FORMATION OF CREATIVE INDEPENDENCE OF STUDENTS AS A FACTOR IN THE DEVELOPMENT OF SUBJECTS OF EDUCATION

Rostovsky State University railways, Russia

Modern Russia, as a member of the G8, will have to develop in a globalizing world, in which everyone has to communicate with representatives of different cultures. One of the main goals pursued by the process of modernization of education is to bring a Russian university graduate to the level of a competitive professional in the global labor market, which inevitably leads to the development of a single standard in the global higher education system. In connection with the Bologna process, it should be noted the emergence of such a concept as European Higher Education Area(EHEA) EHEA (European Higher Education Area). It is aimed at developing and maintaining cooperation between all higher educational institutions of the countries participating in the Bologna Process, which, in turn, must achieve the introduction of a unified educational standard and the implementation of common educational goals. The European Higher Education Area involves mobility of students and teachers, recognition of diplomas and unification of programs.

It should be noted that the turning point in education did not end with changes in the political structure of Russian society, so it is appropriate to talk not about adjustments in educational policy, but about a new paradigm of Russian education, as well as a parallel transformation of the ideology of the population. Russia has already embarked on the path of abandoning the “Soviet” education, which, despite its fundamentality and vastness, offered truths that were not subject to doubt and revision. Now modern Russian education tries to educate democratic, free professionals who demonstrate creative independence, capable of defending their interests, without causing harm to themselves and others.

The role of education in the information society is significantly increasing. The development of new technologies and information means makes it possible continuing education, multilevel higher education, distance education.

Some researchers have noted a contradiction between the flow of incoming information and the classroom time allocated for mastering this material, since recently there has been a rapid update of knowledge. If earlier this happened every twenty-four years, now every two to four years. In this regard, independent work of students is becoming increasingly important.

The main direction of modernization of education in developed countries is the optimization of the system for managing students' educational work, nurturing creative independence among future specialists. In this regard, in Western countries The volume of students' classroom workload is reduced, which allows them to use their free time for independent work and provides an individual work schedule.

We believe that modern Russia Faced with the problems of globalization of education, it is necessary to adhere to global trends in educating a new type of specialist, capable of planning and foreseeing the results of his independent activities.

It is necessary to note the growing interest of scientists in the problem of “selfhood” of students in general. So in pedagogical literature To denote phenomena that are similar in meaning, concepts such as independent work, independent activity, self-educational activity, self-education, self-education, self-organization.

The most common term is “independent work”, which is interpreted as:

Work performed on the instructions of the teacher within the specified time frame, but without his participation ();

The activity of students in assimilation of information without outside help, the ability to reflect and transform the learned material ();

Personal activity, which is a category of both psychology and pedagogy ();

Learning, determined by the ability of students to set goals for themselves, implement them and reflect ();

A certain commitment stimulated by the teacher (,);

Purposeful, internally motivated and correctable activity of the individual ();

The student’s activities aimed at applying experience and knowledge to solve new problems ();

A means of consolidating the studied material (, ёv);

A variety of individual and collective activities of students, performed both in class and at home (,).

Thus, in many studies the concept independent work And independent activity are used as synonymous, while they are considered as a basic stage on the path to the formation of creative independence of students, since in most cases they involve mandatory activity, stimulated by the teacher, but not yet independence.

A. Belyaeva offers a unique formula for students’ independent work: information – knowledge – information, the essence of which is to create new information from existing information, which forms students’ readiness and need to manage their cognitive activity.

According to a number of scientists (V. Graf), the success of independent work depends on the ability of self-organization, which is the basis of the first. We should not forget that students do not always have the skills to search for the necessary information or the ability to self-organize, therefore their independent work should be supervised by teachers.

believes that the optimal method for independent work is reflexive control, which is an exchange of opinions between a student and a teacher on a given topic in the form of a dialogue.

Kovalevsky and suggest using a problematic situation as a method of activation educational process, which forces students to make a choice, use acquired knowledge in similar situations, which, in our opinion, can be used as a form of control, as well as encourage students to engage in independent activities in order to improve the acquired knowledge.

A higher form of manifestation of independence should be considered self-education or self-educational activities, which is understood as the goal and results of an activity, and by independent work as a means of achieving a given result. Student self-education is a voluntary activity aimed at gaining knowledge in the process of independent work without the help of a teacher, which is impossible if students do not have the initial experience cognitive activity, the need for it and emotional-volitional qualities. Thus, we believe that independent work is a necessary stage that forms the skills of self-education and, as a consequence, the development of independence.

We agree with, who considers the relationship between the above-mentioned terms and believes that “independent work prepares the individual for independence and self-organization, which, in turn, are the basis for self-learning, and the individual’s readiness for self-learning is a necessary condition her self-education." It should be clarified that independent work, as a mandatory element of the educational process, controlled by the teacher, teaches students the technique of self-education, and the latter depends on the level of formation of independence.

Today there is more and more talk about a shift in the leading role in educational process from teacher to student. The emphasis of education is shifted to the development of student independence, the ability to obtain the necessary information both during the learning process and after graduation.

An analysis of scientific works, etc. has shown that many scientists consider independence as a personality quality that largely determines not only the effectiveness of performing professional duties, but also reflects the individual’s ability to self-regulate his thinking.

Thus, one of the tasks of a university teacher is to cultivate independence as a character trait, as the basis of the competence of a future professional, which allows “without outside help, based on knowledge, skills, beliefs, life experience, to set goals, control the will and perseverance to achieve the goal.”

In this regard, the role of a university teacher is changing, which consists not simply in transferring certain knowledge to students, but in “stimulating their independent cognitive activity”, creating a constant need for self-improvement and the development of research skills.

The teacher acquires the status of a consultant who plans, evaluates and controls the independent activities of students. At the same time, it should be noted the special role of pedagogical support, which is considered by many scientists (, etc.) as cooperation between subjects pedagogical process, aimed at identifying and eliminating difficulties that arise on the way to realizing the creative potential of students.

Thus, scientists unanimously assert that pedagogical support is aimed at developing the unique individuality of the student, revealing his skills and abilities in the process of teacher-student interaction. At the same time, the creation of a creative educational environment and joint creative activities of teachers and students are important factors in pedagogical support.

Consequently, the teacher must always be able to create a problematic situation that encourages the student to independently creative search, while timely but unobtrusive pedagogical support is the key to the student’s success in independently solving assigned problems. In our opinion, it is pedagogical support that allows us to find an individual approach to each student, which best reveals the creative skills of students’ independence.

At the same time, the final product of the teacher’s educational work should be the special professional and personal competence of the future specialist, based on highly developed creative independence.

Literature:

1. Development of self-study skills among university students: Dis... Cand. ped. sciences / . – Magntiogorsk, 2004. – 197 p.

2. Management of independent work of students// Higher education in Russia / A. Belyaeva. – 2003. – No. 6. – P.105 – 109.

3. Managing independent work: world experience // Higher education in Russia / V. Zhurakovsky. –2003.– No. 2. – P.45-50.

4. Pedagogical culture of a teacher as a condition and indicator of the quality of the educational process in

T. P. Poedinkova

student of the Art and Graphic Faculty, State Educational Institution of Higher Professional Education "Shadrinsk State pedagogical institute»

S. V. Sidorov

candidate pedagogical sciences, Associate Professor, State Educational Institution of Higher Professional Education "Shadrinsk State Pedagogical Institute", Shadrinsk, Russia

Summary: The article reveals the essence and structure of the artistic-creative activities, identifies opportunities for its development in the educational-creative process. Keywords: self-activity of pupils; artistic-creative activity; visual arts.

Developing the skills of independent creative work in students is one of the central tasks of education, which falls on the shoulders of the fine arts teacher. In fine arts classes, where mostly practical work takes place, it is impossible to achieve success without the activity and consciousness of the student.

In understanding the essence of artistic creative activity we are based on the interpretation of the most recognized interpretations of activity and creativity. According to the definition of S. L. Rubinstein, activity is a type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one’s existence. In turn, creativity as a process that creates qualitatively new material and spiritual values ​​or the result of creating a subjectively new one is impossible without active transformative activity, marked by a high degree of individuality and independence. Thus, creative activity is a human activity aimed at understanding and transforming the world around us and oneself in it by creating new products of material and spiritual social value. An example of such a product could be the creation of a work of art, and in this case we are already talking about artistic and creative activity, which is reflected in a variety of genres and types of art.

Artistic, creative and independent activities of students have a close relationship. Conscious, active and independent work of students is an excellent prerequisite for deepening and expanding acquired knowledge, developing interest in the matter, and promoting creative pursuits.

Let us turn to the meaning of the concept of “independence”. Independence - personal quality, expressed in the ability to think, analyze situations, develop one’s own opinion, make decisions and act on one’s own initiative, regardless of imposed views and methods of resolving certain problems. In the pedagogical encyclopedic dictionary, independence is defined as one of the leading qualities of a person, expressed in the ability to set certain goals and achieve them. on our own. Independence means a person’s responsible attitude towards his actions, the ability to act consciously in any conditions, and make unconventional decisions. These definitions once again emphasize the important role of independence in creative activity and lead us to the conclusion that the concepts of artistic-creative and independent activity have common feature- initiative and purposefulness of students’ actions in solving assigned educational tasks - and serve to meet their individual needs. Consequently, independent artistic and creative activity is the student’s initiative, purposeful activity, aimed at understanding and transforming the world around him by choosing a creative form of implementation and the ability to independently solve assigned problems in the changing conditions of the educational process.

Based on the general structure of activity, we present the structure of independent artistic and creative activity as follows:

The goal of the activity is the formation of a conscious image of the anticipated result towards which the activity is aimed;

Subjects of activity can be: teachers, students, schools, government bodies; - objects of activity can be: nature and natural materials, objects (things), phenomena, processes, students, student groups, the artistic and creative sphere, the internal state of a person;

The motive for activity can be: needs, social attitudes, beliefs, interests, drives and emotions, ideals;

Material and spiritual tools (objects, phenomena, processes) can be used as means of activity, i.e. everything that, due to its properties, serves as an instrument of action;

Activity process - actions aimed at achieving the set goal;

The result of an activity is the result (product) that the subject strived for.

Speaking about the manifestation of creative independence of schoolchildren in learning, we adhere to the point of view of F.Ya. Baykova. In his opinion, creative independence is manifested in the fact that the student:

Actively participates in awareness and research of the problem raised;

Skillfully applies his knowledge, life experience to establish new connections and relationships;

Having mentally established new connections between objects and phenomena of reality, he strives to be the first to formulate these connections in the form of a new law;

Having heard the inaccurate formulation of the law, he immediately detects and eliminates its shortcomings;

Having formulated the law, he strives to independently determine the consequences;

Opening new law, independently finds a practical application for it;

When solving a problem, he offers reasonable ways to solve it.

One of the central objectives of education is to develop students' skills in independent creative work. To further reveal the essence of the development of independence in creative activity, we will introduce a definition of creative cognitive activity, which is understood as the presence of the student’s intellectual ability and his ability to independently isolate essential and secondary features of objects, phenomena and processes of reality and, through abstraction and generalization, to reveal the essence of new concepts. Accordingly, the creative cognitive activity of students is an independent search and creation or design of some new product (in the individual experience of the student - new, unknown scientific knowledge or method, but known, as a rule, in social experience). Consequently, the main criteria for creativity in a student’s cognitive activity are: independence (full or partial); search and selection of possible options for moving towards the goal (in full or partial); creation of a new product (in full or partial form) in the process of moving towards the goal.

Children love artistic activities and often engage in them on their own initiative. Independent activity arises here, satisfying their individual needs. The teacher’s task, without violating the child’s plans, is to help create conditions for independent activity. The independence of creative activity is conditional, since the very subjectivity of learning new things by students carries with it the obligation of control on the part of the teacher. The teacher must stimulate and direct the creative cognitive activity of students, developing in them the skills and abilities of independent work. Thus, in composition classes conducted by us at the Kargapol Children's Art School (Kargapolye, Kurgan Region), using the method of drawing from life, students independently organized observation and analysis of nature when performing homework- making sketches and drawings.

In organizing a fine arts lesson, an important role is played by the organization of collective activities, which determines the direction of individual independent work students. In organizing independent work, the leading element is the procedural basis of the activity. The individual form of organizing independent work is secondary. If an atmosphere of collective creativity is not created in the class, then the use of individual independent work of a creative nature may not give the desired results. If such an atmosphere is created, then students begin to work at the level of their capabilities, that is, when performing only frontal tasks, they achieve high level creative activity. It follows that in classes fine arts We propose to use the following forms of organizing independent work: frontal, individual and group. In particular, in classes on the subject of art history, to develop the independence of schoolchildren in artistic and creative activities, we used group form organization of classes. For this purpose, we divided 4th grade schoolchildren (14-15 years old) into two groups to study and prepare home reports on the work of the French impressionist artists E. Manet and C. Monet. Next, the students continued to work in groups, performing various tasks in class, while their activity was stimulated by competition between groups.

Since one of the aspects of creativity is activity in the field of creating and implementing projects, in organizing the development of independence of schoolchildren in artistic and creative activities, we turned to the technology of project-based learning. According to N.I. Lazareva, creative project activity most contributes to the creative self-realization of schoolchildren if the school project is not so much of an educational, but rather a creative and practical nature.

Creative project activity is understood as cooperation between a teacher and a student aimed at mastering universal human values ​​through the development of an emotionally sensitive sphere, aesthetic activity and the creation of a personal educational product that ensures the student’s creative self-realization in other areas of activity. In the context of our research, we included the following structural components of creative project activity: goal setting, educational co-creation, emotional and research activity, reflection, which contribute to the creation of a personal creative educational product - a creative project. A creative project involves the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, works of fine or decorative art, etc.

The possibilities for developing students’ cognitive independence are significantly expanded when using a variety of sources in project activities, in particular, educational Internet resources that can be found on the pages of websites on various topics. In this way, children will gradually develop a holistic vision of beauty, in which history and modernity, classical art and everyday life are interconnected.

Let's consider the use of project activity technology in classes on depicting landscape painting, revealing the content of each stage of the project-based learning technology described in the manual by T.I. Shamova et al.

The 1st stage takes place in the form of a discussion of the upcoming topic of artistic and creative work. The teacher proposes a general topic (and thus a form of expressing the results of project activities) of the future creative project - creating an image of a landscape of water using the technique of oil painting.

The 2nd stage consists of the teacher choosing a form of organizing classes. In particular, to implement a creative project, we have already chosen an integrated form of organizing independent artistic and creative activity, combining: frontal, individual and group. At each specific stage of the project, a different combination of these forms will be used: frontal and individual, group and frontal, etc. depending on the goals of the lesson.

Stage 3 involves preparing materials for creative work, giving students the necessary theoretical material(stimulating students at this stage when using the video method - showing a slide show of paintings by artists, visual and illustrative method), conducting practical exercises to develop students’ skills in the technique of oil painting.

The 4th stage covers the development of the project itself. When students carry out independent search activities when working in plein air classes (method of drawing from life), developing the necessary sketches. The result of this search will be a reference sketch that determines further tasks for creating a creative project. Independent creative activity requires control from the teacher, so the teacher advises, controls the work of students, and stimulates the activities of students.

The 5th stage is to formalize the students’ results of their creative product. The work of schoolchildren is to create the very image of a landscape of a body of water using the technique of oil painting. The teacher, in turn, performs the same functions as in the above stage.

Stage 6 takes place in the form of an open discussion creative projects schoolchildren. The experts are the students themselves and the leader of the project activity - the art teacher. Then an exhibition of creative projects is organized, in preparation for which students are divided into groups and perform a specific task. At the stage considered, we used the possibilities of reflection and self-assessment.

We agree with M. Povolyaeva that in order to develop the creative abilities of schoolchildren, it is necessary that in the process of pedagogical communication between teacher and student, the student is actively involved in educational activities, freely expressed his attitude and overcame the difficulties that arose. In this case, a contradiction arises, which, with competent pedagogical management of the child’s activities, becomes driving force creative independence. This contradiction manifests itself between the need independent decision in changing conditions and insufficient development of the child’s independence to solve problems without ready-made algorithms in the educational process. In this regard, the following pedagogical conditions necessary for the development of creative abilities are identified. Firstly, the content of the educational material must be such that schoolchildren are able to go beyond the model. Secondly, the learning process itself, aimed at mastering this material, should stimulate the development of the creative abilities of schoolchildren. In other words, in the organization of the educational process it is necessary to provide for the possibility of cognitive activity at various levels, a gradual transition from performing tasks of a reproductive nature to creative ones.

Based on the definition of strategy, we consider as the leading one: 1) an activity-based approach, on the basis of which vocational education is traditionally and technologically implemented; 2) a personality-oriented approach, guaranteeing the humanistic nature of education, enshrined in its legislative framework, which, by definition, ensures self-determination and self-realization of the individual. Let us consider in more detail the approaches underlying the theoretical and methodological research strategy, starting with the activity approach.

The activity approach was developed in the works of V.A. Belikov, A.V. Brushlinsky, L.S. Vygotsky, P.Ya. Galperin, N.S. Glukhanyuk, N.V. Kuzmina, S.L. Rubinshtein, N.F. .Talyzina, D.I.Feldshtein, V.D. Shadrikov, V.S. Shvyrev, etc. It represents: a set of theoretical, methodological and concrete empirical studies in which the psyche and consciousness, their formation and development are studied in various forms subject activity of the subject; a theory based on the category of objective activity; the theory that, as a result of learning, the student acquires the knowledge necessary to master professional skills that are specified by the learning objectives.

Since the first definition connects activity with the consciousness of the individual, and creative independence is an integral characteristic of scientific and pedagogical consciousness, we will take the first definition as a working one. The goal of the approach is to transfer the student to the position of a subject of cognition, work and communication, which, in turn, is impossible without goal-setting and planning of activities, its regulation, control and self-analysis. Thus, the very purpose of using the activity approach in research dictates its predictive nature. In our study, the purpose of using the activity approach is to study creative independence as a type of activity, which allows us to reveal its essence, content, and structure. The approach provides a theoretical and methodological basis for constructing a technology for the formation of creative independence among university students - future teachers.

The core category of the approach is the category of activity around which the main provisions of the approach are built. Activity is understood as a form of mental activity of the individual, aimed at understanding and transforming the world and the person himself; the highest form of personality activity, based on consciousness. The main provisions of the activity approach make it possible to apply the approach as a methodological research toolkit and include the following: student personal training independence

• 1) the main type of human activity is labor. Other types of human activity (play, study, etc.) are genetically related to difficulty. Creative independence is considered in the context of the activity approach as a type of activity. Creative independence as a component is generally part of any type of activity, but considering the creative independence of a future teacher as a professional function allows us to classify it as a subtype of work activity;
• 2) central system-forming component psychological system activity is its goal. In creative independence, there is a target component, which consists of the future teacher determining the trends in his professional development, self-realization, as well as helping students determine the trends in their self-development;
• 3) the macro- and microstructure of activities differ. The macrostructure of activity is described in conceptual diagrams and assumes: motive, goal, process, result (A.N. Leontiev); motive, goal, means, social situation, result, assessment (S.L. Rubinstein); need, motive, task, method of action (V.V. Davydov); motive, goal, program, information basis, decision making, professionally important qualities (V.D. Shadrikov).

Microstructure includes activities - actions - operations. The microstructure of creative independence includes the following units: activity - creativity; actions - creative orientation; operations - observation of the creative process. The macrostructure of creative independence as an activity consists of the above goal, its decomposition into tasks, a process, the components of which are a chain of actions for creative independence, a result corresponding to the goal;

4). There are two types of activity structure: constant, which assumes one sequence of actions, and variable, which allows differences in the sequence of their execution. For creative independence, the subject of which is a teacher training university student, we consider it necessary to somewhat reduce the structure of creative independence and allow for its variable nature. Reducing the structure of creative independence presupposes maintaining a personal-creative orientation in it. Reducing the structure of creative independence changes its type.

Creative independence, its formation, carried out in the process of preparation for a given function, can be based on a variable structure.

A variable structure characterizes creative independence at a naive-intuitive level: it contains a pre-creative orientation (for example, collecting material for creative work), a predictive nature (formulation of a topic), and writing a work. Changing the structure of creative independence at its different levels is a feature of preparation for creative activity. Thus, in the process of preparing a future teacher for creativity - from the naive-intuitive to the scientific-hypothetical level - the activity approach is implemented as a theoretical and methodological principle.

The result of applying the activity approach to the formation of creative independence of university students - future teachers is: 1) in organizing the creative activity of students; 2) in the organization of educational and cognitive activities of future teachers in the process of preparing for creative activity.

Thus, the activity approach will be applied in the study: as a methodological tool in the process of cognition of creative activity and independence (its essence, content and structure), ensuring the transition of future teachers to the position of a subject of cognition; as a theoretical and methodological principle that requires consideration of creative independence as an activity in the unity of its structural elements (actions, operations); as a methodological condition for the process of forming the creative independence of future teachers, providing an indicative basis for actions in the implementation of various aspects of creative activity.

However, the activity approach, revealing the structure of the process of forming the creative independence of future teachers, orients the researcher towards the formation of only creative skills and abilities, without considering creative independence as a stable quality of a teacher.

The formation of creative independence of university students pursues the goal of professional and personal development and self-development of the future teacher and his training in managing the self-improvement of students’ activities. This goal determined the need to analyze the formation of creative independence from the perspective of a personality-oriented approach. The personality-oriented approach was considered in the works of E.V. Bondarevskaya, G.N. Ermokhina, E.F. Zeer, A.V. Kiryakova, M.V. Clarin, A.V. Korzhuev and others. The personality-oriented approach puts educational system, the personality of the student, the development of his individual abilities. The main goal of the approach is to help the individual to know himself, self-determination and self-realization, and not to form predetermined properties. Its main difference from personality-oriented education, therefore, is that it does not engage in the formation of a personality with given properties, but creates conditions for the full manifestation and, accordingly, the development of personal functions of subjects of the educational process. Thus, the purpose of applying a person-centered approach in this study is to apply the creative independence of future teachers to their self-knowledge, self-determination and self-realization.

The personality-oriented approach is characterized by personal functions. V.V. Serikov identifies the function of motivation (acceptance and justification of activity), mediation (in relation to external influences and internal impulses of behavior), collision (seeing hidden contradictions of reality), criticism (in relation to values ​​and norms proposed from the outside), reflection (construction and maintaining a certain image of “I”), meaning-making (defining a system of life meanings down to the most important thing - the essence of life), orientation (building a personal picture of the world - an individual worldview), ensuring autonomy and stability of the inner world, creatively transforming (ensuring the creative character of any personal meaningful activity), self-realization (the desire for others to understand one’s image of “I”), ensuring the level of spirituality of life activity in accordance with personal aspirations (preventing the reduction of life activity to utilitarian goals). Let us consider the possibility of implementing these personal functions in the process of forming the creative independence of pedagogical university students.

The procedural basis of creative independence not only does not contradict the identified functions, but also repeats their logic. The motivation function is realized in the process of pre-creative orientation. The mediation function is activated in the process of collecting material for creativity. The collision function is updated before the development of a creative product. The function of criticism manifests itself to a greater extent as self-criticism and is directly related to the function of motivation. Further, starting with the function of reflection, independent creative activity is aimed at functions selectively, that is, different aspects of creative independence help the implementation of different personal functions.

The next important question, to what extent the student’s personality can participate in determining the goals and content of his education, finds the following answer from V.V. Serikov. To the extent that the formation of a personality is assumed, and not some functional activity components of the individual, the standard of which is set by society in different historical eras. Personally, what is initially self-determined by a person is built as his own world. Optimal, therefore, is education that presupposes the harmony of state standards and personal self-development.

To consider the formation of creative independence based on a personality-oriented approach, let us consider the provisions of this approach from the works of E.F. Zeer and I.S. Yakimanskaya:

• 1) the personal and professional development of the student is considered as the main goal, which changes the place of the subject of learning at all stages of the educational process. This presupposes the subjective activity of the learner, who creates the teaching and himself. The learner does not become, but is initially a subject of knowledge. The formation of creative independence presupposes that the future teacher acts as a subject of cognition. He sets himself a goal, he selects ways to achieve it, he records the results of his progress in educational activities.
• 2) the design of the educational process should provide for the ability to reproduce learning as an individual activity to transform (transform) socially significant standards (samples) of assimilation specified in training. The social and professional characteristics of the teacher’s personality are integrated into the content and technology of teaching. The formation of creative independence of pedagogical university students is a rather flexible process: a) thanks to training options in different basic components of training a future teacher; b) due to the fact that intermediate standards on the way to the goal determined by the teacher, in accordance with the requirements of the state standard, are set by the student himself;
• 3) education is the unity of two interrelated components: teaching and learning. In this case, there is an orientation towards the individual trajectory of the student’s personality development. Forming the creative independence of pedagogical university students helps to more adequately build an individual educational trajectory;
• 4) when designing and implementing the educational process: a) special work is required to identify the subject-object experience of each student, his socialization; b) control over the emerging methods of educational work; c) cooperation between the student and the teacher, aimed at exchanging experiences of various contents; d) special organization of collectively distributed activities between all participants in the educational process.

The formation of creative independence is aimed at identifying subject-object relationships. Cooperation between students and teachers, as well as the distribution and organization of activities, is carried out throughout the entire process of developing creative independence.

• 4) in the educational process there is a “meeting” of the socio-historical experience set by the training and the given (subjective) experience of the student, which he realizes in his studies. The interaction of two types of experience should not proceed along the line of displacing the individual, filling it with social experience, but through their constant coordination, using everything that has been accumulated by the student as a subject of knowledge in his own life; teaching is therefore not a direct projection of learning. This provision applies to the professional aspect of creative independence as a function of the future teacher. In this aspect, the interaction of the two types of experience is extremely important. Not only experience acts as socio-historical experience educational activities teacher, but also modern requirements for professional activity teachers. Repression of the individual would lead to unconscious copying of professional activity, compliance with its formal characteristics and norms. Coordination of activities helps to “pass” the taught experience “through oneself,” which increases the quality and effectiveness of training future specialists;
• 5) The criteria for the effectiveness of an organization and professional education are the parameters of personal and professional development. The development of the student as an individual occurs not only through his mastery of normative activities, but also through constant enrichment and transformation of subjective experience as an important source of his own development. The success of mastering creative independence is possible provided that one relies on subjective experience. Subjective experience as a source of personality development plays a large role in the professional aspect of creative independence. Of course, professional activity is subject to norms, but one’s own experience plays an important role here;
• 6) a personality-oriented approach creates conditions for the full co-development of all subjects of the educational process. The system of training a future teacher involves not just the implementation of creative independent activities, but the preparation of future teachers for creative independence. Since creative independence structurally includes not only knowledge and skills, but also qualities that ensure its effectiveness, the process of forming the creative independence of future teachers ensures the development of students in terms of their professionally significant qualities.

We consider a person-oriented approach as important methodological basis, part of the theoretical and methodological strategy of our research. As a methodological tool, the personality-oriented approach makes it possible to study the influence of creative independence in the context of the professional and personal formation and growth of future teachers in the basic components of the teacher education system. As a theoretical and methodological principle, it contributes to the construction of the foundations of interaction between “teacher - student” and “student - student” based on the priority of the individuality of the future teacher, cooperation between student and teacher. As a methodological condition, a personality-oriented approach contributes to the formation of creative independence of future teachers based on the interpretation of teaching as an individual activity to transform socially significant standards and on the basis of a vision of the main learning result not in the knowledge component, but in the rational organization of activity.

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Chapter I. Psychological and pedagogical aspects of the study of creative independence of adolescents

§1. The essence of the concept of “creative independence”.

§2. Psychological and pedagogical prerequisites for the formation of creative independence of adolescents.

§3. Institutions of additional education for children as a factor in the formation of creative independence of adolescents

chapter ii. experimental work on the formation of creative independence of adolescents in institutions of additional education for children.

§1. Criteria and technology for the formation of creative independence of adolescents.

§2. Diagnostics of identifying creative independence of adolescents.

§3. Pedagogical conditions effectiveness of forming creative independence of adolescents.

Introduction of the dissertation in pedagogy, on the topic "Formation of creative independence of adolescents in institutions of additional education for children"

The relevance of research. The current socio-economic situation in Russia has raised a number of problems related to the formation of creative individuals capable of independent socially significant activities. Transformative tasks can only be solved by people who are spiritually liberated, capable of proactive and independent thinking, and actively participate in the creation of material and cultural values, in production management, in improving social relations, i.e. people who are creatively independent.

Active development of relevant aspects of the implementation of the identified fundamental problem is currently underway in institutions of additional education for children (hereinafter sometimes referred to as “ECE institutions”). Functioning as open socio-pedagogical systems in the structure of a single cultural and educational space, they concentrate their efforts on deepening the motivation of children and adolescents for knowledge and creativity, promoting their self-determination, and forming independence in the organization and implementation of various types of activities.

In the Laws and regulatory documents of the Ministry of Education of the Russian Federation (Law “On Education” with amendments and additions to it /1992, 1996/; Model regulations on the establishment of additional education for children /1995/), the listed areas of activity of preschool educational institutions are defined as social institutions that ensure self-determination personality. They emphasize that these institutions should contribute to the formation of a common culture of a growing person, his adaptation to life in modern society, and the identification and realization of his potential capabilities.

The psychological and pedagogical works of L.S. Vygotsky, N.K. Krupskaya, A.S. Makarenko, S.T. Shatsky and others are of great importance for the methodological substantiation of this problem.

The problem of developing children's creative talent was reflected in the studies of A. G. Asmolov, A. M. Matyushkin, A. V. Petrovsky, A. V. Usova and others.

The works of M.A. Galaguzova and O.M. Dyachenko are devoted to the development of creative activity and individual independence. S.E.Matushkin, N.A.Tomin, A.N.Tubelsky.

Pedagogical ideas for the development of creative abilities and independence as personality traits were studied in many aspects in the works of T.V. Abramova, A.Ya. Nain, S.N. Serikov, N.M. Yakovleva and others.

The methodology for diagnosing initiative, independence, and creative potential of an individual is being developed by scientists T. G. Bogdanova, A. Z. Iogolevich, A. N. Luk and others.

Problem social orientation creativity is revealed by philosophers and sociologists V.G. Afanasyev, L.P. Bueva, R.G. Gurova and others.

The works of psychologists K.A. Abulkhanova-Slavskaya, B.G. Ananyev, L.I. Bozhovich, B.M. Teplov and others provide a comprehensive basis for the analysis of the conceptual-categorical system of the problems under study.

The study of philosophical and psychological-pedagogical literature shows that science has paid and continues to pay close attention to the issues of nurturing independence and developing the creative potential of the individual. However, the problem of developing the creative independence of children in the conditions of additional education institutions has not yet been the subject of special scientific research. Meanwhile, today, as emphasized above, these institutions play a big role in solving it. This is explained as follows.

Firstly, as our research has shown, a significant number of children and adolescents are enrolled in additional education institutions (up to 60% of total number schoolchildren).

Secondly, the research materials indicate that children’s need to realize their interests is not fully satisfied by family and school. Institutions of additional education, providing the child with the opportunity active participation V various types activities, opening up space for him to perform various social roles, including it in diverse relationships with the outside world, can and should become full-fledged factors in the realization of children's interests.

Thirdly, institutions of additional education, having qualified personnel and material resources, are able not only to satisfy, but also to develop the needs and interests of the child.

At the same time, an analysis of the practical activities of children's institutions of additional education showed that within these institutions, conceptual ideas for the formation of creative independence of children and adolescents, the structure of this process, the criteria for its success, its content and implementation technology have insufficient scientific justification. This brought us to the contradictions between:

The developing system of additional education for children and the insufficient development at its level of structural, content-technological components of activities to develop the creative independence of the younger generation;

The growing need of society for the formation of an active, creatively independent personality and the insufficient opportunity to satisfy it productively in the conditions of institutions of additional education for children;

Numerous types and types of institutions of additional education for children and insufficient clarity of the socio-pedagogical essence of their activities in the formation and development of the creative independence of a growing person.

The identified contradictions helped to identify the research problem: how, in modern conditions, to make the activities of children's institutions of additional education to develop the creative independence of children and adolescents effective, meeting the needs of society, maximizing the capabilities and predispositions of each child.

The relevance of this problem determined the choice of the topic of our research: “Formation of creative independence of adolescents in institutions of additional education for children.”

There are limitations to the study.

1. Considering the problem of developing the creative independence of children in children's institutions of additional education, we limited ourselves to activities related to arts and crafts.

2. In the study we consider early adolescence (10-12 years). This is largely determined by the fact that early adolescence is characterized by the ability to react emotionally to current phenomena. In addition, during this period of a child’s life, according to L.A. Venger, there is a correlation between the motives of one’s behavior and the motives of behavior of peers. Because of this, this particular age is the most favorable for the intensive involvement of the child in the process of developing his positive qualities.

The purpose of the study is to substantiate a set of pedagogical conditions that ensure the effectiveness of the process of forming the creative independence of adolescents in institutions of additional education for children.

The object of the study is the creative independence of adolescents.

The subject of the study is the process of developing the creative independence of adolescents in institutions of additional education for children.

The conceptual idea of ​​the study is reflected in the following hypothesis.

The formation of creative independence of adolescents in institutions of additional education for children will be effective if creative independence is considered as an integral personality quality, including intellectual, motivational and volitional components and manifested in personality-oriented, socially transformative activities; if the features of the formation of creative independence of adolescents in preschool institutions are identified and taken into account, representing a set of sequential actions that presuppose: free choice of activity; formation of a developing microenvironment in the paradigm of personalized, independent creative activity; organizing interaction between children and teachers; focus on the comprehensive development of adolescents’ abilities based on their high level in one or more areas of activity; organizing activities in accordance with the goals; implementation of a focus on socially transformative activities; ensuring a variety of social contacts for children; if the criteria for the formation of creative independence of adolescents are defined as: the development of their creative and organizational abilities; the presence of a stable need to engage in the type of activity being mastered; creative activity; expression of skills to independently achieve set creative goals; ability to be independent transformative activities in the chosen field of creativity; the ability to critically evaluate the results of one’s work; if the pedagogical conditions that ensure the effectiveness of the process of forming the creative independence of adolescents in preschool institutions include: taking into account the characteristics of adolescence; placing the teenager in the position of a creative subject in the life of the team and social environment by organizing his participation in the creative field; presenting a teenager with the opportunity for independent creative activity that has a personally oriented and socially transformative orientation; if the social and pedagogical potential of children's institutions of additional education is identified and realized, which has real opportunities to ensure a personally oriented and socially transformative orientation of the activities of children and teachers.

Based on the definition of the goal and the formulation of the hypothesis, the following tasks were set in the study:

1. Study the state of the problem in pedagogical science and practice.

2. Clarify the essence of the concept of “creative independence of the individual.”

3. To identify the features of the process of forming the creative independence of adolescents in institutions of additional education for children.

4. Determine the criteria for the formed™ creative independence of adolescents.

5. To identify, justify and experimentally test pedagogical conditions that contribute to the effective formation of creative independence of adolescents in institutions of additional education for children.

6. Develop programs to develop the creative independence of adolescents in institutions of additional education for children.

7. Based on the results of the study, develop scientific and methodological recommendations for the formation of creative independence of adolescents in institutions of additional education for children.

The methodological basis of the study was the philosophical, psychological, and pedagogical concepts about the natural, social and cultural conditionality of personality development (L.I. Antsiferova, B.M. Kedrov, I.S. Kon, V.S. Yurkevich), about the leading role of activity as a source formation of a person (AABodalev, V.A. Krutetsky, A.N. Leontyev, etc.), fundamental ideas of sociologists and psychologists about the need to prepare the younger generation for creative, conscious participation in socially transformative activities (V.T. Lisovsky, S.L . Rubinstein, E. Fromm, etc.), as well as the works of domestic and foreign researchers, which analyze various aspects of the process of formation of creative independence of the individual (E.A. Golubeva, M. James, I.V. Dubrovina, T.N. Malkovskaya).

The methodological significance for the study was general scientific methods systemic, synergetic and personal activity approaches.

Research methods. The set of methods used in the study is represented by such components as: theoretical methods (analysis, synthesis, generalization, comparison, operations with concepts, modeling), empirical methods (observation, study of performance results, documents), survey methods (interviewing, questionnaires, assessment and self-assessment methods), mathematical and statistical methods of data processing.

Organization, basis and stages of research. The chosen methodological basis and the assigned tasks determined the course of the theoretical and experimental research, which was carried out in several stages.

The first stage (1989-1991) was devoted to studying the state of the problem of the formation of creative independence of adolescents in pedagogical theory and practice. At the same time, the ascertaining stage of the experiment was carried out, the conceptual apparatus of the study was developed, a working hypothesis was determined, and organizational and substantive forms of pedagogical interaction were developed in the conditions of preschool institutions, aimed at revealing the personal potential of a teenager.

At the second stage (1991-1994), the concept of developing the creative independence of adolescents in institutions of additional education for children was built; the put forward theoretical positions were comprehended and adjusted; activity programs for teenagers in additional education institutions were developed; the pedagogical conditions for the effectiveness of the process under study and the criteria for the formation of creative independence of the individual in adolescence were determined. During the formative experiment, options for implementing the problem under consideration were constructed, the most optimal ones were improved, and the effectiveness of experimental activities was analyzed.

At the third stage (1994-1997), the results of the study were analyzed and summarized; they were introduced into the practice of additional education institutions for children; scientific and methodological recommendations were developed for the formation of creative independence of adolescents, the materials developed were published in the scientific and methodological press, and dissertation research was prepared for defense.

The experimental work was carried out on the basis of the Palace of Creativity for Students named after. N.K. Krupskaya in Chelyabinsk and in institutions of additional education for children in Zelenograd. IN certain types The experiment involved teenagers and teachers of the Orlyonok Children's Center, teenagers from out-of-school institutions Chelyabinsk region(Korkino, Kopeisk, Kyshtym). In total, the study covered 1,200 children and 400 teachers.

The effectiveness of the development of the problem was facilitated by the practical experience of the applicant as a member of the “Luch” pedagogical team of the Chelyabinsk State Pedagogical Institute and a teacher-methodologist at the Palace of Creativity for Children and Youth in Zelenograd.

The scientific novelty of the study is as follows:

The features of the formation of creative independence of adolescents in institutions of additional education for children have been identified and substantiated, suggesting: free choice of activity; formation of a developing microenvironment in the paradigm of personalized, independent creative activity; organizing interaction between children and teachers; focus on the comprehensive development of adolescents’ abilities based on their high level in one or more areas of activity; organizing activities in accordance with the goals; implementation of a focus on socially transformative activities; ensuring a variety of social contacts for children;

Criteria for the formation of creative independence of adolescents have been identified, defined as: the development of their creative and organizational abilities; the presence of a stable need to engage in a certain type of activity; creative activity; expression of skills to independently achieve set creative goals; the ability for independent transformative activity in the chosen field of creativity, for independent forecasting and implementation of original solutions; the ability to critically evaluate the results of one’s work.

The theoretical significance of the study is that:

The concept of “creative independence” has been concretized and developed, defining the personality quality it denotes as integral, including intellectual, motivational and volitional components and manifested in personality-oriented, socially transformative activities;

A set of pedagogical conditions has been developed and theoretically substantiated to ensure the effectiveness of the formation of creative independence of adolescents in institutions of additional education for children. The main ones of these conditions include: taking into account the characteristics of adolescence; placing a teenager in the position of a creative subject in the life of a team and the social environment by organizing his participation in the sphere of creativity; providing a teenager with the opportunity for independent creative activity that is personal-oriented and socially transformative.

Well-founded pedagogical conditions make it possible to develop programs and scientific and methodological recommendations for the formation of creative independence of adolescents in the conditions of any educational institutions.

The practical significance of the study is due to the implementation in the process of its implementation of the following positions:

Based on the identified pedagogical conditions for effective formation and criteria for the formation of creative independence of adolescents, the program “Formation of creative independence of adolescents through arts and crafts” was developed and tested; Methodological recommendations for its implementation have been developed for parents and teachers, which are used in the activities of institutions of additional education for children in the city. Chelyabinsk and Zelenograd.

A special course “Pedagogical conditions for the formation of creative independence of adolescents” was developed and delivered for teachers of institutions of additional education for children, which received a positive assessment from students in the city. Chelyabinsk and Zelenograd.

The validity and reliability of the obtained results and scientific conclusions of the study are ensured by the initial methodological and theoretical provisions; using a set of methods adequate to the object under study; relying on similar provisions and conclusions of other researchers; representativeness of experimental data, their quantitative and qualitative analysis; confirmation by the results of the study of the correctness of his hypothesis; positive changes in the activities of institutions of additional education for children. Chelyabinsk and Zelenograd on the formation of creative independence of adolescents.

Testing and implementation of the research results were carried out:

Through publication of research results in scientific and methodological press;

Through the introduction of developed programs and methodological recommendations into the practice of activities of institutions of additional education for children in the city. Chelyabinsk and Zelenograd;

During the participation of the author of the study in annual scientific conferences of teachers of the Chelyabinsk State pedagogical university(1991-1997), in international, republican and regional scientific conferences in the city. Barnaul, Moscow, Chelyabinsk (1991-1996);

The main results of the study are used in the work of scientific and practical seminars in the system of advanced training of teachers in institutions of additional education for children.

The following provisions are submitted for defense:

1. The activities of institutions of additional education for children in the formation of creative independence of adolescents should be based on a specific and developed concept of “creative independence”, which defines the personality quality it denotes as integral, including intellectual, motivational and volitional components and manifested in personally oriented, socially transformative activities.

2. Features of the process of forming the creative independence of adolescents in institutions of additional education for children presuppose: free choice of activity; formation of a developing microenvironment in the paradigm of personalized, independent creative activity; organizing interaction between children and teachers; focus on the comprehensive development of adolescents’ abilities based on their high level in one or more areas of activity; organizing activities in accordance with the goals; implementation of a focus on socially transformative activities; providing a variety of social contacts for children.

3. The criteria for the formation of creative independence of adolescents are: the development of their creative and organizational abilities; the presence of a stable need to engage in a certain type of activity; creative activity; expression of skills to independently achieve set creative goals; the ability for independent transformative activity in the chosen field of creativity, for independent forecasting and implementation of non-standard solutions; the ability to critically evaluate the results of one’s work.

4. The main pedagogical conditions that ensure the effectiveness of the process of forming the creative independence of adolescents in institutions of additional education for children include: taking into account the characteristics of adolescence; placing the teenager in the position of a creative subject of the life of the team and the social environment by organizing his participation in the mastered sphere of creativity; providing a teenager with the opportunity for independent creative activity that is personal-oriented and socially transformative.

Structure and scope of the dissertation. The dissertation consists of an introduction, two chapters, a conclusion and a bibliography.

The introduction justifies the choice of research topic and its relevance; the main contradictions in the field of formation of creative independence of adolescents and the reasons that determined them are revealed; the purpose, object and subject of the study, its hypothesis, objectives, and methodological basis are determined; the stages and methods of research are revealed; factors of novelty, theoretical and practical significance of the work are outlined; provides data on testing the research results; the provisions submitted for defense are formulated.

The first chapter - “Psychological and pedagogical aspects of the study of creative independence of adolescents” - examines the main approaches to determining the creative independence of an individual in psychological and pedagogical literature; the choice of working definition is justified; the psychological and pedagogical prerequisites for the creative independence of adolescents are revealed; the specifics of the activities of the teaching staff of additional education institutions in the formation of this key and adjacent personality traits of a teenager are characterized.

The second chapter - “Experimental work on the formation of creative independence of adolescents in institutions of additional education for children” - describes the organization of experimental work; the identified criteria for the formation of creative independence of adolescents are substantiated; formation technology is being considered of this quality individuals in institutions of additional education for children; the diagnosis of creative independence of adolescents is revealed; an analysis of the pedagogical conditions for the effectiveness of the formation of the studied personality quality in preschool institutions is given; The results of the experiment are summarized.

In conclusion, the main conclusions of the study are formulated and prospects for further research work are outlined.

Conclusion of the dissertation scientific article on the topic "General pedagogy, history of pedagogy and education"

Conclusions on the second chapter

1. The second chapter of this study reveals the content of the experimental work.

When starting to implement the content of the experiment, we determined the main criteria for the formation of creative independence of adolescents, which included: the development of their creative and organizational abilities; the presence of stable needs in engaging in the type of activity being mastered; creative activity; the expression of skills for independently achieving set creative goals, the ability for independent transformative activities in the chosen field of creativity, the ability to critically evaluate the results of one’s work.

2. The technologies used during the experiment for the formation of creative independence of adolescents made it possible to organize their intellectual and play activities in order to identify and realize their capabilities and predispositions.

The experiment showed that the expansion of the sphere interpersonal communication teenagers in a creative association (studio, center, circle), providing them with the opportunity for initiative independent activity with its subsequent analysis and evaluation, the consistent complication of this activity significantly increases the effectiveness of the process of forming creative independence.

3. The examined diagnostic methods for identifying creative independence made it possible to summarize the material, draw conclusions and develop programs for the formation of the studied personality quality of adolescents.

4. The analysis of psychological and pedagogical literature and the set of diagnostic methods used during the experiment made it possible to determine the pedagogical conditions for the effectiveness of the formation of creative independence in adolescents. These conditions should be built taking into account the characteristics of adolescence and be based on compliance with such factors as: 1) placing the teenager in the position of a creative subject of the life of the team and the social environment; 2) providing a teenager with the opportunity for independent creative activity that is personal-oriented and socially transformative.

Conclusion

In accordance with the purpose and objectives of the study, we studied and analyzed the state of the problem of forming the creative independence of adolescents in pedagogical theory and practice.

The development of the essential characteristics of creative independence is based on the fundamental ideas of systemic and personal-activity approaches, taking into account the requirements of the current level of development of psychological and pedagogical theory and practice.

The research carried out is of a theoretical and applied nature.

The work performed confirmed the hypothesis and allowed us to draw the following conclusions.

1. During the study, the degree of development of the problem in the scientific and methodological literature was studied and revealed. The study showed that the formation of creative independence of adolescents in the conditions of additional education institutions requires serious theoretical understanding.

2. The essence of the acceptance of “creative independence of the individual” has been clarified. The personality quality he denotes is defined as integral, including intellectual, motivational and volitional components and manifested in personality-oriented, socially transformative activities.

3. The features of the process of forming the creative independence of adolescents in institutions of additional education for children have been identified and substantiated, which represent a set of sequential actions that presuppose: free choice of activity; formation of a developing microenvironment in the paradigm of personalized, independent creative activity; organizing interaction between children and teachers; focus on the comprehensive development of adolescents’ abilities based on their high level in one or more areas of activity; organizing activities in accordance with the goals; implementation of a focus on socially transformative activities; providing a variety of social contacts for children.

4. Based on theoretical principles, criteria for the formation of creative independence of adolescents were determined and tested during the experiment, such as: the development of their creative and organizational abilities; the presence of a stable need to engage in a certain type of art; creative activity; expression of skills to independently achieve set creative goals; the ability for independent transformative activity in the chosen field of creativity, for independent forecasting and implementation of non-standard solutions; the ability to critically evaluate the results of one’s work.

5. Pedagogical conditions have been developed and experimentally tested to ensure the effectiveness of the process of forming the creative independence of adolescents in institutions of additional education for children. The most significant of them are: taking into account the characteristics of adolescence; placing the teenager in the position of a creative subject of the life of the team and the social environment by organizing his participation in the mastered sphere of creativity; providing a teenager with the opportunity for independent creative activity that is personal-oriented and socially transformative.

6. As a leading factor in the significance of the social and pedagogical potential of children's institutions of additional education, the factor of the real possibility of providing this institution with personality-oriented and socially transformative parity activities of children and teachers, aimed at the development and self-determination of adolescents in creativity, has been identified.

7. Based on the identified pedagogical conditions that ensure the effectiveness of the formation of creative independence of adolescents in preschool institutions, the program “Formation of creative independence of adolescents through arts and crafts” was developed and tested; Methodological recommendations for its implementation have been developed for parents and teachers, which are used in the activities of institutions of additional education for children in the cities of Chelyabinsk and Zelenograd. A special course “Pedagogical conditions for the formation of creative independence of adolescents” was developed and delivered for teachers of institutions of additional education for children, which received a positive assessment from students in Chelyabinsk and Zelenograd.

The study reflects the prospects for the development of further scientific research on the identified problem:

Development of design technology educational programs on the formation of creative independence in the conditions of institutions of additional education for children;

Identification and substantiation of scientific and practical aspects of interaction between institutions of additional education and other social institutions in the field of formation of creative independence of children and adolescents, etc.

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IRINA Sitdikova
Development of creative activity and independent thinking of older children up to school age

DEVELOPMENT OF CREATIVE ACTIVITY AND INDEPENDENT THINKING OF SENIOR PRESCHOOL CHILDREN THROUGH THE ORGANIZATION OF RESEARCH ACTIVITIES

Sitdikova Irina Anatolevna

Municipal Autonomous preschool educational institution kindergarten general developmental type No. 79 g. Tomsk

e-mail: [email protected]

Modern life in all its manifestations is becoming more diverse and complex. What is required from a person is not stereotyped, habitual actions, but mobility thinking, quick orientation, creative approach to solving large and small problems.

After five years, children realize that everything can be learned on one's own, and meaningfully use this method to acquire new knowledge. But parents and teachers who did not realize the significance independent initiative of children to develop a child’s personality, they often follow the simplest way: prohibit and punish. As psychologist N.N. proved Podyakov: “Deprivation of the opportunity to experiment, constant restrictions independent activities in early and preschool age lead to serious mental disorders that last a lifetime and have a negative impact on child development and self-development, on the ability to learn in the future.”

More often in educational classes development children are given a passive role "recipient of information", therefore, they are deprived of the opportunity to show their own cognitive initiative. Classes are structured in the form of a teacher’s story and questions to children to consolidate acquired knowledge, and their own experience children goes unnoticed.

From work experience I know that children are not developed enough own cognitive experience, children are not given much opportunity to express independence in knowledge of the surrounding world. Diagnostics confirm the above. Yes, 96% children from the elders groups of preschool educational institutions It is difficult to put forward hypotheses and, even more so, to find ways to solve the proposed non-standard situations. 75% children- identify essential features of objects and compare various facts. Only 7% children were able to analyze the object (phenomenon) and give the correct answer with reasoning.

It should be noted that the resulting intellectual passivity, when knowledge is given in ready-made form, leads to limited intellectual impressions, interests of the child, and insufficient development own cognitive experience. Of course, children put forward hypotheses, and finding ways to solve them puzzles them. On the one hand, they do not know how to solve the problem, and on the other, the teacher does not give them the opportunity to express themselves.

At the same time, research activity as a form search activity V practice Preschool education is not yet widely used, although it is the most important means development such basic personality qualities as creative activity and independence. In my opinion, this is due to a number of reasons:

Educators have difficulty modeling cognitive cycle activities with elements of experimentation and the research method;

The technology for organizing children's experimentation and the research method for everyone has not been sufficiently developed age groups; methods and techniques that promote mastery of research skills and development of creative activity and independent thinking of children.

Currently insufficient development of creative activity and independence of children of senior preschool age in educational classes development using the research method still remains a problem. Modern children should receive real ideas about the various aspects of the object being studied; formulate discovered patterns and conclusions; be independent, active, creative and healthy. Creativity does not develop on its own, but letting a child try himself in any field is our task, this is the relevance.

The purpose of pedagogical preschool work became: development of creative activity and independent thinking in children of senior preschool age through research activities.

« The best discovery is which the child does himself", - these words of Ralph Wemerson fit like no other to the method of children's experimentation and research activities because it allows the child to make small discoveries. The use of this teaching method was advocated by such classic teachers as J. A. Komensky, I. G. Pestalozzi, J. J. Rousseau, K. D. Ushinsky and many others. In the studies of L. M. Manevtsova, the influence of search and research activities on the formation of cognitive interest in preschooler, which manifests itself in active inclusion in any activity, in the appearance large quantity questions in independent setting and solving cognitive problems by children.

For example, according to psychologist N.N. Poddyakov, children’s experimentation claims to be the leading activity during the period preschool child development: “The fundamental fact is that the activity of experimentation permeates all areas of children’s life, all children’s activities, including play. The latter arises much later than the activity of experimentation.”

To maintain and further developing children's interest We apply an algorithm of exploratory behavior to children's experimentation children.

Algorithm for exploratory behavior

1. At the first stage, the teacher first poses the problem, suggests solutions, and the children on one's own select and find the necessary material and equipment (picture 1). Then they perform the simplest actions, draw a conclusion, thereby develops own research children's activity. Interest appears because a problem-hypothesis is being solved, which is based on experience children. The purpose of this stage: to interest children. For example: in classes, specially simulated problem situations are offered on behalf of fairy tale character Karkushi that introduce children in a play situation.

Figure 1. Algorithm of exploratory behavior at stage I.

2. At this stage of learning, the teacher formulates the problem, and the children look for a method to solve it on one's own(Figure 2). We only teach children different ways finding a solution to the problem is a complication of the second stage. At the same time we set questions: "What need to do?", “How can I check?”, “What will happen if. ?. This creates conditions for practices interpersonal communication and cooperation. Yes, in class "Scientific answers to common questions", Karkusha asked a question about how you can "teach" float raisins. The children made assumptions, examined the water in the vessels, and found a way to solve the problem.

Figure 2 Algorithm of exploratory behavior at stage II.

3. At this stage children pose the problem themselves, find a method and develop ways to solve the problem (Figure 3):

1) children make cards with a symbolic image of the task (Topics) experiment;

2) keep observation diaries, where they graphically record the beginning of the experiment and its final result.

In class "The brain is our commander", Karkusha and the teacher all the time doubted whether it was necessary to study the brain, how to study it, what is the brain for? A variety of forms of classes, both traditional and non-traditional, motivate children for intellectual reasoning.

Figure 3 Algorithm of exploratory behavior at stage III.

Most often, children themselves pose a problem and find ways to solve it, this is facilitated by cognitive (mental) exercises “Find the error during the experiment”, "Encrypt actions", "Before and after". As a result, they learn to compare, generalize, and analyze.

Experiments are accompanied by putting forward many hypotheses and guesses and pronouncing actions. This has a positive effect on speech development of preschoolers: the vocabulary of words expands and deepens, the ability to competently construct complex sentences and communication skills is formed.

The method of mutual learning, introduced into the structure of the lesson, allows for older preschoolers Don’t be afraid to speak in front of younger children, teach them in a simple and fun way.

In our work we use integrated classes, which include preschool teachers.

Fine art studio: We observe objects of living and inanimate nature. We consider the works of great artists such as Shishkin I. I., Grabar I. E., Levitan I. I. We play art games "Associations", « Co-creation» , "Colors of Nature".

Music classes: Developed with a music worker didactic experimentation games "Noise boxes", “Find out what it sounds like?”.

Physical development: Together with a physical instructor development selected outdoor games, psycho-gymnastics, developed joint activities with elements of experimentation and research activities “Why do we need arms and legs?”, "How We Hear".

Parents: To popularize research activities children a plan was drawn up for interaction with parents who help children search for information about the objects being studied and take part in various competitions. The necessary information is displayed in the parent corners to increase the competence of parents on this issue.

One of the areas of work on development cognitive abilities children through research activities, development and implementation research projects "The Journey of a Droplet", "Rainbow of Colors", "Chocolate" who contributed development own cognitive experience children, developed the initiative, intelligence, inquisitiveness, independence. This system of work of preschool educational institutions allows us to achieve positive results. Encouraging children's curiosity, quenching the thirst for knowledge of little ones "why" and guiding them active mental activity, promote development children's abilities in the process of experimentation and research activities. It is important for us that the child begins to think and reason.

Bibliography:

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2. Loseva E. V. Development cognitive and research activities in preschoolers / St. Petersburg.: Publishing House LLC "Childhood-Press", 2013

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