The problem is that schooling cannot always create conditions for the development of such abilities. That is, students cannot use the knowledge acquired in one area in another. It turns out that Studying in a Russian school blocks the normal development of the student.
The concept of the educational process is based on recognition of the need to include schoolchildren in the process of active creativity through the opportunity to make a choice of content and type of activity, acquire the necessary knowledge through dialogue and collaboration with the teacher and peers, in the search for non-standard solutions. This presupposes significant changes in the organization and management of the educational process, ensuring the development creative activity schoolchildren, transforming the subject method into a means of solving some independently set tasks.
Working for more than 30 years in a rural school, I often encountered low cognitive activity of children. The fact that our students for two decades have never won prizes in subject Olympiads and competitions made me think about the problem of developing the creative potential of rural students. There was a need to create conditions for intensifying educational and cognitive activities.
The active learning strategy focuses on improving the creative potential of each student. It is necessary to provide students with opportunities to consciously develop their activity. How to do it? I found the answer: fill with new content and radically change the structure and methodology of conducting classes in subjects.
It should be borne in mind that if learning goals change, then the classroom system must also change. Changing the forms of activity of schoolchildren in itself leads to the emergence of new forms of organizing educational work. Experience shows that the use of student-centered learning technologies promotes the development of creative activity even in classes where there are many students with a low level of cognitive independence. I was convinced that If you create certain conditions, then educational and practical activities can increase cognitive activity and bring it to creativity in some students.
I will show this using the example of the 2011 release. The guys came to me in 8th grade. 67% of students have a low level of motivation. In order for the learning goals to be achieved by all students as much as possible, I decided to use the following method of enhancing cognitive activity: variety of lesson genres.
I began to combine and apply algorithms of several pedagogical technologies in my lessons: integration, laboratory classes, pedagogical workshop, research methods and problem-based learning. Moreover, the “Concept for the Modernization of Russian Education” draws serious attention to these approaches to training and education:
- person-oriented;
- integrated and, as its element, competence-based;
- non-violent ways of interaction in a multicultural world;
- use of interactive methods and means of education.
To develop the creative activity of students in this class, we had to look for new ways. I decided to pay serious attention to speech development lessons. A figurative language, a sharp eye, a memory that is tenacious for details, and good taste will never appear out of nowhere. All this is developed over the years and thanks to a variety of techniques and means that activate the cognitive activity of students.
Therefore, I determined for myself the necessary conditions for the development of cognitive and creative activity of students in speech development lessons: ; creating a favorable atmosphere; use of differentiated and individual approaches; pedagogical cooperation; the opportunity for each student to see their growth; raising problematic issues; use of tasks aimed at developing creative thinking.
Among them, I would especially like to highlight various techniques for the development of critical thinking (associations, mixed up logical chains, insert, marking table, two-part diary, table of arguments, cluster, syncwine, fishbone, prediction tree, cross-discussion).
It has long been noted that interest in a subject is also developed through differentiated creative tasks. Working in groups according to levels of cognitive activity takes on real meaning. Opportunities for working with strong students increase noticeably. There is no need to reduce general level requirements, look at students with a low level of training. The use of differentiated tasks in lessons allows us to highlight a number of positive aspects that increase students’ interest in learning activities:
- problem-search formulation of educational tasks, which requires not the perception of the material, but active mental activity;
- the role of the teacher is reduced to a guiding and organizing function;
- systematic monitoring of the development of skills and abilities of independent work through oral and written differentiating tasks.
Combination of elements of different methods and technologies helps students penetrate deeper into the structure of the language and realize its enduring values. I developed a series of such original lessons, shared my experience at a professional regional review-competition of methodological and didactic teaching aids on one of the most difficult topics, “Analysis of a poetic text as the art of figurative speech.”
The main task of the teacher is to make students think in any way. An opportunity to look at the material studied from a new angle- one of the ways to force the student to be active in the lesson. The study of any text, an attempt to penetrate into the depths of language, is the subject of laboratory work, which can be successfully used in speech development lessons. Each student has the opportunity to demonstrate the ability to generalize material. The simplest technique is to draw up supporting notes in a laboratory chart based on conclusions obtained as a result of observations. It's difficult at first. When work is done within the system, most students can handle it.
The sequence of actions during the educational process plays the most important role. Preparatory stage, the stage of organizing joint activities between the teacher and students; the stage of summing up and analysis must be thought out and worked out.
I believe that this organization of educational work has changed the situation for the better. An indicator of student activity is the students' attitude to the subject. The psychologist and I conducted diagnostics. Students were given a multiple-choice questionnaire.
A comparative analysis showed that students in the 10th grade like the Russian language more than in the 8th grade. These indicators are reflected in the diagram.
Students' attitude to the subject.
Target: explore the attitude of 8th and 10th grade students to subjects
Diagnostics indicate that the percentage of tenth-graders’ positive attitude towards the subject has increased compared to their attitude towards the Russian language in 8th grade. There is not a single student who is always bored in class.
The following diagram shows the increase in the level of cognitive activity.
Level of development of students’ cognitive activity
(diagnostics prepared by the head teacher of water management)
Purpose of diagnosis: based on the identified criteria and indicators, carry out comparative analysis formation of students' cognitive activity.
The diagram shows positive changes. The number of students at the average level has increased, and, conversely, the number of students at the low level has decreased. The transition of students from low and average to high and average levels indicates the correctness of the chosen methodology.
Increased cognitive activity of students in the classroom also influenced the development of creative qualities of the individual. This was also shown by a questionnaire identifying the creative qualities of students (according to the method of V.I. Andreev). What qualities of a creative personality have developed in students is shown in this graph.
Development of creative personality qualities
(diagnostics prepared by a school psychologist)
Target: explore the development of creative qualities of each student
The graph of the development of personal qualities shows that the use of forms and methods of personality-oriented learning contributes to the formation of creative qualities of students. The level of development of creative qualities among 10th graders is higher than that of the same students in 8th grade.
Creating an environment for the development of thinking abilities, individually differentiated and activity-based approaches, focusing on the student’s zone of proximal development, a situation of success in the classroom - all this contributed to the development of the creative abilities of students with a high level of cognitive independence. This is evidenced by the achievements of the 2011 graduates.
While working on developing the creative activity of rural schoolchildren, I noticed how many of them developed a steady interest in the subject, and the level of independence and inventive activity increased. Analysis of the results indicates that the active learning strategy forms students’ positive motivation for academic work, and therefore contributes to the development of creative activity. The creative works of students from the class of 2011 have been repeatedly noted at the district and regional levels. The number of winners and prize-winners at the school and municipal stages has increased.
A comparative analysis of the best Unified State Exam results in the Russian language shows a positive growth trend, the average score increased from 72 to 95. The number of students with the best Unified State Exam results has increased 3 times. The average literature score based on the Unified State Examination results was 73 points, which is significantly higher than municipal, regional and territorial values.
An analysis of the research conducted on the basis of this class showed that the combination of traditional and new techniques, forms and means of teaching based on the introduction of certain technologies of student-centered learning in the classroom contributes to the growth of students’ creative activity. The idea was confirmed: the driving force for the development of creative activity is the formation of motives that stimulate the individual to any independent creative actions, the inclusion of students in the search for non-standard solutions.
Each teacher has his own pedagogical means and techniques to achieve learning goals. In what forms this should be done, everyone decides for himself, since this is connected with the personal characteristics of the students and the teacher himself, and with the capabilities of the educational institution. The main condition for increasing the effectiveness of teaching is the desire to increase one’s teacher efficiency, increase student efficiency, and change one’s potential towards practicality.
As I understand from my work experience, To teach absolutely all schoolchildren to solve practical problems in class, to develop creative abilities in each student is a very difficult task. Studying the world from textbooks, we, teachers and students, as a whole, are never closer to understanding it. It turns out that understanding cannot be acquired or learned - it can only be suffered... on oneself, in one’s own skin. The latest educational technologies have allowed me to reveal the potential abilities of more students than before. I am glad that today I can contribute to a greater extent to the formation of independence and creativity in schoolchildren, although there is still a lot to learn.
Sometimes I hear from colleagues: “Before there was nothing: no computers, no Internet, and students studied, no technology or innovation for you.” The new appears because the old is no longer acceptable. Previously, we did not talk about the shortcomings of the traditional approach because there was no point in criticizing something for which an alternative could not be offered. Now it’s just a different time, different needs, different children, that’s why WE MUST TEACH DIFFERENTLY.
Bibliography
1. Antonova E.S. How to organize research in a Russian language lesson. - Russian language at school, 2007, No. 7. P. 3 - 6
2. Prishchepa E.M. “Student research activities” Library of the magazine “Literature at School”. - No. 12, 2004.
3. Polivanova K.N. Project activities schoolchildren: a manual for teachers. - M.: Education, 2008.
4. Celestin Frenet Grammar on four pages and school printing (translation by Rustam Kurbatov). - Publishing house “First of September” / Russian language, 2009, No. 13. P. 9-11.
5. Matyushkin A.M. Development of creative activity of students / Scientific research. Institute of General and Pedagogical Psychology Acad. ped. Sciences of the USSR. -M.: Pedagogy, 1991.
Article on psychology. Features of the development of creative activity in children of senior preschool age
Description of work: I offer an article about the features of the development of creative activity in children of senior preschool age. This article will be useful to teachers - psychologists, educators kindergarten, students.Creative activity of older preschoolers
The Concept of long-term socio-economic development of the Russian Federation for the period up to 2020 emphasizes that today it is necessary to ensure maximum access to cultural goods and education for Russian citizens, including improving the system of supporting children's and youth creativity, as well as maintaining the creative activity of young people. Also the Federal State Educational Standard preschool education Among the many problems he solves, he highlights the following:
- preservation and support of the child’s individuality, development of individual abilities and creative potential of each child as a subject of relationships with people, the world and himself.
A favorable period for the development of creative activity from a psychological point of view is preschool childhood because at this age children are extremely inquisitive, they have a great desire to learn about the world around them. In the studies of L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontyev, they find confirmation of the idea that in older preschool age a new type of activity appears - creative. And its originality lies in the fact that it gives rise to the opportunity to go from thought to situation, and not vice versa, as was previously the case. However, teachers and psychologists note the specificity of this activity in children of older preschool age. Thus, many of the components of creativity at this age are just beginning to develop, although subjectively the child is constantly discovering something new.
In development studies children's creativity, it is noted that in preschool age a child exhibits a number of traits that characterize him as a creator. This is a manifestation of activity and initiative in applying already mastered work techniques in relation to new content, finding original ways to solve assigned problems, using different types transformations.
It is known that the psychological basis of creative activity is imagination - a mental process consisting of creating images of objects and situations based on the results of their perception and comprehension. Imagination in preschool childhood manifests itself in three stages of development, and at the third stage, in older preschool age, children develop creative imagination.
In older preschool age, logical thinking begins to develop intensively. As if thereby determining the immediate prospects for creative development. The accumulation of experience in practical actions, a certain level of development of perception, memory, and imagination create a situation of confidence in one’s goals. A 6-7 year old child can strive for a distant (including imaginary) goal, while withstanding strong volitional tension for quite a long time.
Analysis of scientific literature allowed me to highlight indicators of children's creative activity:
1. High level of interest.
2. The ability to fantasize, imagine and model.
3. Demonstration of ingenuity, ingenuity and discovery of new knowledge, methods of action, search for answers to questions.
4. Manifestation of joyful emotions during work.
5. The ability to experience a situation of success, to enjoy the creative process.
6. Striving for originality.
7. Demonstration of independence in work.
8. Ability to overcome difficulties that arise.
Nurturing creative activity in older preschoolers has its own characteristics, determined by the psychological and physiological characteristics of their development.
Research by teachers and psychologists has established that a child’s creative activity in various areas depends on the specifics of age-related development, and is fully determined by it.
There are optimal sensitive periods for developing the ability to be creative. These include, as studies show (L.S. Vygotsky, L.V. Zankov, V.V. Davydov, D.B. Elkonin, A.Z. Zak), older preschool age, because It is during this period that the psychological foundation for creative activity is laid.
One of the most important mechanisms for the successful creative development of a child is the teacher.. The role of the teacher is to promote the child’s own creative activity. This is possible subject to interaction, which presupposes authenticity (sincerity), unconditional acceptance of the child and the ability for empathic understanding (empathy) on the part of the teacher. Without these conditions it is impossible to talk about the creative development of a child. The main task of the teacher is the ability to interest him, ignite his hearts, develop creative activity in him, without imposing his own opinions and tastes. The teacher must awaken in the child faith in his creative abilities, individuality, uniqueness, and the belief that creating goodness and beauty brings joy to people.
One of the determining factors in the creative development of children is the creation of conditions, the creation of an atmosphere where children develop curiosity and interest, the need to defend their creative positions, a sense of passion, a desire for creative achievements, and a situation of success in creative activity is created.
Thus, summarizing all of the above, we can conclude that the senior preschool age is a sensitive period for the development of logical thinking, creative imagination and creative activity.
In the holistic pedagogical process, the formation of creative activity is a necessary condition for the comprehensive development of the individual, which can be carried out in various types of activities. One of these types is project activity.
Introduction
1. Creative activity of students as a pedagogical phenomenon
1.1 Man as a subject and object of development
1.2Learning as an activity
1.3Creativity as self-strengthening of a student’s personality
1.4 Student’s creative activity in the classroom
1.5 Features of creative activity of school age
2.1 The influence of imagination on the development of creative activity
2.2Development of emotions as a means of developing creativity
2.3Game as the main activity for younger schoolchildren
2.4 Experimental work on the development of creative activity of junior schoolchildren
Conclusion
Bibliography
Introduction
At the moment, the development of children's creative activity is an urgent task of the educational system. Our time is a time of change. Now we need people who are able to make non-standard decisions and who can think creatively. Unfortunately, modern school still retains an uncreative approach to the acquisition of knowledge.
Monotonous, patterned repetition of the same actions kills interest in learning, children are deprived of the joy of discovery. Modern school education mainly continues to focus on the development of the student’s logical thinking. This approach to learning can inhibit the development of the creative side of the individual. Therefore, the search for a solution to the problem of developing creative activity is urgent and requires comprehensive consideration.
The relevance of this problem determined the choice of the topic of our thesis.
The purpose of the study is to identify the conditions for the formation of creative activity in primary school.
Object of study: creative activity of junior schoolchildren. The subject is the process of developing students' creative activity.
Research hypothesis. If in the process of educational work we use situations to develop the imagination, emotional sphere and game situations, then the process of forming the creative activity of younger schoolchildren will be more effective.
The goal, object, subject and hypothesis determined the objectives of the study:
identify the role of imagination in the creative activity of children in Russian language and reading lessons in elementary school.
analyze the importance of the development of the emotional sphere in the creative activity of younger schoolchildren;
to trace the influence of the game on the creative activity of students; -in experimental work, check and justify the identified pedagogical conditions for increasing the creative activity of primary school students.
In the study, we relied on fundamental works on the problems of the psychology of creativity: S. Rubinstein, B.M. Kedrov, A.V. Brushlinsky, Ya.A. Ponomarev, O.K. Tikhomirov. Also in our work we considered the works of B.M. Teplova, I.S. Lepites, V.A. Krutetsky, E.I. Ignatieva, K.V. Tarasova and other authors.
The developed psychological principles of the creative development of children in primary school: A.V. Zaporozhets, D.B. Elkonin, M.I. Lisina, L.A. Wenger, V.V. Davydov, N. Poddyakov.
The study was carried out over three years (2010-2013). The basis for the study was the primary classes of the Kyiv school.
1. Creative activity of students as a pedagogical phenomenon
1.1Man as a subject and object of development
In our dictionaries and encyclopedias, the concept of “person” is reduced to the concept of “personality”. And only the philosophical dictionary differentiates these concepts, but the philosophical encyclopedia (Moscow, 1970) completely confuses these concepts.
There, for the concept of “person,” it is proposed to study the articles “Personality” (T.Z) and “Philosophical Anthropology” (T.5). In the first of them, the concept of “person” is essentially reduced to the concept of “personality”: a holistic person is considered in the unity of his individual characteristics and the social roles he performs. The second discusses philosophical teachings about man, but this category is not revealed in its multidimensional definition, taking into account natural science ideas. Biological and other components of a person are ignored.
The characteristics of a person are multidimensional, but personality is only its official part, as it were, turned towards society. It is no coincidence that in the history of knowledge, man was called a part of the cosmos, a connection between soul and body, a social animal, the image and likeness of God.
Appeal to the concept of “man” has become fundamentally important in order to reveal the nature of his objectively practical activity and essential forces. At the moment, his understanding places emphasis on the creative component of his characteristics.
For the study of didactics, the most important thing in relation to a person is to consider subject-object and subject-subject relationships. “The subject of cognition is a person endowed with consciousness and possessing knowledge. The subject is the source of purposeful activity, the bearer of objective-practical activity, the assessment of cognition."
“An object is something that opposes the subject, towards which its activity is directed (ibid.). Object and subject are united and separated by activity: the object of activity, changed and transformed, becomes, as it were, a part of the subject, its humanization occurs. A person engaged in activities, changing and transforming the world, changes himself. By learning new things, a person forms his consciousness, and consciousness is a “purposeful reflection outside world, preliminary mental construction of actions and anticipation of their results, correct regulation and control by a person of his relationships with reality.” Pedagogical science in recent years has put forward at least two tasks in relation to man as the goal of education:
1)nurturing creativity in a person;
2)nurturing in him a designer of his own life, a subject of special historical creativity.
The creative principle in a person is the ability to see a creative situation and solve a problem: to put forward and reject resolution steps, to be able to prove and implement a plan. Life makes high demands on the creative person:
A) living in the shadow of paradoxes (a sense of the new);
b) connect the unconnected, synthesize the new (intuition);
V) check whether the foundation is solid (self-criticism).
If the previous pedagogy was mainly concerned with the role education of the individual, while not paying the individual’s attention to himself, then the new pedagogy will solve, along with this problem, the problem of the inner world of a person. The philosopher E. Frome [176-177] named the following qualities in a person of the future:
) willingness to give up all forms of possession in order to fully be;
2)a sense of security, a sense of identity and self-confidence, based on the belief that he exists, that he is, on the internal needs of a person for affection, interest, love, unity with the world, which replaced the desire to have, possess, dominate the world and thus become a slave to his property;
3)awareness of the fact that no one and nothing outside of ourselves can give meaning to our lives, and only independence and rejection of materialism can become a condition for the most fruitful activity aimed at serving our neighbor;
4)love and respect for life in all its manifestations, the comprehensive development of man and his neighbors as the highest goal of life.
E. From believes that a “radical change in the human heart” is now required for the human race to physically survive, and this is only possible by changing the functions of society in relation to humans, reorienting production towards healthy consumption, and ensuring everyone the right to life.
But a person cannot be satisfied only with the fact that a beautiful aura is presented to him by society. It is important for him to recognize individuality, the unique unity and originality of individual qualities. This process can only be accomplished in communication with other people and social groups and humanity as a whole. At first, this happens based on the general characteristics of other people, social behavior. In the future, a person does this based on social norms and values. The main path of self-knowledge is active participation in various forms of activity and communication, followed by analysis and introspection, the disclosure of current motives, knowledge, abilities, and skills. Only a few areas of self-analysis can be distinguished:
A) the subject's awareness of his motivational and incentive relationships towards himself and other people;
b) understanding of moral criteria for assessing others and oneself;
V) awareness of the criteria of one’s aesthetic judgments;
G) reflection of one’s intellectual capabilities, knowledge and abilities;
d) understanding your practical relationships;
e) awareness of intellectual, moral, aesthetic, practical relations as a manifestation of one’s virtues;
and) awareness of the connection of one’s being and one’s qualities with the conditions of development and the requirements of society;
h) awareness of one’s activity, personal beginning in the development of essential qualities, assessment of the boundaries of the capabilities of one’s “I”;
And) assessment of one’s qualities from the point of view of their social significance;
j) understanding one’s position and role in the system of social relations.
It seems that the student’s self-knowledge is best achieved in dialogue with others and, above all, with the teacher. This allows us to deduce the process of learning subject-subject relations. In such a relationship, the teacher accepts the student as an equal to himself, but living according to his own laws in his own world.
1.2Learning as an activity
The concept of “activity” came to pedagogy and psychology from philosophy. The broadest philosophical definition of activity is the way of existence of a person and society as a whole, consisting in an active relationship of a person to the world, aimed at its purposeful change and transformation. At the same time, a change in the external world is only a prerequisite and condition for a person’s self-change.
The real world is a collection of activities. Education is also an activity. The activity approach considers education as an artificial activity of learning, that is, of mastering various activities.
Synthetic educational activity combines not only the cognitive functions of activity - perception, attention, memory, thinking - but also needs, emotions, motives, will. Learning can be carried out from the point of view of the zone of actual and proximate development (the terms of L.S. Vygotsky).
This means that any activity, being significant, is settled in some kind of knowledge and norms, which must simply be learned and recorded in the mind as instructions. Without mastering patterns of activity, it is impossible to talk about the conditions of development. The totality of such images constitutes a cultural fund. But there is no development here yet and no responsible position is required from a person. He simply repeats, according to instructions, what has been done before. This is learning from the point of view of current development. The student here is relevant, that is, he exists in the present actual time. The learner himself acts as a carrier, a translator of past experience, a functionary, from whom only the correct execution of already known operations and functions is required.
If you need to build your activities from the point of view of the future and organize training as an activity aimed at the future, then education is understood as training from the point of view of immediate development.
Now the student is not only a functionary and translator of past experience, but also a subject capable of building his own development prospects, capable of projecting himself into the risk zone. The subject becomes in a position of responsible free choice. Then, within the framework of training, from the point of view of the zone of proximal development, the natural process of educating the subject himself is carried out.
Main content educational activities- this is research, programming, design of future activities: learning to set goals, select source material, develop means to achieve goals, anticipate the results of activities, break the activity process into a series of sequential operations. To carry out such activities, the individual must take a reflexive position.
In the process of mastering learning activities, a person reproduces not only knowledge and skills, but also the very ability to learn.
A change in thinking is the result of learning: empirical learning gives way to theoretical learning. In this case, formal actions without understanding the content of the activity will be replaced by conscious, meaningful actions, colored with personal meaning.
Educational activity as a whole includes a number of specific actions and operations at different levels. Executive educational actions of the first level include:
Ø actions to understand the content of the material;
Ø actions of educational material.
At the second level, the teacher no longer communicates knowledge explicitly. Then the student, in addition to executive actions, includes control actions. This is learning to teach. The most important condition for this is joint educational activity, leading to the formation of a single semantic field of training participants, ensuring further self-regulation of their individual activities. The student, as it were, “envelops” any information at this level with his personal meaning, comprehends it, colors it with his own shades, and only after that interiorizes it. The idea of interiorization suggests such a teaching methodology when the student’s activity takes place to transfer knowledge into the internal plane, that is, into the mental plane, under the control of the teacher.
School of scientists under the leadership of I.Ya. Galperina created a theory of the systematic, step-by-step formation of mental actions, concepts, and images. What is the greatness of this theory? The application of this theory to the practice of real learning has shown the possibility of forming knowledge, skills, and habits with predetermined properties, as if designing future characteristics of mental activity.
Every action is complex system, consisting of several parts: indicative (control), executive (working) and control and correction. The indicative part of the action provides a reflection of the set of objective conditions necessary for the successful implementation of these actions. The control part monitors the progress of the action, compares the results obtained with given samples and, if necessary, provides correction of both the indicative and executive parts of the action.
In different actions, the parts listed above have different complexity and different specific weights. But to one degree or another, all these parts are present in every action, otherwise the process falls apart.
Each action has the following parameters:
a) form of action - material, materialized, perceptual, external speech, mental;
b) a measure of the generality of an action - the degree to which the essential is distinguished from the unimportant, and hence the ability to perform actions in new conditions;
V) a measure of the expansion of an action - the completeness of the operations of action presented in it with a tendency towards their reduction, curtailment;
G) a measure of independence - the amount of assistance that the teacher provides to the student during joint activities;
d) the measure of mastery of an action is the degree of automation and speed of execution.
e) human factor and activity approach in pedagogy of experience. The activity approach, human development - all these are only auxiliary factors of creativity. So, about creativity in teaching.
1.3 Creativity as self-strengthening of a student’s personality
Scientists, mainly philosophers, are very skeptical about the problem of the formation of creative activity. Creativity is usually not attributed to the characteristics of cognitive processes, but is considered one of the deepest characteristics of a person. Creativity is the prerogative of a free person capable of self-education. The division of thinking into productive (creative) and reproductive (reproducing) is quite conditional. In any mental act there is a creative, generative part associated with the generation of hypotheses, and an executive part associated with their implementation and verification.
These two specified components can be distinguished not only in thinking, but also in any cognitive process, starting with perception. Only sensations are of a truly reflexive nature, arising in response to external influences and ensuring the verification of generated preceptive hypotheses for their correspondence to reality.
But if at the level of perception the generative and executive parts of the cognitive act can be isolated only with the help of special analysis, since they proceed very quickly, almost automatically and are inaccessible to introspection, then in thinking the process of generating a hypothesis is often unfolded in time, has relative independence and is accessible to introspection. From the point of view of the participants and organizers of the process, learning, creative, productive thinking is preferable to reproductive thinking.
From a rational point of view, this is unlawful, because productivity without reproduction is impossible. Reproduction is also supported by the fact that reproduction includes performance and control, and it is the latter that is most important for creativity. For analysis, the division of mental activity into creative reproductive activity is completely justified. Then it is necessary to determine the criteria by which the division and subsequent comparison of types of activity and thinking will take place.
S.D. Smirnov identifies the following criteria for this:
1)creative activity is an activity that leads to a new result, a new product;
2)since a new product can be obtained by chance or through a complete non-heuristic search, then the criterion of the novelty of the product is usually added to the criterion of the novelty of the process by which this product was obtained (new method, technique, method of action);
3)a process or result of thinking is called creative only if it could not be obtained as a result of a simple logical conclusion or action according to an algorithm. In the case of a genuine creative act, the logical gap on the path from the conditions of the problem to its solution is overcome. Overcoming this gap is possible due to the irrational principle, intuition;
4)creative thinking is usually associated not so much with solving a problem already posed by someone, but with the ability to independently see and formulate a problem;
5)an important psychological criterion for creative thinking is the presence of a pronounced emotional experience preceding the moment of finding a solution, the presence of such an experience and its precedence in time of the creative act (instant, insight) is noted by many researchers (A. Poincaré, O.K. Tikhomirov, etc.);
6)a creative act of thought usually requires sustained and long-term or more short-term, but very strong motivation.
Based on the application of these criteria when analyzing the creative act, it is usually possible to distinguish four phases of any creative decision;
1.the phase of collecting material, the accumulation of knowledge that can form the basis for solving or reformulating the problem;
2.the phase of maturation or incubation, when mainly the subconscious works, and at the level of conscious regulation a person can engage in completely different activities;
3.the phase of illumination, or insight, when solutions often appear completely unexpectedly and entirely in consciousness;
4.the phase of control or verification, which requires the full inclusion of consciousness.
Several methods are used to study creative thinking.
1.analysis of the process of solving so-called small creative problems using ingenuity (consideration), which, as a rule, require reformulation of the problem or going beyond the limitations that the subject imposes on himself. These problems are very convenient for experimentation, since the moment of finding a solution practically coincides with its implementation, which is by no means always the case when solving real life problems;
2.use of guiding tasks. In this case, a person’s sensitivity to a hint contained in a guiding task is studied, which is easier to solve than the main one, but is built on the same principle and therefore can help in solving the main one;
3.use of multi-layer tasks. The subject is given a whole series of similar tasks that have enough simple solutions, a not very creative person will simply solve such problems, each time finding solutions anew. A creative person will take intellectual initiative and try to discover the more general pattern underlying each individual decision;
4.methods of expert assessments for identifying creatively working people in a particular field of science, art or practical activity;
5.analysis of activity products to determine the degree of novelty and originality;
6.some projective test scales can provide information about the expression of creativity in a person’s thinking;
.special tests of creativity (creativity), based on solving problems of the so-called open type, i.e. those that do not have any one correct solution and allow, as a rule, an unlimited number of solutions (in contrast to intelligence tests that use closed-type problems types that have only one or several previously known correct solutions), for example, the Torrens test.
Speaking about the last method, it is necessary to emphasize that regarding the influence of the level of intelligence development on the possibility of achieving social significant results In creative activity, the prevailing point of view is called the “threshold theory.” Its essence is that the optimal level of intellectual development (IQ) is approximately 120.
A higher level of intellectual development does not contribute to a person’s creative achievements, and then may even hinder them. An IQ below 120 can serve as an obstacle to high achievements in creative activities.
1.4Creative activity of the student in the lesson
The nature of creativity is usually distinguished between subjective and objective principles, creativity for oneself and creativity for others. By learning about the world, the student makes a discovery of the world and a discovery of the word. Comprehension of the world and language constitutes his first creative act. At the same time, his activity increases immeasurably, because he feels the need for action, the embodiment of the plan as a result.
A child will see much more beauty when perceiving an object if he tries to dedicate a poem to it, sketch it, make a movie or record it with photographic equipment than when he simply sees and perceives without the need to carry out any action [109].
The peculiarity of children's creativity is its low awareness, greater risk than that of adults. Children's creativity is equally fruitful both at the level of the process and at the level of the completed work: in both cases, it is an impact on oneself. Psychologists claim that “the so-called creative act and ordinary problem solving have the same psychological structure.” But in artistic creativity and especially in artistic perception there are such subtleties, such features that elevate creativity over logic, and therefore, creative thinking over logical.
N.E. drew attention to this. Veraxa: which distinguishes between ordinary thinking as stereotyped and creative thinking as unconventional. He characterizes creativity by such processes as visualization, a shift of attention towards the unusual, unusual.
We are still speaking our first words on how to develop creative thinking. But the teacher cannot wait for complete revelations. He wants to have a hand in the fruitful quality of creativity in a person, and therefore “the education of creativity is revered in the United States as the cornerstone of modern education.” The basis of creativity is considered to be the sensory sphere, including perceptual feelings, emotional responsiveness and receptivity.
Actively incorporating perception into the student’s being is the main creative focus of the lesson.
The criterion for such a teacher’s success is the emotional and intellectual response of students, expressed in word and action, when the impressions of being and artistic perception are intertwined, recreated and presented as their own view, interpretation, achievement, when the feeling “flows freely.”
A positive emotional tone, interest and anticipation of joy are the features of this atmosphere. And the path to its creation can be outlined through the following stages:
ü an impulse for creative effort, search, insight, like a game without rules;
ü setting a creative task can be more effective if students take part in its formulation;
ü choosing your own option to achieve results, getting to know and mastering techniques;
ü analysis and outcome as an act of setting new tasks.
A set of creative cognitive activity techniques for lessons is important for both the teacher and the students. Techniques in work can be used comprehensively.
Creativity should not be repeated, but creativity can be continued. The last circumstance is interpreted differently by different teachers:
v some teachers consider all tasks where students must demonstrate independence to be creative;
v others call creative only those based on students’ life experiences;
v Still others classify as creative works that involve students in some kind of activity.
We can confidently say that by completing creative tasks, students intensively develop creative thinking.
It should be noted that the set of techniques and types of tasks are not universal. Disputes about them either subside or resume with new strength. The reason for this state of uncertainty in the methodological relation to the variety of work methods is explained by the fact that these methods are fraught with the danger of moving away from specifics into the area of arbitrary fantasy, and this in turn leads to a decrease in students’ perception of the task itself. In these forms of work, there must be filigree work by the teacher in formulating the task, preparing for the work, and discussing its results.
However, techniques and tasks must be used, because what is important is not what children create, but what is important is that they create, create, exercise their creative imagination and its implementation.”
Creative tasks of the teacher help teachers express their personal attitude to surrounding objects and actions, contribute to the formation of imagination, emotional sphere, and creative activity. Understanding and developing a student’s creative potential is a rewarding task for a teacher, and it is closely related to the organization of students’ creative and cognitive activities.
1.5 Features of creative activity of school age
To study the process of activating the creative activity of junior schoolchildren, we turned to the works of G.S. Altshuller, N. Aristova, D.B. Bogoyavlenskaya, G. Weinzweig, L.S. Vygotsky, G.M. Komsky, E.V. Krylova, V.A. Molyako, B.C. Mukhina, A.N. Look, R.A. Nizamova, V.V. Belich, G.I. Shchukina, L.I. Bozhovich, A.V. Zaporozhets, etc. Value orientations are formed throughout life, but the most important for the development of moral and value orientations is the age of 6-12 years, in which the intellectual mechanisms of knowing the world around us and oneself are formed.
When children enter school, a turning point occurs in the development of children. The whole way of life and values become different. The younger schoolchild experiences intensive formation of personality traits that determine the possibility of new aspirations and the necessary level of attitude towards reality. Primary school age is a period of absorption, accumulation of knowledge, a period of mastery par excellence. The successful fulfillment of this important life function is hampered by the characteristic abilities of children of this age: trusting submission to authority, increased susceptibility, impressionability, and a naive and playful attitude towards much of what they encounter.
The student’s personal and semantic attitude to the educational material being studied and the process of his own educational activity. Indicators that allow you to analyze and evaluate the personal-semantic attitude are as follows:
· direct interest in the subject as a whole;
· the student’s assessment of the social significance of the subject being studied;
· the need to use and positively transform one’s experience of cognitive activity: methods of educational work, accumulated knowledge.
The maturity of the methods of educational work independently developed by schoolchildren (intellectual, informational, research, etc.), which present the methods of working with material learned in the educational process and the results of the student’s accumulation of his own experience, are assessed according to the following indicators:
· the predominant orientation of children towards individual signs of the phenomena being studied or towards a system of signs of a particular object;
· predominant orientation towards a certain method of recording information (schematic, graphic, sign-symbolic).
The criterion for schoolchildren’s possession of metaknowledge, which is manifested in the following indicators:
· the need to master metaknowledge (knowledge about knowledge);
· the presence of meta-knowledge - knowledge about the techniques and means of mastering educational material (knowledge about the essence of techniques of mental activity);
· the ability to analyze the content and structure of texts of any kind, educational tasks;
· the ability to highlight the main thing in definitions, problems and theorems, etc.
· the ability to compare and classify cognitive objects.
The next indicator is the criterion of the student’s mastery of the logic of scientific knowledge. Within the framework of this criterion, the quality of students' subject knowledge is considered. Thus, in our opinion, “quality of education” can be given the following definition. The quality of teaching is the relationship between goals and learning outcomes, as a measure of achieving diagnostically set goals, described by a holistic set of learning indicators that characterize the result of interaction between teacher and student in the process of mastering the provided educational material by the latter. Today, control in internal school management is increasingly giving way to diagnostics. What caused the revision of traditional control methods? This is also due to the growing humanization of the educational process, to the attitude towards the student as an active, conscious, equal participant, and to closer attention to the capabilities and abilities of children.
If, in an authoritarian school, the object management analysis, control and evaluation was the work of the student, then in the new conditions the joint work of the teacher and student, their overall result, is subject to analysis. It is clear that it is no longer possible to use the old methods of control: it is in vain to expect that a teacher will give out “twos” to himself as easily as to his students.
Teachers and students interested in overall success need much more information not about the result itself, but about why the planned indicators and the planned level of learning have not been achieved or have not been fully achieved. A simple statement of fact - an assessment of “good” or “bad” - does not mean anything. “Bad” is bad. What and how needs to be done to make it good - diagnostics will answer this question. Neither control nor a fixed mark answers these questions.
What do we mean by diagnosing the subject learning of schoolchildren? Can any monitoring of a student’s progress be called a criterion-based diagnostic of learning?
In raising children, two opinions most often conflict. Should youth be kept at bay or should they be indulged? Should she be led from the heights of power by a teacher or a parent, or should she be given the opportunity to decide her own affairs? Treats her as a partner or as a subordinate? Most often, educators tend to see all the sources of numerous difficulties with young people in the excessive liberalism of modern education. Young people, on the contrary, complain about the excessive categorical nature of their upbringing and see it as the main reasons for their conflicts and misunderstandings in relationships with adults.
Since two directed opinions are expressed on the same topic - the topic of education - one thing is clear - both opinions cannot be valid at the same time. What is the truth? This debate is far from new. It is deeply rooted in the field of educational philosophy, where there are also two directed approaches: authoritarian and democratic. Democratic education is based on a philosophical thesis. This is the optimistic belief that a young person has a natural tendency towards goodness, and unless someone interferes with this, he will grow up to be a joy to his parents and society.
It is obvious that this concept has a broader and deeper meaning than the traditional test of knowledge and skills. Marking in the class journal and notebooks mainly only states the results, without explaining their achievements, without revealing the difficulties on the way to them. Diagnostics helps to consider results in connection with the methods of achieving them, to identify trends, dynamics of the educational process and its results. Diagnosis is not limited to just one mark, but includes checking, evaluation, accumulation of statistical data, their analysis, forecasting further methods of pedagogical interaction between teacher and student. The study of the problem in schools is helped by their methodological provision of new means of assessing the achievement of educational goals, constant informing of teachers, reflection and wide dialogue with the out-of-school community. We came to the conclusion that the psychological preparation of students for diagnosing educational achievements is as follows:
2.The teacher must have information about attention deficit disorder, which consists of symptoms:
fatigue and distractibility;
motor restlessness;
difficulty concentrating;
difficulties in perceiving and understanding instructions;
Difficulties in recognizing mistakes and correcting them along the way.
3.the child’s comfort in the family is the main indicator of a normal family in which he grows and develops - this is also a psychological condition for the student’s participation in control and assessment activities;
4.taking into account the individual characteristics of students;
5.participation of children in various forms of organizing cognitive activity;
6.diagnostic study of learning motivations.
Organizational conditions allow you to successfully engage in diagnostic activities:
· providing testing and measuring material to all students (according to modern requirements);
· familiarization with test materials (or diagnostic work) and instruction on the rules for performing the work;
· familiarizing students with the rules of conduct during tests or tests.
Methodological conditions for measuring educational achievements:
1.conducting communicative communication trainings (teacher - student, student - student);
2.preparation of short-term control tests in mathematics (according to modern requirements);
.conducting a series of thematic lessons to familiarize yourself with various types of control and measuring material;
.maintaining a sheet of success in performing diagnostic work in order to monitor the knowledge, skills and abilities of students;
.collecting information for the “Diary of Achievements” (“Student’s Portfolio”).
B.C. Mukhina believes that perception at the age of 7-8 years loses its effective initial character: perceptual and emotional processes are differentiated. Perception becomes meaningful, purposeful, and analytical.
It highlights voluntary actions - observation, examination, search. It should be noted that psychological processes younger schoolchildren are characterized by dynamism: “memorization and imprinting turns into the activity of memorization, perception into purposeful and organized observation, thinking takes on the forms of coherent logical reasoning.”
Speech has a significant influence on the development of perception at this time, so that the child begins to actively use the names of qualities, characteristics, states of various objects and the relationships between them. Specially organized perception contributes to a better understanding of manifestations.
Researchers associate the turning point in the development of attention with the fact that children begin to consciously manage their attention, directing and maintaining it on certain objects. Thus, the possibilities for developing voluntary attention by the age of 7-8 are already great. Psychologists note weakness and instability of attention. Involuntary attention is better developed, aimed at everything new, unexpected, bright, visual, attention to minor details [45-47].
Visual and figurative memory is also of primary importance. Children of primary school age do not yet know how to process material logically well enough. Not being able to highlight the essential, break down the text, or draw up a general outline of the material, children memorize the text verbatim. Psychologists characterize the beginning of the school period by the predominance of visual-figurative thinking or visual-schematic thinking. Psychologists note that visual-figurative thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts.
A reflection of a child’s achievement of this level of mental development is the schematism of a child’s drawing and the ability to use schematic images when solving problems. According to E.E. Kravtsova, a child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish cause-and-effect relationships and dependencies. He is forced to operate with knowledge, and when some problems arise, the child tries to solve them by actually trying them on and trying them out, but he can also solve problems in his head. The child imagines a real situation and, as it were, acts with it in his imagination.
According to A.V. Zaporozhets, Ya.Z. Neverovich, an important role belongs to role-playing play, which is a school of social norms, with the assimilation of which the child’s behavior is built on the basis of a certain emotional attitude towards others or depending on the nature of the expected reaction. The child considers the adult to be the bearer of norms and rules, but under certain conditions he himself can act in this role. At the same time, his activity in relation to compliance with accepted standards increases.
Having summarized the developmental features of a 7-8 year old child, we can conclude that at this age stage children differ in:
1.a fairly high level of mental development, including dissected perception, generalized norms of thinking, semantic memorization;
2.the child develops a certain amount of knowledge and skills, an arbitrary form of memory and thinking intensively develops, based on which it is fashionable to encourage the child to listen, consider, remember, analyze;
.his behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, the ability to fairly adequately assess the results of his own activities and his capabilities, and features of speech development.
The characteristic psychological characteristics of children of primary school age are:
.the ability of children to consciously subordinate their actions to rules that generally determine the method of action,
2.ability to navigate a given system of requirements,
3.the ability to listen carefully to the speaker and accurately complete tasks proposed orally.
Younger schoolchildren learn to understand and accept the goals emanating from the teacher, maintain these goals for a long time, and carry out actions according to instructions. The ability to correlate goals with one’s capabilities begins to develop [13].
The main psychological new formation of junior schoolchildren is the developing foundations of a creative attitude to reality, the ability to navigate various forms of human activity, the ability to operate with abstract concepts, and the formation of personal reflexes.
Primary school childhood is a period of creativity, the child creatively masters speech, he develops a creative imagination. He has his own, special logic of thinking, subject to the dynamics of figurative representations.
This is the period of initial personality formation. The emergence of emotional anticipation of the consequences of one’s behavior, self-esteem, the complication and awareness of experiences, the enrichment of the emotional-need sphere with new feelings and motives - this is an incomplete list of features characteristic of the personal development of a preschooler. The central new formations of this age can be considered the subordination of motives and self-awareness.
Thus, the study of theoretical works allowed us to connect the development of creative activity with the development of imagination, the emotional sphere of the child, which finds its expression in the creative activity of students, and to choose game situations corresponding to primary school age as a field of activity.
creativity imagination creativity game
2. Pedagogical conditions for enhancing the creative activity of elementary school students
1 The influence of imagination on the development of creative activity
Creative activity presupposes the ability to free oneself from the power of ordinary ideas, and, on the other hand, the ability to discipline oneself.
“At this age, adolescents at a more conscious level choose their hobbies (dancing, music, sports), thereby showing more impulsiveness than adults with established habitual interests, therefore, eccentricity and surprise in the reaction of an adult are manifested here... ". The teacher’s art consists, in particular, in recognizing the child’s sphere of creative orientation and developing it in the desired direction.
Referring to the child’s imagination helps to recognize this area. The initial forms of imagination first appear at the end of early childhood in connection with the emergence of role-playing games and the development of the sign-symbolic function of consciousness; the child learns to replace real objects and situations with imaginary ones, to build new images from existing ideas; further development of imagination occurs in several directions.
Along the lines of expanding the range of replaced objects and improving the substitution operation itself, connecting with the development of logical thinking;
Along the lines of improving the operations of reconstructive imagination. The child gradually begins to create increasingly complex images and their systems based on existing descriptions, texts, and fairy tales. The content of these images develops and enriches. A personal attitude is introduced into the images; they are characterized by brightness, richness, and emotionality;
Creative imagination develops when a child not only understands certain techniques of expressiveness, but also applies them independently.
Imagination becomes mediated and intentional. The child begins to create images in accordance with the set goal and certain requirements, according to a pre-proposed plan, and control the degree of compliance of the result with the task. The problem of imagination development was dealt with by M.B. Berkinblit, A.V. Petrovsky, S. Vygotsky, S. Korshnova, N.Yu. Wenger, G. Weinzweig et al.
By imagination, scientists understand the mental cognitive process of creating new images by processing materials of perception and representation obtained in past experience. Imagination is inherent only to man. It allows you to imagine the result of work, drawing, design and any other activity before it begins. Imagination processes are analytical-synthetic in nature.
Images are created by combining, combining various elements, aspects of objects and phenomena, and the features that are combined are not random, but corresponding to the design, essential and generalized.
Transformation can proceed as accentuation, sharpening of any aspects in the form of their understatement or exaggeration, as well as typification - highlighting the essential in a group of homogeneous phenomena and embodying them in a specific image.
Depending on the degree of activity, a distinction is made between passive and active imagination, when the products of the first are not brought to life. Considering the independence of images, they talk about creative and recreating imagination.
Depending on the presence of a consciously set goal to create an image, intentional and unintentional imagination are distinguished.
Considering the independence and originality of the images, they talk about creative and recreating imagination; recreating is aimed at creating images that correspond to the description.
Creative imagination differs from recreating imagination in that it involves the independent creation of new images that are realized in original products of activity. The value of the human personality largely depends on which paths of imagination predominate in its structure.
If creative imagination, realized in specific activities, prevails over passive daydreaming, then this indicates a high level of personal development. Imagination needs to be developed.
Creative, role-playing games of an educational nature do not simply copy the life around them, they are a manifestation of the free activity of schoolchildren, their free imagination.
The imagination of a schoolchild differs from the imagination of an adult; behind its apparent wealth lies poverty, vagueness, sketchiness and stereotyping of images.
After all, the basis of imaginative images is the recombination of material stored in memory. And younger schoolchildren still do not have enough knowledge and ideas. The apparent wealth of imagination is associated with low criticality of children's thinking.
This is the disadvantage and advantage of children's imagination. The student easily combines different ideas and is uncritical of the resulting combinations, which is especially noticeable at a younger age. A junior schoolchild does not create anything fundamentally new from the point of view of social culture; the characterization of the novelty of images matters only for the child himself: whether this happened in his own experience.
The child is attracted by the very process of combining, creating new situations, characters, events, which has a bright emotional coloring.
At first, the imagination is inextricably linked with the object, which serves as an external support. Gradually, the need for external supports disappears; the actions of the imagination are internalized on two levels.
Firstly, the transition to a playful action with an object that actually does not exist.
Secondly, the transition to the playful use of an object, giving it a new meaning and imagining actions with it in the mind, without real action. In this case, the game takes place entirely in terms of presentation.
From the age of 7, children’s creative expressions in activities increase. At the age of five, dreams about the future appear. They are situational, often unstable, caused by events that caused an emotional response in children.
Thus, imagination turns into a special intellectual activity aimed at transforming the surrounding world. The support for creating an image is now not only a real object, but also ideas expressed in words.
The growth of the arbitrariness of the imagination is manifested in the student in the development of the ability to create a plan and plan its achievement. The increase in the focus of imagination throughout school childhood can be concluded from the increase in the duration of children’s play on the same topic, as well as from the stability of roles.
The ability to create holistic works is directly related to the ability to plan.
Older schoolchildren are able to fantasize freely, planning the process of implementing the idea in advance before the start of the activity. They begin a plan to achieve the goal, pre-select and prepare the necessary equipment.
The purposeful development of imagination in children first occurs under the influence of adults, who encourage them to arbitrarily create images. And then the children independently present ideas and a plan for their implementation. Moreover, first of all, this process is observed in collective games, productive types of activity, that is, where the activity takes place using real objects and situations and requires coordination of the actions of its participants.
Later, the arbitrariness of the image manifests itself in individual activity, which does not necessarily involve reliance on real objects and external actions. Imagination allows the baby to explore the world around him, performing a gnostic function. It fills gaps in his knowledge, serves to unite disparate impressions, creating a holistic picture of the world.
Children's storyteller Ib Spang Olsen wrote: “When it seems to us adults that a child is a great dreamer, then it is quite possible that the child is simply trying to find a reasonable explanation for something...”
Imagination arises in situations of uncertainty, when a student finds it difficult to find in his experience an explanation for any fact of reality. This situation brings together imagination and thinking. As emphasized by JI.C. Vygotsky, “these two processes develop interconnectedly.”
Thinking ensures selectivity in transforming impressions, and imagination complements and concretizes the processes of mental problem solving and allows one to overcome stereotypes. And solving intellectual problems becomes a creative process.
In addition to the fact that imagination significantly expands the boundaries of knowledge, it allows the student to “participate” in events that are not encountered in everyday life. This “participation” enriches his intellectual, emotional, moral experience, allows him to more deeply understand the surrounding, natural, objective and social reality.
By fantasizing, children highlight objective patterns of the environment. The creation of new images is not a speculative process, but a process closely connected with reality. It is in the real world that the source of imagination is found. Imagination helps the student find a non-standard creative solution to a cognitive problem. Therefore, the most important characteristic of a child’s imagination is its realism, an understanding of what can be and what cannot be. A realistic approach to fantasy and fairy tales appears at school age. The development of imagination leads to the fact that at the age of 5-7 years, children create imaginary worlds, populate them with characters who have certain characteristics and act in appropriate situations.
The developing protective function of the imagination may be involved in the creation of fantasies. Imagination helps the child solve emotional and personal problems, unconsciously get rid of disturbing memories, restore psychological comfort, and overcome feelings of loneliness. Thus, the formation occurs psychological protection. Creative character depends on the extent to which children master the methods of transforming impressions used in play and artistic activity. The means and techniques of imagination are intensively mastered at school age. Children do not create new fantastic images, but simply transform existing ones. An effective way of transforming reality is complemented by operating with images that are not based on a momentarily perceived situation. The child’s imaginary images become filled with more and more emotional, imbued with aesthetic, cognitive, and personal meaning.
“The richer a person’s experience, the greater the material available to his imagination.” The pedagogical conclusion from this is the need to expand the child’s experience... The more the child has seen, heard and experienced, the more he knows and learned... the more significant and productive, other things being equal, will be the activity of his imagination.
For the development of imagination, it is important “... to introduce the child to the aesthetic experience of humanity... to include the child’s psyche in the common world work that humanity has offered for thousands of years...”.
Based on the works of JI.C. Vygotsky, Ya.A. Ponomareva, V.V. Belich, A.N. Luk, A.M. Matyushkina, Yu.Z. Gilbukh, G. Weinzweig and other authors, we can conclude that creative activity is possible only with a developed imagination. Decorative and applied arts and drawing play a major role in the development of imagination.
We cannot but agree with T.N. Shamova, E.S. Rubansky, Ya.A. Ponomarev, G.I. Shchukina, who distinguish different types of creative activity and argue that the formation of creative thinking and the development of creative activity is possible only with the purposeful inclusion of students in the creative transformation of the world around them and self-knowledge.
There are different types of creative activities. Creative activity
Artistic and aesthetic
Arts and crafts
ISO
Sewing
Knitting
Macrame
Vocals
Choreography
Dram, theater
Among arts and crafts, children love to engage most in fine arts, and in particular drawing.
By the nature of what and how a child depicts, one can judge his perception of the surrounding reality, the characteristics of memory, imagination, and thinking. Sewing and knitting classes play a major role in the development of children’s creative abilities. Having learned the basics of knitting, children combine patterns themselves and take a creative approach to making the product. Having cut out the product for themselves, the children select the design for the product based on the color scheme. Music occupies an important place in the artistic and creative activities of children. Children enjoy listening to music, repeating musical lines and sounds on various instruments.
At school age, for the first time, an interest in serious music studies arises, which can later develop into a real passion and contribute to the development of musical talent. Children learn to sing and perform various rhythmic movements to music, in particular dance movements.
Vocal classes are also a creative activity. Singing develops musical ear and vocal abilities.
To reveal creative abilities, collectively performed etudes and music and dance improvisations are used.
To develop the creative imagination and empathy of primary school children, scientists recommend:
) Use games and exercises in working with children that stimulate imagination and associativity through sensory and emotional comprehension of the environment.
In addition to games and play exercises, which are based, on the one hand, on the development of the mechanism of synesthesia, on the other hand, on the development of the mechanism of empathy, it is recommended to use aesthetic play, which contributes to the expansion and awareness of the emotional and sensory experience of children.
Through pleasure, it creates conditions for the development of abilities, helps to overcome difficulties that arise in the process of self-expression when carrying out creative work.
This allows the child to experience the surrounding world of nature, science, and art with all the senses, to have a personal perception and judgment about the phenomenon or object being studied, and on the basis of this to most fully assimilate information about it.
2)When conducting games and play exercises, as well as in the process of aesthetic play, use works of art (taking into account the emotional and sensory experience of each child and the group as a whole); use in work along with traditional methods of creating an image - non-traditional ones. The tendency of children to remember specific images, to notice details and particulars, to firmly assimilate events and dates creates the foundation of factual knowledge, which is a necessary basis for further, deeper assimilation of the system of historical knowledge.
A child of primary school age is interested in the history of his family, city, street. A consciousness of oneself as a social being, of one’s place in the system of social relations, in the social roles of “student”, “classmate” appears. The ability to personify, characteristic of a child of primary school age, i.e. the ability to take the place of one or another character in a work, is most clearly manifested in Game. Liberation, imagination, and vivid emotions that arise in a child during play activities help him to play any role, and therefore, penetrate into the world of artistic images created by the writer.
The tendency of children to remember specific images, to notice details and particulars, to firmly assimilate events and dates creates the foundation of factual knowledge, which is a necessary basis for further, deeper assimilation of the system of historical knowledge.
The imagination is lively, bright, with the characteristic features of unbridled fantasy, this is how the recreating imagination develops (which is especially important for the study of history), it becomes more realistic.
Creative imagination also develops; based on the processing of past experience, the child can create the necessary images.
It is necessary to note the new nature of interests: historical figures and events of social life appear in the games of younger schoolchildren.
The basis of this interest is the question “how was it before?” Antique things, stories from adults, films and videos about the past arouse interest and awaken the imagination.
In order for the process of educating a person through art to contribute to an aesthetic attitude towards reality and oneself, it is necessary to “rely on self-knowledge: on knowing oneself through the ability to personify oneself in images and enter into dialogue with the creator of images.
The child works informally with color and line. He is looking for means to most adequately convey his feelings.
Small child comprehends the world around him through action, and by drawing on a sheet of paper, he acts.
The child’s channels of perception are open. He just needs to help him find and “take out” from the memory chest that precious and eternal thing that he keeps, and then be surprised and remember it. Should children be taught drawing techniques? No. This was the opinion of A. Bakushinsky and his associates, who believed that the creativity of children is complete and they have nothing to learn from adults. The opposite point of view was held by K. Lepikov, E. Razygraev, V. Beyer, as well as foreign researchers C. Ricci (Italy) and L Tadd (USA), who emphasized the special importance of training, without which children's creativity does not develop, remaining at the same level.
The debate on this topic was especially heated in the 20s. Later, the second point of view was supported by Russian teachers E. Flerina and N. Sakulina. Nowadays, K. Komarova pays attention to this problem, who not only emphasizes the need to develop drawing skills in children, but also talks about the advisability of introducing preschoolers to non-traditional drawing techniques.
Non-traditional drawing classes contribute to the development of imagination, creative activity, visual memory, flexibility and speed of thinking, originality and individuality of each child.
When creating images, children use the technique of anthropomorphization - animating objects, since they often encounter it when listening to fairy tales. A more complex technique used by schoolchildren is agglutination. A child, creating a new image, combines in it seemingly incompatible aspects of different objects. A shift in size, leading to understatement or exaggeration of the size of characters, also leads to the creation of original images. In visual arts, children create fantastic images first using elementary techniques - changing color or depicting unusual relative positions of objects; such images are poor in content and, as a rule, inexpressive. Gradually, the drawings acquire specific content. Schoolchildren's images in their drawings are becoming more and more original.
Mastering the techniques and means of creating images leads to the fact that the images themselves become more diverse and richer. While maintaining a specific, visual character, they acquire generality, reflecting the typical in the object. A child comprehends the world around him through action, and by drawing on a sheet of paper, he acts.
But a very important role, as scientists have established, is played by the mood that he is trying to express. At the same time, the mood is associated with fantasy, which suggests images to him.
It is noted that:
1.the purer and brighter the color, the more definite, intense and stable the reaction;
2.complex, low-saturated, medium-light colors cause very different (unstable) and relatively weak reactions;
.the most unambiguous associations include temperature, weight and acoustic;
.the most ambiguous associations include taste, tactile, olfactory, emotional, i.e. those associated with more intimate experiences and the activity of biological sense organs;
.purple colors, even in their pure and bright form, cause vivid reactions (explained by the duality of their nature);
.yellow and green colors cause greatest variety associations.
(This happens because in this region of the spectrum the eye distinguishes the greatest number of shades. In nature, these colors are most richly represented.
Each shade of yellow or green is associated in the mind with a specific object or phenomenon, hence the wealth of associations).
Thus, based on what we studied, we came to the conclusion that the development of imagination is associated with the development of emotions, which also affect the creative activity of students.
Our statement is based on research by scientists (T.N. Shamova, E.S. Rubansky, Ya.A. Ponomarev, G.I. Shchukina, J.I.C. Vygotsky), who proved that the nature of a child’s description of pictures actually changes, moving from simply listing objects to interpreting the whole picture.
However, in each individual case, the nature of the child’s story in terms of the content of the picture is determined not by his age, but by the content, construction, and nature of the picture itself, for example, the degree of familiarity to the child of its content, the clarity of the execution of the plan, the dynamism or static nature of the people depicted in the picture.
A huge role is played by the child’s level of preparedness for such complex work, i.e. his ability to look at a picture. And also the nature and form of the question with which the adult addresses the child. Thus, it turned out that the same child can immediately be at the carved stages of perceiving the picture. Later studies by A.S. Zolotnyakov and E.Sh. Reshko showed that the main figure in children’s perceived plot picture usually the person in action.
With this approach, the child does not illustrate someone else’s experience, but draws and talks about his experiences, joys, fears, dreams. Thus, the child’s life experience and his inner world are enriched, which affects his creative activity.
2.2 Development of emotions as a means of developing creativity
Turning to the question of the meaning of emotions, we found that scientists B.I. Dodonov, I.Yu. Kulagina, E. From, E.S. Rabunsky, I. Unt and others argue that the emotional connection between reality and imagination manifests itself in a double way. Every feeling strives to be embodied in certain images, i.e. emotions, as if selecting appropriate impressions, thoughts and images. Impressions that have no real connection can be united on the basis of a common emotional similarity brought about by our mood. “However, there is also a feedback between imagination and emotion,” when images of the imagination give rise to feelings.
This is especially important in primary school age, when:
1)imagination takes on an arbitrary character, presupposing the creation of a plan, its planning and implementation;
2)becomes a special activity, turning into fantasy;
3)the child masters techniques and means of creating images;
4)imagination moves to the internal plane and the need for visual support for creating images disappears.
The main psychological acquisition of a younger teenager is the discovery of his inner world. For a child, the only conscious reality is the external world into which he projects his fantasy. Although he is aware of his mistakes and actions, he is not yet fully aware of his mental states.
If he is angry, he explains it by the fact that someone offended him; if he is happy, then there are also some reasons for this. He gains the ability to immerse himself in his experiences and begins to comprehend his emotions not as derivatives of some external events, but as a state of his own “I”.
Discovering your inner world is a joyful and exciting event. Together with the awareness of one’s uniqueness, uniqueness, this “I” is often like a vague restlessness, a state of inner emptiness that needs to be filled with something.
Hence, the need for communication grows and at the same time its selectivity increases. So many teenagers find an environment of peers or adults where they feel needed and where they would be interested.
For them, of all the dimensions of time, the most important is the present “now”. And for a teenager, it is important how his personality is assessed at the present time.
In his hobbies, he chooses those activities where he can achieve certain results, where he can be noted among the leaders. Boys usually choose sports where they think they can show masculinity, strength, and agility.
Girls choose activities that are more attractive in their beauty, with many attributes, such as ballroom dancing, passionate about the theater, where they could assert themselves.
In connection with purposeful activities, they experience deep aesthetic emotions. During this period, some become interested in drawing, music, and try to write poetry. Thus, they look for the makings of exclusivity in themselves. Scientists I.Yu. Kulagina, E. From, E.S. Rabunsky emphasized that there are many methods aimed at stimulating a child’s emotions.
1)ensuring a favorable atmosphere in the classroom, goodwill on the part of the teacher, his refusal to express evaluations and criticism of the child, which should contribute to the free expression of divergent thinking;
2)enriching the child’s “environment” with a wide variety of objects and stimuli that are new to him in order to develop his curiosity;
)encouraging the expression of original ideas;
4)providing opportunities for practice. Widespread use of divergent questions in a wide variety of areas of knowledge
5)using a personal example of a creative approach to solving various kinds of problems;
6)allowing children to freely ask questions.
Taking into account the age-related characteristics (pedagogical and psychological) of younger schoolchildren, the teacher should pay attention to awareness, effectiveness and consistency, as well as the strength of knowledge. Knowledge must be acquired at the reproductive level, followed by the achievement of a constructive and, to the extent possible and the ability of children, a creative level of knowledge.
During the search, the researchers paid attention to the connection between emotions and creativity. Of particular interest in this regard is the concept of “emotional creativity”; in this approach, emotion itself is seen as a creative act.
The generally accepted criteria for creativity are novelty, effectiveness and authenticity. Emotional creativity is defined as the development of emotional syndromes that are novel, effective, and authentic. The authenticity of an emotional reaction is understood as compliance with its needs, values and interests of the subject.
As the child demonstrates his individuality and self-awareness, the ability to empathize, feel into an object (living, inanimate), phenomenon, i.e. develops. empathy.
Empathy (from the Greek cmpathtia - empathy) - comprehension of the emotional state, penetration, feeling into the experiences of another person.
There are:
1)emotional empathy, based on the mechanisms of projection and imitation of the motor and affective reactions of another person;
2)cognitive empathy based on intellectual processes (comparison, analogy, etc.);
3)predicative empathy, manifested as a human ability
predict the affective reactions of another in specific situations. The following are special forms of empathy:
Ø empathy - the subject’s experience of the same emotional states experienced by another person through identification with him;
Ø empathy is the experience of one’s own emotional states regarding the feelings of another.
An important characteristic of the processes of empathy, which distinguishes it from other types of understanding (identification, role-taking, decentralization, etc.), is the weak development of the reflexive side, isolation within the framework of direct emotional experience. (Reflection (from Latin retlexio - turning back) is the ability of a person’s consciousness to focus on himself).
The empathic ability of individuals increases, as a rule, with increasing life experience. Successful education of empathy and empathic behavior in children is possible based on the development of creative imagination.
Recently, psychologists, teachers, and parents have paid great attention to the development of the child’s individuality. At the same time, the attention of adults is focused on the creative nature of children’s activities, on the role of creativity for the development of thinking, perception, and imagination.
The formation of a child’s creative individuality is based on the characteristics of the emotional sphere, the specifics of sensory (vision, hearing, touch, smell, taste), and the imaginative vision of each person.
Thus, when determining the differences and similarities between objects or depicting (in theatrical, visual activities) the image of an object or phenomenon, some children will be guided by light, others by external form, and still others by functional features.
Therefore, games and exercises that stimulate the development of associativeness and imagination of schoolchildren should be based on sensory-emotional comprehension of the environment; be built on the use of the mechanism of synesthesia. The perception of oneself and another person, the perception of him and one’s mood, desires, impulses is not conscious at first. Subsequently, with the help of speech, the baby becomes aware of his feelings and emotions and manages them. But first you need to learn to peer, listen, be attentive to your feelings, subtly perceive the world of objects and nature with all your receptors, and then this sensitive, already trained perception, naturally, turns to people.
For school-age children, the following sequence of using empathy objects is proposed:
A) animals and birds familiar to children;
b) interesting objects and, first of all, moving toys;
V) plants and natural phenomena;
G) adults whose professions have characteristic external attributes.
The literature describes ways and techniques for developing the creative abilities of a child’s imagination, his emotional world, which are built from the actual “emotional material”.
Based on the development of children's creative imagination, it is possible to successfully cultivate empathy and empathic behavior - empathy and assistance to others through a combination of children's activities (perception of fiction, games, drawing, etc.) that mediate communication and interaction between an adult and a child: empathy for the characters of a work of art, especially fairy tales, is a complex of feelings, which includes emotions such as compassion, condemnation, anger, surprise.
These socially valuable emotions must still be consolidated, actualized, find a way out and lead to a result (helping behavior, assistance) in the appropriate context, which an adult can and should create.
However, the educational task of an adult in this area of education will be completed if the adult is able to create conditions under which empathic experiences and helping behavior can be transferred by the child from the connection “I am a character” to the sphere “I am another person.” To do this you need:
v teach children to see the emotional state of another, which is facilitated by creative story games; looking at illustrations depicting various emotional situations with appropriate discussion: playing short scenes aimed at getting “inside” emotional situations;
v create certain conditions for the development in a child of the ability to detect situations in life, in relationships with adults and children, that are similar to literary ones in their moral essence: to cultivate an active attitude towards real situations;
Achieving school age is rightly considered to be the child’s discovery of his own inner world and the feasible mastery of his emotions and feelings (“emotional arbitrariness”) (27, p. 30).
In the process of working with scientific works, we became convinced that scientists consider not only the concept of “emotional creativity,” but also emotion itself as a creative act. The generally accepted criteria they put forward are novelty, efficiency and authenticity.
Acquaintance with the literature on the importance of the development of the emotional sphere of a child gives us the opportunity to put forward the assumption that its development contributes to the activation of creative activity.
2.3 Game as the main form of creativity for younger schoolchildren
Currently, the school needs to organize its activities in such a way that would ensure the development of individual abilities and a creative attitude to the life of each student, the introduction of various innovative educational programs, the implementation of the principle of a humane approach to children, etc. In other words, the school is extremely interested in knowledge about the characteristics mental development of each individual child. And it is no coincidence that the role of practical knowledge in vocational training teaching staff.
The level of education and upbringing in school is largely determined by the extent to which the pedagogical process is focused on the psychology of the age-related and individual development of the child. This involves a psychological and pedagogical study of schoolchildren throughout the entire period of study in order to identify individual development options, the creative abilities of each child, strengthening his own positive activity, revealing the uniqueness of his personality, and timely assistance in case of lagging behind in studies or unsatisfactory behavior.
This is especially important in the lower grades of school, when a person’s purposeful education is just beginning, when learning becomes the leading activity, in the bosom of which the mental properties and qualities of the child are formed, first of all cognitive processes and attitude towards oneself as a subject of knowledge (cognitive motives, self-esteem, ability to cooperate, etc.).
Game as a phenomenal human phenomenon is considered in most detail in such fields of knowledge as psychology and philosophy. In pedagogy and teaching methods, more attention is paid to the games of preschoolers (N.A. Korotkova, N.Ya. Mikhailenko, A.I. Sorokina, N.R. Eiges, etc.) and younger schoolchildren (F.K. Blekher, A. S. Ibragimova, N.M. Konysheva, M.T. Salikhova, etc.).
This is due to the fact that teachers consider play as an important teaching method for children of preschool and primary school age. A number of special studies on the play activities of preschoolers were carried out by outstanding teachers of our time (P.P. Blonsky, L.S. Vygotsky, S.L. Rubinstein, D.B. Elkonin, etc.). Aspects of gaming activity in secondary school were considered by S.V. Harutyunyan, O.S. Gazman, V.M. Grigoriev, O.A. Dyachkova, F.I. Fradkina, G.P. Shchedrovitsky and others.
During the perestroika period there was a sharp surge in interest in educational games (V.V. Petrusinsky, P.I. Pidkasisty, Zh.S. Khaidarov, S.A. Shmakov, M.V. Klarin, A.S. Prutchenkov, etc.) . In a modern school, there is an urgent need to expand methodological potential in general, and in active forms of learning in particular. Such active forms of learning, which are not sufficiently covered in primary school teaching methods, include gaming technologies. Gaming technologies are one of the unique forms of learning, which makes it possible to make interesting and exciting not only the work of students at the creative and search level, but also the everyday steps of learning the Russian language. The entertaining nature of the conventional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positively emotionally charged, and the emotionality of the game action activates all the mental processes and functions of the child. Another the positive side The game is that it promotes the use of knowledge in a new situation, i.e. The material acquired by students goes through a kind of practice, introducing variety and interest into the learning process. The importance of imagination and emotions in the development of creative activity has drawn our attention to the game, to game situations. This is due to the fact that childhood is a large period of a child’s life.
Living conditions at this time are rapidly expanding: the boundaries of the family are expanding to the limits of the street, city, and country. The child discovers the world human relations, different types of activities and social functions of people.
He feels a strong desire to be involved in this adult life, to actively participate in it, which, of course, is not yet available to him. In addition, he strives no less strongly for independence. From this contradiction a game is born.
Long before play became a subject of scientific research, it was widely used as one of the important means of raising and teaching children.
In a variety of educational systems, play has a special place. And this is determined by the fact that the game is very consonant with the nature of the child. From birth to adulthood, a child pays great attention to games.
A game for a child is not just an interesting pastime, but also a way of modeling the external, adult world, a way of modeling its relationships, during which the child develops a pattern of relationships with peers.
Children are happy to come up with games themselves, with the help of which the most banal, everyday things are transferred to a special interesting world adventure
Play is a need of a growing child's body. In the game, the child’s physical strength develops, a firmer hand, a more flexible body, or rather the eye, develops intelligence, resourcefulness, and initiative. In the game, children develop organizational skills, develop self-control, the ability to weigh circumstances, etc.
The game only seems carefree and easy on the surface. But in fact, she imperiously demands that the player give her the maximum of his energy, intelligence, endurance, and independence.
Game forms of learning allow you to use all levels of knowledge acquisition: from reproductive activity through transformative activity to the main goal - creative search activity.
Creative search activity turns out to be more effective if it is preceded by reproducing and transformative activity, during which students learn teaching techniques.
Play is the most accessible type of activity for children, a way of processing impressions received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.
An interesting book increases a child’s mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of games. Game is only one of the methods, and it gives good results only in combination with others: observations, conversations, reading and others.
While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences.
Playful experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills.
All this makes the game an important means of creating a child’s direction, which begins to take shape during his childhood.
We can distinguish six well-known organizational forms of gaming activity: individual, single, pair, group, collective, mass form of play.
Individual forms of games include the play of one person with himself in a dream and in reality, as well as with various objects and signs. A single form is the activity of one player in a system of simulation models with direct and feedback from the results of achieving a set goal.
The doubles form is a game of one person with another person, usually in an atmosphere of competition and rivalry.
Group form is a game of three or more opponents pursuing the same goal in a competitive setting.
The collective form is a group game in which competition between individual players replaces teams with rivals. The mass form of the game is a replicated single game with direct and feedback from a common goal, which is simultaneously pursued by millions of people.
The game is multifunctional. We will focus only on the role of didactic, cognitive, educational, developmental functions of the game associated with the development of creative activity.
All games are educational. “Didactic games” - this term is legitimate in relation to games that are purposefully included in the didactics section.
There are several groups of games that develop a child’s intelligence and cognitive activity:
1.group - object games such as manipulations with toys and objects. Through toys and objects, children learn shape, color, volume, material, the animal world, the human world, etc.
2.group - creative, plot-based role-playing games, in which the plot is a form of intellectual activity.
Intellectual games like “Lucky chance”, “What? Where? When?" etc. These games are an important part of educational, but, above all, educational work of a cognitive nature.
ü The goal of learning is the development and formation of a person’s creative individuality. And the very beginning link is awareness of the uniqueness of your intellect, yourself.
ü Reorientation of the student’s consciousness from impersonal, social to purely personal, socially important development.
ü Freedom of choice, freedom of participation, creation of equal opportunities in development and self-development.
ü Priority organization of the educational process and its content for the overall development of students, identification and “cultivation” of open talents, formation of entrepreneurial efficiency.
Based on these conceptual provisions, the goals and objectives of using the technology of game forms of education were determined - the development of sustainable cognitive interest in students through a variety of game forms of learning.
Tasks:
1. Educational:
1)To promote students' solid understanding of educational material.
2)Help broaden students' horizons through the use of additional historical sources.
2. Developmental:
1)Develop creative thinking in students.
2)Promote the practical application of skills and abilities acquired in the lesson.
3. Educational:
1)Develop moral views and beliefs.
2)Develop historical self-awareness - conscious involvement in past events.
3)Contribute to the education of a self-developing and self-realizing personality.
One of the basic principles of learning is the principle from simple to complex. This principle is the gradual development of creative abilities.
In the process of organizing training for the development of creative abilities, great importance is attached to general didactic principles:
1)scientific
2)systematic
3)sequences
4)availability
5) visibility
6)activity
7)strength
8)individual approach
All classes to develop creative abilities are conducted in the game. For this, we need a new type of games: creative, educational games, which, despite all their diversity, are united under a common name not by chance; they all proceed from a common idea and have characteristic creative abilities:
Each game is a set of tasks.
Tasks are given to the child in different forms and thus introduce him to different ways of transmitting information.
The tasks are arranged roughly in order of increasing difficulty.
The problems have a very wide range of difficulties. Therefore, games can excite interest for many years.
Gradually increasing the difficulty of tasks contributes to the development of creative abilities.
For the development of creative abilities in children to be effective, the following conditions must be met:
The development of abilities must begin from a very early age;
Stepping tasks create conditions that advance the development of abilities;
Creative games should be varied in content, because... create an atmosphere of free and joyful creativity (62, p.29). Along with the principles, the following methods are also used:
1) practical
2) visual
3) verbal
TO practical methodsinclude exercises, games, modeling. Exercises- repeated repetition by the child of practical and mental given actions.
Exercisesare divided into constructive, imitative-performing, creative.
Game methodinvolves the use of various components of gaming activity in combination with other techniques.
Modelingis the process of creating models and using them. Visual methods include observation - looking at drawings, paintings, watching filmstrips, listening to records 965). Verbal methods are: story, conversation, reading, retelling. When working with children, all these methods must be combined with each other.
Both traditional forms of teaching and lessons of a non-standard, new type are used, which have found wide application in the practice of modern schools: lesson analysis; lesson-comment; lesson-panorama; lesson-quiz; lesson - historical KVN; lesson - historical incident; express survey and so on. Educational forms of this kind activate the mental activity of schoolchildren, develop a sense of responsibility, increase creativity, encourage the study of additional material, and develop interdisciplinary connections. Lessons of a non-standard type teach children to actively perceive. When selecting content, it is necessary that the educational material is emotionally rich and memorable. Lesson material should include clear, specific images.
In work on the technology of game forms of education, a diverse range of teaching aids is used:
1)Working with the textbook
2)Using the textbook apparatus.
3)Study guide illustrations.
4)Historical maps.
5)Educational historical paintings.
6)Educational films, filmstrips, transparencies, art albums and postcards.
7)Texts of works of art.
8)The creativity of the students themselves - drawings, fakes, modeling, historical miniatures.
The organization of game forms of learning takes place in two directions:
1)Using game elements in the lesson.
2) Lesson-game.
I. Game elements.
Goal: introduce creative tasks of a playful nature into the lesson.
Forms of activity
Problems to be solved
1. Organization of expeditions.
Emotional mood
1.to the cave of an ancient man
2.to Olympus
3.to the land of the pyramids
4.in ancient Greek theater place
5.to a medieval peasant's hut
6.at the feudal lord's feast
7.trip to the fair 2. Lesson-game (plot-role-playing games)
8.tic-tac-toe positions
9.press conference:
10.with participants crusades self-organization,
11.with participants of great geographical discoveries
12.with the inhabitants of a medieval city
13.meeting of the city council of a medieval city historical
§ hand-drawn film competition
§ lesson-game in the form of a trial to gain knowledge.
§ ability to build a dialogue
§ creating a figurative representation of the knowledge visited through personal sensation.
Target:through a variety of game roles, game
provide an opportunity for self-actualization, self-control, and self-esteem of students.
*Ability to use a dictionary.
*Ability to navigate historical knowledge in order to select the necessary fact that illustrates a certain historical moment or fact. (over historical figures)
*Ability and experience working in a library.
*Compilation of a bibliography of a specific issue.
*Bibliographic description of a book, journal, article.
*Correct preparation of literature requests, work with catalogues.
work with various sources of historical knowledge: educational literature, documents, fiction and political literature.
*Selection of necessary information.
*Ability to defend and defend (reasonably) one’s position and point of view.
*Participate in discussions, conduct dialogue in a businesslike and concrete manner.
*To develop the artistic abilities of students, their ability to interest listeners in a particular problem that they present.
*Ability to ask questions competently, concisely and clearly.
A lesson conducted in a playful way requires certain rules:
1.Preliminary preparation. It is necessary to discuss the range of issues and the format of the meeting. Roles must be assigned in advance. This stimulates cognitive activity.
2.Mandatory attributes of the game: design, city map, crown for the king, appropriate rearrangement of furniture, which creates novelty, the effect of surprise and will help increase the emotional background of the lesson.
3.Mandatory statement of the game result.
4.Competent jury.
5.Playful moments of a non-educational nature are required (sing a serenade, ride a horse, etc.) to switch attention and relieve tension.
6.The main thing is respect for the student’s personality, not to kill interest in work, but, on the contrary, to strive to develop it, without leaving a feeling of anxiety and self-doubt.
7.Confucius wrote: “Teacher and student grow together.” Game forms of lessons allow both students and teachers to grow.
8.The creativity of younger schoolchildren promotes self-expression and allows the teacher to go beyond curriculum. However, these lessons are more suitable for middle and high school students, but since they are aimed at developing creative activity, their experience can also be useful in elementary school.
9.Each game has its own gaming tools: children participating in it, dolls, toys and objects. Their selection and combination are different for younger and older preschoolers.
10.The game takes its origins from the child’s object-manipulative activity during early childhood. At first, the child is absorbed in the object and actions with it. When he masters action, he begins to realize that he is acting on his own and as an adult. He had imitated an adult before, but did not notice it. In preschool age, attention is transferred from an object to a person, thanks to which the adult and his actions become a role model for the child.
11.Creative play teaches children to think about how to implement a particular idea. In creative play, like no other activity, qualities that are valuable for children are developed: activity, independence.
12.Directing creative play becomes important, but there are certain difficulties encountered.
The teacher must take into account many factors that develop the child - his interests, personal qualities, social behavior skills.
It is necessary for the teacher to be an active participant in the games. You can also show various performances before the game. The teacher should encourage children's initiative, lead the game, including everyone in the game, all this is necessary to attract the attention of children and relieve their tension.
The above allows us to formulate the main functions of the game:
1.Function of forming sustainable interest, relieving tension;
2.Function of formation of creative abilities;
3.The function of developing self-control and self-esteem skills.
Any games only produce results when children play with pleasure. Also, creativity is always interest, passion and even passion.
But this interest can easily be dulled not only by great pressure, but even simply by “overdoing it” when she begins to get bored. Therefore, one should never lead the activity of games to the point of satiety, to the point that children do not want to play. You need to end the game as soon as the first sign of loss of interest in it flashes.
Thus, based on the works of many researchers, we have come to the conclusion that the most important principles for the development of creative activity are:
1.development of children's imagination, as it stimulates creative activity;
2.development of the emotional sphere of primary school children
3.age, since emotions awaken interest in creative activity;
4.- play and play situations that require imagination from the child and affect the emotions that awaken his creative activity are of particular importance for the development of imagination and the emotional sphere.
2.4 Experimental work on the development of creative activity of junior schoolchildren
Based on an analysis of the theoretical works of G.I. Shchukina, T.N. Shamova, V.V. Belich, Y.A. Ponomareva, R.A. Nizamova, A.M. Matyushkina, V.V. Klimenko, N.Yu. Wenger, J.I.C. Vygotsky and others, we approached the organization of experimental work.
We have developed three groups of tasks and situations aimed at developing the imagination, emotional sphere, and creative activity of primary schoolchildren.
A formative experiment was conducted on the basis of the Kyiv primary school, in which 40 primary school children participated. Of which 20 people made up the experimental group and 20 people - the control group.
The experimental work was carried out in 2 stages. At the first stage (September-November), the level of formation of empathy and creative imagination was studied. At the second stage (December-July), a formative experiment was directly carried out. In the experimental group, work was carried out to develop creative imagination and empathy in accordance with the methodology we proposed.
The control group included 20 people of the same age. In this group, the upbringing and education of children was carried out in accordance with the standard program.
At the second stage, a formative experiment was conducted, the purpose of which was to study the effectiveness of the influence of the methodology we developed on the emotional sphere in the child’s imagination. The initial level of development of creative imagination and empathy among junior schoolchildren (20 people) is presented in Table No. 1.
The reliability of differences in the intergroup level of creative imagination in children of primary school age is presented in points.
Table No. 1 Level of development of creative imagination and empathy among junior schoolchildren
Indicators I survey II survey cont. gr m + pexp. gr m + pkont. gr m + pexp. gr gp + p Free drawing 2.55 + 0.232.95 + 0.232.63 + 0.234.3 + 0.7490.05 Unfinished drawing 1.09 + 2.6715.2 + 0.5970.0511.7 + 0.919.95 + 0.531,450.00
Based on the data in Table 1, at the beginning of the experiment, intergroup differences in the development of imagination were almost the same. After the experiment, control testing was carried out, which showed that intergroup differences in the development of imagination are not the same. They are presented in Table No. 2. reliability of the intergroup level of empathy in children of primary school age (in points).
Table No. 2 Intergroup differences in the development of imagination
Indicators I survey II survey kekont. grksp. gront. grksp. gr1 Lmmmm+p+p+p+p Definition of empathy 8.8+0, 299.2+0, 35800.059.7+0, 2914.6+0 , 3590.00
Based on the data in Table 2, we can say that at the beginning of the experiment, intergroup differences in the development of empathy are similar. After the formative experiment, intergroup differences in the development of empathy were significantly different (Table 2).
From tables No. 1 and No. 2 it is clear that at the beginning of the experiment homogeneous groups were selected, since there were no significant differences in indicators.
Table No. 3 presents the reliability of differences in the intragroup development of creative imagination in children of primary school age (in points) before the start of the experiment.
Table No. 3 Development of creative imagination in children of primary school age
Indicators I survey II survey cont. gr m+pexp.gr m+pcont. gr m+pexp. gr m+pFree drawing2.55+0.232.63+0.23250.052.95+0.234.3+0.780.05Unfinished drawing1.09+2.6711.7+0.9280.0515.2+0.5919.05 +0.53083.85
Table No. 4 shows the reliability of differences in the intragroup development of empathy in children of primary school age (in points) after the formative experiment.
Table No. 4 Development of empathy in children of primary school age
Indicators I survey II survey kekont. grksp. gront. grxp.grmshmm+p+p+p+pDetermination of facial expressions8.8+0.299.7+0.29190.059.2+0.3 514.6+0, 351.020.00
As can be seen from tables No. 3 and No. 4, after the formative experiment, intragroup differences in empathy and creative imagination are different.
Studying the effectiveness of the proposed methodology, we will calculate the growth rate of indicators of creative imagination and empathy and show them in Table No. 5.
Table No. 5 Growth rates of indicators of creative imagination, empathy (in percent)
Free drawing Unfinished drawing Definition of facial expressions control.experimental.control.experimental.control.experiment.3.0837.247.0727.021.8445.37
As a result of examining children, we found that:
1.the development of creative imagination and empathy in children of primary school age is at an average level;
2.The selection of means helps to enrich the imagination of children’s emotional experience.
3.the use of aesthetic play (with its various elements) has been an effective means of developing synesthesia, empathy, creative imagination and creative activity.
When determining the level of development of creative imagination and empathy, we used tests proposed by the authors G.A. Uruntasova, Yu.A. Afonkina (1995), L.Yu. Saturday 91996)
Test No. 1: “Free drawing”.
Material: sheet of paper, set of felt-tip pens.
The subject was asked to come up with something unusual. 4 minutes were allotted to complete the task. The child’s drawing is assessed in points according to the following criteria:
points - the child, within the allotted time, came up with and drew something original, unusual, clearly indicating an extraordinary imagination, a rich imagination. The drawing makes a great impression on the viewer; its images and details are carefully worked out.
9 points - the child, within the allotted time, came up with and drew something quite original and colorful, although the image is not completely new. The details of the picture are worked out well.
7 points - the child came up with and drew something that, in general, is not new, but contains obvious elements of creative imagination and has a certain emotional impression on the viewer; the details and images of the drawing are worked out in an average manner.
4 points - the child drew something very simple, unoriginal, and the drawing shows little imagination and the details are not very well worked out.
2 points - in the allotted time, the child was unable to come up with anything and drew only individual strokes and lines.
Conclusions about the level of development:
Points - very high;
9 points - high;
7 points - average;
4 points - low;
2 points - very low.
Test No. 2: “Definition of empathy” (emotional sensitivity).
Material:
1.cards with a schematic representation of human emotions on the face (joy, calm, sadness, pleasure, fear, anger, ridicule, embarrassment, dissatisfaction).
2. cards with a realistic image of a face (regret, joy, distrust, fear, delight).
The subject was asked to: (Series 1) consider schematic representations of human emotions; try to depict each pattern on your face, then name the corresponding feeling. We are doing the same work in the 2nd series, but based on drawings with a full image of the face.
Evaluation of results: the more expressions a child identifies, the higher his emotional sensitivity. The best result is 17 points.
Test No. 3: “Unfinished drawing.”
Material: 1) a sheet of paper with the image of 12 circles, not touching each other (arranged in 3 rows of 4 circles).
) on a piece of paper there is an unfinished drawing of a dog, repeated 12 times.
Test No. 4: “Simple pencils.”
The subject was asked:
At the first stage: from each circle, depict various images using additional elements.
At the second stage: it is necessary to sequentially complete the image of the dog so that each time it is a different dog. The change in image goes as far as depicting a fantastic animal.
Evaluation of results:
4 points - very low result;
9 points - low;
14 points - average;
18 - high;
24 is very high.
It is counted how many circles the subject turned into new images, how many different dogs he drew. The results obtained for 2 series are summarized.
We also used a test to study the originality of solving imagination problems. Preparation of the study. Select album sheets for each child with figures drawn on them: outline images of parts of objects, for example, a trunk with one branch, a circle - a head with two ears, etc. and simple geometric figures(circle, square, triangle, etc.). Prepare colored pencils and markers.
Conducting research.
We ask a 7-8 year old child to complete each of the figures so that they get some kind of picture. First, you can have an introductory conversation about the ability to fantasize (remember what clouds look like in the sky, etc.).
Data processing: we identify the degree of originality and unusualness of the image, we establish the type of solution to imaginative problems.
Null type. It is characterized by the fact that the child does not yet accept the task of constructing an imaginary image using this element. He doesn’t finish drawing it, but draws something of his own next to it (free imagination).
First type. The child completes the drawing of the figure on the card so that the image of a separate object (tree) is obtained, but the image is contoured, schematic, and devoid of details.
Second type. A separate object is also depicted, but with various details.
Third type. By depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).
Fourth type. The child depicts several objects based on an imaginary plot (a girl walking with a dog).
Fifth type. The given figure is used in a qualitatively new way. If in types 1-4 it acts as the main part of the picture that the child drew (the circle is the head, etc.), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer the roof of the house, but the lead of a pencil , with which the boy draws a picture).
Research results:
Originality coefficient = sum of types / number of children = 62/19 = 3.3
B (control group)
Originality coefficient = sum of types / number of children = 93/28 = 3.4
The second stage is the developmental stage.
This stage includes work on developing imagination and is designed to connect the child’s creative potential.
Types of work:
"The Journal of Fables in Faces."
The event is held in the form of a competition. The class is divided into half teams. Each team is the editorial office of the magazine. Each member of the editorial board has his own serial number. The presenter begins the tale:
Once upon a time there lived a little Vintik. When it was born, it was very beautiful, shiny, with brand new carvings and eight sides. Everyone said that a great future awaited him. He, along with some of the cogs, will take part in the flight on the spaceship. And finally the day came when Vintik found himself on board a huge spaceship...
At the most interesting point, the presenter stops and says:
“To be continued in the magazine” " in the room "...". baby, u
who is holding this issue must pick up the thread of the plot and continue the story. The presenter carefully follows the story and interrupts at the right place.
The child should say: “To be continued in the magazine.” " in the room "...". The presenter can interrupt the fairy tale with the words:
“The end in the magazine “” in the issue “...”.
As a result of children's creativity, the main character visited many planets and met aliens. However, the children, having once composed a continuation about the new planet and its inhabitants, then repeated the same thing, changing only the name of the planet. But the end of the tale was quite interesting. It was invented by Valya Lipatnikova (!). She sent the main character, Vintik, back to earth, where he remained forever, telling his grandchildren about distant planets and stars.
In general, this type of activity has proven that it is still difficult for children to engage in free imagination. They do a better job using ready-made templates.
"World Presentation"
The objective perception of the surrounding world, characteristic of children (here is a cat, the moon, a bench, a person, a stick, etc.), with the development of the child, the social and value perception is transformed, when a growing person discovers the relationship behind objects, sees the value connections of relationships. Such a transformation takes place imperceptibly, it is not indicated by some sharp transition, when suddenly a simple “bench” would turn into “a place for an old man to rest, a meeting for lovers,” etc. It occurs due to the socialization of the individual, his spiritual development, intellectual and emotional enrichment.
A change in objective perception, however, does not always occur at all. Sometimes we see a person who lives among objects, facts, cases, but he falls out of social relations and cultural values. Outwardly - he lives like everyone else, in essence - he lives outside of everyone, since he is excluded from the system value relations.
“Presentation of the world” is aimed, first of all, at translating the objective perception of the world and its value perception. An object is presented to a group of children and asked to describe the role of this object in a person’s life, why it is for humanity, what role it plays in a person’s pursuit of happiness, what relationships it carries within itself when it is included in everyday life. Thus, the spiritual value of a material object is revealed for children, the boundaries of the spiritual and material are mixed, the ability to spiritualize is developed, and ultimately the child acquires his own personality, rises above the situation, and is freed from material-object dependence.
To carry out this work, any object surrounding the children is selected (there is no point in taking something unfamiliar to children, like a toaster or pointe shoes), a question is asked about its role in a person’s life, material and spiritual purpose, as well as a question about the child’s personal attitude to this subject.
It is necessary to create the proper atmosphere so that all its advantages and features are emphasized as the value of universal human culture. Children take turns expressing their thoughts. At the same time, they approach the object, take it in their hands, showing it to the whole group, revealing the content that they discovered.
We chose a living rose as the subject of the presentation, arranging it beautifully in a vase on the table. The following questions were proposed for discussion: What does a simple rose flower mean to us? What benefit could it possibly have? What would happen if there were no roses on earth? Express your personal attitude towards this flower?
The children's reaction was quite interesting. Naturally, first of all, the children saw “gift”, “love”, “congratulations”, “decoration”, “sympathy”, “good wishes” behind the rose. It is interesting that a system of symbols was also introduced: “a white rose is an emblem of sadness, a red rose is an emblem of love, a yellow rose is an emblem of betrayal.”
One student suggested that if there are no roses, then there will be no love, another, going up to the rose and taking it in his hands, stated that it reminds him of his dad when he was tired, because the rose had already withered a little and looks sad, and dad also gets sad when he’s tired. The girls talked more about love: “by giving a rose to a girl, a boy confesses his love to her.”
We also used a game aimed at activating imagination processes, for example: h “Guess what it is?”
Up to 30 children can participate in it; it is better for the teacher or educator to take on the role of the leader. Children, with the help of a leader, select 2-3 people who should be isolated from the general group for a few minutes. At this time, everyone else thinks of a word, preferably an object. Then the isolated guys are invited. Their task is to guess what was asked using the question: “What does this look like?”, For example, if the word “bow” is given, then the question: “What does this look like?” The following hints may come from the audience: “On the propeller of the plane,” etc.
As soon as the drivers guess what was planned, the leader changes them, and the game is repeated again. This type of work allows children to develop imaginative thinking and promotes the activation of teamwork skills. In our class, such work showed that children’s imaginative thinking is not sufficiently developed. It was quite difficult for them to cope, which indicates a low level of association. The use of this type of game contributed to the development of imagination. The game “Rukavichka Theater” played a major role in the development of imagination and emotions.
The form of theater play determines the purposeful development of children’s sensory sphere. Imagining this or that character in various situations, the guys become upset, happy, happy, indignant - they emotionally master the world of attitudes and the forms of their manifestation, which contributes to a deeper understanding of spiritual connections in real life. In addition, by using folk literary works, we thereby introduce children to national culture and national folklore.
The goal of the work is to teach expressive reading based on imitation, repeated rereading, memory development, simple movements, and the ability to speak in front of an audience.
The child’s activity is model-oriented. In the process of communication, the teacher, by example, teaches speech, movement, behavior, and provides unobtrusive help if the children have forgotten something. The basis of adult behavior is benevolence, reasonableness, calmness and interested participation.
This type of activity is very convenient not only for extracurricular activities, but also as a form of conducting reading and literature lessons.
Props (mitten dolls) are a support for recreating imagination, understanding the character of a character, a prerequisite for the emancipation of feelings, movements, freedom of speech, and the significant simplicity in making the dolls themselves is also attractive; you can find old gloves, mittens, and based on them with Using pieces of fabric, colorful paper, buttons, a needle and thread, scissors and imagination, you can make a grandparent, a mouse, a fox, a dog, etc.
For the production we took Russian folk tale“The Rooster and the Dog,” a fairy tale told from the perspective of Petrushka in a fair booth. Drawing a conclusion, I would like to say that children have a rather high value perception of reality.
Their readiness and ability to reason, draw conclusions, and their overall high level of intelligence are striking. In the future, you can complicate the work by asking children to choose the subject of the presentation themselves; it can be a phenomenon, event, fact, process.
At the end of the developmental stage (after 10 days), we conducted a control experiment to determine the influence of the developmental program on the dynamics of the ability to creatively perceive in children of the control and experimental groups.
The result of the research (solving imagination problems).
A (experimental group):
Originality coefficient = sum of types / number of children = 70 / 19 = 4.1
B (control group):
Originality coefficient = sum of types / number of children = 98 / 28 = 3.5
Calculation of the originality coefficient in the experimental and control groups showed its significant increase in the experimental group and its virtual absence in the control group. To substantiate the significance of the influence of the correctional program on the development of creative imaginative abilities in primary schoolchildren, we used the nonparametric statistical x2 - criterion.
The students of each group were divided into categories: “changes occurred”, “no changes occurred.” As a result, we built a table. 6:
Experimental group Control group Yes No 118424
The calculation was carried out according to the formula:
t= N(Oi 1O22-O12O21) 2/ P1P2(0p + 021) *(Ol2+C>22)
where, n, n - sample volumes, N= n+n - total number of observations.
Received x 2nab - 0.385 less Ttab. Consequently, the experimental data obtained do not give grounds to talk about the static significance of the differences.
However, there is a tendency towards an increase in the creative activity of schoolchildren in the experimental group, which indicates the undoubted positive impact of this correctional program on this activity.
In general, during the experiment we were convinced that the developed methodology was an effective means of developing creative imagination and empathy, which contribute to creative activity. Development of empathy: Experimental group - 45.37; Control group - 1.84. Imagination development: Experimental group - 27.02 and 37.24 Control group - 7.07 and 3.08
Thus, we can say that the hypothesis we put forward was confirmed, and we can say that the correction program we carried out intensifies the growth of creative activity in younger schoolchildren.
The conducted research of the problem allowed us to come to the following conclusions:
1.the concept of “creative activity” represents the quality of a person’s activity, which manifests itself in the student’s attitude to the process of educational activity, the mobilization of volitional efforts to achieve creative goals;
2.creative activity requires the development of components such as imagination and emotions, which stimulate creativity and creative activity;
3.the level of personal development depends on the development of imagination, since imagination is an integral part of any creativity;
4.An equally important component of creative activity is the development of the child’s emotional sphere, arousing interest in creative activity, and the emergence of a feeling of joy and satisfaction from performance;
5.The emotional sphere and imagination develop most intensively in the game. A variety of didactic games contribute to the perception of individual objects, observation, development of imagination and the formation of various emotions, including interest in creative activity, increasing creative activity;
6.In order for the process of developing creative activity to be effective, it is necessary to constantly create situations in the educational process aimed at developing the imagination and emotional sphere of the child;
7.the problem of developing creative activity is a multifaceted problem;
8.it is forward-looking.
For example, one aspect of this problem is the role of the teacher and his teaching style. It is believed that there are two types of teachers: “developing” and “educational”. “A developmental teacher places emphasis in his work, first of all, on the development of mental processes (thinking, memory, attention, imagination, etc.). The number of tasks completed is less important than the quality of creative work. “Teaching” teachers pay more attention to the demonstrative side of teaching, high results of educational activities (reading techniques, control sections), less work is done on development of creativity.
This technique allows you to determine the position of the subject in the system of interpersonal relations of the group to which he belongs.
Before starting the study, members of the group (class) receive the following instructions: “Your group has existed for a long time. During the time you lived together and communicated with each other, you were probably able to get to know each other well, and certain personal and business relationships, likes and dislikes, respect and disrespect for each other, developed between you. It’s good for you to be in the same group with someone, but someone doesn’t suit you very much and you would like to part with them. Now imagine that your group begins to take shape all over again and each of you is given the opportunity to again determine the composition of the group at will. Answer the following questions in this regard, writing down your answers on a separate sheet of paper. It must first be signed so that we can judge who is choosing whom.
Which members of your group would you like to include in the new group? Write these people down on a piece of paper in order of preference.
Which member of the group would you, on the contrary, not like to see as part of the new group?
Sheets with the test subjects' answers to the proposed questions are processed, and the information contained in them is transferred to a special table (sociometric matrix).
Their number corresponds to the number of criteria. The choice matrix is the basis for sociometric analysis. For the convenience of data processing, each group member receives his own number and then appears under it throughout all stages of the experiment.
Based on the matrix data, we determined the value of the sociometric status of each group member. It is equal to the sum of the elections received by a given member of the group, divided by the number of members without one:
Ri+ - positive elections received by the i-member,
Ri- are the negative elections received by the i-member.
The data processing of the sociometric experiment was carried out as follows:
1.In prepared sociometric tables, we record the children's choices. Then we count the choices received by each child and find mutual choices, which we count and record.
2.Next, we present the experimental results graphically in the form of group differentiation maps. First, draw four concentric circles and divide them in half by diameter. We will depict boys as triangles, girls as circles.
Anyone should pay attention not only to the correctness of the formulations from a mathematical point of view, but also from the point of view of grammar, syntax, native language, and subsequently the Russian language.
Tasks designed to work with verbal and logical constructions of mathematical language contribute to the formation of logic in the speech of primary schoolchildren in their native language. The basis for such tasks can be the formulation of the properties of arithmetic operations and the definition of mathematical concepts. Examples of tasks of this type include the following:
Establish the truth of statements;
Find errors, etc.
Tasks of this nature effectively influence the development of speech of primary schoolchildren in their native language and contribute to their better assimilation of mathematical material. The formation of basic communicative qualities of mathematical speech in the native (Ossetian) language in primary schoolchildren at the initial stage serves as the foundation for the implementation of full-fledged bilingual mathematics education in grades 3-4.
Thus, the formation of communicative qualities of mathematical speech is served by a set of educational tasks for the development of mathematical speech of primary schoolchildren:
Tasks designed to work with terminology, symbols, diagrams, graphic images;
Tasks with verbal and logical constructions of mathematical language.
Bibliography
1. Zhurko V.I. Methodological foundations for assessing the quality of education in higher education // News of the Russian State Pedagogical University named after. A.I. Herzen. - 2010. - No. 5. - P. 23-25.
2. Zembatova L.T. Implementation of the principle of multilingualism in the process of studying mathematics in national schools. // European Social Science Journal. - 2011. - No. 3. - P. 44-48.
3. Zimnyaya I. A. Psychological aspects of teaching speaking in a foreign language / I. A. Zimnyaya. - M.: Education, 1985. - 160 p.
4. Komensky Ya. A. Selected pedagogical works. In 2 volumes / Ya. A. Komensky. - M.: Pedagogy, 1982. - T. 2. - 576 p.
5. Ushinsky K. D. Selected pedagogical works. In 2 volumes / K. D. Ushinsky. - M.: Pedagogy, 1974. - T. 1. - 584 p.
A.M. Kasimova
DEVELOPMENT OF CREATIVE ACTIVITY OF PRESCHOOL CHILDREN AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM
Abstract: the article discusses the problem of developing the creative activity of a preschooler, which is achieved with the child’s activity and independence in transformative activities.
Keywords: creativity, activity, arts and crafts, artistic creativity, folk art, tradition, aesthetics.
© Kasimova A.M., 2013
The development of creative activity of preschoolers in the process of introducing them to decorative and applied arts allows children to open up, study and master various techniques of artistic and creative activity. One cannot but agree with the opinion of the famous Soviet psychologist D.B. Elkonin: “If we take into account that at an early age the child’s object perception is not yet sufficiently differentiated and that color, shape, size and other properties do not exist for the child in isolation from the objects that possess them, then the special importance of these types of activities for the development of perception becomes clear and the child’s thinking." It should be noted that the positive impact of the development of creative activity of preschoolers depends on the methods of proper pedagogical guidance. But before we talk about the development of creative activity in preschoolers as a psychological and pedagogical problem, we consider it appropriate to briefly dwell on the characteristics of preschool age.
The formation of an active, creative personality contains a number of questions to identify the sources of human activity, the patterns of their individual manifestation in various types of activities. These issues were resolved by teachers such as P.P. Blonsky, N.Ya. Bryusova, E.T. Rudneva, S.T. Shatsky and others. The latter noted that preschoolers acutely feel the need for spiritual experiences and to express their impressions. The teacher’s task, according to the researcher, was to create conditions “for the fullest development of creative potential... for the beginnings of creative power exist in almost everyone, small and large people - you just need to create suitable conditions for its manifestation.” To solve our problem, the provisions developed in the research of psychologists L.S. are of particular importance. Vygotsky, N.N. Volkova, E.I. Ignatieva, Ts.I. Kireenko, B.M. Teplova, P.M. Yakobson and others about the psychological nature of children's creativity, its development through the means of art.
Like all other qualities of a person, creative activity arises and develops in the process of creative activity, by some thing in the external world or by a certain structure of the mind or feeling, living and revealed only in the person himself. In this regard, one of the most important issues of children's pedagogy and psychology is L.S. Vygotsky considered “the question of creativity in children, the development of this creativity and the significance of creative work for general development and formation of the child."
There are many ways and directions for developing the creative activity of preschoolers, for example, working with different materials, which includes types of creating images of objects from fabric, paper and natural materials. Continuing this thought, it is appropriate to recall the statement of the prominent Russian teacher V.N. Soroka-Rosinsky, who noted that “nothing contributes more to the formation and development of personality, its creative activity, than an appeal to folk traditions, rituals, folk art". And the famous art critic N.D. Bartram expressed an interesting idea, based on observations, that the best toy for a child is one that he made with his own hands. “A thing made by the child himself,” he wrote, “is connected to him by a living nerve and everything that is transmitted to his psyche along this path will be immeasurably more alive, more intense, deeper and stronger than what comes from someone else’s, factory-made and very often mediocre invention ".
Psychologists have dealt with the problem of the development of creative activity, which includes the creative process, as a result of which a person creates something that did not exist before. According to the conclusion of V.V. Davydova, A.N. Leontyev, Ya. A. Ponomarev and others. the main source of creative activity is the need, that is, the desire for
more complete identification and development of creative possibilities, which encourages the individual to show his creative activity.
What is creative activity? According to G.S. Arefieva, this is “the highest level of human activity.” A.M. Korshunov believes that creative activity is a special form of human activity, characterized by originality and novelty of the product. According to V.F. Ovchinnikov, “creative activity is one of the manifestations of personality, testifying to its bright individuality and ability to put forward non-standard solutions.” Researcher A.I. Krupnov notes that activity, on the one hand, is understood as a measure of activity, the level of the interaction process, or as the potential capabilities of a subject to interact, on the other hand, it is characterized as a set of proactive actions of the subject, conditioned by its internal contradictions, mediated by environmental influences.”
Personal activity is considered by psychologists as “a group of personal qualities that determine internal needs, the individual’s tendency to effectively master external activities, to express himself in relation to the outside world.” The problem of personality activity in the studies of modern psychologists such as B.F. Lomov, K.K. Platonov. D.B. Bogoyavlenskaya and others, is revealed in various aspects, the structure and dynamics of the development of intellectual, creative activity of the individual at the universal and age levels are studied in detail.
Despite the fact that the decorative and applied and artistic and creative processes are characterized by psychologists as the embodiment of the activity of human thinking, the constituent factors are imagination associated with the objective perception of reality, intuition based on the subjective characteristics of the individual, characteristic of each creatively gifted individual, inspiration, which leads to maximum realization and self-expression in the creative process. An important mental component of creative activity is the perception of external reality, objective reality, the development in the process of memory, attention, imagination, thinking, and the mental development of preschool children, which activate creative activity. “Any decorative and applied activity begins with the perception of the surrounding reality and the formation of ideas about it.”
The main components and properties of the perception of the surrounding reality are its objectivity, integrity, constancy. One of the defining features of perception as a physiological-psychological process can be considered its dependence on past experience and the task of the activity being performed, and the socio-psychological characteristics of the subject. Here we mean details, inclinations, interests, motivation of activity, emotional state of the subject at the time of performing a practical task in the process of visual activity. In this regard, the opinion of E.I. is relevant. Ignatiev, who noted that “in most studies on children’s artistic creativity, only the result of visual activity is considered, and the process of creating an image is not studied.” That is, in such works the development of creative activity is considered as a spontaneous process that does not depend on living conditions, upbringing and training, which is not entirely true, since the child not only constantly has examples of decorative and applied art before his eyes, which does not detract from their artistic and aesthetic significance , but also with his characteristic freshness of perception, he assimilates the techniques with the help of which these samples are created. “The mental development of a child,” wrote A.N. Leontyev, cannot be considered in isolation from his mental development
in general, from the richness of the child’s interests, his feelings and all other features that form his spiritual appearance.”
Artistic and creative activity is characterized, first of all, by those general groups of activity components that characterize the subject-operational side and include in the practical knowledge of individuals about certain objects and phenomena of social reality and the corresponding skills and abilities and, finally, components that determine the specifics social activity and the measure of its expression (initiative, independence, perseverance as the ability to endure prolonged stress and overcome difficulties). An original assessment of artistic creativity is given by V.S. Kuzin. “It is an activity,” he writes, “as a result of which artists create new original works of social significance.”
“Armed” with the statements of authoritative scientists, we can express our point of view regarding creative activity, which has its own sources and parameters. The formation of creative activity is associated with human life, with the awareness of factors influencing the formation of forms, methods and means of educational influence, in this regard, the effectiveness of work on raising a creatively active personality depends on solving issues related to identifying the driving forces, sources of human activity, knowledge patterns of their individual manifestation. The child’s desire to independently search for a solution to a problem, the manifestation of cognitive interests, is the key to creative activity. Stimulating creative activity requires the teacher to create such learning conditions that would arouse the child's interest in learning, the need for knowledge and, finally, their conscious assimilation.
The development of a preschooler’s creative activity provides for the maximum possible manifestation of individuality, which is achieved with the child’s activity and independence in transformative activities. We must understand that today the main goal of education is the formation of a new generation, capable not of repeating what was done before, but of creating a new one, that is, the formation of a creative, inventive person. Being a complex characteristic of a person, creative activity reveals deeper personal formations, such as needs, abilities, and value orientations.
The main thing in this sequence is the motivational aspect, that is, the orientation of the personality, goals, and attitudes. At the same time, the highest level of activity is manifested in a conscious attitude towards the activity, since its content acts as an intrinsic value that stimulates interest in its content side. It can be assumed that the creative activity of a preschooler is the individual’s focus on independently solving problems, on searching for new original ways of activity, expressing the individual’s desire to transform the surrounding subject environment. “In all children, from the moment the desire for various types of activities arises, it is necessary to form an artistic and imaginative beginning, which is a prerequisite for productive creativity.”
The problem of developing the creative qualities of an individual in artistic and aesthetic activities has attracted the attention of many specialists. For example S.V. Didenko considers aesthetic evaluative activity as a means of developing the creative activity of children as individuals, provided that the educational process is oriented toward creating a system of educational emotional-evaluative situations that include children in various types of artistic activities and focus on the aesthetic evaluation of the surrounding reality.
N.V. Diaghileva studied the stages of development of children's creative independence in fine arts classes. In these and other studies, creative activity is interpreted as a person’s activity in a particular field of activity, and the concept of “creative activity” itself is revealed through the general concept of “creativity”. Most authors (G.A. Davydova, V.T. Kudryavtseva, Ya.N. Ponomarev, A.G. Spirkina, O.N. Tikhomirov, etc.) interpret creativity as an individual activity, consisting in the production of something new and original. A number of specialists, including D.B. Bogoyavlenskaya, consider creativity as going beyond the limits of existing knowledge and define creativity as a situationally unstimulated activity, manifested in the desire to go beyond a given problem, from which it follows that activity at the level of creative action is a common basis, a unit, not only intellectual, but also any type of creative activity."
Thought L.S. Vygotsky that “we call creative activity such human activity that creates something new, no matter whether it is created by creative activity, some thing in the external world, or a known structure of the mind, or a feeling that lives and is revealed only in the person himself.” is quite consistent with the problems of our research. Creative activity opens up good opportunities for using elements of folk arts and crafts, which are also an educational factor. At the same time, this activity is the basis for the formation of a cultural, spiritually rich, creatively active personality.
Creative activity contributes to physical development, the formation of experience, the development of mental mechanisms and positive individual personality traits, such as abilities, interests and inclinations. Moreover, the development of these properties occurs in the creative activity of preschool children, in which three stages can be noted: 1) development of initial practical skills, 2) formation of knowledge, 3) development of mental activity in the process of generalizing accumulated experience.
So, we define creative activity in preschool age as an integral personality characteristic, which presupposes the child’s desire to independently search for a solution to a problem and includes such components as motivational, volitional, content, operational and effective.
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ON THE. Kolesnikova
MODELS OF INTERACTION BETWEEN PUBLIC AUTHORITIES AND CIVIL SOCIETY STRUCTURES
Abstract: the article discusses issues of interaction between civil society institutions and government bodies. Various approaches and models of interaction between civil society and the state, including at various stages of historical development, are analyzed.
Key words: civic engagement, cooperation, government agencies, civil society institutions, interaction models.
Cooperation between government institutions and civil society, including through dialogue with a wide range of public organizations, is important for maintaining stability, reducing social tension, and successfully implementing government policy, including social reforms.
One of the confirmations that today the state is interested in the formation and strengthening of civil society institutions in the country, as well as ensuring their effective activities, is the creation and activities of the Public Chamber of the Russian Federation, the institution of the Commissioner for Human Rights in the Russian Federation, various councils under the President of Russia (for example , on the development of civil society institutions and human rights, on the codification and improvement of civil legislation, on
© Kolesnikova N.A., 2013
Development of creative activity of students
METHODS AND TECHNIQUES OF DEVELOPMENT
CREATIVE ACTIVITY OF STUDENTS IN THE LESSONS
The teaching profession is creative by nature. Changes in the ideology of education in modern conditions is expressed in the creation of a person-oriented position of self-determination and self-development, self-improvement. This strategic position forces the teacher to define the priorities of educational activities differently, to put, first of all, the personal development of students in first place.
Let the words of Emile Zola, concerning all areas of our lives, become the motto of every teacher today: “The only happiness in life is a constant striving forward...”
It is well known that the creative activity of students can be developed by creatively working teachers. Their creative interaction and creative cooperation are necessary. We understand creative collaboration as the process of interaction between teachers and students in achieving a common goal. In joint activities, the creative abilities and capabilities of the participants (partners) are realized most fully: complementing each other, they reach a qualitatively new level of development.
| Development of creative cognitive activity– the topic is very relevant for elementary school and it is given a special role. After all, in primary school the foundation of knowledge is laid and the child’s personality is formed. Unfortunately, we have to observe that by the middle school year For a first-grader who so badly wanted to go to school, thirsting for something new and unknown, the joyful anticipation of the school day suddenly fades, and the initial craving for learning goes away. Maintaining cognitive creative activity – important condition success of the educational process. The teacher’s task is to teach the child to independently identify a learning task, to see it as separate, dissimilar tasks. Relying on students' creativity is one of the main techniques for creating positive learning motivation. There are no universal methods for developing creative cognitive interests and independence among younger schoolchildren in educational practice. Every creative teacher achieves this using his own methods of developing creative cognitive interests. The development of activity, inquisitiveness, independence, initiative, a creative attitude to business, to cognitive activity is an important and necessary task facing the teacher. To form the creative cognitive activity of schoolchildren, it is possible to use all the methods and techniques available to didactics. Explanatory - illustrative - story, explanation, experiments, tables, diagrams - contributes to the formation of primary knowledge in primary schoolchildren. The use of the reproductive method contributes to the development of practical skills in students. Problem-search, partially search, in combination with the previous ones, serve to develop the creative abilities of schoolchildren. The need to form creative cognitive activity forces teachers to look for means of activating and managing educational and cognitive activity. The means that allow us to organize purposeful and systematic work on the development of students in the learning process are educational tasks. By completing them, students acquire new knowledge, techniques of mental activity, consolidate and improve skills. Each lesson is a specific system of tasks that leads the student to mastery of certain concepts, skills, and abilities. The achievement of lesson goals, activity, and independence of students depends on what tasks the teacher selects for a given lesson and in what sequence he arranges them. The teacher must select tasks for the lesson that would serve a specific purpose or be based on the application of any concepts, rules, establishing certain connections, identifying patterns based on observations. Tasks of this type allow not only to conduct lessons effectively, but also serve to develop mental activity and develop strong knowledge, skills and abilities of students. How skillfully a teacher can select and group tasks for a lesson will determine how consciously, creatively, and willingly children in elementary school will learn. The independence of their thinking and the ability to connect theoretical material with practical activities depend on this in the future. Sustained cognitive interest is formed on different subjects in elementary school by different means. Visual aids, support diagrams, and tables that are used in each lesson contribute to better learning of the material. Entertainment is a very important tool. Elements of entertainment bring something unusual and unexpected into the lesson, evoke in children a sense of surprise rich in its consequences, a keen interest in the learning process, and help them easily master any educational material. The clearest emotional means of developing cognitive interests is play. Using elements of educational and cognitive games from lesson to lesson, students rise one step higher: game-entertainment turns into game-work. While playing in class, students unnoticed perform various exercises where they have to compare, practice, and practice. The game puts the child in search conditions, awakens interest in winning, and hence the desire to be fast, collected, dexterous, resourceful, be able to accurately carry out tasks, and follow the rules of the game. Moral qualities are formed in collective games. Children learn to help their comrades, take into account the interests of others, and restrain their desires. When including games and game moments in the process of teaching schoolchildren, one should not forget that behind the game there is a lesson - getting to know new material, consolidating and repeating it, working with a textbook and notebook. Many games and exercises are based on material of varying difficulty, which makes it possible to implement an individual approach and ensure the participation of students with different levels of knowledge. This makes the learning process more interesting, children are more likely to be active, quick-witted, and sometimes achieve the highest results. An important means of activating the creative activity of students is to establish a connection between the material being studied and the reality around them. The Russian language, which contains tasks aimed at developing these qualities, has enormous opportunities for the development of children’s creative cognitive activity, self-realization, and self-expression. A huge role in the development of creative cognitive activity in Russian language lessons is given to working with a textbook. The textbook organizes the cognitive activity of students, systematizes knowledge, forms spelling skills, develops speech, and promotes moral and aesthetic education. The textbook contains tasks that develop the ability to reason, prove, compare, and draw conclusions. During Russian language lessons, students spend a lot of time on independent work. For this purpose, tasks are also used that allow you not only to test your knowledge of the material covered, but also have the opportunity to constantly repeat the studied material and learn ahead of schedule. Great importance riddles, proverbs, tongue twisters, games, and poems contribute to the development of cognitive activity in the classroom. All these forms help in the development of thinking, intelligence, imagination, enrich the speech and memory of children. Riddles in lessons are used both orally and in writing on various topics studied in the primary school Russian language program. Tasks can be very different. Here we get acquainted with the meaning of the word, with types of transport, and connection with the surrounding life and the development of students’ speech. In any type of work, riddles, proverbs, sayings have an emotional impact on the development of children’s cognitive abilities, which has a positive effect on their knowledge, skills and abilities. Children become especially interested if they complete these tasks not in a simple notebook, but using colorful drawings or figures in the form of tree leaves, cucumbers, pictures of trees, i.e. depending on what topic the task is intertwined with. All this makes it possible to interest children in the meaning of the words being studied, enriching their vocabulary and developing a conscious skill in writing and correct use of difficult words in oral and written speech. Based on the above, we can draw conclusions about the importance of developing children’s cognitive activity: 1. Creating positive motivation in the lesson. 2. Ensuring active and intensive work on semantic analysis of information. 3. Development of semantic conjecture and activation of the student’s lexical experience and enrichment of vocabulary. 4. Promoting optimal organization of attention. 5. Arming yourself with rational methods of memorization. 6. Development of the required pace of information perception. 7. Increasing the pace of work. 8. Development and mastery of the information space, lesson content. 9. Accustoming to self-assessment of the process and result of one’s own activities in the lesson in comparison with other students. |
When developing the structure of a lesson or extracurricular activity, you need to take into account that
· development the creative activity of students depends on the teaching influence on him from the teacher, comrades, parents, as well as the personal experience of the student himself;
· sources creative activity can be:
o the learning process, which acts as a process of organizing the cognitive activity of students,
o personality reserves of the student and teacher;
· forms manifestations of creative activity in the classroom are:
o independence,
o individual creativity;
· conditions the formation of creative activity are:
o maximum reliance on the active mental activity of students,
o conducting the educational process at the optimal level of student development,
o emotional atmosphere of learning, positive emotional tone of the educational process.
The end result of the teacher’s efforts is to transfer the student’s specially organized activity into his own, that is, the teacher’s strategy should be to reorient the students’ consciousness: learning from an everyday forced duty should become part of a general acquaintance with the world around them.
Of great importance for the development of students’ creative activity is the teacher’s competent use of the following techniques:
· creating a situation in which the student must justify his opinion, provide arguments and facts in his defense, and use acquired knowledge and experience;
· creating a situation that encourages the student to ask questions to the teacher, friends, find out what is unclear, and comprehend knowledge more deeply;
· reviewing tests, essays, creative works, which is associated with advice, adjustments, and active searches for the main thing;
· providing assistance to comrades in difficulties, explaining the unclear;
· completing maximum tasks designed for reading additional literature, scientific sources and other search activities;
· encouragement to search for different ways to solve a problem, to consider the issue from different points of view;
· creating a situation of free choice of tasks, mainly search and creative ones;
· creating situations for the exchange of information between students;
· creating a situation of self-testing, analysis of one’s own knowledge and practical skills.
Non-standard lessons
Non-standard lessons are extraordinary approaches to teaching academic disciplines. Their goal is extremely simple: to revive the boring, captivate with creativity, and interest in the ordinary, since interest is the catalyst for all educational activities. Non-standard lessons are always holidays when all students are active, when everyone has the opportunity to express themselves in an atmosphere of success and the class becomes a creative team. These lessons include a wide variety of forms and methods, especially such as problem-based learning, search activities, inter- and intra-subject connections, reference signals, notes and more. Tension is relieved, thinking is enlivened, interest in the subject as a whole is excited and increased.
Types of non-standard lessons:
1. Lessons - games. Not the opposition of play to work, but their synthesis - this is the essence of the method. In such lessons, an informal atmosphere is created, games develop the intellectual and emotional sphere of students. The peculiarities of these lessons are that the educational goal is a game task, and the lesson is subject to the rules of the game, obligatory enthusiasm and interest in the content on the part of schoolchildren.
2. Lessons - fairy tales, lessons - travel rely on children's imagination and develop it. Conducting fairy tale lessons is possible in two versions: when a folk or literary fairy tale is taken as a basis, the second is composed by the teacher himself. The form of the fairy tale itself is close and understandable to children, especially younger and middle-aged children, but high school students also respond with interest to such a lesson.
3. Lessons – competitions, quizzes are carried out at a good pace and allow you to test the practical and theoretical knowledge of most schoolchildren on the chosen topic. Competition games can be invented by a teacher or be an analogue of popular television competitions.
Lesson like “What? Where? When?"
The group of students is pre-divided into three groups, homework is distributed, team numbers and record sheets with the names of the players are prepared for the captains. The game consists of six stages.
1. introduction teachers.
2. Warm-up – repetition of all key questions of the topic.
3. The time for thinking about the question and the number of points for the answer are set.
4. Game “What? Where? When?".
5. Summing up.
6. Closing remarks from the teacher.
Lessons – business games
It is more convenient to conduct such a lesson when repeating and generalizing the topic. The class is divided into groups (2 – 3). Each group is given a task and then their solution is shared. There is an exchange of tasks.
Lessons like KVN
1. Greeting teams (homework).
2. Warm up. Teams ask each other questions.
3. Homework (test on tape).
4. Perform 3–4 tasks by team members at the board.
5. Tasks for team captains (based on cards).
6. Summing up.
4. Lessons based on simulating the activities of institutions and organizations. Lesson - court, lesson - auction, lesson - knowledge exchange and so on. Students are given problem-search tasks, they are given creative tasks, these lessons also play a career guidance role, the students’ artistry and originality of thinking are revealed.
Lesson - auction
Before the “auction” begins, experts determine the “sale value” of the ideas. Then the ideas are “sold”, the author of the idea who received the highest price is recognized as the winner. The idea moves on to the developers justifying their options. The auction can be held in two rounds. Ideas that make it to the second round can be tested in practical problems.
5. Internet lessons are held in computer classes. Students complete all assignments directly from the computer screen. The form is similar for middle and high school age.
6. Song in English class. The use of song material stimulates motivation and therefore contributes to better assimilation of language material due to the action of involuntary memorization mechanisms, which make it possible to increase the volume and strength of memorized material.
7. Educational films in English lessons. Develops the skills and abilities of perceiving and understanding foreign language speech by ear, which requires significant effort and time from the teacher and students.
8. Round table lesson
A presenter and 5–6 commentators on the issues of the topic are selected. Teacher's opening speech. The main directions of the topic are selected and the teacher offers students questions on the solution of which the solution to the entire problem depends. The presenter continues the lesson, he gives the floor to commentators, and involves the whole class in the discussion.
Collective discussion teaches independence, activity, and a sense of involvement in events.
9. Lesson - seminar
Lessons of this form are held after the completion of the topic and sections. Questions for the seminar session are given in advance, reflecting the material of this section and interdisciplinary connections. After hearing comprehensive answers to the seminar questions, the teacher sums up the lesson and directs the student to prepare for the lesson - test on this topic.
10. Lesson - test
It can be carried out in different ways. The first is when the examiners are teachers who are free from classes. Secondly, the examiners are more erudite students who have mastered the topic well, the leaders of each level. At the end of the lesson a summary is made. A collective method of learning is also used. For example, solving exercises followed by mutual testing. The class is divided into several groups and a consultant is appointed. Each group receives task cards. The first example is solved and explained by the consultant, and the remaining students complete the rest independently. Consultants coordinate and keep records. The teacher monitors everyone's work.
11. Use of computer programs in lessons. It is characterized by the individualization of learning and the intensification of students’ independent work, increasing cognitive activity and motivation.
12. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, report, review.
"Brain attack"
The lesson is similar to an “auction”. The group is divided into “generators” and “experts”. Generators are offered a situation (of a creative nature). For a certain time, students offer various options for solving the proposed problem, recorded on the board. At the end of the allotted time, the “experts” enter the battle. During the discussion, the best proposals are accepted and the teams change roles. Providing students in the classroom with the opportunity to propose, discuss, and exchange ideas not only develops their creative thinking and increases the level of confidence in the teacher, but also makes learning “comfortable.”
13. Lessons based on non-traditional organization of educational material: a lesson of wisdom, revelation, a lesson “The understudy begins to act.”
14. Lesson - excursion In our time, when ties between different countries and peoples are developing more and more widely, familiarity with national culture is becoming a necessary element of the process of learning a foreign language. The student must be able to give a tour of the city and tell foreign guests about the uniqueness of the culture.
15. An effective and productive form of training is lesson-performance. Preparing a performance is a creative work that contributes to the development of children’s language communication skills and the discovery of their individual creative abilities. This type of work activates the mental and speech activity of students and develops their interest in the subject.
16. A very interesting and fruitful form of conducting lessons is lesson-holiday. This form of lesson expands students' knowledge about the traditions and customs of peoples.
17. Lesson - interview. An interview lesson is a kind of dialogue for the exchange of information. This form of lesson requires careful preparation. Students work independently on assignments based on the literature recommended by the teacher, preparing questions to which they want answers.
18. Essay lesson. Dictionary of short literary terms interprets the concept of “essay” as a type of sketch in which the main role is played not by the reproduction of a fact, but by the depiction of impressions, thoughts, and associations. This form of lesson develops students’ mental functions, logical and analytical thinking.
19. Bipair (integrated) lesson
Lessons of this type are taught by 2 - 3 teachers at once. For example:
· mathematics, physics and computer science
· mathematics, drawing teacher, industrial training.
Algorithms for solving the problem are compiled using knowledge of mathematics, physics, etc.
The main advantage of a bipair lesson is the ability to create a system of knowledge for students and help them imagine the interconnection of subjects. Bi-paired lessons require the activity of each student, so the class needs to be prepared for them: offer literature on the topic of the lesson, advise them to summarize practical experience. They help unite the teaching staff, set common goals for them, and develop common actions and requirements.
20. Lesson-musical promotes the development of sociocultural competence and familiarization with the cultures of English-speaking countries. The methodological advantages of song creativity in teaching a foreign language are obvious. It is known that in Ancient Greece many texts were learned by singing, and in many schools in France this is now practiced. The same can be said about India, where today in primary school they learn the alphabet and arithmetic by singing. The musical lesson promotes the aesthetic and moral education of schoolchildren and more fully reveals the creative abilities of each student. Thanks to singing a musical in class, a favorable psychological climate is created and fatigue is reduced. In many cases, it also serves as a release that reduces tension and restores students’ working capacity.
21. Project method has recently gained more and more supporters. It is aimed at developing the child’s active independent thinking and teaching him not just to remember and reproduce the knowledge that school gives him, but to be able to apply it in practice. The project methodology is distinguished by the cooperative nature of completing tasks when working on a project; the activities that are carried out are inherently creative and focused on the student’s personality. It assumes a high level of individual and collective responsibility for the implementation of each project development task. The joint work of a group of students on a project is inseparable from the active communicative interaction of students. Project methodology is one of the forms of organizing research cognitive activity in which students take an active subjective position. When selecting a project topic, the teacher should focus on the interests and needs of students, their capabilities and personal significance of the work to be done, and the practical significance of the result of working on the project. The completed project can be presented in the most different forms: article, recommendations, album, collage and many others. The forms of presentation of the project are also varied: report, conference, competition, holiday, performance. The main result of work on the project will be the updating of existing and acquisition of new knowledge, skills and abilities and their creative application in new conditions. Work on the project is carried out in several stages and usually goes beyond the scope of educational activities in the classroom: choosing a topic or problem for the project; formation of a group of performers; developing a project work plan, determining deadlines; distribution of tasks among students; completing tasks, discussing the results of each task in a group; registration of a joint result; project report; assessment of project implementation. Work using the project methodology requires students to have a high degree of independence in search activities, coordination of their actions, active research, performing and communicative interaction. The role of the teacher is to prepare students to work on the project, select a topic, assist students in planning work, monitor and advise students as they progress through the project as a participant. So, the main idea of the project method is to shift the emphasis from various types of exercises to the active mental activity of students during joint creative work.
22. Video tutorial - mastering communicative competence in English without being in the country of the language being studied is very difficult. Therefore, an important task of the teacher is to create real and imaginary communication situations in a foreign language lesson using various working techniques. The use of video also helps to develop various aspects of students’ mental activity, and, above all, attention and memory. While watching, an atmosphere of joint cognitive activity arises in the class. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, schoolchildren need to make some effort.
Modernization of education cannot be imagined without the use of information and communication technologies (ICT).
The rapid development of society, the spread of multimedia and network technologies make it possible to expand the possibilities of using ICT in lessons in a modern school.
The use of ICT in teaching general education subjects to schoolchildren at school leads to an improvement in the quality of education. Practice shows that children
They learn educational material with great success if ICT is included in the lesson;
The role of ICT becomes more significant in terms of the intellectual and aesthetic development of students;
Their information culture is being formed, which is so necessary for the schoolchild for his future sociologization;
The spiritual, social, and cultural horizons of children expand.
V.G. Belinsky said: “Without the desire for something new, there is no life, no development, no progress.” These words were spoken a long time ago. Back then, no one even thought about computer technology. But, it seems to me, these words are about a modern teacher who is ready to master everything new, innovative and successfully apply it in the practice of his work.
Currently, ICT has come to the aid of the teacher, which makes it possible to enliven the lesson, arouse interest in the subject, and better understand the material.
The introduction of ICT in the classroom allows the teacher to implement the idea of developmental education, increase the pace of the lesson, reduce the loss of working time to a minimum, increase the amount of independent work, and make the lesson more vibrant and exciting.
Building diagrams and tables in a presentation allows you to save time and design educational material more aesthetically. Assignments followed by testing and self-testing activate students’ attention and form spelling and punctuation vigilance. The use of crosswords (sometimes students come up with them), educational tests, cultivate interest in the lesson, make the lesson more interesting and allow you to start preparing for the CT and exams.
The use of ICT in every lesson, of course, is not realistic, nor is it necessary. A computer cannot replace a teacher and a textbook, so these technologies must be used in conjunction with other teaching tools at the teacher’s disposal. It is necessary to learn how to use computer support in a productive, relevant and interesting way. Information technologies not only facilitate access to information, open up the possibility of varied educational activities, their individualization and differentiation, but also make it possible to organize the learning process itself in a new way, at a more modern level, and build it so that the student is an active and equal member of it.
A modern teacher must definitely learn to work with new teaching tools, if only in order to ensure one of the most important rights of the student - the right to quality education.