventive problems) believe that one of the components of a person's creative potential is the following abilities:
The ability to take risks.
Divergent thinking.
· Flexibility in thinking and actions.
· Speed of thinking.
· Ability to express original ideas and invent new ones.
·Rich imagination.
Perception of the ambiguity of things and phenomena.
· High aesthetic values.
· Developed intuition.
All of the above qualities characterize a creative person.
The opposite qualities are stereotyping, stereotyping, inertia, superficiality of thinking. They are important in everyday life, as they allow you to quickly solve common tasks. However, psychological inertia is very harmful in creativity and in the development of creative abilities. After analyzing these and other points of view presented by many scientists and educators on the issue of the components of creative abilities, we can conclude that, despite the difference in approaches to their definition, researchers unanimously single out creative imagination and creative thinking as essential components of creative abilities. Based on this, it is possible to determinethe main directions in the development of children's creative abilities:
Development of productive creativeimagination , which is characterized by such qualities as the richness of the produced images and orientation.
Development of qualitiesthinking , which form creative thinking (creativity); such qualities are associativity, dialectics and systemic thinking.
The thinking of younger schoolchildren is freer than the thinking of older children. It is not yet crushed by dogmas and stereotypes, it is more independent and this quality must be maintained and developed.
One of the indispensable components of creative thinking is originality, it expresses the degree of dissimilarity, non-standard, unexpectedness of the proposed solution among other solutions.
Since one of the signs of creativity is the creation of new useful combinations, the imagination that creates these combinations is the basis of the creative process. It follows from this that imagination is a necessary element of creative activity, which, according to L.S. Vygotsky, provides the following activities for the child:
building an image, the final result of his activity,
creating a program of behavior in a situation of uncertainty, creating images that replace activities,
creation of images of the described objects.
Imagination is a necessary human ability, and at primary school age, the ability to imagine needs special care in terms of development, because at this age it develops especially intensively. In the future, there is a rapid decrease in the activity of this function. Along with a decrease in a person’s ability to fantasize, a person becomes impoverished, the possibilities of creative thinking decrease, and interest in art and science fades.
Younger students carry out most of their vigorous activity with the help of imagination. Their games are still the fruit of the wild work of fantasy, thanks to them, children are enthusiastically engaged in creative activities. The psychological basis of educational activity is also creative imagination. When, in the process of learning, children are faced with the need to comprehend abstract material and they need analogies, support with a general lack of life experience, imagination also comes to the aid of the child. More L.S. Vygotsky noted that the creative activity of the imagination is directly dependent on the richness and diversity of a person's previous experience: the richer the experience, the more material that his imagination has.
The stock of representations of the child must be replenished all the time. This is the task of both teachers and parents. As a result of the constant efforts of adults in this direction, the imagination of the younger student is improving: at first, the images are vague, unclear, and then they become more accurate and definite. If at the beginning of training for the appearance of an image there must be, for example, a picture, then by the 3rd grade in his imagination the student is able to rely on the word. The student is able to write an essay based on the story of the teacher or read in the book.
In elementary school, the child develops creative imagination as the ability to independently create new images based on existing ideas. When a child masters educational activities in elementary school, the child's imagination becomes a more controlled, arbitrary process. In elementary grades, the realism of children's imagination increases. This leads to an increase in the stock of knowledge and the development of critical thinking. The main directions in the development of the imagination of a younger student are the transition to an increasingly correct and complete reflection of reality on the basis of acquired knowledge.
Children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world. They contribute to the development of thinking, memory, enrich his individual life experience, which in turn contributes to the development of imagination, creative thinking. Primary school age is a period of significant changes in a child's life, it is determined by the moment of entering school, this is a period from about 6-7 to 9-10 years. During this period, both the physical and psychophysiological development of the child takes place, providing the possibility of systematic learning.
According to psychologists' research, today's first-graders are significantly different from the first-graders of past years. For first graders:
Large differences in passport and physiological age. Various levels of development of emotional and mental readiness for the beginning of studies.
children have extensive, but unsystematic awareness of almost any issue. It is often contradictory, resulting in anxiety and uncertainty.
Today's children have a freer sense of their "I", more independent behavior than children of past years;
the presence of distrust of the words and actions of adults. Not everything said by adults, they take on faith;
The health of modern children is weaker;
Modern children in the majority have ceased to play collective yard games. They were replaced by TV and computer games.
Children come to classes without communication skills, being practically unsocialized, poorly understanding how to behave in a peer group, what are the norms of behavior. Collective games and activities help children "find themselves" in the society of their peers.
From the foregoing, we can conclude that this period in a child's life provides excellent opportunities for developing creative abilities. And the creative potential of an adult will largely depend on how these opportunities were used. The small number of people in a society with high creative potential is explained by the fact that in childhood only very few were exposed to conditions conducive to the development of their creative abilities.
It is desirable to create such conditions in any socio-cultural organization, social institution, since it is these institutions that are called upon to solve the problems of education and creative development of its participants.
Analysis of the main psychological neoplasms and the nature of the leading activity of this age period, modern requirements for the organization of education as a creative process, which the student, together with the teacher, in a certain sense build themselves; orientation at this age to the subject of activity and ways to transform it suggest the possibility of accumulating creative experience not only in the process of cognition, but also in such activities as the creation and transformation of specific objects, situations, phenomena, creative application of knowledge gained in the learning process.
In the psychological and pedagogical literature on this issue, definitions of creative activities are given.
Cognition - "... the educational activity of the student, understood as a process of creative activity that forms their knowledge."
Transformation is a creative activity of students, which is a generalization of basic knowledge that serves as a developing beginning for obtaining new educational and special knowledge.
Creation is a creative activity that involves the design by students of educational products in the areas studied.
Creative application of knowledge is the activity of students, which involves the introduction by the student of his own thoughts when applying knowledge in practice.
All this makes it possible to define the concept of "creative activity of younger schoolchildren": a productive form of activity of elementary school students aimed at mastering the creative experience of knowing, creating, transforming, using objects of material and spiritual culture in a new quality in the process of educational activities organized in cooperation with the teacher.
Chapter 2
.1 The content and methods of developing the creative abilities of younger students in the lessons of labor training
Any activity, including creative, can be represented as the performance of certain tasks. I.E. Unt, defines creative tasks as "…tasks requiring creative activity from students, in which the student himself must find a way to solve, apply knowledge in new conditions, create something subjectively (sometimes objectively) new"
The effectiveness of the development of creative abilities largely depends on the material on the basis of which the task is compiled. An analysis of elementary school textbooks showed that the creative tasks contained in them are mainly classified as "conditionally creative", the product of which are essays, presentations, drawings, crafts, etc. Part of the tasks is aimed at developing the intuition of students; finding multiple answerscreative tasks that require resolution of contradictions are not offered by any of the programs used in schools .
The proposed tasks involve the use in the creative activity of younger students mainly of methods based on intuitive procedures (such as the method of enumeration of options, morphological analysis, analogy, etc.). Modeling, a resource approach, and some fantasy techniques are actively used. However, the programs do not provide for the purposeful development of students' creative abilities using these methods.
Meanwhile, for the effective development of the creative abilities of schoolchildrenthe use of heuristic methods should be combined with the use of algorithmic methods of creativity .
Based on the analysis of the literature (G.S. Altshuller, V.A. Bukhvalov, A.A. Gin, M.A. Danilov, A.M. Matyushkin, etc.), the following requirements for creative tasks can be distinguished:
openness (content of a problem situation or contradiction);
Compliance of the conditions with the chosen methods of creativity;
Possibility of different solutions;
taking into account the current level of development;
taking into account the age characteristics of students.
Considering these requirements, we buildsystem of creative tasks , which is understood as an ordered set of interrelated creative tasks, constructed on the basis of hierarchically built methods of creativity, focused onknowledge , creation , transformation and use in a new capacity objects, situations, phenomena and aimed at developing the creative abilities of younger students in the educational process.
The system of creative tasks includestarget, content, activity and result components .
System-forming factor -student identity: his abilities, needs, motives, goals and other individual psychological characteristics, subjective creative experience.
Particular attention is paid tocreative activity the student himself. The content of creative activity refers to its two forms - external and internal. The external content of education is characterized by the educational environment, the internal content is the property of the individual himself, created on the basis of the student's personal experience as a result of his activity.
When selecting the content for the system of creative tasks, 2 factors were taken into account:
1. the fact that the creative activity of younger students is carried out mainly on the problems already solved by society,
2. creative possibilities of the content of primary school subjects.
The content is represented by thematic groups of tasks aimed at cognition, creation, transformation, use of objects, situations, phenomena in a new quality (see Table 1).
Each of the selected groups is one of the components of the creative activity of students, has its ownpurpose, content , involves the use of certainmethods , performs certainfunctions . Thus, each group of tasks is a necessary condition for the student to accumulate subjective creative experience.
1 group - "Knowledge"
The goal is the accumulation of creative experience of cognition of reality.
Acquired Skills:
study objects, situations, phenomena on the basis of selected features - color, shape, size, material, purpose, time, location, part-whole;
to consider in the contradictions that determine their development;
· to model phenomena, taking into account their features, system connections, quantitative and qualitative characteristics, patterns of development.
2 group - "Creation"
The goal is the accumulation by students of creative experience in creating objects of situations, phenomena.
The ability to create original creative products is acquired, which involves:
obtaining a qualitatively new idea of the subject of creative activity;
orientation to the ideal end result of the system development;
· rediscovery of already existing objects and phenomena with the help of elements of dialectical logic.
3 group - "Transformation"
The goal is the acquisition of creative experience in the transformation of objects, situations, phenomena.
Acquired Skills:
simulate fantastic (real) changes in the appearance of systems (shape, color, material, arrangement of parts, etc.);
to model changes in the internal structure of systems;
take into account when changing the properties of the system, resources, the dialectical nature of objects, situations, phenomena.
4th group - "Use in a new capacity"
The goal is the accumulation by students of the experience of a creative approach to the use of existing objects, situations, phenomena.
Acquired Skills:
to consider the objects of the situation, phenomena from different points of view;
find fantastic applications for real-life systems;
carry out the transfer of functions to various areas of application;
get a positive effect by using the negative qualities of systems, universalization, obtaining systemic effects.
The content of groups of creative tasks is presented in table 1 by thematic series.
Table 1. Exemplary thematic series of groups of creative tasks at labor training lessons
Series Content of creative tasks Types of tasks "Theatrical" Creation of theatrical effects, development of costumes, scenery, puppets Cognition Creation Transformation Use in a new capacity natural Cognition Transformation "Paper country" Creation of plots, playing them with paper crafts Transformation Use in a new capacity "Fantastic plots" Solving the problems of heroes of fantastic works, compiling fantastic plots and crafts for them Cognition Creation Transformation
Creative tasks are differentiated according to such parameters as:
the complexity of the problem situations contained in them,
the complexity of the mental operations necessary to solve them;
forms of representation of contradictions (explicit, hidden).
In this regard, three levels of complexity of the content of the system of creative tasks are distinguished.
Tasks III (initial) level of complexity given to first and second grade students. A specific object, phenomenon or human resource acts as an object at this level. Creative tasks of this level contain a problematic issue or a problematic situation, involve the use of the method of enumeration of options or heuristic methods of creativity and are designed to develop creative intuition and spatial productive imagination.
Tasks of II level of complexity are one step lower and are aimed at developing the foundations of systemic thinking, productive imagination, predominantly algorithmic methods of creativity. Under the object in the tasks of this level is the concept of "system", as well as the resources of systems. They are presented in the form of a vague problem situation or contain contradictions in an explicit form. The purpose of tasks of this type is to develop the foundations of students' systemic thinking.
Tasks I (highest, high, advanced) level of complexity . These are open tasks from various fields of knowledge containing hidden contradictions. Bisystems, polysystems, resources of any systems are considered as an object. Tasks of this type are offered to students in the third and fourth years of study. They are aimed at developing the foundations of dialectical thinking, controlled imagination, and the conscious application of algorithmic and heuristic methods of creativity.
The methods of creativity chosen by students when performing tasks characterize the corresponding levels of development of creative thinking, creative imagination. Thus, the transition to a new level of development of the creative abilities of younger students occurs in the process of accumulating the experience of creative activity by each student. level - involves the performance of tasks based on enumeration of options and accumulated creative experience in preschool age and heuristic methods. Creative methods are used such as:
focal object method
morphological analysis,
method of control questions,
·dichotomy,
synectics,
Separate typical techniques of fantasizing.
II level - involves the performance of creative tasks based on heuristic methods and TRIZ elements, such as:
little man method
methods of overcoming psychological inertia,
system operator,
The resource approach
laws of systems development.
Level I - involves the performance of creative tasks based on the TRIZ mental tools, such as:
an adapted algorithm for solving inventive problems,
Techniques for resolving contradictions in space and time,
typical methods of conflict resolution.
Determining the conditions for the effective organization of the artistic and creative activity of children is one of the problems that constantly arouse the interest of researchers and, therefore, is quite often considered in special literature.
The very concept of "condition" is defined as "a circumstance on which something depends."
Most researchers (V.I. Zagvyazinsky, M.V. Koposova, A.V. Moskvina, A.P. Tryapitsina and others) note that creativity in education is possible only under certain conditions, namely:
search needs; positive motivation, variability of ways to organize the assimilation of program material in accordance with the individual abilities of students;
co-creation as the leading type of educational interactions and relationships;
the priority of the integrity of perception, attitude, evaluation of another person and oneself;
awareness and leveling of clichés and stereotypes of thinking and self-expression.
The most significant pedagogical conditions for the development of children's creative activity, according to modern researchers, are:
Change in the nature of the activity;
Atmosphere of goodwill in the educational activities of children;
Team formation.
When organizing artistic and creative activities, it is necessary to remember the importance of choosing a strategy for interaction between the teacher and the students. In practice, as the researchers note, two ways are usually used when choosing an interaction strategy:
development from the outside, as interference in the inner world of the individual, imposing on him the developed methods, norms of activity and behavior;
development from within, as stimulation of activity, independence, responsibility, manifestation of respect for the individual, disclosure of the possibilities inherent in it, development of creative abilities.
The main condition for the creative development of the individual lies in herself, in her openness to constructive creativity, in psychological security and her freedom.
At the same time, it is necessary to take into account the conditions that negatively affect the course of creative activity, namely: situational and personal.
Situational conditions include: time limit, stress, a state of increased anxiety, a desire to quickly find a solution, weak or strong motivation, setting a specific solution method, self-doubt caused by failures, fear, increased censorship, etc.
To personal conditions: conformism (agreement), self-doubt, emotional depression, dominance of negative emotions, low self-esteem, increased anxiety, personal defense mechanisms, etc.
Therefore, it is important to form qualities conducive to creative thinking: self-confidence, dominance of emotions of joy, risk-taking, a sense of humor, lack of conformity, fear of seeming strange, unusual, love for fantasizing and making plans for the future, etc.
These features, characteristic of a creative person, are formed only thanks to the democratic style of communication. In this case, the teacher takes into account the individual characteristics of the individual, her experience, the specific needs and opportunities, and he must also be objective in his assessments, versatile and proactive in contacts with children.
The most fruitful is communication based on joint enthusiasm for creative activity. The basis of this style is the high professionalism of the teacher. After all, the enthusiasm for creative search is the result of not only communicative activity, but also, to a greater extent, the attitude to pedagogical activity in general.
The most important condition for the organization of artistic and creative activity of schoolchildren, according to many teachers, is the creation of a creative atmosphere, which is created not only by nurturing curiosity, a taste for non-standard solutions, the ability to think non-trivially, but also by the need to educate readiness to perceive the new and unusual, the desire to use and implement creative achievements of other people.
.2 Creative tasks as a means of developing creative abilities in younger students
Labor training is an obligatory condition and an integral part of the education, upbringing and development of the child at the primary stage of the general education school and is implemented by means of a variety of classroom and extracurricular activities of students.
The purpose of labor training is the education of the personality of students on the basis of the formation of labor activity.
M. Levina points out that in the lessons of labor training at school or at home with their parents, and later on their own, children can learn a lot of exciting and useful things: working with paper and embroidery, sewing and making crafts from natural materials, woodworking and modeling from plasticine, they can learn how to burn and sew soft toys, try themselves as a cook or cook, or maybe a child will like to be an actor in a puppet theater and at the same time - the owner of this theater.
Labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products to decorate everyday life (games, labor, recreation). Such work is a decorative, artistic and applied activity of the child, since when creating beautiful objects, he takes into account the aesthetic qualities of materials based on existing ideas, knowledge, practical experience acquired in the course of labor activity and in art classes.
The content of labor training lessons for first-graders is:
Work with paper, cardboard (application from paper of different textures, in combination with fabrics, natural materials, production of decorative panels, volumetric and planar objects and structures for decorating holidays and entertainment, decorations, souvenirs);
work with natural material (making small and large sculptures, making decorative bouquets from dry and living plants);
work with clay (creating decorative ornaments, making small sculptures, souvenir toys, doll dishes);
work with fabric, threads (decorative appliqué from fabric, weaving from synthetic yarn, making decorative ornaments and household items, clothes, theater and decorative toys and souvenirs from synthetic fabrics).
For younger students, the most accessible and easily processed material is paper. Working with paper is working with a material that has its own face, with constructive and plastic properties. Making paper products contributes to the development of the muscles of the hands, improves the eye of the child, prepares him for the development of writing skills, promotes the aesthetic development of children, their acquisition of the ability to correctly select combinations of paper colors, shapes and sizes of component parts.
First-graders made various 2D and 3D shapes out of paper. The guys explored the possibilities of using paper by bending, squeezing, tearing it apart, but then combining them and getting a new shape.
The children really liked to make products from strips of paper. This type of work creates great opportunities for children's creativity.
Usually, when receiving paper strips of different lengths and widths, the children immediately began to involuntarily twist, twist, twist, cross, connect one with another, as a result of which various compositions arose. Delightful snow-white paper plastic, a magical play of light and shadow, endless creative possibilities and prospects for its use make one wonder and look for new ways to solve artistic images and plots.
If you take two strips of paper of the same color but different sizes, make a ring out of each, connect them, and then add a little imagination, you can make animals for theatrical performance (chicken, pig, cat, hare, etc.) . A cone or a cylinder can be used as a basis for making figures of animals and people.
In natural materials, the children noticed the beauty and consistency of forms, harmony, in addition, they recognized the characteristic features of materials: smell, color, shape, structure. In the future, having a certain experience, they independently answered various questions: what is hard, juicy, soft? What grows on pines and firs? What trees are deciduous and coniferous? What grows in the meadow, in the field? What happens big and small, rounded and sharp? Children not only enriched their vocabulary, but also developed analytical thinking: they sought to correlate their crafts with what they saw, to give them figurative names. There is practically no such natural material (with the exception of poisonous plants) that could not be used for crafts, and there are no established rules on how to use it.
Particularly distinguished were the lessons of working with clay - modeling. Modeling lessons contributed to the formation of such personality traits that are not specific for a person (necessary only for this and similar work), but generally significant. These classes develop the mental abilities of students, expand their artistic and polytechnical horizons, form moral ideas and contribute to the formation of a creative attitude to the world around them. Particular attention was paid to decorative and applied arts. Children were happy to sculpt decorative toys based on folk patterns, dishes, wall reliefs, decorative masks. First-graders got acquainted with folk crafts. In addition, all these products very clearly gravitate towards real arts and crafts and are connected with life.
Compared with the processing of other materials, working with textiles has its own characteristics. Working with fabric allows you to put into practice interdisciplinary connections. So, students significantly expanded their horizons, vocabulary, got acquainted with the names of tools, materials, labor processes. Making patterns contributed to exercises in calculations, in comparing and working out the concepts of "more-less", "narrower", "shorter", "longer". In the manufacture of products for the pattern and processing of parts representing various geometric shapes (squares, rectangles, circles), the geometric material studied in mathematics lessons was fixed. When taking measurements, students dealt with numbers. They compared the data obtained with the dimensions of the fabric, performed various calculations. Needlework lessons are also interconnected with drawing lessons. The children learned to select the colors of threads for embroidery, to learn that depending on the features of the product, its design and purpose, fabrics of the appropriate quality and color are selected. In addition, the selection of a pattern for embroidery, the ability to beautifully finish the product is of great importance. Practical exercises in the processing of textile materials develop the eye. The quality of work in this case largely depends on the accuracy and accuracy observed when drawing up a pattern, when marking, cutting, stitching and other operations. The processing of textile materials, in comparison with other materials, requires more painstaking and hard work.
Work on sewing and embroidery, weaving attracted children with its results. How much joy the younger schoolchildren received from the bookmarks and napkins they made with their own hands! Making gifts for parents, friends, kids brought no less pleasure. The list of practical works includes products that, according to their purpose, can be grouped as follows: household, educational, gaming souvenirs and gifts.
Thus, properly organized labor gives children in-depth knowledge of the quality and capabilities of various materials, helps to consolidate positive emotions, stimulates the desire to work and master the peculiarities of craftsmanship, and introduces them to folk decorative art. Therefore, there is every reason to consider labor training as an important element in the harmonious development of children.
At the lessons of labor training, it is necessary to create a relaxed atmosphere that ensures the manifestation of the creative abilities of each student. Business, friendly relations with all the children created a joyful, creative mood in the class.
An important place in the lesson was occupied by informative conversations. During the conversations, she offered to remember, to imagine something related to the creation of our future crafts, tried to captivate the upcoming work.
The emergence of artistic images and their further expression with the help of various materials is a complex, interesting and multifaceted process. An important role is played by students' deep knowledge of the depicted object, phenomenon or event.
The conversation allowed students to more accurately select the material, composition, coloring of a given topic, express it through their own understanding, showing creative invention and imagination.
Of course, it was impossible to do without individual comments and encouragement. I tried to make them in such a way that they helped to acquire the ability to analyze their actions, correct mistakes, and accurately and accurately complete the task.
The creation of new aesthetically significant objects also requires special knowledge and skills from the teacher, without which his pedagogical activity cannot develop successfully. These include elementary knowledge of technical aesthetics, artistic vision of an object or group of objects, their expressive means, the formation of students' ability to capture the features of the constructive structure of an object, the correspondence of color, shape, material, the ability to represent what they see in a new composition and embody it in a product.
It is important to constantly analyze children's work in order to determine the backlog of individual students, as well as evaluate their work. Teachers often approach this stage of the lesson formally, which is a mistake. From the first lessons, children should get used to discussing their work from different points of view. This will tell them what to look out for next time. The whole class should be involved in the discussion. However, one should be very careful with critical assessments. It is better to focus on real achievements, on positive shifts. Tactless criticism (even if objective) can quickly discourage the desire to improve in such a fragile area as creativity.
Our class coped with this task with ease, showing a good level of imagination development.
The children's work was analyzed according to the following parameters:
By content . How is the work done? According to the model, what kind of creativity was used in creating the image. How typical is the image.
By material . How is the material selected? To what extent does it correspond to the idea, technology? How were its properties, color, shape used?
By execution. How neat is the job done? What is the level of independence? What techniques and technologies were used? What tools and how competently used?
The speed and individual pace of the student's work.
Emotional and aesthetic attitude to work . How emotionally does the child relate to the task, to the process, to the product? What types of tasks do you prefer (subject, plot, decorative)?
What materials and technologies evoke a greater emotional response?
How do children evaluate their own work and the work of others?
According to the level of creative activity.
What new things did the children bring to the image, to the technological process?
To what extent did he manage to show his personal vision?
Practical tasks were performed individually or in groups, sometimes with a preliminary discussion and always with an assessment (check) of the result. A number of tasks were offered to students for homework.
"Observation"
This block of tasks forms the activity of observation, develops the ability to analyze, teaches them to independently perceive the task, plan their actions:
read the diagram, explain its implementation, find similarities and differences between the products offered;
identify and name the techniques used to create this product;
identify the parts of the whole, determine their number
explain the drawings, the purpose of the lines, the dimensions,
compare the patterns with the finished image; think about how to correlate the parts of the whole;
consider what the new technique is, and explain its name;
learn a new technological technique from drawings;
find a given object at home, examine it and describe it in class.
"Opening"
These tasks outline the area of new knowledge that is not presented to the student in finished form. It can only be comprehended by mental effort or practical experimentation. The answers to these questions often do not have an unambiguous solution, and the results of experiments can be very diverse. Such tasks contribute to the development of intuition, self-confidence and are as close as possible in their essence to life situations - when there is a question, but the answer is not known:
guess how to complete these details;
think at what stage and how you need to modify the scheme to achieve a different result;
experiment in a given direction to determine the properties and qualities of the material (or to change them);
find another way to obtain a similar result;
think about how to change the dimensions or proportions of the product;
draw a diagram for the manufacture of a product according to the presented end result;
improve this design;
experimentally determine the amount of material needed for this work;
invent a new way of doing things by combining two or more techniques into one.
"Replacement"
These tasks allow you to better understand the properties of materials, stimulate the search for new ones, and expand your understanding of the possibility of using the technology:
think about what types of materials from your collection you can use in this work;
perform this technique using another material;
find or make yourself the necessary tools or devices to achieve the desired effects in the processing of the material;
look for non-standard materials for your work (for example, from a different group of materials)
think about the properties of the material used in this work.
"Options"
These questions suggest "how you can modify the proposed task, simplifying or complicating it in accordance with your capabilities - the level of preparedness, emotional preferences, etc.:
make changes to the pattern, design, method of manufacturing this product;
create another image (object) from the given details;
try another version of the same technique;
add details to the proposed composition;
offer options for the design of work;
choose a different finish.
"Creation"
The ability to perform creative tasks, on the one hand, is determined by the level of creativity of the student; on the other hand, the constant and systematic performance of such tasks of varying degrees of complexity contributes to an increase in this level:
come up with your own pattern, new design, model, composition that can be done using this technique;
give a generalized name for a series of products or techniques;
figure out how to use the leftover material;
invent an object based on "its skeleton;
make a series of products united by a single idea and style;
determine the scope of the technology;
create a new image, proposed in verbal form;
make a product according to your own sketch;
perform the same image, but in a different technique;
find the objects that are most suitable for the image in this way.
The emergence of an artistic image and its further expression in the language of any kind of art is a complex and multifaceted process. An important role here is played by the students' deep knowledge of the depicted object, phenomenon or event. Therefore, I tried in every possible way to stimulate the comprehensive acquaintance of children with the object of the image as follows:
encouraged children to collect additional information about the object;
invited children to associate an object with a topic being studied at the same time in another subject; to analyze the intended purpose of the craft: what is its meaning, benefit, to whom it is intended, how, in this regard, it should be framed.
This combination of proposed techniques helped to make the lessons varied, positive motivation sustainable, and actions more meaningful.
An important point of the lesson is the analysis and evaluation of children's work. Often teachers formally approach this stage of the lesson, which in my opinion is a big mistake. I am sure that from the very first lessons, children should get used to discussing their work from different points of view. This will tell them what to look out for next time. Students should also be involved in the discussion process. However, one should be very careful with critical assessments. It is better to focus on real achievements, on positive shifts. And tactless criticism (even if objective) can quickly discourage the desire to improve in such a fragile area as creativity.
In the course of the formative experiment, a complex of aesthetic and pedagogical conditions was created (educational-design, socio-emotional, didactic-heuristic, individually creative), which effectively contributed to the expansion of the range of activities of various processes and types of creative thinking, i.e., its development.
Almost all activities are play-based. But the game is used only as a mechanism for a deeper entry into the essence of the task. It allows the child to perceive complex and difficult work as interesting and understandable.
There was an atmosphere of friendship and cooperation in the class.
Children gradually learn to work in pairs, groups, perform collective work. Since the independent distribution of activities in a team is one of the greatest difficulties, the teacher introduces children to joint creativity gradually.
Conclusion
The current level of development of society, the improvement of production, the rate of change in its technological and material and technological base put before the education system, including its initial link, the task of forming a creative personality. The ability to independently make original decisions, determine the direction of one's activities, ensure one's economic independence on the basis of continuous education and training - these skills will help to adapt to rapidly changing conditions of life and production.
It is difficult to imagine a sphere of life in which a creative person would not be in demand. And the artistic and cognitive activity of younger students is the basis for the development of children's creative abilities.
Imagination significantly expands and deepens the process of cognition. It also plays a huge role in the transformation of the objective world. Before changing something practically, a person changes it mentally.
It should be noted that creativity is one of the most important mechanisms of children's upbringing and self-education. Attention should be paid not to the products of creative activity, but to the formation of abilities.
The system of creative tasks is an open system, which implies the presence of tasks in it that require going beyond the curriculum; solving tasks of increased complexity by students; use of extracurricular experience and interests of schoolchildren; interdisciplinary transfer and synthesis of knowledge and methods of activity and, most importantly, independent finding of problems, setting goals for creative cognitive activity.
Apparently, this is the path of collision of the creative side of the intellect, the path of development of inventive and research talent. Our task is to help the child embark on this path. This is what the organization of artistic and cognitive activity of younger schoolchildren serves.
List of used literature
1.Philosophical Encyclopedic Dictionary / Ed. Gubsky E.F., M.: Infa-M., 1997.
2. Aliyeva E.G. Creative giftedness and conditions for its development // Psychological analysis of educational activity M.: IPRAN. 1991. P.7.
.Psychology. Dictionary \ Ed. A.V. Petrovsky -M.: Politizdat, 1990.- 494 p.
4. Teplov B.M. Abilities and giftedness / Problems of individual differences.-M., 1961.-p.9-38.
.Yakovleva E.A. Psychological conditions for the development of creative potential in children of school age. - M., 1998. - 268s.
6. Bibler V.S. Thinking as creativity. - M.: Nauka, 1983.
7. Shumilin A.T. Problems of the theory of creativity. - M., 1989.
.Reader in General Psychology. Psychology of thinking. / under. ed. B. Gippenreiter, V.V. Petukhova.- M., 1981.
9. Brushlinsky A.V. Psychology of thinking and problem learning. M., 1983. 96s.
10. Ponomarev Ya.A. Psychology of creative thinking. - M., 1960.
11. Amonashvili Sh.A. Education. Grade. Mark.-M., 1980., p.7-20.
12.Vygotsky L.S. Pedagogical psychology. - M.: Pedagogy, 1999. - 534 p.
13. Maslow A. Far limits of the human psyche. - St. Petersburg: Ed. Group "Eurasia", 1997.-430s.
14. Bogoyavlenskaya D.B. Intellectual activity as a problem of creativity.-Rostov / D., 1983.-173p.
.J. Holt. Key to children's success. St. Petersburg: "Delta", 1996.-480s.
.Doman G.D. How to develop the intelligence of a child. / Per. from English-M.: Aquarium, 1998.- 320s.
17. Luk A.N. Thinking and creativity. M., Politizdat, 1976.
18. Efremov V.I. Creative upbringing and education of children on the basis of TRIZ. - Penza: Unicon-TRIZ, 2001.
.Vygotsky L.S. Pedagogical psychology //Psychology: classical works. Number 3. - M., 1996.
.Vygotsky L.S. Collected works: In 6 vols. - Vol. 3. - M., 1983.
21. Gomyrina T.A. The development of creative abilities of first-graders in the lessons of artistic work. - M.: VChGK "Russian Center". - 2003
22. Levina M. 365 fun labor lessons / Belyakov E.A.-M.: Rolf, Iris press, 1999.-256p.
The urgency of the problem. The problem of the development of abilities is not new for psychological and pedagogical research, but is still relevant. It is no secret that schools and parents are concerned about the development of students' abilities.
Society is interested in the fact that a person begins to work exactly where he can bring maximum benefit. And for this, the school must help pupils find their place in life.
Labor is a necessary condition for life and the all-round development of man.
The Constitution of the Russian Federation gives a person the right to choose an occupation and profession in accordance with the abilities, vocation, and the state's needs for personnel.
Whatever the individual capabilities of the student, but if he does not have the desire to learn, then there will be no success. True, a positive attitude to learning is also closely related to abilities. It has been noted many times in the psychological and pedagogical literature that the desire to learn increases when learning is successful, and goes out due to failures.
Failures can be explained not only by the lack of knowledge that should have been acquired at the previous stages of education, but also by the undeveloped abilities of the child.
The main task of primary school is to ensure the development of the child's personality. The sources of the full development of the child are two types of activity
Firstly, any child develops as he masters the past experience of mankind through familiarization with modern culture.
At the heart of this process is educational activity, which is aimed at mastering the child with the knowledge and skills necessary for life in society.
Secondly, the child in the process of development independently realizes his abilities, thanks to creative activity. Unlike educational, creative activity is not aimed at mastering already known knowledge.
It contributes to the manifestation of the child's initiative, self-realization, the embodiment of his own ideas, which are aimed at creating a new one.
By carrying out these types of activities, children solve different problems and with different goals.
So, in educational activity, educational and training tasks are solved in order to master some skill, to master this or that rule. In creative activity, search and creative tasks are solved in order to develop the child's abilities. Therefore, if in the process of learning activity a general ability to learn is formed, then within the framework of creative activity a general ability to seek and find new solutions, unusual ways to achieve the desired result, new approaches to considering the proposed situation is formed. If we talk about the current state of the modern elementary school in our country, it should be noted that the main place in its activities is still occupied by the cognitive activity of schoolchildren, and not creative, therefore, we designated the topic of our study as “Pedagogical guidance for the development of creative abilities of younger students” .
Target research:
determine and test in practice the pedagogical conditions that contribute to the development of the creative abilities of a younger student.
Object of study:
development of the abilities of school-age children.
Subject of study:
the process of developing the creative abilities of a younger student.
Research hypothesis:
the process of developing the creative abilities of a younger student will be more effective if:
Conditions have been created conducive to the development of creative abilities, both in educational and extracurricular activities of the student;
Developing work with children is built on a diagnostic basis;
Based on the goal, hypothesis and taking into account the specifics of the subject of research, the following tasks:
1. To study and analyze the scientific and methodological literature and practical experience on the problem.
2. Provide diagnostics for the development of creative abilities.
3. Determine the forms and content of work to develop the creative abilities of younger students both in class and in extracurricular activities.
To achieve the goal of the study and solve the tasks set, the following were used: research methods: theoretical analysis of scientific and methodological literature, scientific research, study of pedagogical experience, diagnostic methods.
Chapter 1. The development of creative abilities of a younger student as a pedagogical problem.
1.1. The essence of the concept is ability.
In the first paragraph, we will consider the essential characteristics of abilities.
This problem was dealt with by such luminaries of Russian psychology as B.G. Ananiev, A.N. Leontiev, S. L. Rubinshtein, B. M. Teplov, N. S. Leites and others. The conceptual apparatus, content and main provisions of the theory of abilities were developed mainly in the works of these scientists.
So, abilities are understood as individual psychological and motor characteristics of an individual, which are related to the success of any activity, but are not limited to knowledge, skills and abilities that have already been developed in a child. At the same time, success in any activity can be ensured not by a separate ability, but only by that peculiar combination of them that characterizes a person.
Domestic psychologists A. N. Leontiev and B. M. Teplov studied abilities from different points of view. The focus of attention is B.M. Teplov were individually - the psychological prerequisites for the unequal successful development of certain functions and skills; A.N. Leontiev was mainly interested in how qualitatively mental functions and processes arise from natural prerequisites based on the structures of human activity (in the spirit of the concept of higher mental functions, according to L.S. Vygotsky).
Neither one nor the other did not deny the innate inequality of inclinations, on the one hand, and the ambiguous connection of these inclinations with the final success of complex forms of activity, on the other, however, the emphasis differed, as did the use of concepts. B.M. Teplov, in the context of differential psychophysiology, connected the concept of abilities primarily with biologically determined differences, A.N. Leontiev, in the context of a systematic understanding of psychological functions and their development, referred this word to complex, cultivated, “become” human functions.
Definition: “Ability” = mental characteristics on which the possibility, implementation and degree of success of an activity depends.
If we turn to the “Explanatory Dictionary of the Russian Language” by S.I. Ozhegov, he considers the concept of “ability” as follows: ability is natural giftedness, talent.
A man of great ability. Mental abilities for artistic activity. Able - having the ability to do something, gifted. able to do something; possessing some property. Able to work. This person is capable of anything / will stop at nothing.
In the Pedagogical Encyclopedic Dictionary, ability is interpreted as individual psychological characteristics of a person, which are
conditions for the successful completion of certain activities. They include both individual knowledge and skills, and readiness to learn in a new way and methods of activity.
Different criteria are used to classify abilities. So sensorimotor, perceptual, mnemonic, imaginative, mental, and communicative abilities can be distinguished. One or another subject area can serve as another criterion, according to which abilities can be qualified as scientific / linguistic, humanitarian /, creative / musical, literary, artistic, engineering /.
There are also general and special: general - these are the properties of the mind that underlie a variety of special ones, distinguished in accordance with the types of activity in which they appear / technical, artistic, musical /.
The components that make up the structure of special abilities are revealed, which makes it possible to form pedagogical recommendations aimed at improving the efficiency of the formation of abilities in students.
In the "Pedagogical Encyclopedia" the ability is considered as a property of the individual, which is essential in the performance of a particular activity. Usually, the ability is assessed in accordance with the requirements for different types of labor to the psycho-physiological characteristics of a person; you can also talk about the ability to learn or to play.
The ability to act includes a complex structure of simpler abilities. They can be expressed in the speed of assimilation and the correct application of relevant knowledge, skills and abilities, as well as in the originality of their use.
In the process of learning, the first of these manifestations of abilities is more easily detected, while the latter are of decisive importance in creative activity. According to the social significance of the abilities shown by a person, expressed in the results of his work, capable, talented and brilliant people are distinguished.
In the "Philosophical Dictionary" abilities are defined as individual personality traits, which are subjective conditions for the successful implementation of a certain kind of activity. Abilities are not limited to the individual's knowledge, skills and abilities. They are found primarily in the speed, depth and strength of mastering the methods and techniques of some activity, they are internal mental regulators that determine the possibility of acquiring them.
In the history of philosophy, the ability for a long period was interpreted as the properties of the soul, special powers that are inherited and inherent in the individual. Qualitative, the level of development of abilities is expressed by the concept of talent and genius. Their distinction is usually made according to the nature of the resulting products of activity. Talent is such a set of abilities that allows you to get a product of activity that is distinguished by novelty, high perfection and social significance. Genius is the highest stage in the development of talent, which makes it possible to make fundamental changes in one or another area of creativity.
A large place in psychological and pedagogical research is occupied by the problem of the formation of abilities and specific types of activity. They show the possibility of developing abilities through the creation of a personal attitude to mastering the subject of activity.
The textbook "Psychology" (edited by Doctor of Psychology A.A. Krylov) gives several definitions of abilities
1. Abilities are the properties of the human soul, understood as a set of all kinds of mental processes and states. This is the broadest and oldest definition in psychology.
2. Abilities are a high level of development of general and special knowledge, skills and abilities that ensure the successful performance of various types of activities by a person. This definition appeared in the psychology of the 18th-19th centuries and is still in use today.
3.Ability is something that does not come down to knowledge, skills and abilities, but ensures their rapid acquisition, consolidation and effective use in practice.
This definition is the most common. A significant contribution to the theory of abilities was made by the domestic scientist B.M. Teplov .. He proposed the third of the listed definitions of the concept of ability .. The concept of “ability”, in his opinion, contains three ideas:
- Individual psychological characteristics that distinguish one person from another;
- not any, in general, individual characteristics, but only those that are related to the success of the implementation of any activity or many activities;
- the concept is not limited to the knowledge, skills or abilities that a given person has already developed.
An ability that does not develop, which a person ceases to use in practice, does not manifest itself over time.
Only thanks to certain conditions associated with the systematic pursuit of such complex human activities as music, technical and artistic creativity, creative abilities develop. We support them and develop them further. Our successful activity does not depend on any one, but on a combination of different abilities, moreover, this combination gives the same result. In the absence of the necessary inclinations for the development of some abilities, their deficiency can be made up for by a stronger development of others.
Krutetsky V.A. The concept of ability is based on two indicators: the speed of mastering the activity and the quality of achievements. A person is considered capable - quickly and successfully masters any activity, easily acquires the appropriate skills and abilities in comparison with other people, - achieves achievements that significantly exceed the average level.
Abilities are individual - psychological characteristics of a person that meet the requirements of this activity and are a condition for its successful implementation, abilities - individual characteristics that distinguish one person from another / long, flexible fingers of a pianist or a tall basketball player are not abilities /.
The abilities include (ear of music, sense of rhythm, constructive imagination, speed of motor reactions - for an athlete, subtlety of color discrimination for an artist - painter).
Along with the individual characteristics of mental processes (sensations and perceptions, memory, thinking, imagination), more complex individual psychological characteristics are also abilities. They include emotional and volitional moments, elements of attitude to activity and some features of mental processes, but are not limited to any particular mental manifestations (mathematical orientation of the mind or aesthetic position in the field of literary creativity).
Any activity requires from a person not one particular ability, but a number of interrelated abilities.
Lack, weak development of any one particular ability can be compensated (compensated) by the enhanced development of others.
Krutetsky V.A. believes that the ability is formed, and therefore, is found only in the process of the corresponding activity. Without observing a person in activity, it is impossible to judge the presence or absence of his abilities. It is impossible to talk about musical abilities if the child has not yet been engaged in at least elementary forms of musical activity, if he has not yet been taught music. Only in the process of this training (moreover, correct training) will it become clear what his abilities are, quickly and easily or slowly and with difficulty, a sense of rhythm, musical memory will be formed in him.
A person is not born capable of this or that activity, his abilities are formed, formed, developed in a properly organized corresponding activity, during his life, under the influence of training and education.
Abilities are lifelong, not innate education. In activities aimed at meeting needs, people's abilities were historically created and developed. In the course of the historical development of human society, new needs arose, people created new areas of activity, thereby stimulating the development of new abilities.
It should be emphasized the close and inextricable connection of abilities with knowledge, skills and abilities. On the one hand, abilities depend on knowledge, skills, and on the other hand, abilities develop in the process of acquiring knowledge, skills and abilities. Knowledge, skills and abilities also depend on abilities - abilities allow faster, easier, stronger and deeper mastery of the relevant knowledge, skills and skills.
In activities aimed at meeting needs, people's abilities were historically created and developed. In the course of the historical development of human society, new needs arose, people created new areas of activity, thereby stimulating the development of new abilities.
In the psychological and pedagogical literature, special and general abilities are distinguished.
General - include (human success in a variety of activities) mental, subtlety and accuracy of manual movements, developed memory, perfect speech.
Special abilities are abilities that are necessary for the successful implementation of any one specific activity - musical, artistic and visual, mathematical, literary, constructive and technical, etc. These abilities also represent the unity of individual private abilities.
Special - determine the success of a person in specific activities that require inclinations and their development / musical, mathematical, linguistic, technical, literary, artistic, creative, sports /.
The presence of general abilities in a person does not exclude the development of special ones and vice versa.
And often they mutually complement and enrich each other.
Theoretical and practical abilities differ in that the former predetermine a person's inclination to abstract-theoretical reflections, and the latter to concrete, practical actions. These abilities often do not combine with each other, meeting together only in gifted, multi-talented people.
Educational and creative are different from each other. The former determine the success of education and upbringing, the assimilation of knowledge, skills and abilities by a person, the formation of personality traits. The second - the creation of objects of material and spiritual culture, the production of new ideas, discoveries and inventions, individual creativity, in various fields of human activity.
The ability to communicate, interact with people, subject-activity, or subject-cognitive.
These include speech as a means of communication (its communicative functions) Interpersonal perception and evaluation of people, social and pedagogical adaptation to various situations: to get in touch with various people, to win them over, to influence them.
The absence of such abilities in man would be an insurmountable obstacle to his transformation from a biological being into a social one.
In the development of communication skills, one can single out the stages of formation, one's own specific inclinations. These include the innate ability of children to respond to the face and voice of the mother (the animation complex), the ability to understand states, guess intentions and adapt their behavior to the mood of other people and follow certain social norms in communication / the ability to communicate with people to behave in order to be accepted , convince others, achieve mutual understanding, influence people /.
General mental abilities include, for example, such qualities of the mind as mental activity, criticality, systematicity, speed of mental orientation, a high level of analytical and synthetic activity, focused attention
A high level of ability development is called talent.
Talent is the most favorable combination of abilities that make it possible to perform a certain activity especially successfully and creatively, on the one hand, an inclination for this activity, a peculiar need for it, on the other, and great diligence and perseverance, on the third. Talent can manifest itself in any human activity, and not just in the field of science or art. Therefore, a talented person can be an attending physician, a teacher, a pilot, an innovator in agricultural production, and a skilled worker.
The development of talents depends decisively on socio-historical conditions. Class society hinders the development of talents among the representatives of the exploited classes. And even if in such conditions the people gave a lot of outstanding talents (M.V. Lomonosov - the son of a fisherman - Pomor, T.G. Shevchenko - the son of a serf, the inventor of the steam locomotive Stephenson - the son of a worker), then this only speaks of how talented people, how great are the possibilities of the working people.
Consequently, it can be argued that the cognitive abilities required by the modern school can rightfully be considered generic universal. These abilities are the same signs of belonging to the human race, as are the human senses, the activity of his muscles, etc. If there are few or no achievers among schoolchildren, this must be explained by the fact that some teaching methods do not activate generic abilities, do not form them, just as there are children who cannot show the strength of their muscles, their physical dexterity due to unpreparedness to their application. No one, as a rule, should fall behind in teaching. If there are such at school, it is only because they were not ready for learning: some because of the insufficiency of their previous knowledge, others because of the inability to use their generic abilities in educational activities.
There is a great formula by K.E. Tsiolkovsky, which opens the veil over the secret of the birth of a creative mind: “First I discovered truths known to many, then I began to discover truths known to some, and finally I began to discover truths unknown to anyone yet.” Apparently, this is what it is. the path of the formation of the creative side of the intellect, the path of development of inventive and research talent. Our duty is to help the child embark on this path.
Thus, abilities cannot be either innate or genetic formations - they are a product of development. The inborn factors underlying abilities are inclinations.
Makings are defined as anatomical and physiological features of the brain, nervous and muscular systems, analyzers or sensory organs (B.M. Teplov,
S.L. Rubinstein, B.G. Ananiev, K.M. Gurevich, A.V. Rodionov, N.S. Leites and others).
1.2. Conditions for the transition of natural inclinations into abilities.
Having considered the essential characteristics of abilities in the previous paragraph, it is necessary to develop the following important aspect of this problem, in our opinion: the conditions for the transition of hereditary potency into abilities.
At birth, each child has certain inclinations for the development of abilities and personal qualities, which are finally formed in the process of individual development and learning. but in order for the abilities to develop, it is not enough to give the child knowledge, skills and abilities. It is very important to form such personal qualities that would become the driving force behind all his educational activities, as well as determine the further fate of the knowledge gained: whether they remain dead weight or will be creatively implemented.
Psychologists recognize the well-known role of natural, biological factors as natural prerequisites for the development of abilities. Such natural prerequisites for the development of abilities are called inclinations.
Inclinations are some congenital anatomical and physiological features of the brain, nervous system, analyzers that determine the natural individual differences between people.
Inclinations influence the process of formation and development of abilities. All other things being equal, the presence of favorable inclinations for this activity contributes to the successful formation of abilities facilitates their development. Of course, only the presence of especially favorable inclinations and especially favorable living and working conditions explain the extremely high levels of achievement.
The inclinations include some innate features of the visual and auditory analyzers. The typological properties of the nervous system also act as inclinations, on which the speed of formation of temporary nerve connections, their strength, the strength of concentrated attention, the endurance of the nervous system, and mental performance depend. It has now been established that, along with the fact that typological properties (strength, balance and mobility of nervous processes) characterize the nervous system as a whole, they can characterize the work of individual areas of the cortex (visual, auditory, motor, etc.) in a completely different way. .
In this case, the typological properties are partial (“partial” in Latin means “partial”, “separate”), since it characterizes the work of only certain parts of the cerebral cortex. Partial properties can already more definitely be considered the makings of abilities associated with the work of the visual or auditory analyzer, with the speed and accuracy of movements.
The level of development and correlation of the first and second signal systems should also be considered as inclinations. Depending on the characteristics of the relationship between signal systems, I.P. Pavlov distinguished three specifically human types of higher nervous activity: art type of with the relative predominance of the first signal system; thinking type with the relative predominance of the second signal system; average type of with relative balance of signaling systems. For people of the artistic type, the brightness of direct impressions, the imagery of perception and memory, the richness and liveliness of the imagination, and emotionality are characteristic.
Thinking type people tend to analyze and systematize, to generalized, abstract thinking.
Individual features of the structure of individual sections of the cerebral cortex can also be inclinations.
It should be remembered that inclinations do not include abilities and do not guarantee their development. Inclinations are only one of the conditions for the formation of abilities. Not a single person, no matter how favorable inclinations he may have, can become an outstanding musician, artist, mathematician, poet, without doing a lot and persistently in the relevant activities. There are many examples in life when people with very favorable inclinations were never able to realize their potential in life and remained mediocre performers in precisely the activity in which they could achieve great success if their life had turned out differently. And vice versa, even in the absence of good inclinations, a hardworking and persistent person with strong and stable interests and inclinations for any activity can achieve certain success in it.
For example, on the basis of such an inclination as speed, accuracy, subtlety and dexterity of movement, depending on the conditions of life and activity, both the ability for smooth and coordinated movements of the body of a gymnast, and the ability for fine and precise movements of the surgeon’s hand, and the ability for quick and the plastic fingers of a violinist.
On the basis of the artistic type, the abilities of an actor, and a writer, an artist, and a musician can develop, on the basis of a thinking type, the abilities of a mathematician, and a linguist, and a philosopher.
With favorable inclinations and under optimal conditions of life and activity, a child’s abilities, for example, musical, literary, visual arts, and mathematics, can form very early and develop very quickly (which sometimes creates the illusion of innate abilities). (17, p.6-12.)
According to R.S. Nemov terms and conditions The development of a person's social abilities are the following circumstances of his life:
1. The presence of a society, a socio-cultural environment created by the labor of many generations of people. This environment is artificial, it includes many objects of material and spiritual culture that ensure the existence of a person and the satisfaction of his own human needs.
2. The lack of natural inclinations to use the appropriate items and the need to learn this from childhood.
3. The need to participate in various complex and highly organized human activities.
4. The presence of educated and civilized people around a person from birth, who already have the necessary abilities and are able to transfer to him the necessary knowledge, skills and abilities, while having the appropriate means of training and education.
5. Absence from birth in a person of rigid, programmed structures of behavior such as innate instincts, immaturity of the corresponding brain structures that ensure the functioning of the psyche and the possibility of their formation under the influence of training and education.
Each of these circumstances is necessary for the transformation of a person as a biological being, from birth possessing elementary abilities that are characteristic of many higher animals, into a social being, acquiring and developing human abilities in itself, the socio-cultural environment develops abilities (use of objects, material and spiritual culture).
For a teacher who carefully studies students, for the correct organization of the educational process and an individual approach to teaching and upbringing, it is important to know what the student’s abilities are for, and to what extent these abilities are expressed. The student's abilities can be judged by observing his manifestations in the corresponding activity. In practice, one can judge abilities by the totality the following indicators:
1) for the rapid advancement (rate of advancement) of the student in mastering the relevant activity;
2) according to the qualitative level of his achievements;
3) by a strong, effective and stable inclination of a person to engage in this activity
The successful implementation of a particular activity, even in the presence of abilities, depends on a certain combination of personality traits. Only abilities that are not combined with the corresponding orientation of the personality, its emotional and volitional properties, cannot lead to high achievements. First of all, abilities are closely related to an active positive attitude towards the relevant activity, interest in it, a tendency to engage in it, which at a high level of development turns into passionate enthusiasm, into a vital need for this type of activity.
Interests are manifested in the desire for knowledge of the object, a thorough study of it in all details. Propensity - the desire to perform the corresponding activity. Personal interests and inclinations do not always coincide. You can be interested in music and not have an inclination to study it. You can be interested in sports and remain only a “fan” and a connoisseur of sports, without even doing morning exercises. But in children and adults capable of a certain activity, interests and inclinations, as a rule, are combined.
Interests and inclinations for a certain activity usually develop in unity with the development of abilities for it. For example, the interest and inclination of the student to mathematics make him intensively engage in this subject, which in turn develops mathematical abilities. Developing mathematical abilities provide certain achievements, successes in the field of mathematics, which cause a joyful feeling of satisfaction in the student. This feeling causes an even deeper interest in the subject, a tendency to engage in it even more.
For success in activity, in addition to the presence of abilities, interests and inclinations, a number of character traits are necessary, first of all, diligence, organization, concentration, purposefulness, perseverance. Without the presence of these qualities, even outstanding abilities will not lead to reliable, significant achievements.
Many people think that everything is easy and simple for capable people, without much difficulty.
This is not true. The development of abilities requires a long, persistent study and a lot of hard work. As a rule, abilities are always combined with exceptional ability to work and diligence. It is not for nothing that all talented people emphasize that talent is labor multiplied by patience, it is a propensity for endless labor.
I.E. Repin said that a high level of achievement is a reward for hard labor. And one of the greatest scientists in the history of mankind - A. Einstein once said in a joking manner that he achieved success only because he was distinguished by "stubbornness of a mule and terrible curiosity."
At school, sometimes there are students who, thanks to their abilities, grasp everything on the fly, do well, despite laziness, disorganization. But in life they usually do not live up to expectations, and precisely because they are not accustomed to work seriously and in an organized manner, to persistently overcome obstacles.
Such personality traits as self-criticism, exactingness to oneself are very important. These qualities give rise to dissatisfaction with the first results of labor and the desire to do even better, more perfect. This is what forced the great inventor T. Edison to do thousands of experiments in order to find, for example, the most successful battery design. It was this that made A.M. Gorky redo the manuscript of the book “Mother” seven times. Leo Tolstoy's work "Kreutzer Sonata" is small in volume. But the manuscripts of all versions of this work, all notes, notes and sketches are 160 times larger than the work itself.
Such a character trait as modesty is also very important. Confidence in one's exclusivity, nourished by uncertain praise and admiration, is often detrimental to abilities, since in this case arrogance, self-admiration and narcissism, neglect of others are formed. A person stops working on improving the product of his labor, obstacles cause him irritation and disappointment, and all this hinders the development of abilities.
The initial prerequisite for the development of abilities are those innate inclinations with which the child is born. At the same time, the biologically inherited properties of a person do not determine his abilities. The brain does not contain certain abilities, but only the ability to form them. Being a prerequisite for the successful activity of a person, his abilities, to one degree or another, are the product of his activity. In other words, what will be the attitude of a person to reality, such is the result.
Abilities include in their structure of skills, therefore, knowledge and skills. The ease, speed and quality of the formation of each skill, skills depend on the existing abilities.
This earlier development of abilities will allow them to be more fully formed by adulthood. Skills, knowledge, abilities, having become personality traits, turn into elements of new, changed human abilities, lead to new, more complex types of activity. There is a kind of “chain reaction” of developing abilities based on existing ones.
With the inclinations, abilities can develop very quickly even under adverse circumstances. However, excellent inclinations in themselves do not automatically ensure high achievements. On the other hand, even in the absence of inclinations (but not with complete ones), a person can, under certain conditions, achieve significant success in the relevant activity.
So, in this paragraph, we examined the conditions for the transition of natural inclinations into abilities.
1.3. The development of the child's abilities in primary school age.
Having examined in the previous paragraph the conditions for the transition of natural inclinations into abilities, it is necessary to develop the next aspect of this problem, in our opinion, as a characteristic of the mechanism for developing the creative abilities of younger schoolchildren.
As a result of experimental studies, among the abilities of a person, a special kind of ability was singled out - to generate unusual ideas, deviate from traditional patterns in thinking, and quickly resolve problem situations. This ability was called creativity (creativity)
Under the creative (creative) abilities of students understand "... the complex capabilities of the student in the performance of activities and actions aimed at creation."
Creativity covers a certain set of mental and personal qualities that determine the ability to be creative. One of the components of creativity is the ability of the individual.
A creative product must be distinguished from a creative process. The product of creative thinking can be judged by its originality and its value, the creative process by its sensitivity to the problem, the ability to synthesize, the ability to recreate the missing details (do not follow the beaten path), the fluency of thought, etc. These attributes of creativity are common to both science and art.
Problems of creativity have been widely developed in domestic psychology. Currently, researchers are searching for an integral indicator that characterizes a creative person. This indicator can be defined as some combination of factors, or it can be considered as a continuous unity of procedural and personal components of creative thinking (A.V. Brushlinsky).
A great contribution to the development of problems of abilities, creative thinking was made by psychologists like B.M. Teplov, S.L. Rubinshtein, B.G. Ananiev, N.S. Leites, V.A. Krutetsky, A.G. Kovalev, K.K. Platonov, A.M. Matyushkin, V.D. Shadrikov, Yu.D. Babaeva, V.N. Druzhinin, I.I. Ilyasov, V.I. Panov, I.V. Kalish, M.A. Kholodnaya, N.B. Shumakova, V.S. Yurkevich and others.
Adhering to the position of scientists who define creative abilities as an independent factor, the development of which is the result of teaching the creative activity of younger students, we single out the components of creative (creative) abilities of younger students:
* creative thinking,
* creative imagination,
* application of methods of organization of creative activity.
For the development of creative thinking and creative imagination of primary school students, it is necessary to offer the following tasks:
- classify objects, situations, phenomena on various grounds;
- establish causal relationships;
- see interconnections and identify new connections between systems;
- consider the system in development;
- make forward-looking assumptions;
- highlight the opposite features of the object;
- identify and form contradictions;
- to separate conflicting properties of objects in space and time;
- represent spatial objects.
Creative tasks are differentiated according to such parameters as
- the complexity of the problem situations contained in them,
- the complexity of the mental operations necessary to solve them;
- forms of representation of contradictions (explicit, hidden).
In this regard, three levels of complexity of the content of the system of creative tasks are distinguished.
Tasks of the III (initial) level of complexity are presented to students of the first and second grades. A specific object, phenomenon or human resource acts as an object at this level. Creative tasks of this level contain a problematic issue or a problematic situation, involve the use of the method of enumeration of options or heuristic methods of creativity and are designed to develop creative intuition and spatial productive imagination.
Tasks of the II level of complexity are one step lower and are aimed at developing the foundations of systemic thinking, productive imagination, mainly algorithmic methods of creativity.
Under the object in the tasks of this level is the concept of “system”, as well as the resources of systems. They are presented in the form of a vague problem situation or contain contradictions in an explicit form.
The purpose of tasks of this type is to develop the foundations of students' systemic thinking.
Tasks I (highest, high, advanced) level of complexity. These are open tasks from various fields of knowledge containing hidden contradictions. Biosystems, polysystems, resources of any systems are considered as an object. Tasks of this type are offered to students in the third and fourth years of study. They are aimed at developing the foundations of dialectical thinking, controlled imagination, and the conscious application of algorithmic and heuristic methods of creativity.
The methods of creativity chosen by students when performing tasks characterize the corresponding levels of development of creative thinking, creative imagination. Thus, the transition to a new level of development of creative abilities of younger students occurs in the process of accumulation of creative activity by each student.
III level - involves the performance of tasks based on the enumeration of options and the accumulated creative experience in preschool age and heuristic methods. The following creative methods are used:
- focal object method,
- morphological analysis,
- control question method,
- separate typical methods of fantasizing.
Level II - involves the performance of creative tasks based on heuristic methods and TRIZ elements, such as:
- little man method
- methods of overcoming psychological inertia,
- system operator,
- resource approach,
- laws of system development.
Level I - involves the performance of creative tasks based on the thinking tools of TRIZ:
* adapted algorithm for solving inventive problems,
* techniques for resolving contradictions in space and time,
* typical methods of conflict resolution.
Domestic psychologists and teachers (L.I. Aidarova, L.S. Vygotsky, L.V. Zankov, V.V. Davydov, Z.I. Kolmykova, V.A. Krutetsky, D.B. Elkonin and others.) emphasize the importance of educational activity for the formation of creative thinking, cognitive activity, the accumulation of subjective experience of creative search activity of students.
The experience of creative activity, according to researchers, is an independent structural element of the content of education:
- transfer of previously acquired knowledge to a new situation,
- independent vision of the problem, alternatives for its solution,
- combining previously learned methods into new and different ones.
Analysis of the main psychological neoplasms and the nature of the leading activity of this age period, modern requirements for the organization of education as a creative process, which the student, together with the teacher, in a certain sense build themselves; orientation at this age to the subject of activity and ways to transform it suggest the possibility of accumulating creative experience not only in the process of cognition, but also in such activities as the creation and transformation of specific objects, situations, phenomena, creative application of knowledge gained in the learning process.
In the psychological and pedagogical literature on this issue, definitions of creative activities are given.
Cognition is “... the educational activity of the student, understanding it as a process of creative activity that forms their knowledge.”
At primary school age, in the first place, there is a division of play and labor, that is, activities carried out for the sake of pleasure that the child will receive in the process of the activity itself and activities aimed at achieving an objectively significant and socially assessed result. This distinction between play and work, including educational work, is an important feature of school age.
The importance of imagination in primary school age is the highest and necessary human ability. However, it is this ability that needs special care in terms of development. And it develops especially intensively at the age of 5 to 15 years. And if this period of imagination is not specially developed, in the future there will be a rapid decrease in the activity of this function.
Along with a decrease in a person’s ability to fantasize, a person becomes impoverished, the possibilities of creative thinking decrease, interest in art, science, and so on goes out.
Younger students carry out most of their vigorous activity with the help of imagination. Their games are the fruit of the wild work of fantasy, they are enthusiastically engaged in creative activities. The psychological basis of the latter is also creative imagination. When, in the process of learning, children are faced with the need to comprehend abstract material and they need analogies, support with a general lack of life experience, imagination also comes to the aid of the child. Thus, the significance of the function of imagination in mental development is great.
However, fantasy, like any form of mental reflection, must have a positive direction of development. It should contribute to a better knowledge of the world around self-disclosure and self-improvement of the individual, and not develop into passive daydreaming, replacing real life with dreams. To accomplish this task, it is necessary to help the child use his imagination in the direction of progressive self-development, to enhance the cognitive activity of schoolchildren, in particular the development of theoretical, abstract thinking, attention, speech and creativity in general. Children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world.
They contribute to the development of thinking, memory, enrich his individual life experience! According to L.S. Vygotsky, imagination provides the following activities of the child:
Building an image, the end result of his activity,
Creation of a program of behavior in a situation of uncertainty, creation of images that replace activities,
Creation of images of described objects.
For the development of the child, the formation of many interests is very important.
It should be noted that the student is generally characterized by a cognitive attitude to the world. Such a curious orientation has an objective expediency. Interest in everything expands the child's life experience, introduces him to various activities, activates his various abilities.
Children, unlike adults, are able to express themselves in artistic activities. They are happy to perform on stage, participate in concerts, competitions, exhibitions and quizzes. The developed ability of imagination, typical for children of primary school age, gradually loses its activity as the age increases.
Summing up the results of the paragraph, we come to the following conclusion.
A child of primary school age, in the conditions of upbringing and education, begins to occupy a new place in the system of social relations accessible to him. This is primarily due to his admission to school, which imposes certain social obligations on the child, requiring a conscious and responsible attitude towards it, and with his new position in the family, where he also receives new responsibilities. At primary school age, the child for the first time becomes, both at school and in the family, a member of a real work collective, which is the main condition for the formation of his personality. The consequence of this new position of the child in the family and at school is a change in the nature of the child's activities. Life in a team organized by the school and teacher leads to the development of complex, social feelings in the child and to the practical mastery of the most important forms and rules of social behavior. The transition to the systematic assimilation of knowledge at school is a fundamental fact that forms the personality of a younger student and gradually restructures his cognitive processes.
The range of creative tasks solved at the initial stage of education is unusually wide in complexity - from finding a malfunction in a motor or solving a puzzle, to inventing a new machine or a scientific discovery, but their essence is the same: when they are solved, an experience of creativity occurs, a new path is found or something is created. new. This is where the special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns, etc. all that in the aggregate constitutes creative abilities.
Creative activity, which is more complex in its essence, is available only to a person.
There is a great “formula” that opens the veil over the secret of the birth of a creative mind: “First, open the truth known to many, then open the truths known to some, and finally open the truths unknown to anyone.” Apparently, this is the path to the formation of the creative side of the intellect, the path to the development of inventive talent. Our duty is to help the child embark on this path..
The school always has a goal: to create conditions for the formation of a personality capable of creativity and ready to serve modern production. Therefore, the elementary school, working for the future, should be focused on the development of the creative abilities of the individual.
Chapter 2. Pedagogical conditions for the development of creative abilities of primary school students.
In the first chapter, we examined the essence of the concept of ability, the conditions for the transition of natural inclinations into abilities, and the characteristics of the creative abilities of a younger student.
In the second chapter, we reveal the pedagogical conditions for the development of the child's creative personality both in extracurricular and extracurricular activities, and in class activities.
2.1. The study of the development of creative abilities.
The topic of our research was to determine the conditions for the development of the creative abilities of a child of primary school age, the characteristics of which were given in the first chapter of the thesis
The focus of our work is children of primary school age. As we noted above, this age is the most favorable for the development of the imagination and creativity of the individual. The younger school age is characterized by the activation of the functions of the imagination, first recreating, and then creative.
The scientific analysis of the problem, the practice of the work of educational institutions shows that developmental work does not have an effective result if it is not based on a preliminary and current study of the level of development of a particular ability of the child. D.B. Elkonin pointed out the controllability of the development of abilities, the need to take into account the initial level and control the development process, which contributes to the choice of directions in subsequent work. Therefore, the first stage in our research work was to study the development of creative abilities of primary school students No. 9 in the city of Mariinsk, which became the starting point for constructing a formative experiment.
Research by scientists convincingly proves that the basis of many gaps in the development of a child's creative abilities is a low level of development of a person's culture.
Based on the understanding of culture as:
a) systems of specific human activities;
b) the totality of spiritual values;
c) the process of self-realization of the creative essence of man.
we have identified the following components of the object of study (creativity), which can be the basis for identifying diagnostic parameters, as well as guidelines that determine the goals and objectives of the content and the effectiveness of educational activities:
- Literacy
- Competence
- Value-semantic component
- Reflection
- cultural creativity
Literacy is the basics of culture, in particular knowledge about creative abilities, from which its development begins, taking into account age and individual characteristics.
Literacy means the acquisition of knowledge, which can manifest itself in outlook, erudition, awareness, both from the point of view of scientific knowledge and from the point of view of everyday experience, drawn from traditions, customs, direct communication of a person with other people. Literacy involves mastering the system of signs and their meanings. (18, from 75.)
In the definition of competence, we adhere to the definition given in the work of M.A. Kholodny: “Competence is a special type of organization of subject-specific knowledge, which allows making effective decisions in the relevant field of activity.”
The main difference between literacy and competence is that a literate person knows, understands (for example, how to behave in a given situation), and a competent person can really and effectively use knowledge in solving certain problems. The tasks of developing competence are not just to know more and better about the costume, but to include this knowledge in life practice.
Creativity is a set of personally significant and personally valuable aspirations, ideals, beliefs, views, positions, relationships, beliefs, human activities, relationships with others.
Value, in contrast to the norm, implies a choice, which is why, in situations of choice, the characteristics related to the value-semantic component of human culture are most clearly defined.
Reflection is tracking the goals, process and results of one's activity for the appropriation of culture, awareness of those internal changes that are taking place, as well as oneself as a changing personality, subject of activity and relationships.
Cultural creativity means that a person already in childhood is not only a creation of culture, but also its creator. Creativity is inherent in development already at preschool age. These components do not exist in isolation from each other.
They are not opposed, but only conditionally divided into processes of development of creativity.
Relationships can appear between almost all components; the organization of reflection allows to achieve transformations in the value-semantic sphere, which can affect the improvement of literacy and competence.
Since our experiment is practice-oriented, we used empirical research methods Based on the parameters identified by some scientists (literacy, competence, creativity), based on the sections of the psychological and pedagogical characteristics of a child of primary school age, we developed a set of diagnostic tasks that were aimed at determining the degree of severity fantasies of each child, which gave us initial ideas about the development of his creative imagination
To more accurately determine the level of development of students' creative abilities, it is necessary to analyze and evaluate each independently completed creative task. The pedagogical assessment of the results of the creative activity of students was carried out by us using the “Fantasy” scale, developed by G.S. Altshuller to assess the presence of fantastic ideas and thus allow assessing the level of imagination (the scale is adapted to the junior school question by M.S. Gafitulin, T.A. Sidorchuk).
The Fantasy scale includes five indicators:
- novelty (assessed on a 4-level scale: copying an object (situation, phenomenon), minor change in the prototype, obtaining a fundamentally new object (situation, phenomenon));
- persuasiveness (convincing is a reasonable idea described by the child with sufficient certainty).
The data of scientific works suggest that research conducted in real life is legitimate if it is aimed at improving the educational environment in which the child is formed, contributing to social practice, at creating pedagogical conditions conducive to the development of creativity in the child.
Our initial research showed the need for painstaking and purposeful work with more than half of the students to develop their creative abilities, which stimulated us to identify and create conditions conducive to the development of creative abilities.
We assumed that the greatest effect in the development of the creative abilities of a younger student can be
- daily inclusion of creative tasks and exercises in the educational process,
- implementation of circle or optional classes according to a specially designed program,
- involvement of students in creative interaction of an applied nature with peers and adults by connecting the families of students,
Didactic and plot - role-playing games in the classroom and outside of class
Excursions, observations;
Creative workshops;
Trainings conducted by the psychologist of an educational institution.
Analysis of the results of diagnostics of the development of creative abilities of younger students was carried out through a system of creative tasks, which allowed:
* to form requirements for a system of tasks that will allow you to purposefully develop these abilities;
* consider the content of various training courses as a resource for tasks for younger students;
* offer ways to organize the creative activity of students and tools for pedagogical diagnostics;
* formulate organizational requirements for the learning process at the primary level of the school.
All this made it possible to concretize and solve the problem of developing the creative abilities of younger students through a system of creative tasks.
2.2. The development of the child's creative abilities in educational activities.
Adhering to the position of scientists who believe that the most appropriate form of development of creative (creative) abilities is teaching the creative activity of younger students. For such training, at the first stage of our experimental work, we chose a lesson.
Lesson - remains the main form of education and upbringing of primary school students. It is within the framework of the educational activity of a junior schoolchild that, first of all, the tasks of developing his imagination and thinking, fantasy, ability to analyze and synthesize (isolate the structure of an object, identify relationships, understand the principles of organization, create a new one) are solved.
It should be noted that modern educational programs for younger students imply solving the problems of developing the child's creative abilities in educational activities.
So, as part of the implementation of the program on literary reading, the work of a primary school teacher should be aimed not only at developing reading skills, but also at:
- development of creative and recreative imagination of students,
- enrichment of the moral, aesthetic and cognitive experience of the child.
- At the same time, the choice of forms, methods, means for solving the designated tasks traditionally causes difficulties for primary school teachers.
Any activity, including creative, can be represented
in the form of certain tasks. I.E. Unt defines creative tasks as “…tasks requiring creative activity from students, in which the student himself must find a way to solve, apply knowledge in new conditions, create something subjectively (sometimes objectively) new”
The effectiveness of the development of creative abilities largely depends on the material on the basis of which the task was compiled. Based on the analysis of psychological, pedagogical and scientific and methodological literature (G.S. Altshuller, V.A. Bukhvalov, A.A. Danilov, A.M. Matyushkin and others), we identified the following requirements for creative tasks:
- compliance with the conditions of the chosen methods of creativity;
- the possibility of different solutions;
- taking into account the current level of the solution;
- taking into account the age interests of students.
Considering these requirements, we have built a system of creative tasks, which is understood as an ordered set of interrelated tasks focused on objects, situations, phenomena and aimed at developing the creative abilities of younger students in the educational process.
The system of creative tasks includes target, content, activity and result components.
We have replaced the traditional assignments for writing essays in the Russian language lessons with cooperation in the cool handwritten magazine “Fireflies”. In order to get their creative work on the pages of the magazine, students must not only spell correctly write the work, but also be creative in its design. All this stimulates younger students to independent, without pressure from adults, the desire to write poetry, fairy tales.
No less opportunities for the development of creative abilities of students have lessons in natural history, environmental culture. One of the most important tasks is the education of a humane, creative personality, the formation of a careful attitude to the riches of nature and society. We sought to consider the available cognitive material in an inseparable, organic unity with the development of the child's creative abilities, to form a holistic view of the world and a person's place in it.
At the lessons of labor training, a lot of work is done to develop creative thinking and imagination in children of primary school age.
An analysis of textbooks for elementary school (a set of textbooks “School of Russia”) showed that the creative tasks contained in them are mainly classified as “conditionally creative”, the product of which are essays, presentations, drawings, crafts, etc. Part of the tasks is aimed at developing the intuition of students; finding multiple answers; creative tasks that require permission are not offered by any of the programs used in schools.
The proposed tasks involve the use in the creative activity of younger students mainly of methods based on intuitive procedures (such as the method of enumeration of options, morphological analysis, analogy, etc.). Modeling, a resource approach, and some fantasizing techniques are actively used. However, the programs do not provide for the purposeful development of students' creative abilities.
Meanwhile, for the effective development of the creative abilities of schoolchildren, the use of heuristic methods should be combined with the use of algorithmic methods of creativity.
Particular attention is paid to the creative activity of the student himself. The content of creative activity refers to its two forms - external and internal. The external content of education is characterized by the educational environment, the internal content is the property of the individual himself, created on the basis of the student's personal experience as a result of his activity.
When selecting the content for the system of creative tasks, we took into account two factors:
- The fact that the creative activity of younger schoolchildren is carried out mainly on the problems already solved by society,
- Creative possibilities of the content of primary school subjects.
Each of the selected groups is one of the components of the creative activity of students, has its own purpose, content, offers the use of certain methods, performs certain functions. Thus, each group of tasks is a necessary condition for the student to accumulate subjective creative experience.
Group 1 - "Knowledge".
The goal is the accumulation of creative experience of cognition of reality.
Acquired Skills:
- to study objects, situations, phenomena on the basis of selected features - color, shape, size, material, purpose, time, location, part-whole;
- to consider in the contradictions that determine their development;
- to model phenomena, taking into account their features, system connections, quantitative and qualitative characteristics, patterns of development.
Group 2 - "Creation".
The goal is the accumulation by students of creative experience in creating objects of situations, phenomena.
The ability to create original creative products is acquired, which involves:
* obtaining a qualitatively new idea of the subject of creative activity;
* Orientation to the ideal end result of the development of the system;
* rediscovery of already existing objects and phenomena with the help of dialectical logic.
Group 3 - "Transformation".
The goal is the acquisition of creative experience in the transformation of objects, situations, phenomena.
Acquired Skills:
- simulate fantastic (real) changes in the appearance of systems (shape, color, material, arrangement of parts, and others);
- to model changes in the internal structure of systems;
- take into account when changing the properties of the system, resources, the dialectical nature of objects, situations, phenomena.
Group 4 - "Use in a new capacity."
The goal is the accumulation by students of the experience of a creative approach to the use of existing objects, situations, phenomena.
Acquired Skills:
- consider the objects of the situation, phenomena from different points of view;
- find fantastic applications for real-life systems;
- carry out the transfer of functions to various areas of application;
- get a positive effect by using the negative qualities of systems, universalization, obtaining systemic effects.
In order to accumulate creative experience, the student must be aware (reflect) of the process of performing creative tasks.
The organization of students' awareness of their own creative activity involves current and final reflection.
Current reflection is implemented in the process of students completing assignments in a workbook and involves independent fixation of the level of students' achievement (emotional mood, acquisition of new information and practical experience, degree of personal advancement, taking into account previous experience).
The final reflection involves the periodic performance of thematic examinations.
Both at the current and at the final stage of reflection, the teacher fixes what methods for solving creative tasks students use, and draws a conclusion about the progress of students, about the level of development of creative thinking and imagination.
By reflexive actions in our work, we understood
- willingness and ability of students to think creatively to overcome problem situations;
- the ability to acquire new meaning and values;
- the ability to set and solve non-standard tasks in the conditions of collective and individual activities;
- ability to adapt in unusual interpersonal systems of relations;
- humanity (determined by a positive transformation aimed at creation);
- artistic value (estimated by the degree of use of expressive means when presenting an idea);
- subjective assessment (given without substantiation and evidence, at the level of likes or dislikes). This methodology can be supplemented with an indicator of the level of the method used.
Thus, the organization of the creative activity of younger students, taking into account the chosen strategy, involves the introduction of the following changes in the educational process:
- involvement of students in systematic joint creative activity based on personal-activity interaction, focused on cognition, creation, transformation, use of objects of material and spiritual culture in a new quality, the obligatory result of which should be the receipt of a creative product;
- systematic use of creative methods that ensure the advancement of students in the development of creative abilities by accumulating experience in creative activity in the performance of gradually becoming more complex creative tasks within the framework of an additional curriculum;
- intermediate and final diagnosis of creative abilities of younger students.
2.3. Implementation of the program “Creativity Lessons”.
The implementation of the program of creative tasks within the framework of the educational disciplines of elementary school is possible only in the first grade. Starting from the second grade, the absence of tasks containing contradictions in the subjects and the lack of time for mastering the methods of organizing the creative activity of students compensates optional course "Lessons of creativity".
The main objectives of the course:
- development of a productive, spatial, controlled imagination;
- training in the purposeful use of heuristic methods to perform creative tasks.
In the explanatory note to the program, that the course is designed for 102 academic hours from the second grade of a four-year elementary school (34,34,34 hours, respectively) and contains about 500 tasks of a creative nature, however, based on the results of the initial diagnosis of the development of creative abilities of our experimental class, we did our thematic planning as part of extracurricular activities with students in grades 2 and 3.
Thematic planning of the course "Lessons of creativity".
Sections 2 classes |
Number of hours |
Sections 3 classes |
Number of hours |
Sections 4 classes |
Number of hours |
Object and its features |
Bi - and polysystems |
||||
Human Resources |
Laws of system development |
Contradiction |
|||
Fantasizing techniques |
Techniques for resolving contradictions |
||||
Methods for activating thinking |
Modeling |
Qualities of a creative person |
To organize the content of the course, an approach was used that allows parallel inclusion of creative tasks focused on cognition, the creation, transformation and use of objects, situations, phenomena of various levels of complexity, which ensures progress in the development of students in an individual mode, while maintaining the integrity of the learning system.
So, for example, in the section “Object and its features” when studying the topic
“Form” tasks were used, focused on the knowledge “Creation and transformation of objects” (make a riddle; come up with a new shape; divide into groups; connect objects of the natural and technical world that are similar in shape; find objects that look like a circle, square, triangle). And in the topic
“Material” - assignments for the knowledge, creation and use of objects in a new capacity (“What of what?”, “Make a riddle”, “Find a new use for an old rubber toy”, “think up a new material and explain how to use it”).
According to the principles of the personal-activity approach, all completed creative tasks ended with practical activities that are meaningful and accessible to younger students - visual activity, schematization, construction, writing fairy tales (stories), compiling riddles, descriptions, comparisons, metaphors, proverbs, fantastic plots. The development of students' creative abilities is considered from the standpoint of personal acquisitions, the continuous “building up” of the experience of creative activity by each student.
We presented the activities for the implementation of the system of creative tasks in four areas focused on;
1) knowledge of objects, situations, phenomena;
2) creation of new objects, situations, phenomena;
3) transformation of objects, situations, phenomena;
4) the use of objects, situations, phenomena in a new capacity.
Let us dwell on the main points of the implementation of the selected areas at various levels of complexity.
“Lessons of creativity” were realized in the following directions.
"Knowledge".
The implementation of the first direction of work involves the implementation by students of creative tasks focused on the knowledge of objects, situations, phenomena in order to accumulate experience in creative activity. They are represented by the following thematic series: “Yes-No”, “Signs”, “Natural world”, “Technical world”, “Human organism”, “Theatrical”, “Fantastic stories”, “What is good?” These tasks involve the use of dichotomy methods, control questions, and individual fantasizing techniques.
"Creating a New"
When implementing the second direction, students perform creative tasks focused on creating a new one:
- "My business card";
- "Compose a riddle";
- “Come up with your own color (shape, material, sign)”;
- “Picture your memory”;
- “Come up with a fairy tale (story) about……..”;
- “Invent a new balloon (shoes, clothes)”;
- “Invent a telephone for the deaf”, etc.
To complete these tasks, we used separate fantasizing techniques (splitting, combining, shifting in time, increasing, decreasing, vice versa) and methods of activating thinking - synectics, the method of focal objects, morphological analysis, control questions. The mastering of the methods took place mainly in group activities, followed by collective discussion.
“Object Transformation”
To create the experience of creative activity, students were asked to perform the following tasks on the transformation of objects, situations, phenomena:
- "The Rover on Mars";
- “Fruit Packing Problem”;
- “The problem of drying gunpowder”;
- “Problem about separation of a microbe”;
- “Come up with a label for a bottle of poison”, etc.;
As a result of the implementation, the students have expanded the possibilities of transforming objects, situations, phenomena by changing intra-system relationships, replacing system properties, and identifying additional system resources.
“Use in a new capacity”
A feature of the organization of work on creative tasks is the use of a resource approach in combination with previously used methods. Students perform the following creative tasks:
- “Find a use for the discovery of the ancients in our days”;
- “Baboons and tangerines”;
- “Problem about the publicity stunt”;
- “The problem of the first people on the moon”;
- Series of tasks “Problems of the third millennium”;
- “Winnie the Pooh decides out loud”;
- "Narnia" etc.
As a result of their implementation under the guidance of a teacher, students were able to master the ability to quickly find an original application for the properties shown in an object.
Repeated diagnostics according to previously selected indicators led us to the following conclusions:
the systematic conduct of extracurricular activities, the use of algorithmic methods made it possible to expand the possibilities of children in the transformation of objects, achieved the transformation of ideas, various operations.
Conclusion
In the process of research, we analyzed in detail the essential
characteristics of abilities, their theoretical aspects, pedagogical management of the process of developing creative abilities in a school environment. Creativity as a formative concept seems to us especially important and relevant today.
The problem of pedagogical management of the development of creative abilities was considered by us from different angles: we used the program of the author G.V. Terekhova “Creativity Lessons”, which can be used as a course in optional classes.
This problem is reflected in the educational and leisure activities of the school.
We have made an attempt to build a system
performing creative tasks at each lesson in the process of teaching younger students. By the system of creative tasks, we mean an ordered set of interrelated tasks focused on knowledge, creation, transformation in a new quality objects, situations and phenomena of educational reality.
One of the pedagogical conditions for the effectiveness of the system of creative tasks is the personal-activity interaction of students and the teacher in the process of their implementation. Its essence lies in the inseparability of direct and reverse effects, the organic combination of changes in the subjects influencing each other, the awareness of interaction as co-creation.
In the course of experimental work, we came to the conclusion that one of the pedagogical conditions for the effectiveness of the system of creative tasks is the personal-activity interaction of students and teacher in the course of their implementation. Its essence lies in the inseparability of direct and reverse effects, the organic combination of changes that affect each other, the understanding of interaction as co-creation.
The personal-activity interaction of a teacher and students in the process of organizing creative activity is understood as a combination of organizational forms of education, a binary approach to the choice of methods and a creative style of activity.
With this approach, the organizational function of the teacher is enhanced, which involves the choice of optimal methods, forms, techniques, and the student's function is to acquire the skills of organizing independent creative activity, choosing the way to perform a creative task, and the nature of interpersonal relationships in the creative process.
All these measures will allow children to be actively involved as subjects in all types of creative activity.
The accumulation by each student of the experience of independent creative activity involves the active use of collective, individual and group forms of work at various stages of performing creative tasks.
The individual form allows you to activate the personal experience of the student, develops the ability to independently identify a specific problem for solution.
The group form develops the ability to coordinate one's point of view with the opinion of comrades, the ability to listen and analyze the areas of search proposed by group members.
The collective form expands the ability of students to analyze the current situation in a wider interaction with peers, parents, teachers, provides the child with the opportunity to find out different points of view on solving a creative problem.
Thus, the effectiveness of the work being done is largely determined by the nature of the relationship between students. and between students and teachers.
In this regard, some conclusions and recommendations can be drawn:
The results of our observations, the questioning of students and their parents indicate that the child's creative abilities develop in all types of activities that are significant to him, provided that the following conditions are met:
- the presence of an interest formed in children in performing creative tasks;
- the implementation of creative tasks as the most important component of not only classroom, but also extracurricular activities of the student;
- uniting by a common thematic and problematic core of educational and extracurricular forms of work, in which children learn to reflect on the problems of creativity and translate these reflections into practical activities;
Creative work should unfold in the interaction of children with each other and adults, be lived by them depending on specific conditions in interesting game and event situations;
Encourage parents of students to create home conditions for the development of the child's creative abilities, include parents in the creative affairs of the school.
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Explanatory note
.Primary school age is a particularly important period of the child's psychological development, intensive development of all mental functions, formation of complex activities, laying the foundations of creative abilities, formation of the structure of motives and needs, moral standards, self-esteem, elements of volitional regulation of behavior.
“Creativity and personality”, “creative personality and society”, “creativity” - this is an incomplete list of issues that are in the focus of attention of psychologists, teachers, parents.
Creativity is a complex mental process associated with the character, interests, abilities of the individual.
Imagination is his focus.
A new product received by a person in creativity can be objectively new (a socially significant discovery) and subjectively new (a discovery for oneself). The development of the creative process, in turn, enriches the imagination, expands the knowledge, experience and interests of the child.
Creative activity develops the feelings of children, contributes to a more optimal and intensive development of higher mental functions,
such as memory, thinking. perception, attention
The latter, in turn, determine the success of the child's studies.
Creative activity develops the personality of the child, helps him to assimilate moral and ethical norms. Creating a work of creativity, the child reflects in them his understanding of life values, his personal properties. Children of primary school age love to make art. They sing and dance with enthusiasm. they sculpt and draw, compose fairy tales, and are engaged in folk crafts. Creativity makes a child's life richer, fuller, more joyful. Children are able to engage in creativity regardless of personal complexes. An adult, often critically evaluating his creative abilities, is embarrassed to show them.
Every child has their own. only his inherent features that can be recognized early enough.
Program goal:
- development of systematic, dialectical thinking;
- development of a productive, spatial, controlled imagination;
- training in the purposeful use of heuristic and algorithmic methods to perform creative tasks.
Program objectives:
1. create conditions for the development of students' creative abilities.
2. contribute to the education of aesthetic feelings, susceptibility
child to the world, and appreciation of the beautiful.
Basic working methods:
individual, group, collective.
Classes are structured in such a way that there is a frequent change of activities, while the principle is observed from complex to simpler during each task, dynamic pauses are held. Many younger students need to develop sensory and motor skills, so the classes include exercises to develop graphic skills, fine motor skills of the hand.
Reflection at the end of the lesson includes a discussion with the children about what they learned in the lesson and what they liked the most.
This program is designed for 68 academic hours from the second grade of a four-year elementary school (34.34 hours, respectively) and contains about 500 creative tasks.
We presented the activities for the implementation of the system of creative tasks in four areas focused on:
- knowledge of objects, situations, phenomena;
- creation of new objects, situations, phenomena;
- transformation of objects, situations, phenomena;
- the use of objects, situations, phenomena in a new quality.
Structure and content of the program:
The entire course of study is a system of interrelated topics that reveal the diverse connections of objective practical activity in nature with the world of creativity and art.
In order to develop creative abilities, children are included in various forms and activities.
The name of the program “Creativity Lessons” is not accidental.
The idea of the program is an individual, group, collective approach, after each lesson there is a reflection, each student analyzes his attitude to the classes, whether he succeeded in creative work.
In this regard, the purpose of this work is to draw up a program for the development of creative abilities of children of primary school age.
The program for the development of younger schoolchildren makes it possible to favorably influence the formation of the personality of a growing person through a system of classes, to trace the dynamics of changes in personality development, and to obtain grounds for predicting the further course of the child's mental development.
Techniques and methods of working with children correspond to the age and individual psychological characteristics of younger students.
Thematic planning for grade 2
Topic name |
Number of hours |
|
Acquaintance |
||
Object and its features |
||
The natural and technical world |
||
Object and its features |
||
Material |
||
Purpose |
||
Human Resources |
||
sense organs |
||
Thinking |
||
Attention |
||
Imagination |
||
Independent creative work |
||
Fantasizing techniques |
||
On the contrary, fragmentation-combination |
||
Animation, movable - immobile |
||
Shift in time, increase-decrease. |
||
Problem solving |
||
Methods for activating thinking |
||
Selection method, morphological analysis |
||
Focal object method |
||
Independent creative work |
||
Thematic planning for grade 3
| the date | Topic name | Number of hours |
| September | Repetition | 1 |
| System | 8 | |
| Systems function | 1 | |
| System Resources | 1 | |
| Perfect end result | 1 | |
| October | Problem solving | 2 |
| System - man | 1 | |
| 1 | ||
| November | 1 | |
| Laws of systems development | 10 | |
| Law of Systems Development | 1 | |
| Law of Completeness of Parts | 1 | |
| 1 | ||
| December | Law of S-shaped development of systems | 1 |
| January | The law of agreement - mismatch | 1 |
| 1 | ||
| 1 | ||
| Problem solving | 2 | |
| Independent creative work | 1 | |
| Modeling | 10 | |
| Order in the "brain attic" | ||
| Algorithm | 1 | |
| Formulation of the problem | 1 | |
| February | Models | 1 |
| March | Task Models | 1 |
| April | Modeling by little people | 3 |
| Problem solving | 1 | |
| April | Independent creative work | 1 |
| Analogues | 6 | |
| Analogues | 1 | |
| Nature and technology | 2 | |
| Analogues in creative tasks | 2 | |
| May | Independent creative work | 1 |
| Results: | 34 |
Topics for parent meetings in grade 2
Topics for parent meetings in grade 3.
The use of creative tasks in the educational activities of younger students
Thematic series |
Job types |
Possibilities of educational subjects |
|
"Theatrical" |
Creation of theatrical effects, development of costumes for scenery, staging finds |
Cognition, creation, transformation, use in a new capacity. |
Artistic work, literary reading. |
"Natural World" |
Finding correspondences between natural and technical objects, studying the possibilities of natural analogues for the development of technology |
Creation, transformation |
The world |
"Narnia" |
Relationship analysis heroes of the works of Clive Staples Lewis |
knowledge, creation |
extracurricular reading |
"Winnie the Pooh decides out loud" |
Solving problems in fairy-tale situations from the works of J. Rodari, L. Carroll, A.A.Miln, J.Tolkien, A.Lindgren, N.A.Nekrasov, Russian folk tales, myths of ancient Greece; writing fairy tales, stories |
Creation, transformation, use in a new capacity |
Literacy education Literary reading |
"Natural World" |
The study of animals, the formation of a humane attitude of man to nature, the cultivation of cultivated plants, the study of the senses. memory. thinking, attention, natural and social characteristics of a person; studying the problems of people with disabilities |
Cognition, creation, transformation, use in a new capacity |
literacy education, The world Literary reading Russian language |
“Puzzles” |
Solving and compiling tasks for attention, encryption puzzles, tasks with matches, charades, crosswords |
Creation, transformation |
Maths The world Literacy education Literary reading Russian language |
"Signs" |
The study of the signs of objects (colors, shapes, sizes, materials, destinations, location in space, natural phenomena; drawing up riddles, metaphors, comparisons |
Knowledge, creation, transformation, new use |
Maths The world Literacy education Literary reading Russian language |
"Space" |
Studying the problems associated with human spaceflight: troubleshooting, water supply, operation of equipment in conditions of other planets; performance in a state of weightlessness |
Creation, transformation, use in a new capacity |
Literacy education Artistic labor The world |
"Land of Unfinished Business" |
Consideration of problems identified by students from various fields of knowledge |
Transformation, use in a new capacity |
The world |
UDK 37.015.3
L. G. KARPOV
Omsk Humanitarian Academy
DEVELOPMENT
CREATIVE ABILITIES OF YOUNGER STUDENTS_
This article substantiates the relevance of the development of creative abilities, taking into account modern realities. The ideas about this phenomenon that have developed in the psychology of creativity are outlined. The psychological essence of creative abilities, their structure, the main indicators of the development of creative abilities of younger schoolchildren are considered. This article may be useful to teachers working in the primary education system, students and graduate students of psychological and pedagogical specialties.
Key words: creative abilities, structural components of creative abilities, indicators of creative abilities, creative abilities development program, active learning methods.
Today, society needs initiative, creative people who are able to think in an original way and find ways out of non-standard situations. And this phenomenon must be studied from childhood, since the self-promotion of each student in his development is ensured, the foundation is laid, which includes openness to experience, sensitivity to everything new, new knowledge, improvisation, increased emotional positivism towards one’s own and others’ creative successes, the desire to create creative product. Hence, the actualization of the creative abilities of younger schoolchildren can improve the quality of any social reforms, while acting as a counterbalance to the regressive lines of development of society.
However, in the modern school, work according to given standards, according to ready-made rules and schemes, prevails, there are practically no programs aimed at developing the creative abilities of students, at developing their independence of choice, courage in judgments. The development of the creative abilities of younger schoolchildren can be constrained by a factor related to the need to master a large amount of knowledge in the conditions of schooling, while educational activities are strictly regulated, a standard assessment system is in place, various restrictions and barriers are in effect. School teachers, especially in rural areas, have practically no conditions for their own creativity, therefore, children have a reduced opportunity to develop creative abilities not only in educational and extracurricular activities, but also through imitation of a creative teacher.
To date, some general emphases in the study of creative abilities have been defined in psychological science: it is emphasized that the basis for their occurrence is creative inclinations (biological prerequisite), it is noted that creative abilities play an important role in determining the success of a person in a particular activity, in creating material and spiritual culture.
At the same time, a unified point of view on the content and structure of creative abilities has not yet been developed;
the certainty of this concept, there are practically no studies tracing the development of the creative abilities of younger students over several years.
In psychological science, creative abilities are understood as the ability to carry out situationally unstimulated activities, i.e. the ability to cognitive initiative (Bogoyavlenskaya D. B.); as a general creative ability capable of transforming knowledge (Druzhinin V.N.); component of creativity (Ermolaeva-Tomina L. B.).
An analysis of the psychological and pedagogical literature showed that creativity should be considered as a polystructural education. This education may include the following components: cognitive, emotional and motivational. Let's take a look at these components.
The cognitive component includes knowledge, skills and abilities that help the younger student to be realized in various activities. The indicators of the cognitive component are creative thinking and imagination, with the help of which students are able to transform their activities and solve non-standard tasks.
The emotional component of creative abilities is the attitude of younger students to the activities performed, to the creative teacher and the child's tendency to express themselves emotionally in the process of performing non-standard tasks. Creative tasks are expressive in nature, so students experience various emotions. Emotional experiences help the younger student to respond constructively to situations of novelty and uncertainty, to better understand their own experiences, which contributes to the individualization of their experiences and the effective development of creative abilities. The positive emotional attitude of the child to the creative adult and his support from the latter also makes it possible for the younger student to emotionally express himself in creativity.
The motivational component of creativity is a system of incentives, including motives, interests, needs.
The main component of this component is motives - the inner stimuli of the younger student to creative activity, related to the satisfaction of his need for creativity.
Changing these components entails a change in creative abilities as a whole.
Therefore, creativity can be defined as an integrative, dynamic formation, including cognitive, emotional and motivational components, formed on the basis of creative inclinations and determining the success of any activity of a creative nature.
The development of the creative abilities of younger schoolchildren is a dynamic process in which there is a regular and qualitative change in the structural components of the phenomenon under study in the process of specially organized activities that have a creative aspect.
We assume that this process, like any other development, is carried out simultaneously with the development of the child's personality and continues throughout his life at all age stages. At the same time, creative activity is a necessary aspect of a healthy and harmonious human life.
To identify the level of development of a particular phenomenon, including the level of development of the creative abilities of younger students, it is necessary to determine the indicators of the latter.
Based on the essence of the concept of "creativity", their structure, age characteristics of children of primary school age, we determine the following indicators of the development of creative abilities of younger students: originality (the ability of a younger student to give unusual answers that require creativity), abstractness of the name (the ability to transform figurative information in verbal), creative thinking; non-verbal imagination (transformation by the younger student of ideas, creation of new images by him), emotional attitude towards the creative teacher (positive or negative emotions that arise in the younger student towards the teacher in the process of interaction), the manifestation of emotional experiences in creative activity (the emotional state of the child associated with various forms of its inclusion in creative activity) and creative motivation (internal stimuli of a younger student to creative activity, related to satisfying the need for creativity).
In an effort to find out how the creative abilities of younger schoolchildren develop in a rural school, we conducted an experimental study.
On the basis of the above indicators, at the ascertaining stage of the experiment, junior schoolchildren were dominated by a low level of development of creative abilities. Further, the students were included in the formative stage of the experiment, during which during 2013 - 2014 the author's program "Development of creative abilities of younger students" was used.
The program was based on the individual psychological theory of abilities of B. M. Teplov, according to which creative abilities are defined as a set of individual psychological characteristics of a person that distinguish him from other people existing on the basis of creative
inclinations and determining the success of mastering various types of activities, where the main thing is to create something new, original.
When developing the program, we also relied on the study of E. L. Yakovleva, according to which the development of creative abilities is one of the central lines of personal development and allows a person to show his individuality and uniqueness. In addition, E. L. Yakovleva emphasizes the role of the teacher in the development of the creative potential of the child, who demonstrates patterns of behavior, means of expressing his individuality, accepts and supports any children's emotional manifestations, which ensures his emotional self-expression.
Taking into account the fact that creative abilities are manifested and developed in creative activity, we assume that a younger student, relying on the acquired and accumulated knowledge and skills, in the process of creative activity is able to destroy rigidly fixed norms and go beyond them into new areas of knowledge, that is, to create something new and original.
The basic methods were active learning methods: role-playing games, the method of heuristic questions, inversion.
A significant role was assigned to the role-playing game, the essence of which was as follows: a problematic situation was created in which the participants played it in roles. The result of the game was a discussion during which the creative behavior of the participants and the proposed solutions were analyzed. The participant could play many roles during the game, thanks to which he formed new skills and abilities, the player was reincarnated into various characters in accordance with the chosen role, which testified to the creative aspect of the role-playing game.
The use of role-playing games in the program led to the development of a new playing space, and when entering a new role, also to an assessment of their own role-playing behavior, modeling both real and imaginary roles, while the children went beyond the familiar and known, improvised, which contributed to the development of creative abilities.
Children showed great interest in the method of heuristic questions, which is used to collect information in a problem situation, as well as to streamline the available information in the process of solving creative problems. The younger students were offered questions that needed to be combined in a certain sequence, which contributed to the generation of new, sometimes unexpected questions.
In addition, the inversion method was used, which involves rearranging words, considering well-known stories, fairy tales, events, opposite to what is in reality. With the help of this method, children learned to think outside the box, present a greater number of possible variants of stories, and sought to take a fresh look at the known.
We also note that the integrated nature of the classes allows elementary school students to show their creative abilities in the framework of visual activity, namely, in the manufacture of crafts, collages, and drawings.
In the implementation of the program, a large role is assigned to the teacher, since in elementary school
growing children tend to imitate him. Classes were held outside school hours, therefore, the rules were not observed, and the children could successfully complete and positively relate to their creative product. The teacher sought to encourage independent thoughts and actions of younger students, did not interfere with the child's desire to do something in his own way, and maintained a positive microclimate. In addition, the creative teacher used active learning methods and allowed children to observe their own creative process, while demonstrating a pattern of creative behavior and creating new creative products in the presence of students.
At the end of the program, a re-diagnostics of the development of creative abilities of younger students was carried out. At the control stage of the experiment, there is a positive dynamics in the development of creative abilities of younger students in both groups, but in the experimental group the results are much higher. The dominant high level of development of creative abilities in the experimental group was noted in terms of "fluency", in other indicators the average level of development of creative abilities dominates. The low level of development of the studied phenomenon in this group decreased significantly, and the high level increased significantly in all indicators compared to the control group. Therefore, it can be stated that during the implementation of the program in the process of activity in the children of the experimental group, at the end of the formative experiment, all components of creative abilities developed, which may also indicate the development of the phenomenon under study as a whole.
To confirm the reliability of the obtained data, we used the Fisher angular transformation criterion. At the ascertaining stage of the experiment, the results obtained made it possible to reliably assert that the level of development of indicators of creative abilities in younger students in the experimental and control groups is approximately the same. At the control stage of the experiment, the results testified to the reliability of the difference in the levels of development of indicators of creative abilities in children of the experimental and control groups.
So, at the end of the experimental study, the children had an increased interest in creativity, a desire to create their own creative product, expand their knowledge, participate in creative competitions of the district and regional
level. Younger students also became more active in the lessons of not only music and drawing, but also mathematics and the Russian language. Most of the students participating in the experiment began to attend institutions of additional education, which indicates the practical significance of the study.
This experimental study showed that living in a rural area is not a barrier to the effective creative activity of a teacher, if the latter is a creative person. With the systematic work of a creative adult with children, their creative abilities are effectively developed, regardless of where they live.
Summing up, it should be noted that systematic work in elementary school to develop the creative abilities of younger students makes it possible in the future for today's children to become competitive in the labor market and strengthen the personal resource of our state.
Bibliographic list
1. Bogoyavlenskaya, D. B. Psychology of creative abilities [Text] / D. B. Bogoyavlenskaya; Psychological Institute of the Russian Academy of Education. - Samara: Fedorov, 2009. - 414 p.
2. Druzhinin, VN Psychology of abilities: selected works. [Text] / V. N. Druzhinin; resp. ed. : A. L. Zhuravlev, M. A. Kholodnov, V. D. Shadrikov. - M. : RGB, 2009. - 652 p.
3. Ermolaeva-Tomina, L. B. Psychology of artistic creativity [Text]: textbook. manual for universities / L. B. Ermolaeva-Tomina; Moscow Open Social University. - M.: Culture: Academic project, 2005. - 302 p.
4. Antilogova, L. N. Extracurricular activities as a factor in the development of creative abilities of younger schoolchildren / L. N. Antilogova, L. G. Karpova // Human Science: Humanitarian Studies. - 2013. - No. 3 (13) - S. 71 - 77.
5. Teplov, B. M. Abilities and giftedness [Text] / B. M. Teplov // Reader in psychology; ed. A. V. Petrovsky.- M .: Education, 1987. - S. 281 - 286.
6. Yakovleva, E. L. Psychology of the development of the creative potential of the individual [Text] / E. L. Yakovleva. - M. : Flinta, 1997. - 224 p.
KARPOVA Lyudmila Grigoryevna, Candidate of Psychological Sciences, Associate Professor of the Department of Pedagogy, Psychology and Social Work. Address for correspondence: [email protected]
The article was received by the editors on January 28, 2015. © L. G. Karpova
Bookshelf
Lopatin, D.N. Organizational behavior: textbook. electron. ed. local distribution: textbook. allowance / D. N. Lopatin. - Omsk: OmGTU, 2014. - 1 o=el. opt. disc (CD-ROM). - ISBN 978-5-8149-0949-7.
The main components of the corporate organizational environment and their influence on the formation of corporate culture are considered. Shows the main types of workers, groups, teams, leaders, the main difficulties in the transfer of information between them and ways to eliminate them. The characteristic of the main styles of management is given. It is intended for students of specialty 080507 "Organization Management" of all forms of education, and can also be used by students of economic and technical specialties studying the discipline "Management", and undergraduates studying under the program "Economics" of direction 080108.68 "Enterprise Management and Industrial Informatics".
The development of creative abilities in younger students.
Every child has abilities and talents. Children are naturally inquisitive and full of desire to learn, but in order for them to show their talents, they need intelligent and skillful guidance from adults.
Scientists note that it is impossible to develop the whole complex of properties included in the concept of "creativity" at once. This is a long-term, purposeful work, and occasional use of creative cognitive tasks will not bring the desired result. Therefore, cognitive tasks should form a system that makes it possible to form the need for creative activity and develop the whole variety of intellectual and creative abilities of the child.
It is never too early and never too late to start working on improving cognitive abilities. But it is better to start this work as early as possible. A special course "Development of creative abilities" (RTS) can help with this. The system of tasks and exercises provided in the RTS classes allows you to successfully solve the problems of the integrated development of various types of memory, attention, observation, imagination, reaction speed, the formation of non-standard, “beautiful” thinking. Many of the exercises prepare students for the test tasks. Testing, as you know, is actively used in many developed countries of the world, as there is a clear relationship between the results of intelligence tests and school grades, exam marks and, in particular, further academic success.
The most suitable form of conducting RTS classes is the provision of lessons specially allocated in the grid of the school schedule once a week. The advantages of this form of training are, first of all, sufficient volume, regularity, as well as systematic and purposefulness.
Also, these classes can be held in the form of an elective both for children with various learning gaps and for children motivated to learn.
What are the features of RTS classes and how do they differ from school lessons? First of all, RTS classes are distinguished by the fact that the child is offered tasks of a non-educational nature, so serious work takes the form of a game activity, which is very attractive for a younger student.
These classes are not graded, although oral assessment is, of course, carried out. In addition, the child in these classes evaluates his own progress. This creates a special positive emotional background: looseness, interest, desire to learn how to perform the proposed tasks. Classes are structured in such a way that one type of activity is replaced by another. This allows you to make the work of children dynamic, rich and less tiring due to frequent switching from one type of activity to another.
As a result of these classes, the guys achieve significant success in their development, they learn a lot and apply these skills in their educational work, which leads to success. And this means that there is an interest in learning.
As you know, there are no disabled children, you just need to help the child develop his abilities, make the learning process exciting and interesting.
Classes are structured in such a way that one hundred and one activities are replaced by another. This allows you to make the work of children dynamic, rich and less tiring.
With each lesson, the tasks become more complicated: the volume of material increases, the pace of tasks execution increases, the proposed drawings become more difficult.
The system of tasks and exercises presented in the RTS classes allows solving all three aspects of the goal: cognitive, developing and educating.
Cognitive aspect
Formation and development of various types of memory, attention, imagination.
Formation and development of general educational skills and abilities (the ability to work with a book at a given pace independently, the ability to control and evaluate my work).
Developmental aspect
The development of speech when working on a word, phrase, sentence.
The development of children's thinking in the course of mastering such methods of mental activity as the ability to analyze, compare, synthesize, generalize, highlight the main thing, prove and refute.
The development of the sensory sphere of children (eye, small muscles of the hands).
Development of the motor sphere.
Educational aspect
Education of the system of moral interpersonal relations (to form the "I - concept").
These lessons include:
WARM-UP (3-5 minutes). The main task of this stage is to create a certain positive emotional background for the children, without which the effective assimilation of knowledge is impossible. Therefore, the questions that are included in the warm-up are quite easy, able to arouse interest, and are designed for quick wit, quick response, and are colored with a considerable amount of humor. But they also prepare the child for active educational and cognitive activity.
1. What is the date today?
2. Day of the week? Month?
3. What time of year?
4. Name all the autumn months?
5. What is the name of the capital of Russia?
6. Name the numbers from 1 to 10 and vice versa.
7. There are two rams. One looks to the right, the other to the left. Do they see each other?
"BRAIN GYMNASTICS" (1-2 minutes). Doing exercises to improve brain activity is an important part of the RTS class. Scientists' research convincingly proves that under the influence of physical exercises, the indicators of various mental processes that underlie creative activity improve: the amount of memory increases, attention stability increases, the solution of elementary intellectual tasks accelerates, and psychomotor processes accelerate.
Head shakes (the exercise stimulates thought processes): breathe deeply, relax your shoulders and drop your head forward. Allow the head to slowly rock from side to side as the breath releases the tension. The chin draws a slightly curved line across the chest as the neck relaxes. Run 30 seconds.
“Lazy eights” (the exercise activates the brain structures that provide memorization, increases the stability of attention): draw “eights” in the air in a horizontal plane three times with each hand, and then with both hands. Reflection Hat* (Improves attention, clarity, and speech): “Put on the hat,” that is, gently wrap your ears from top to earlobe three times.
TRAINING OF MENTAL MECHANISMS UNDERLYING CREATIVE ABILITIES - MEMORY, ATTENTION, IMAGINATION, THINKING. (15 minutes). The tasks used at this stage of the lesson not only contribute to the development of these much-needed qualities, but also allow, carrying the appropriate didactic load, to deepen the knowledge of the children, diversify the methods and techniques of cognitive activity, and perform logical search and creative tasks. All tasks are selected so that the degree of their difficulty increases from lesson to lesson.
Task: Circle the vowels in red, the consonants in blue, and the numbers in yellow.
Task: Draw a pattern on the towel:
Task: In which picture is the girl taller than the boy, but smaller than the tree? Color this picture.
FUN CHANGE (3-5 minutes). A dynamic pause in the classroom not only develops the motor sphere of the child, but also contributes to the development of the ability to perform several different tasks at the same time.
CONSTRUCTION OF SUBJECT PICTURES, HATCHING (15 minutes). V. A. Sukhomlinsky wrote that the origins of the abilities and talents of children are at their fingertips. From them, figuratively speaking, the thinnest streams flow, which feed the source of creative thought. The more confidence and ingenuity in the movements of a child's hand, the brighter the creative element of the child's mind manifests itself. Therefore, it is very important - "put your hand"
Task: Learn to trace and hatch.
At this stage of the lesson, the guys hatch the objects that they drew or built using stencils with geometric shapes carved on them. Tracing figures and objects on a geometric stencil helps the children draw objects from nature, they do not distort the proportions and shape. Hatching, on the other hand, not only brings children to an understanding of symmetry, composition in decorative drawing, but also develops the small muscles of the fingers and hands of the child.
Drawing up, modeling and shading of objects is also a way of developing speech, since along the way, the guys make up short stories on the topic, continue the story they have begun, work on a word, phrase, and master the expressive properties of the language.
The development of students' creative abilities is an interesting and serious task that teachers and parents face. Nowadays, much attention is paid to the presence of creative abilities in younger students, their ability to think in an original and interesting way. In the future, specialists who can think outside the box, "creatively" are in demand in almost all professional areas - from the development of complex software products to the design of premises and buildings.
Many parents believe that the child's abilities are a ready-made set of skills and abilities. However, they are wrong. A person is not born capable of any particular type of creativity (drawing, singing, writing). The presence of certain abilities in him, most likely, will be due to the influence of the correct organization of education and training at the initial stage of his life.
That is why it is very important to assess in time the degree of "involvement" of the child in the creative process, his desire to find unusual and unique solutions.
| Several criteria by which one can judge the readiness of a younger student for creativity: | |
|---|---|
| creative activity | He loves non-standard tasks, fantasizes with pleasure, he can come up with something new: a literary hero, a non-existent animal, his own version of the end of his favorite fairy tale, cartoon. |
| Originality | His answers to simple questions confuse adults, finds original solutions for the proposed tasks, does not like to choose from ready-made options. |
| Flexibility | “Gushing” with ideas in all areas of education: from solving logical exercises to tasks for making something in labor lessons. |
It must be remembered that the period of primary school age is very responsible and difficult. The child finds himself in a completely new atmosphere for himself, builds a different level in his system of social relations (teacher-student), gains new experience in communicating with people. Therefore, this age provides additional advantages for the development of creative abilities, on the one hand, enriching existing skills, on the other hand, opening up scope for gaining new knowledge and experience.
Fantasy - as one of the basic elements of the development of creativity in a child
You can often hear from parents the words addressed to the child: “Well, you came up with it!”, “What an inventor you are, better go do some math”, “Oh, well, a dreamer ...” and so on. The range of parental assessments of a child's predilection for fantasizing is unusually wide - from complete rejection ("better do something useful") to an attitude as something inevitable - "oh, I need these fantasies of yours."
Meanwhile, it is fantasies that are an indicator of how much a younger student is capable of creative activity. It is fantasy that will help him develop his creative abilities in the future, it is important only to direct the energy of the young dreamer in the right direction. And you need to do this even from preschool age, when the child’s imagination begins to actively develop.
Types of art that stimulate the creative activity of the child
Almost all types of art that a younger student encounters in the classroom in one way or another will develop his creative activity. This is, first of all, the art of the word-literature, and related activities - the development of speech, literary reading. Fine art, which includes in its activities not only drawing lessons, but also the creation of objects in the technique of folk crafts, arts and crafts. This also includes music lessons, all kinds of dances and ballet.
Nevertheless, it can be noted that the school curriculum is sometimes very static and does not always provide the necessary space for the development of the child's creative potential. That is why homework or optional classes in specialized circles and sections will help younger students realize their desire for creative activity to the fullest.
Tasks for the development of creative abilities of younger students at home
Visual arts, figurative thinking
- Drawing abstract categories (draw, sadness, joy, sound, thought).
- Looking at random blots, drawing and transforming them into familiar forms and concepts: animal figures, houses, flowers.
- Looking at clouds in the sky, searching for analogies with known concepts, ideas (by shape, color)
- Reverse drawing technique. A very interesting activity that will take not only the child, but also the parents. A child or adult holds a pencil vertically, pressing its tip against a sheet of paper. The pencil must remain motionless. The second child (or adult) moves the paper under the pencil in such a way that the result is a drawing.
In the first lessons, these can be simple tasks: lines, simple shapes (oval, circle, triangle). In the future, the tasks become more difficult: offer to draw animal figures, letters, contours of famous objects (house, car, flower).
Role-playing games, pantomime
Pantomime involves the use of such tools of acting to create an image as plasticity, facial expressions and gestures, without the use of voice. The main task of pantomime in classes with children is to develop the child's imagination and his acting abilities. Ask the child to depict several situations that are familiar to him, (start from the simplest), for example:
- You pet the dog.
- You are reading a newspaper.
- You light the gas on the stove.
- You eat the first course.
- You are fixing the faucet in the bathroom.
- You lace up your boots.
- You are watching TV.
- You are dusting.
- You hang your laundry to dry.
- You are drinking very hot coffee.
Gradually, tasks can be complicated and offer the child not specific situations for the image, but abstract categories: joy, fun, happiness, surprise, etc.
Over time, when you can guess and guess completely different words and concepts, playing pantomime will become a favorite type of joint leisure for adults and children.
Role-playing game is one of the great ways to show the creative potential of the child to the fullest.
The options are varied. “Who do I want to be” is one of the favorite role-playing games for younger students. Its goal is not to provide the child with knowledge in career guidance, you offer him to reincarnate as anyone - from the hero of his favorite fairy tale to an abstract person (kind, brave) and an inanimate object (table, car, crane).
First, try to jointly demonstrate reincarnation - posture, facial expressions, actions. Then ask the child to explain what this image he created thinks about, how he acts, what they expect from others. For example, a child decides to "become" a school chair. Invite the child to talk about how he would like to see those who sit on it, what the children who will sit on this chair are talking about, and so on.
In conclusion, analyze with the child why this particular object (concept, object) was chosen by him for reincarnation.
Educators and psychologists say that it is not difficult to reveal the creative beginning (and it must be in any child). Primary school age is a period that provides wonderful opportunities for the formation of a child's creative space. Therefore, the development of students' creative abilities is an important and demanded aspect in the school system of education and training.
Lecturer, child development center specialist
Druzhinina Elena
A child psychologist talks about how to develop creativity and imagination in children:
