The program for the development of creative imagination (RTV) based on the theory of inventive problem solving (TRIZ). Dinosaurs and ichthyosaurs
Explanatory note. Primary General Education Programon TRIZ MOU "School No. ..." is compiled on the basis of the author's program of Svetlana Gin.This program determines the volume, content of education in the subject, gives an approximate distribution of teaching hours by training modules, sections and topics of the course, is aimed at achieving personal, meta-subject and subject results by students, takes into account the possibilities of inter-subject and intra-subject communications.
The program contains: Explanatory note, which specifies the general goals of primary general education, general characteristics academic subject; place description a subject in the curriculum; description value orientations of the content educational subject; personal, meta-subject and subject results of mastering the subject; content subject ; thematic planning with the definition of the main types of educational activities of students; description of the logisticensure educational process. The TRIZ program was developed taking into account the requirements of the new generation Federal State Standard for the general objectives of the course. System-activity, health-saving, humane-personal, cultural approaches are used as the conceptual foundations of this academic subject.
Main goal the study of this subject is to expand knowledge about what a person is, what is his role and place in the world around him. Systematic consideration of a person from a biological, psychological and social point of view through the resolution of problem situations. In the development of controlled creative imagination based on the theory of inventive problem solving, in teaching ways to overcome psychological inertia, in mastering the techniques for creating creative products. In teaching the skills of basic mental operations: comparisons, classifications, generalizations, inferences, etc.
Educational competencies formed in the learning process:
value-semantic:
The ability to realize one's purpose and role in the surrounding world, navigate it and perceive the surrounding world as a dynamically developing environment;
The ability to determine the target and semantic guidelines of their actions;
Interest in social phenomena, in creative activity, understanding of the active role of a person in society;
Willingness to build an individual educational trajectory;
general cultural:
- knowledge of the features of national and universal culture;
- perception of the world as unified and integral with a variety of cultures;
Understanding the role of science and education, labor and creativity in human life and society;
Mastering effective ways of organizing cognitive activity and free time;
Interest in the development of information and communication technologies;
educational and cognitive:
Formation of a broad motivational basis and skills of educational activity;
Formation of skills of goal-setting, planning, analysis, reflection, presentation of educational and cognitive activities;
Independent selection and formulation of a cognitive goal;
The choice of the most effective ways to solve the problem, depending on the specific conditions;
Mastering the skills of functional literacy, creative skills, ways of productive activity;
Mastering heuristic methods for solving problems;
informational:
Ability to navigate in the information space;
Ability to search, analyze, select, store, transfer and transform information in an open information space;
The ability to consciously build messages in oral and written form;
communicative:
Experience in role interaction and implementation of one's own position, experience in conducting educational discussions and presenting the results of activities;
Formation of skills of working in a group and constructive interaction with others;
Possession of various social roles in the team;
Understanding the relativity of opinions and approaches to problem solving;
Productive assistance in conflict resolution;
The use of various speech means for the effective solution of communicative problems;
Mastering effective ways of oral and written communication;
social and labor:
Value attitude to learning as a kind of creative activity;
Active creative attitude to the surrounding reality;
Respect for the work and creativity of adults and peers;
Mastering the ethics of social and labor relations;
Formation of professional orientation;
Careful attitude to the results of their work and other people;
personal:
Mastering the ways of physical, spiritual and intellectual self-development;
Mastering the skills of self-regulation and self-support;
Mastering the mechanism of self-determination in various situations;
Creation of an individual educational trajectory and a life program in general;
Mastering the methods of activity in their own interests and opportunities;
Ability to use own resources effectively;
Formation of reflective skills;
Installation on a healthy lifestyle, on a creative active life position;
Acquisition of experience in social activity.
General characteristics of the subject
The peculiarity of TRIZ lessons is that they are based on subject-based practical activity, in which the conceptual (abstract), figurative (visual) and practical (effective) components of the process of cognition of the surrounding world occupy an equal position. It effectively replaces a number of so-called special trainings and, at the same time, not only does not increase, but removes learning overloads and thus constitutes a tangible counterbalance to the total verbalism in education that has swept the modern school and causes enormous damage to children's health. The selection of content and the construction of an academic discipline are determined by the age characteristics of the development of younger students, including functional-physiological and intellectual capabilities, the specifics of their emotional-volitional sphere, communicative practice, the characteristics of life, sensory experience and the need for their further development.
The educational material has a systemic block-thematic structure, which implies the gradual advancement of students in the development of selected topics, sections simultaneously in such areas as the formation of meta-subject skills and the holistic development of the individual. The meaningful emphasis of the program is made on the issues of mastering the human world as a reflection of the general human culture (historical, social, individual) and familiarizing schoolchildren with laws and rules. The methodological basis for organizing the activities of schoolchildren in the classroom is a system of reproductive, problematic and search-creative methods. Design and creative activity to the program material is the essence of educational work and is inseparable from the content being studied. In accordance with this, the program organically integrates creative tasks of a design nature into the systematic development of the course content. The combination of intellectual, emotional and practical components makes it possible to present the TRIZ course in primary school as a system for the formation of subject and metasubject knowledge, skills and personality traits of students. The course program provides the results necessary for further education in the middle school, for the assimilation of social experience, moral and aesthetic development and creative activity.
Place of the subject "TRIZ" in the curriculum
According to the curriculum of the MOU "School No. ..." for the study of the subject "TRIZ" in total, 102 hours are allocated in primary school, of which 34 hours in grade 2 (1 hour per week, 34 academic weeks); in grades 3 and 4 for 34 hours (1 hour per week, 34 academic weeks).
Value orientations of the content of the subject "TRIZ"
The basic value orientations of the content of general education, which form the basis of this program, are:
– the formation of the student's broad cognitive interests, the desire and ability to learn, the optimal organization of their activities as the most important condition for further self-education and self-education;
– the formation of self-awareness of the younger student as a person: his self-respect, the ability to individually perceive the world around him, to have and express his point of view, the desire for creative activity, purposefulness, perseverance in achieving goals, readiness to overcome difficulties, the ability to critically evaluate their actions and deeds;
– raising a child as a member of a society that shares the universal values of goodness, freedom, respect for a person, the principles of morality and humanism, striving and ready to cooperate with other people, provide assistance and support, and be tolerant in communication;
– the formation of self-awareness of a younger student as a citizen, the foundations of civic identity;
Education of the moral way of school life, based on a system of spiritual values, moral priorities and implementation in the joint social and pedagogical activities of the family and school;
– fostering a responsible attitude to the preservation of the environment, to oneself and one's health.
The orientation of the educational process towards the achievement of these value orientations is ensured by the creation of conditions for the formation of a complex of personal and meta-subject educational actions in students simultaneously with the formation of subject skills.
The main results of mastering the subject content of the TRIZ course
Personal
Education and development of socially significant personal qualities, individual-personal positions, values that reveal the attitude towards a person, a system of norms and rules of interpersonal communication, which ensures the success of joint activities.
Metasubject
Mastering by students of universal methods of activity used both in the framework of the educational process and in real life situations.
subject
Students will learn:
define the address structure,
recognize the major subsystems of the body
understand the importance of a healthy lifestyle
train attention and memory,
ways to cheer up
rules of non-conflict communication,
understand the fallacy of hasty conclusions,
fantasizing techniques "Morphological analysis", Method of focal objects",
fantasizing techniques by Gianni Rodari, typical fantasizing techniques,
comparison rules, classification of objects,
rules for constructing definitions, inferences.
Students will have the opportunity to learn:
describe human development with the help of a system operator (“multi-screen”),
analyze objects and situations of the immediate environment: what (for what?) Good? what (for what?) bad?
understand the relativity of perception and assessment of what is happening,
compose riddles and metaphors about objects in the immediate environment using an algorithm,
use the techniques "Increase - decrease", "Acceleration - slowdown", "Revitalization", "On the contrary" to compose the plot of a fairy tale,
narrow the search circle when guessing "Yes-no",
find errors in the classification of objects of the immediate environment, in the construction of definitions and conclusions,
identify the type of relationship between concepts, find patterns.
Course content
School: variety of goals (1h)
Why go to school? Appropriateness of school rules.
Human supersystems and subsystems (5 hours)
The address. Systematization of the concept of "address". What to do if lost? Our body. What are the parts of a person? Rules for the disabled. How is a person? Drawing "What's inside." Conversation "Get acquainted with anatomy." Diseases. What are the diseases? What to do in order not to get sick? What does it mean to be able to heal? What is a healthy lifestyle? Theatrical holiday. Protection of creative works on the theme of healthy lifestyle.
"Life line" of a person (3 hours)
Child development before school. Conversation "Journey to the Past". Boys and girls: similarities and differences. Rules of conduct towards girls. Future. Conversation "Journey to the future". The concept of professions. Grandmothers and grandfathers. Problem situation "The Tale of Lost Time". Rules of conduct in relation to the elderly. "Line of life" of a person. Longevity talk.
Getting to know psychology (5 hours)
What is I? Why do you need to "know" yourself? Test "What am I?" Problematic dialogue "Shustriki and Myamliks" Learning to be attentive. What does it mean to "be careful"? Attention games "Forbidden movement" Test "Are you attentive?" Inattention: funny or dangerous? We learn to remember. Game "What has changed?" What is a good memory? Exercise "Memory Test" How to train memory? Fantasizing “If the memory disappeared…” Learning to invent. Game "Orchestra" A conversation about the imagination. Practical work "Squiggles" Techniques of fantasizing. Why do you need to be able to invent? What does it mean to "be smart"? Game “Name it in one word” Conversation “What is the mind?” Practical work "What is it?" Description of the object using the system operator ("five-screen")
Emotions and mood (2 hours)
What are emotions? Game "out of place" Conversation about emotions. Practical work "Reading in the face" Staging situations. How to cheer up? Game "What is it?" Mood talk. Discussion "How to cheer up"
Communication (5 hours)
Speech communication. Attention game “Quack-quack” Conversation “Why do people communicate?” Test "Are you sociable?" How should you talk on the phone? Nonverbal communication. Gestures. Game "Understand me" Practical work "Gestures" Problems of communication. Game "Compliments" Conversation "Words and intonation" Analysis of situations. discussion of proverbs. Conflicts. Game "Teasers" Conversation "How are conflicts born?" Test "Are you a conflict person?" Discussion of situations. Ways to reconcile. Conflict resolution rules. The game "We are similar to each other" A conversation about ways to resolve the conflict. Who are intermediaries?
Contradictions (7 hours)
The concept of contradiction. Contradictions in subjects. The game "On the contrary" Exercise "Classification" Analysis of contradictions in subjects. A talk about the relativity of features. Contradictions in natural phenomena. Riddles about the phenomena of nature. Discussion "Rain - what?", "Winter - what?" Drawing "Contradictions in nature" Fantasizing. Contradictions in the properties of character. Game “What to be” Conversation “Opposites converge” “Lies: “bad” and “good” Analysis of a fairy tale. Game "Field of Miracles" A conversation about kindness and greed. Is it always necessary to share? Contradictions in situations. Discussion “Birthday: what is good and what is bad? Conversation "Another point of view" Staging and analysis of situations. The game "Fairytale Hero" Conversation "What is a reputation?" Exercise "Inner conductor" conversation "Laws of society". Contradiction "end - means" Discussion "Cuckoo - what?" Conversation "Aim and Means" Why not jump to conclusions?
Us and others (4 hours)
Excursion. Observation of the "traces" of good and bad deeds in the immediate environment. Tour analysis. Discussion Who is good? Who is bad? How to become truly good? Orientation in the environment. The game "Fabulous villains" Conversation about disguise. Written work "At home and on the street" Discussion "Why so, and not otherwise?" Rules of conduct with strangers. Dramatization-trainings "If ..."
Introduction to fantasy (3h)
The concept of fantasy. What's stopping you from thinking? Criteria for evaluating creative works.
Development of associativity (4 hours)
Riddles writing. Inventing metaphors. Memory rules.
Fantasizing technique “Morphological analysis” (6 hours)
Reception "Unification". Morphological analysis. Word games. Game constructor. Inventing fairy tales.
Fantasizing technique "Method of focal objects"
Features of objects. Object actions. Method of focal objects.
Techniques of fantasizing by J. Rodari (5h)
Techniques "Circles on the water", "Bynom of fantasy", "Arbitrary prefix", "What then", "Creative mistake".
Typical fantasy techniques (7 hours)
Techniques "Revitalization", "Increase - decrease", "Acceleration - deceleration", "Fragmentation - association", "On the contrary", "Binome of antonyms".
Inventive Resources (2h)
Robinson method. Resource usage.
Fantasizing and forecasting (3h)
Tales about animals. Tales from the word "Why?" Prediction rules.
Learning to identify signs (7h)
Acquaintance with the course "World of Logic". Features of the object. Differences. similarity. Significant signs. characteristic signs. Ordering of signs.
Learning to Compare (2h)
Comparison rules. Comparison value.
Learning to classify (3h)
The concept of classes. Classification rules. Questions.
Learning to find patterns (4h)
Algorithm. Patterns in numbers and figures. Patterns in letters and words. Logic tasks.
Learning to identify the type of relationship between concepts (6h)
Cause and investigation. Causal chains. Opposite relationships between concepts. Relations "genus - species" between concepts. Ordering by genus-species relations. Types of relationships between concepts.
Learning to give definitions (2h)
Definitions. Analysis of errors in the construction of definitions.
Learning to make inferences (3h)
Inferences. Analysis of errors in the construction of inferences. Language and logic.
Learning to Use Analogies (3h)
Thinking by analogy. Using analogy in teaching. Extended analogy.
Learning to reason (2h)
Reasoning. Analysis of errors in the construction of reasoning. Humor and logic.
Summing up the training (4 hours)
Requirements for the material and technical equipment of the subject TRIZ
Name of objects and means of logistics
Number
Note
Library fund (printed products)
1.
TRIZ teaching kits for grades 2-4 (programs, workbooks, etc.)
To
printed manuals
2.
Sets of plot pictures in accordance with the subject (including in digital form).
Reproductions of paintings and artistic photographs in accordance with the content of training in TRIZ (including in digital form).
Children's books of different types and genres from the circle of children's reading.
D
D
D/C
Technical training aids
4.
Chalkboard with a set of accessories for attaching posters and pictures
Wall board with a set of devices for attaching pictures.
Computer (if possible)
Scanner (if possible)
Laser printer (if possible)
Digital camera (if possible)
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D
D
D
D
Screen and audio aids
5.
Audio recordings of the artistic performance of the studied works.
Video films corresponding to the content of the training (if possible).
Slides (transparencies) corresponding to the content of the training (if possible)
Multimedia (digital) educational resources corresponding to the content of training (if possible)
D
D
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D
Games and toys
8.
Board educational games, quizzes
F
Class equipment
9.
Student tables 1-2 local with a set of chairs
Teacher's table with pedestal
Cabinets for storing textbooks, didactic materials, manuals, etc.
Wall boards for hanging illustrative material
Book Corner Shelves
Bookends, holders for diagrams and tables, etc.
F
D
D
D
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D
This program is aimed at developing logical, creative thinking in students aged 8-11 (designed for three years of study). Contains educational (annual) thematic planning, an explanatory note (done in accordance with the requirements for writing an additional educational work program)
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municipal budgetary educational institution
"Secondary school No. 13"
Considered at the methodological council "I approve"
Protocol No._1_dated_30.08.11. Director of MBOU secondary school No. 13
E.A. Krainev
Educational program
additional education for children
"TRIZ"
Age of students 8-11 years old
Implementation period 3 years
compiler:
Sidorova E.I.
Samenkova O.V.
Arzamas, 2014
Explanatory note.
Relevance of the program therein, to ensure the development of the creative personality of the child. Creative activity is aimed at mastering knowledge through the introduction of creative tasks into the learning process.
The program contributes to the manifestation of the child's independence, self-realization, the embodiment of his own ideas, which are aimed at creating something new.
The curriculum is calculated3 years of 76 hours each. Class schedule: 2 times a week. The duration of each lesson is 45 minutes.
This program is adapted to the conditions of the school and is associated with primary education programs and extracurricular activities according to the Federal State Educational Standard, contributes to the optimal and intensive development of higher mental functions, such as memory, thinking, perception, attention. The program takes into account the age and individual psychophysiological characteristics of children.
The purpose of this program- development of creative and cognitive abilities of the child, to make the learning process exciting and interesting.
Tasks :
Development of productivity of thinking
Development of the criticality of mental abilities (the ability to analyze possible solutions and choose the most appropriate for the ideal end result (IFR)
Teaching children the skills of creative thinking and guided imagination
Development of cognitive interests in children
Formation in the child of the desire for reflection and search
Expected results of the 1st year of study:
The implementation of this program is focused on:
To include children in constant search activities
Strengthening independent practical and creative activity,
Development of control and self-control skills.
The implementation of this program of the 2nd year of study is focused on:
On the development and improvement of attention, perception, imagination, various types of memory, thinking. These qualities of the child are important for the formation of a full-fledged independent thinking personality.
Expected results of the 3rd year of study.
The implementation of this program of the 3rd year of study is focused on:
to improve the level of general education of students;
on the formation of a positive attitude of children to the educational process;
The formation of inventive abilities - the development of observation, curiosity, inquisitiveness of thinking, quick wit, activity, the development of independence in children, self-confidence, the feeling that they can cope with the solution of any problem.
1. Educational - thematic planning. 1st year of study
No. p / p | Theory | Practice | Total |
|
The concept of fantasy. | 1 hour | 2 hours |
||
1 hour | 2 hours |
|||
The development of associativity. | 1 hour | 1 hour |
||
novelty criteria. | 1 hour | 1 hour |
||
Associative riddles. | 1 hour | 1 hour | 2 hours |
|
9-11 | Metaphors. | 1 hour | 2 hours | 3 o'clock |
12-13 | Associativity value. | 1 hour | 1 hour | 2 hours |
14-16 | The development of associativity. Generalization. | 1 hour | 2 hours | 3 o'clock |
17-19 | Reception "Unification". | 1 hour | 2 hours | 3 o'clock |
20-22 | 1 hour | 2 hours | 3 o'clock |
|
23-25 | Word games. | 1 hour | 2 hours | 3 o'clock |
26-27 | Game constructor. | 1 hour | 1 hour | 2 hours |
28-30 | Inventing fairy tales. | 1 hour | 2 hours | 3 o'clock |
31-33 | Reception "Morphological analysis". Generalization | 1 hour | 2 hours | 3 o'clock |
34-36 | Features of objects. | 1 hour | 2 hours | 3 o'clock |
37-39 | Object actions. | 1 hour | 2 hours | 3 o'clock |
40-42 | Method of focal objects. | 1 hour | 2 hours | 3 o'clock |
43-45 | Techniques of fantasy J. Rodari "Circles on the water". | 1 hour | 2 hours | 3h. |
46-48 | Techniques of fantasizing J. Rodari "Bynom fantasy" | 1 hour | 2 hours | 3 o'clock |
49-51 | Reception "What's next." | 1 hour | 2 hours | 3 o'clock |
52-54 | Reception "Creative error" | 1 hour | 2 hours | 3 o'clock |
55-58 | 1 hour | 3 o'clock | 4 hours |
|
59-61 | Reception "Revitalization". | 1 hour | 2 hours | 3 o'clock |
62-64 | Reception "Increase-decrease". | 1 hour | 2h. | 3 o'clock |
65-67 | Reception "Acceleration-deceleration" | 1 hour | 2 hours | 3 o'clock |
68-70 | Robinson method. | 1 hour | 2 hours | 3 o'clock |
71-73 | Generalization of fantasy techniques | 1 hour | 2 hours | 3 o'clock |
74-75 | Animal Tales | 2 hours | 2 hours |
|
Learning Outcomes | 1 hour | 1 hour |
Total: 76 hours
2. Educational and thematic planning 2nd year of study
No. P.P. | Theory | Practice | Total |
|
"Voproshanka": stereotype of thinking; clarity of expression. | 1 hour | 1 hour | 2 hours |
|
Logical search tasks. Antonyms. | 1 hour | 1 hour | 2 hours |
|
"Drawing up a proposal", the establishment of integral: images, connections, generalizations. | 1 hour | 1 hour | 2 hours |
|
"Auger analogues", highlighting the properties of objects: the ability to classify by features. | 1 hour | 1 hour | 2 hours |
|
10-11 | "Search for opposite objects." Palindrome. | 1 hour | 1 hour | 2 hours |
12-13 | "Search for objects by given functions." Synonyms. | 1 hour | 1 hour | 2 hours |
14-15 | "Expression of thought", the ability to accurately express one's thought. Search for patterns. | 1 hour | 1 hour | 2 hours |
16-17 | "Scattered" sentence (word). | 1 hour | 1 hour | 2 hours |
18-19 | Depriving an object of its usual functions and endowing it with new ones. Draw without an object. | 1 hour | 1 hour | 2 hours |
20-21 | Transformation of riddles and fairy tales. | 1 hour | 1 hour | 2 hours |
22-23 | Change from a habitual activity to an unusual one. Development of speed of reaction, thinking. | 1 hour | 1 hour | 2 hours |
24-25 | 1 hour | 1 hour | 2 hours |
|
36-27 | 1 hour | 1 hour | 2 hours |
|
28-29 | 1 hour | 1 hour | 2 hours |
|
30-31 | Visual memory training. Logical search tasks. | 1 hour | 1 hour | 2 hours |
32-33 | Search for patterns. | 1 hour | 1 hour | 2 hours |
34-35 | Game "Associations". Development of spatial imagination. | 1 hour | 1 hour | 2 hours |
36-37 | The development of concentration. Logical search tasks. | 1 hour | 1 hour | 2 hours |
38-39 | Psihorosovanie - the ability to understand the intention of another. Attention training. | 1 hour | 1 hour | 2 hours |
40-41 | 1 hour | 1 hour | 2 hours |
|
42-43 | symbolic analogy. Visual memory training. | 1 hour | 1 hour | 2 hours |
44-45 | Search for patterns. | 1 hour | 1 hour | 2 hours |
46-47 | 1 hour | 1 hour | 2 hours |
|
48-49 | Using human feelings as a resource for solving problems. | 1 hour | 1 hour | 2 hours |
50-51 | Attention training. Search for patterns. | 1 hour | 1 hour | 2 hours |
52-53 | Auditory memory training. non-standard tasks. | 1 hour | 1 hour | 2 hours |
54-55 | Search for patterns. | 1 hour | 1 hour | 2 hours |
56-57 58-59 60-61 62-63 64-65 67-68 69-70 72-72 74-75 Total: | Improvement of the imagination. Development of speed of reaction of thinking. The development of concentration. Logical search tasks. Attention training. non-standard tasks. Auditory memory training. Logical search tasks. Visual memory training. non-standard tasks. Search for patterns. Improvement of the imagination. Development of spatial imagination Identification of the level of development of cognitive processes | 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 76 hours | 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour | 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 1 hour |
Educational and thematic planning - 3rd year of study
No. p / p | Theory | Practice | Total |
|
Traveling with a friend. The most exciting place in our city. (method selection, idea selection, methodology steps) Drawing or story to complement the idea | 1 hour | 2 h | ||
Fantasy scale. Questioning (novelty, persuasiveness, human value, artistic value, subjective assessment) Evaluation of one's own work and the work of a neighbor. Ability to compare, analyze, draw conclusions, reason. | 1 hour | 2 h | ||
Problem solving technique. Contradictions. | 1 hour | 2 h | ||
Problem solving technique. Ideality. | 1 hour | 2 h | ||
Problem solving technique. Resources. | 1 hour | 2 h | ||
Techniques for resolving contradictions separation of contradictory properties in space | 1 hour | 2 h | ||
Conflict resolution techniques continued Separation of conflicting properties in time | 1 hour | 2 h | ||
Separation of conflicting properties between system and subsystem. | 1 hour | 2 h | ||
Separation of contradictory properties between system and supersystem | 1 hour | 2 h | ||
Separation of contradictory properties between system and anti-system. | 1 hour | 2 h | ||
Problem solving scheme. | 1 hour | 2 h | ||
Card file (synthesis of tasks) Make up questions using contradictions | 1 hour | 2 h | ||
Synthesis of tasks. Complete your tasks with the necessary information | 1 hour | 2 h | ||
Compilation of tasks | 1 hour | 2 h | ||
Problem solving technique. Contradictions, resources. | 1 hour | 2 h | ||
Problem solving technique. Ideality, resources. | 1 hour | 2 h | ||
The method of inventing proverbs | 1 hour | 2 h | ||
Riddles technique | 1 hour | 2 h | ||
Fairy tale writing technique | 1 hour | 2 h | ||
Fantasy techniques. Increase decrease. | 1 hour | 2 h | ||
Fantasy techniques. What is good, what is bad. | 1 hour | 2 h | ||
Fantasy techniques. Vice versa. | 1 hour | 2 h | ||
Fantasy techniques. Acceleration-deceleration | 1 hour | 2 h | ||
Fantasy techniques. Making up metaphors | 1 hour | 2 h | ||
Fantasy techniques. Drawing up creative stories from the picture. | 2 h | |||
Fantasy techniques. Morphological analysis | 1 hour | 1 hour |
||
Summing up the results of TRIZ-RTV training | 1 hour | |||
TOTAL: | 76 hours | |||
Methodological support:
Classes are structured in such a way that one type of activity is replaced by another. This allows you to make the work of children dynamic, rich and less tiring. With each lesson, the tasks become more difficult: the volume of material increases, the proposed drawings become more difficult.
The methodological basis of the 1st year of study of this program is the methods of developing creative imagination (according to S. I. GIN). The main idea (S. I. Gin) is: teaching children the skills of creative thinking and controlled imagination. The methodological basis of the 2nd year of study of this program is methods and techniques (according to Kholodova O.A.), focused on strengthening independent practical and mental activity, as well as cognitive activity of children.
The methodological basis of the 3rd year of teaching inventive problem solving (TRIZ) is the developed and tested "Program for the development of creative imagination for elementary school." (Rubina N.V.) Controlled fantasy allows a person to quickly and easily adapt to rapidly changing conditions, maybe therefore, the RTV course is actively used by psychologists for the diagnosis and psychological correction of primary school children.
When selecting the content and organizing the educational process, I relied on the following principles:
naturalness
scientific
Availability
The principle of complexity
The principle of an active approach
Program implementation formand organization of training sessions - group, individual, collective.
Forms of organization of training sessions in this course are:
Creative workshops
Didactic and plot - role-playing games
Excursions, observations;
- The concept of fantasy.
The bottom line: fantasy can be learned. At the first lesson, the children, together with the teacher, remake a well-known fairy tale into a story. Example: A hen laid an egg. And my grandfather and grandmother had delicious scrambled eggs for breakfast.
In the second lesson there is a test. Approximate content of the work:
Draw the figures and write what happened
Write a story about school
Draw a fantasy animal
2. The concept of psychological inertia.
The main idea is that in order to be interesting in inventing, one must fight psychological inertia. The teacher gives a task - a situation, the children must guess it by asking questions that can only be answered yes or no (Yes-No).
3. Development of associativity. novelty criteria.
The main idea: there are techniques for inventing what drawings and objects look like. There is a diagram on the board. There are options for what it looks like. Options are written in a column. It is proposed to name 3-4 any objects, as diverse as possible and dissimilar to this figure (recorded in the second column). It is necessary to prove that the drawing is similar to each of the listed objects (indicate how it is similar). Variants of words from 1 and 2 columns are compared: where the solution is more interesting and why.
4. Associative riddles.
Main idea: you can come up with riddles, describing what the object looks like. Select object. Fill in the left side of the table by answering the question: What does it look like? (3-4 comparisons in total). Fill in the right side of the table: How is it different? Insert linking words "how", "but not". Read the completed puzzle. For example: What is it: like a fence, but not climb over; like a saw, but does not saw; like grass but not growing?
5. Metaphors.
The main idea: there are rules for inventing metaphors. The sequence of writing metaphors:
What? (select object)
What is he doing? (name of the object's action).
What does it look like? (choose another object that performs the same action).
Where? (name the place where one object is located or its action takes place).
Verb 4 + noun 3 = metaphor
6. Associativity value.
The main idea: the use of associations helps to remember better. With the help of associations, you can easily memorize vocabulary words. To do this, you need to link the original word with the graphic image of the letter. Which must be remembered.
7 . The development of associativity. Generalization.
8. Reception "Unification".
The main idea: to invent unusual animals, you can use the "association" technique.
9. Reception "Morphological analysis".
Work sequence:
Select object
Fill in the left side of the table "parts"
Fill in the right side of the table - "part options"
Create new objects of combinations of different options.
10 . Word games.Main idea: analysis of the structure of the word allows you to play with it. The exercise "Names in numbers and words" is being performed. Group work "Why don't they say?"
11 . Game constructor.
The main idea: with the help of "Morphological analysis" you can invent new games. Game: "what, with whom, where, when ...". The teacher calls the question, the children write down the answer to it, after which they fold the top edge of the sheet away from themselves in such a way as to close the written word and pass the sheet to another. After the work is completed, the sheet is unfolded and read then. What happened. Interesting.
12 . Inventing fairy tales.
The basic idea : using the "Morphological analysis" technique, you can invent fairy tales. The structure of a fairy tale, the characteristic features of a fairy tale (heroes, villains, purpose, magical objects, magic, transformations, scene of action) are explained.
13 . Features of objects.
Main idea: You can compose riddles, describing the features of the object.
Select object
Fill in the left side of the table by answering the question "Which one?"
Fill in the right side of the table: "What is the same?"
14. Object actions.
The main idea: you can compose riddles and absurdities, describing the actions of the subject.
Composing sequence:
Select object
Fill in the left side of the table, what actions it performs
Fill in the right side of the table, what other objects perform the same actions.
Insert linking words "... but not ..."
15 . Method of focal objects.
Main idea: you can come up with something new. Using the focal object method.
Work sequence:
Select an item to upgrade.
Name 3-4 any (random) objects, as far as possible in meaning.
Come up with signs and actions of random objects
Transfer properties of random objects to focal object
Development of an idea (ex: hot board - battery board for class heating)
16. Techniques of fantasy "Circles on the water"
Choose the word "stone" from 5-6 letters that do not contain d, s, b, b
Write down all the letters of the word on the board, then next to this letter write the noun. Write a story with these words.
17. Techniques of fantasizing "Arbitrary prefix".
Two students on the blackboard write one word each so as not to see what the other is writing. One to the question - who ?, the other - what? With the help of various prepositions, phrases are compiled - the development of the topic - an essay with the appropriate name.
18. Reception "What's next."
You can learn to invent a continuation of fairy tales.
19 . Reception "Creative error".
You can use mistakes in words to invent a fairy tale. For a sample, you can use B. Zakhoder's fairy tale "The Whale and the Cat".
20. Generalization of fantasy techniques.
21. Reception "Revitalization".
What do the subjects think? It is necessary on behalf of these subjects, after reading their thoughts, to answer the questions: “What do I love? Who am I friends with? What don't I like? What do I dream about? ... Guess by the questions of the object.
22. Reception "Increase - decrease".
Using fantasy techniques related to changing the number of object properties.
23. Reception "Acceleration-deceleration".
Using fantasy techniques related to the transformation of time.
24. Robinson method.
When fantasizing, you can use resources. How would modern Robinsons decide if they ended up on a desert island with those items that are on the desk, in briefcases?...
25. Generalization of fantasy techniques.
26. Tales about animals.
You can learn to invent fairy tales about the features of animals.
27. Results of training.
Activities for the implementation of the system of creative tasks are represented by four areas focused on;
1) knowledge of objects, situations, phenomena;
2) creation of new objects, situations, phenomena;
3) transformation of objects, situations, phenomena;
4) the use of objects, situations, phenomena in a new capacity.
Let us dwell on the main points of the implementation of the selected areas at various levels of complexity.
TRIZ has been implemented in the following areas.
"Knowledge".
The implementation of the first direction of work involves the implementation by students of creative tasks focused on the knowledge of objects, situations, phenomena in order to accumulate experience in creative activity. They are represented by the following thematic series: “Yes-No”, “Signs”, “Natural world”, “Technical world”, “Human organism”, “Theatrical”, “Fantastic stories”, “What is good?” These tasks involve the use of dichotomy methods, control questions, and individual fantasizing techniques.
“Object Transformation”
To create the experience of creative activity, students were asked to perform the following tasks on the transformation of objects, situations, phenomena:
- "The Rover on Mars";
- “Fruit Packing Problem”;
- “The problem of drying gunpowder”;
- “Problem about separation of a microbe”;
- “Come up with a label for a bottle of poison”, etc.;
As a result of the implementation, the students have expanded the possibilities of transforming objects, situations, phenomena by changing intra-system relationships, replacing system properties, and identifying additional system resources.
“Use in a new capacity”
A feature of the organization of work on creative tasks is the use of a resource approach in combination with previously used methods. Students perform the following creative tasks:
- “Find a use for the discovery of the ancients in our days”;
- “Baboons and tangerines”;
- “Problem about the publicity stunt”;
- “The problem of the first people on the moon”;
- Series of tasks “Problems of the third millennium”;
- “Winnie the Pooh decides out loud”;
- "Narnia" etc.
"Creating a New"
When implementing the second direction, students perform creative tasks focused on creating a new one:
- "My business card";
- "Compose a riddle";
- “Come up with your own color (shape, material, sign)”;
- “Picture your memory”;
- “Come up with a fairy tale (story) about……..”;
- “Invent a new balloon (shoes, clothes)”;
- “Invent a telephone for the deaf”, etc.
To complete these tasks, we used separate fantasizing techniques (splitting, combining, shifting in time, increasing, decreasing, vice versa) and methods of activating thinking - synectics, the method of focal objects, morphological analysis, control questions. The mastering of the methods took place mainly in group activities, followed by collective discussion.
The second year of study is focused on the development of cognitive abilities. Methods and techniques in the RPS classes are aimed at developing children's cognitive interests, forms the child's desire for reflection and search, makes him feel confident in his strength, in the capabilities of his intellect. During classes, children develop developed forms of self-awareness and self-control, anxiety and unreasonable anxiety decrease. Assignments are educational and developmental in nature.
Classes are structured in such a way that one type of activity is replaced by another. This allows you to make the work dynamic, rich and less tiring.
With each lesson, the tasks become more complicated: the volume of material increases, the pace of tasks execution increases, the proposed drawings become more difficult.
The system of tasks and exercises presented in the RPS classes allows solving all three aspects of the goal: cognitive, developing, educating.
Cognitive aspect:
The development of various types of memory, attention, imagination.
Development of general educational skills and abilities.
Formation of the ability to find unusual ways to achieve the desired result.
Development aspect:
The development of speech.
Development of mental abilities.
Development of the sensory sphere.
Development of the motor sphere.
Educational aspect:
Education of the system of moral interpersonal relations (to form the "I-concept")
RPS lesson model.
- "Brain gymnastics" -2 min.
- Warm-up-3-5 min.
- Training of mental mechanisms 10 min.
- Exercises to relieve eye strain.-2 min.
- Logical search tasks.-10 min.
- Cheerful break -3 min.
- Non-standard tasks-10-15 min.
Expected results of the 2nd year of study.
The implementation of this program is focused on the development and improvement of attention, perception, imagination, various types of memory, and thinking. These qualities of the child are important for the formation of a full-fledged independent thinking personality.
Methodological support:
Topic: Composing riddles based on signs.
Goal: development of the child's creative abilities
Tasks: - to teach the child to compose riddles according to signs
Development of observation, concentration of attention, ability to generalize knowledge.
The development of the communicative qualities of the child.
Equipment: notebooks, cards, presentation.
Lesson plan.
- Game "Yes-no" (cat) (4 min)
- This is an amazing pet. How can it surprise? (children's answers, from their observations) (3 min)
- Showing a video about a cat (Murka). (1 min)
- Assignment: Let's try to notice and shoot everything that strikes and collect under the heading "Amazing nearby" (1 min)
- What qualities does this animal have? Depends on the character, but a stubborn animal, proud, touchy, playful, devoted. The nature of cats freedom-loving, and these are practically the only animals that have not lost their wild instincts in captivity, and behave independently and freely. As the saying goes, “A dog loves its owner, but a cat lets him love himself.”
- Word games.
CAT
Porridge Fire Shadow
Whale deer fabric
Stone autumn seal
Task: make up sentences from the words of each line.
On the fabric there was an image of a whale and a deer.
In autumn, the seal likes to rest on the stone.
In the shade of the bushes, passers-by found a fire where porridge was cooked on the fire.
3. Or Game "Chain" (5 min)
The teacher throws the ball to the student and calls any word (noun). The student returns the ball, naming the attribute of this object (adjective). The teacher comes up with another object that has the same attribute and throws the ball to another student. This student names a new feature and returns the ball, etc.
For example: cloud-white-cotton-soft-grass-smooth-paper-easy-task-long-rope-wet-ground-dirty-clothes-expensive-glass vase, etc.
4. Writing riddles. (7-10 min)
With the help of signs, you can come up with riddles.
(table on the board in advance)
Which? What is the same?
Select object.
Complete the left side of the table.
Complete the right side of the table.
Insert linking words (….but not…)
5. Work in groups to compose riddles. (10-12 min.)
Bicycle, lightning, tooth, fly, clown,
- Summing up (2 min)
Work on TRIZRT technology
Purpose of work on TRIZRT technology:
Development of attention, imagination, logical thinking of students.
The third year of study sets the following tasks:
1. Educational:
– formation in children of the right attitude to the world around them,
fundamentals of reality analysis;
- the development in children of independence, self-confidence, the feeling that they can cope with the solution of any problem.
2. Educational:
- increasing the level of general education of students;
- the formation of a positive attitude of children to the educational process;
– the ability to analyze and solve inventive, practical and
social tasks;
– purposeful development of systemic dialectical thinking.
3. Developing:
- development of memory, attention, logic and intelligence in general;
– development of creative abilities (fluency, flexibility, originality
thinking);
– development of spatial thinking;
- development of speech;
– the ability to analyze, synthesize, combine;
- development of creative imagination.
Work on TRIZRT technology using the following
methods:
1) system operator;
2) typical fantasizing techniques;
3) Lull rings;
4) morphological analysis ("magic path");
5) methods for creating speech creative products (limericks, riddles,
metaphors, creative essays on
picture).
On the basis of the theory of inventive problem solving (TRIZ), the "Program of the course for the development of creative imagination for elementary school" was developed and tested. psychologists for the diagnosis and psychological correction of primary school children.
Algorithm for solving inventive problems:
- Setting an innovative socially significant goal (system of goals).
- The path to the result (research, inventive activity).
- The result of activity (product).
- Implementation (application).
But it is necessary to start working on TRIZ with young children not with setting a goal, but in the first place it is necessary to put the child's activity. First, not creative, but reproductive (representative, imitating) activity, during which creativity, original solutions, and then new ideas are manifested.
One of the main tasks in the formation of inventive abilities is the development of observation, curiosity, inquisitiveness of thinking, ingenuity, activity, independence.
Methodological support:
Typical fantasy techniques
Helps develop creative imagination Lull rings . The device consists of 2-3 cardboard circles on a rod, divided into sectors. An arrow is attached to the top of the circle.
On a large circle in the sectors there are pictures depicting real objects. On a small circle - geometric shapes. The arrow pointed to the house and the circle - the children must answer the question: what can be round in the house? Or: when can a house be round?
Morphological analysiscontributes to the development of mobility of thinking, the formation of the ability to find many options for solving a problem. Work should begin with the "magic path" along which the "hero" travels. "Hero" is a number; if she is in a good mood, circle her in red. This number increases when it meets other numbers. If the mood of the number is bad, circle it in blue - this number is subtracted or divided by it.
1 2 3 4 5 6 7 8 9
"Hero" 2
(red color) 3 4 5 6 7 8 9 10 11
Dichotomy. Linear yes-no. Narrowing the search field by dividing each received object
in half.
The purpose of the reception: to consolidate the concepts of "before", "after", "between", "before".
The teacher puts numbers from 0 to 1000 (tens) into the demonstration tape:
0 10 20 30 40 50 60 70 80 90 100…
We guess one of the numbers and invite the children to guess it using
questions and answers "yes" and "no". For example: is the number 50? No. Is it a number between 50 and 100? No. Is this number less than 50? Yes. Is it number 20? No. Is this number greater than 20? Yes. This number is between
20 and 40? Yes. Is it the number 30? Yes.
Limericks.These are short poems consisting of five lines. They are written in the genre of nonsense (nonsense)
and rhyme in this way: the first four lines are a paired rhyme, the fifth line is a conclusion and may not rhyme. For example:
I give you my word of honor
Yesterday at half past five
I met two pigs
No hats or boots.
I give you my word of honor!
Making riddles.When composing riddles, we use the model
Which? Who is the same?
An attribute is selected for an object that answers the question “what?”, and a selection of objects is made for which
this feature is pronounced. After filling the table, insert between
right and left columns "as"
or "but not". For example:
Which? Who is the same?
elegant young lady Elegant,
asyoung lady.
sparkling star,
asstar.
attractive fashionista
attention attention,but notfashionista.
Answer:Christmas tree.
Making metaphors.A metaphor is created by transferring the properties of one object to another and is based on implicit comparison. For example: let's make a metaphor about carrots. We work according to the algorithm:
1. What? Carrot.
2. What? Beautiful.
3. Who is the same? A princess.
4. Where? In the garden.
5. In what? In a cheerful garden.
6. What? Merry garden.
What happened? Garden princess. Let's make a proposal:
The orange princess of the cheerful garden flaunted in the sun.
Literature:
1.Gin S.I. World of Man M.: Vita-Press, 2003
2. Gin S. I. World of fantasy M. Vita-press, 2001
3. Kholodova O.A. "Young clever and clever" workbooks in 2 parts Grade 3
Publishing house "Growth" Moscow 2007
4. Kholodova O.A. "Young wise men and clever women" methodological manual Grade 3
Publishing house "Growth" Moscow 2007
5. Azarova L.N. How to develop the creative individuality of younger students // Elementary school. - 1998 - No. 4. - p. 80-81.
6. Bermus A.G. Humanitarian methodology for the development of educational programs // Pedagogical technologies.-2004 - No. 2.-p.84-85.
7. Vygotsky L.S. Imagination and creativity in childhood. M.-1981 - p. 55-56.
8. Galperin P. Ya. Staged formation as a method of psychological research // Actual problems of developmental psychology - M 1987
9. Davydov V. V. Problems of developmental education -M. – 1986
10. Glazunova M.A. and etc.Integrated_course based on TRIZ_pedagogy //
Pedagogy. - 2002. - No. 6.
11. Zinovkina M. To knowledge through creativity // Teacher. - 1999. - No. 5.
12. Kuznetsova V.V., Pystina L.A.Formation of talented thinking in pre_
schoolchildren. - Saratov, 2001.
13. Kuryshev V.A.TRIZ approach to problem solving // School technologies. -
2003. – № 4.
14. Lyublinskaya A.A.A teacher about the psychology of a younger student. - M .: Enlightenment_
nie, 1977.
15. Sidorchuk T.A., Gutkovich I.A.Methods for the development of the imagination of preschoolers. -
Ulyanovsk, 1997.
16. Shiryaeva V.A.Theory of Strong Thinking – TRIZ training course for old people
schoolchildren // School technologies. -
2001. – № 3.
17. Khomenko N.N.Theory of inventive problem solving – TRIZ // School
technology. - 2000. - No. 5.
18. Rubina N. V. "The Planet of Unsolved Mysteries" Petrozavodsk, 1999
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2 THE PROGRAM OF ADDITIONAL EDUCATION on the development of creative thinking of schoolchildren by means of the theory of solving inventive problems "RTM-TRIZ at school" the content of the main sections of the program 7. Literature ABSTRACT The program "RTM-TRIZ at school" is intended for additional education of schoolchildren in grades 1-8. The main goal of teaching is to activate the creative abilities of students by developing their specific, creative style of thinking, the principles of which were developed by the Theory of Inventive Problem Solving (TRIZ) and proved to be highly effective in practice. In the process of learning, schoolchildren: with the help of games and exercises developed on the basis of TRIZ, develop controlled figurative-associative thinking, master techniques and methods for activating creative imagination; develop systemic, functional and dialectical components of thinking that are important for most types of mental activity; study the basics of an algorithmic approach to solving inventive problems adapted to school age; to broaden their horizons and form an objective worldview, they get acquainted with a number of patterns in the development of systems; learn to use the acquired knowledge by searching for ways out of non-standard situations, solving practical problems that do not have a clear answer, analyzing vital problems of a moral nature; participate in competitions and competitions to solve creative problems, as well as quizzes and holidays of various creative orientations. In the classroom, joint with the teacher, subgroup and individual forms of work are used, games and competitions are held; if possible, interactive computer forms of training are used, video materials are viewed on the topics of the program. When developing the program, 22 years of experience in the author's teaching of TRIZ at school, four years of experience in approbation of the methodology for developing creative thinking in preschoolers, and experience in developing the creative imagination of children, accumulated by practicing teachers, well-known specialists in TRIZ pedagogy Gin SI, were taken into account. (Minsk), Taratenko T.A. (St. Petersburg), Sidorchuk T.A. (Ulyanovsk), Shusterman M.N. (Norilsk).
4 Explanatory note New educational standards direct the attention of teachers to the importance of developing in schoolchildren the ability and skills to adequately respond to a variety of learning tasks, to the need for them to master universal learning activities for this, i.e. on the ability to learn. However, it is impossible to fulfill this requirement without the development of a creative style of thinking in children. The formation of independent creative thinking skills should be started as early as possible, while the child perceives the world as holistic and friendly. One of the ways to solve this problem can be considered the use of technology for the development of creative thinking (CTTM). This technology was developed on the basis of the theory of inventive problem solving (TRIZ), the founder of which is the outstanding Russian scientist, inventor, writer and teacher Genrikh Saulovich Altshuller. The Technology for the Development of Creative Thinking (CTTM) formed the basis of this Additional Education Program for the Development of Creative Thinking (RTM) of schoolchildren by means of TRIZ - "RTM-TRIZ at school". In addition, the program uses the techniques and methods of other methodologies: TRTL (theory of the development of a creative personality), RTV (development of creative imagination), FSA (functional cost analysis). As a result, the RTM-TRIZ at School Program develops in schoolchildren a number of important skills and sought-after personality traits - namely: organization, critical and divergent thinking, the ability to self-learn and quickly master new knowledge and skills, self-confidence, in the ability to overcome difficulties, a tendency to a systematic vision of emerging problems (the desire to "sort the problem into pieces", to establish causal relationships between events, to highlight the main and secondary, to find and evaluate resources to solve the problem), the ability to quickly navigate and find a way out in unusual situations, the ability to adapt to the new social environment. The main blocks of the program "RTM-TRIZ at school": 1. development of controlled figurative and associative thinking, 2. techniques and methods for activating creative imagination, 3. development of system-functional and functional-dialectical thinking, 4. algorithmic method for solving inventive problems (in in a form adapted for younger students), 5. regularities in the development of systems, 6. the use of TRIZ tools in life. All blocks are closely interconnected and are complementary. The content of the blocks, if necessary, can be adjusted taking into account the level of development of students, the professional training of the teacher and the hourly volume allocated for training. The relevance of the Program is determined by the fact that it fully meets the tasks that the National Project "Education" sets for teachers - to train morally oriented, creatively active youth capable of solving complex problems of the development of our country. The novelty of the program "RTM-TRIZ at school" lies in the fact that the program has complex properties and is a backbone; it combines a number of approaches (systemic, functional, dialectical, psychological, semantic), which together give the opportunity
5 to train schoolchildren both within the framework of a separate subject and by integrating these approaches with all other subjects; as a result, an integral system can be built from independent subjects on a single methodological basis; the program introduces students to algorithmic methods of information processing adapted for children, which are essentially universal learning activities (ULA) and can be used to master any knowledge; through the use of these methods, students perform tasks that form the idea of school subjects as a single system of knowledge; training is based on formulating and solving a large number of problems with an ambiguous answer that requires a moral choice; The purpose of the Program is to activate the creative abilities of schoolchildren through the formation of their creative thinking style based on TRIZ. The main objectives of the Program: 1) to introduce schoolchildren to a number of basic TRIZ tools and approaches; 2) to form the skills of conscious use of TRIZ tools for solving problems in various fields of activity (experience in social adaptation, independent creative work in studies and everyday life); 3) to form an active life position based on internal motivation for learning: interest, a sense of success, confidence in one's strengths and abilities; thereby help in removing fears that prevent them from solving emerging problems on their own; 4) to bring up the need for the development of personal creative abilities to solve problems related to independent knowledge of the world around. Expected results of mastering the program As a result of training, students should have the following knowledge and skills. The student must know the CLASS About the five senses About the properties of objects, their variability and use The simplest algorithms for describing objects The simplest algorithm for describing works of art About the causal relationship of events About the causal relationship of shortcomings, undesirable phenomena + + The concept of association and types of associations The simplest techniques of fantasizing The main methods of fantasizing Concepts about the purpose (functions) of objects About the connection between the purpose of an object and its properties Concepts about a tool, product, their relationships Concepts about useful and harmful functions Concept about the main useful function (HPF) + The concept of the boundaries of the technical system + The concept of key shortcomings and key tasks + The main types of material-field resources The concepts of the object and its parts, the system, subsystem, supersystem The concepts of split screen, system operator + + +
6 The concept of a technical system (TS) + About the occurrence of problem situations and about a conflicting pair (CP) The concept of contradiction The concept of an ideal final result (IFR) The concept of material-field resources (CFR) About what an open problem is About the ability to solve creative tasks according to the rules "Types of contradictions Main techniques for resolving technical contradictions (TC), at least: Techniques for resolving physical contradictions (PC) Rules for the transition from TP to PC + + The concept of patterns of system development + + Basic patterns (laws) of systems development, at least : 3 7 The student must be able to CLASS Identify the main properties of objects, including natural ones Compose mini-stories using the algorithm for describing objects Compose author's riddles using the properties of objects Identify the changing properties of objects and be able to use them Compose mini-stories about works of art according to the algorithm Install associative links between objects Build chains of arbitrary and of controlled associations Create free and given images from arbitrary objects Compose a su-field scheme, creating a figurative model of the problem + Build cause-and-effect chains of events Build simple cause-and-effect models of undesirable phenomena, + + shortcomings of the TS Use techniques for developing creative imagination (RTI), the number of techniques studied not less than: Use the methods of RTV, the number of methods is not less: Solve problem situations using the methods of RTB Compose simple stories using the methods and techniques of RTB + + Use the methods of RTB when performing research work + Use methods and methods of RTB when creating new useful objects Determine the purpose objects (functions) and change it as needed Compose riddles based on the functional approach Formulate the main useful function (GPF) of the object + + Determine the boundaries of the TS taking into account the GPF + Build the simplest chains of interactions, formulate useful and harmful functions Build a component Entity model of an object and compiling a matrix of interaction between system components Highlight key system flaws + Formulate tasks to eliminate key flaws + Find and use hidden properties of objects (resources) Define subsystems and supersystems of an object Use a system operator to display objects in functional development Consider surrounding objects as technical systems (TS) + Formulate a problem in a problematic 1 situation Find a conflicting pair in a problem Formulate a technical p TP (based on the Good-Bad game), identify TP
7 Use the basic techniques for resolving TP when solving problems Formulate the physical p FP (based on the game “in reverse”) Use the basic methods for eliminating FP when solving problems Formulate the transition from TP to FP + + Formulate IFR for solving a problem Identify and use resources by solving open problems Transform transform an inventive situation into a problem Transform a research problem into an inventive one + Determine at what stage of development the system is + Identify the main patterns of development of a technical system when + identifying and eliminating its shortcomings Predict changes in systems based on the patterns of their development + Highlight the working body (RO) of the system + Define objects through SPF and RO + ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE IMPLEMENTATION OF THE PROGRAM OF ADDITIONAL EDUCATION on the development of creative thinking of schoolchildren by means of the theory of solving inventive problems "RTM-TRIZ at school" The category of trainees is school children from 7 to 15 years old. The number of trainees in a group is up to 15 people. Duration of study: - 4 years, 68 lessons per year. Classes start on October 1st. Students aged 6-7 study the program from grades 1 to 4. Students who come from 9 to 10 years old, due to the peculiarity of thinking, begin the training program from grades 2 to 4 Working hours - 1 time per week for 2 academic hours with 15 minute breaks. Classes are held on an extrabudgetary basis at the request of the student, after signing an agreement for the provision of additional educational services. Forms of classes - group and individual lessons conducted in educational and game form; Kinds of activity - independent creative activity; - joint activity with the teacher; - teamwork; - research activities; - practical inventive activity. Forms of knowledge control: - testing of children; - analysis of children's creative works; - comparison of the results of participation in competitions, olympiads and quizzes to solve creative problems.
8 subsection Names of sections CURRICULUM OF THE PROGRAM OF ADDITIONAL EDUCATION on the development of creative thinking of schoolchildren by means of the theory of solving inventive problems "RTM-TRIZ at school" Number of teaching hours Classes Theory Practice Total Theory Practice Total Theory Practice Total Theory Practice Total 1 Development of controlled figurative and associative thinking 1.1 Ways of perceiving the world. Five sense organs. 1.2 Feelings and properties. Characteristics of properties. 1.3 Observable properties of natural objects. Feeling of beauty. 1.4 Algorithm for describing objects. Riddles on properties. 1.5 Objects with mutable properties. 1.6 The concept of association. Arbitrary
9 associations. 1.7 Chains of arbitrary associations. 1.8 Directed associations Games for controlled figurative associations Images in patterns, in figures, in objects of the surrounding world Supole - a figurative model of the task Tasks and exercises for the development of figurative thinking Techniques and methods for activating creative imagination 2.1 Method of little men (MMP) Method of focal objects (FFO) Method of morphological analysis (MMA). 2.4 Numerical axis method (NMA) Robinson method
10 Crusoe. 2.6 Solving problem situations using the resources of RTOs. 2.7 Snowball method. Writing stories on MSC. 2.8 The goldfish method Algorithm for the use of LSM in research activities Fantasizing using the studied methods Fantasizing techniques (on the contrary, revitalization, universalization, crushing, merging, etc.) Tasks and exercises to activate creative imagination Development of system-functional and functional-dialectical thinking
11 Functions of objects and their parts. Tool, item. Interaction, reversibility. Riddles on functions. Building chains of interactions. Useful and harmful functions. Useful and harmful functions of system components. systems flaws. Causal relationship between deficiencies. Setting tasks to eliminate system deficiencies. Key system weaknesses. Key tasks. System. system vertical. System horizontal
12 "Life" of systems Mechanisms for the development of systems. Conflicts and contradictions System operator (SO) in a functional view Using SO to expand ideas about school subjects Using SO to expand ideas about the world around us Technical system (TS) as part of nature Man as part of TS Forecasting based on SO. Identification and formulation of problems Algorithmic method for solving inventive problems
13 Basic initial concepts DARIZ3 (KP, IFR, VPR, IR)4. Problem solving using initial concepts. Resources, types of resources. Using resources to solve problems. Introduction to technical contradiction (TC). Formulation and display. Solving problems using techniques for eliminating technical problems. Decision analysis. Compilation of a piggy bank of receptions. Acquaintance with physical contradiction (FP). Formulation and display
14 4.6 Practical work on the preparation of the OP. 4.7 Problem solving using FP elimination techniques. Decision analysis. Compilation of a piggy bank of receptions. 4.8 Transition from TP to FP Solving problems using DARIZ (simplified algorithm) Solving problems using DARIZ (extended algorithm) Patterns of system development 5.1 Development of systems The law of S-shaped development of systems The law of increasing dynamism The law of displacement of a person from the vehicle Law of the leading
15 development of the working body The law of increasing the consistency of parts of the system The law of transition to the micro level Solving problems using ZRTS5. TOTAL:
16 CONTENT AND METHODOLOGICAL SUPPORT OF THE MAIN SECTIONS OF THE PROGRAM OF ADDITIONAL EDUCATION on the development of creative thinking of schoolchildren by means of the theory of solving inventive problems "RTM-TRIZ at school" Section 1. Development of controlled figurative and associative thinking. 1.1 Ways of perceiving the world. In a lesson on this topic, children consolidate and expand their knowledge of the five senses, with the help of which a person perceives and cognizes the world around him. The games "Cunning bag", "Colorful world" and other game exercises are used. 1.2 Feelings and properties. Characteristics of properties. Under the guidance of a teacher, students analyze what properties of objects (weight, size, color, taste, sound, smell, etc.) with the help of which sense organs we determine. They learn to classify the properties of objects (for example, a smell can be pleasant, sharp, gentle, heavy, subtle, etc.) and characterize them. 1.3 Observable properties of natural objects. Feeling of beauty. To instill a sense of beauty in children, it is recommended to use objects of the natural world to consider properties. This develops observation in children, instills a love of nature and expands vocabulary. Under the guidance of a teacher, children talk about the diversity of natural properties, discuss one of the philosophical concepts of "beauty". They learn to feel the beauty of nature, the animal world and the beauty of technology as the highest form of expediency (according to I. Efremov). Lessons on this topic can be held in the form of a correspondence autumn excursion or classical music and art works can be used in the lesson, which will contribute to the development of a sense of beauty. 1.4 Algorithm for describing objects. Riddles on properties. The first step is to introduce children to the algorithm for describing objects and compose their own mini-stories. Stories can be made both orally and in writing and be accompanied by illustrations of children. If possible, a contest of the best stories should be held and a cool collection of stories compiled by children. The second step of the work is to introduce children to the algorithm for compiling riddles. The main idea of the algorithm is to highlight the explicit and hidden properties of objects and play around with direct figurative-verbal associations associated with these properties. Empathy is used to enhance associative effects. To design a riddle (at an older age), it is recommended to use a poetic form. 1.5 Objects with mutable properties. In previous lessons, children observed the properties of objects in the natural world. Based on these observations, they now come to the conclusion that some properties are not constant, they are changeable. Under the guidance of a teacher, students analyze what objects can have mutable properties, what characteristics of properties can change, and how this can be used to good use. Various classical works of fine art can be used in the lesson. 1.6 The concept of association. arbitrary associations. This topic reveals the concept of "association" to students. Children learn to find arbitrary - figurative and verbal - associations between objects,
17 to logically explain the emergence of this association. In the lessons, you can use such games as: "Find a couple", "Explainers" and others. 1.7 Chains of arbitrary associations. The next step is to make chains of arbitrary associations. The main attention of children should be focused on the ability to logically explain the construction of the chain. It is important to show children the need for independent thinking and the selection of associations using the example of a comparative analysis of the resulting chains in different children with the same starting object. At the end of the lesson, it is recommended to hold a competition - who will make the chain longer (pick up a larger number of associations) for a certain period of time. 1.8 Directed associations. This topic shows students the possibility of expanding associative links between objects, their unexpectedness and variability. Children learn to select associations based on the senses (color, size, shape, taste, sound, tactile features) and on the main function (the purpose of the object). 1.9 Games for controlled figurative associations. In this lesson, the skills of quick selection of associations in various areas are practiced. When working, children should pay attention to two points - the ability to quickly select the desired association (for example, by function, form, sound, etc.) and the ability to explain their choice. The teacher can hold competitions in the lesson between teams or groups of children “Continue the chain”, “Who is faster, who is friendlier”, and also use individual competitions between students Images in patterns, in figures, in objects of the world around. For the development of figurative thinking, it is important to teach children not only to create various images (based on a functional approach when creating an image), but also to show the ability to see (find) various images in familiar, everyday objects of the world. For consideration, you can take natural material (driftwood, stumps, branches, pieces of bark), patterns on linoleum, wallpaper, clothes, lace scarves, frosted glasses, etc., designer ornaments made of molding, etc. Vepol is a figurative model of the problem. One of the ways to visualize the problem is to construct su-fields. The Su-field is a figurative display of the conflict in the system in the form of a diagram of the interaction of substances and fields. Children learn to compose the simplest su-fields, identify a conflict zone and, by the type of structure, determine a way to resolve the conflict. This contributes to the development of right hemisphere and mixed types of thinking in children. In older grades, children get acquainted with various types of interactions - mechanical, acoustic, thermal, chemical, magnetic, etc. Tasks and exercises for the development of imaginative thinking. The topic is devoted to strengthening the skills of "right hemispheric fantasy". Children perform I various exercises for the development of figurative thinking - “Who is hiding in this picture”, “Who is this? What is it?" “Draw a picture”, “Useful fantasies”, etc., learn to solve problems that require figurative modeling of a problem situation. Section 2. Techniques and Methods for Activating Creative Imagination RTV Methods The first ten topics of this section are devoted to mastering the basic methods for developing creative imagination. The methods recommended for studying at school can be conditionally divided into “Trisian” ones (such as the “Robinson Crusoe Method”,
18 “Number axis method”) and “pre-Treaze” ones (for example, “Focal object method”, “Morphological analysis method”). "Dotriz" methods help to remove mental barriers, develop fantasy, imagination, the ability to highlight the properties of objects and create new objects by combining, combining and transferring properties from one object to another. "Tree" methods not only develop the qualities listed above, but also prepare children for the study and use of the main TRIZ tools related to the analysis of the interaction between the "product" and the "tool", the construction of cause-and-effect models of interactions, the formulation of key tasks, the initiation of material and field resources, etc. In the first or second year of study, the following methods are recommended for study: "Method of focal objects", "Method of the numerical axis", "Robinson Crusoe method"; in the second grade: "Method of little men", "Method of morphological analysis"; On the third - "Snowball Method", on the fourth - "Goldfish Method". Depending on the level of development of children and their preparation, the teacher can speed up the study of fantasy methods, preserving the indicated sequence if possible. When mastering the methods, it is necessary not only to acquaint children with the procedure for working on the method, but also to show the effectiveness of using the methods in various fields of activity. To do this, the section includes hours for practical and research work. An important place in practical work is occupied by the creation of not fantastic, but real, useful objects for people that can be used in everyday life, in studies, in room design, etc. In the higher grades, students are introduced to the combination of RTB methods, which is essential for getting the most interesting and deep ideas. For example, when writing fantasy stories, it is recommended to combine the "Number Axis Method" with the "Snowball Method", and when identifying hidden resources, the "Robinson Crusoe Method" with the "Little Men Method" Work on techniques is carried out similarly to work on methods. The following techniques are offered for study: crushing, unification, on the contrary, revival, universalization. The teacher can himself, depending on the age of the children, determine the sequence of learning the techniques, and in addition, at his discretion, add other techniques from the general list (in total, 12 techniques are described in the classic RTV course based on TRIZ). It is important not only to acquaint children with the meaning of the techniques, but also to show their work on the example of real objects and situations that students encounter in life. You should avoid using techniques only for composing fairy tales. Children should see how the use of a particular technique that stimulates the imagination helps them find a way out in each specific case. Section 3. Development of system-functional and functional-dialectical thinking. 3.1 Functions of objects and their parts. Students are introduced to the concept of a function as the purpose of an object. Learn to correctly formulate the functions of objects. They conclude that the words
19 describing the actions of objects, in the Russian language there are countless, and functions - a limited number, because the function shows a generalizing semantic meaning that different actions can carry. 3.2 Tool, product. Interaction, reversibility. Riddles on functions. In the classroom on this topic, children study the concept of a product and a tool. In a broad sense, a tool is something with which we perform an action, with the help of which we change a product, and a product is what we work on with a tool, what we change with a tool. It is important not only to teach children to correctly identify the tool and product in an interacting pair, but also to name what happens to the product under the action of the tool, how it changes, i.e. formulate a function. An important point is the reversibility of the interaction between the product and the tool, when in the considered pair the product and the tool are interchanged. This is due to the formulation of "direct" and "inverse" functions. Most often, the direct function is useful, and the inverse function is harmful. To facilitate the assimilation of this topic by children, it is recommended to use riddle questions. Their distinctive feature is the numerous possibilities for selecting the correct answer. At the first stages of working on a riddle question, the large number of correct answers discourages children, and then they discover for themselves the general meaning of the function, and this is a very important point in developing a functionally oriented style of thinking. 3.3 Building chains of interactions. Useful and harmful functions. To consolidate the skill of formulating functions and to develop a causal style of thinking, children learn to deliver schemes (models) of object interactions as a continuous chain of tools and products. When compiling a chain, students note useful functions (containing a beneficial action) and harmful functions (containing an Undesirable, destructive, negative action). These exercises prove to students the need to think about their actions, the ability to preview the causal relationships between the action and its results in advance. Component model of the object. Interaction and functions of components. Disadvantages of the system, the relationship between them. Identification of key shortcomings and formulation of key tasks. At an older age, students get acquainted with the representation of a functioning object as a system of interacting components and with the methodology for building a model for the interaction of components. This helps to identify all interactions and thus provide a complete description of not only beneficial, but also detrimental features of the system, which represent its shortcomings. Revealing many hidden shortcomings in a “good” at first glance object dramatically expands the horizons of students and develops critical thinking. At the same time, it is important that immediately after the discovery of shortcomings, the question of their elimination should be raised. However, before “fighting” with shortcomings, children learn to systematize them, comparing shortcomings-consequences with shortcomings-causes and thus building causal chains of shortcomings. By choosing the shortcoming (the key one), which, when eliminated, allows destroying the entire chain, the children formulate the key task: how to get rid of this shortcoming. They learn to solve this problem when mastering the next section of the Program. 3.8 System. system vertical. This topic is devoted to introducing children to the concept of "system" as one of the ways to model the world in TRIZ. (System is a set of elements,
20 generating a new property). An important stage of the work is the explanation of the concept of "modeling" to children. It is necessary to draw the attention of students to the fact that each science has its own modeling methods (for example, in mathematics - numbers and formulas, in literature - literary means of expression and description, in chemistry - equations of interactions between substances, etc.). Students determine which set of elements can be considered as a system, and which not, and why, what new properties this set generates. The next step is the ability to identify subsystems (parts) of the system that contribute to the performance of its main function, and determine the group into which the given system can itself be included as a part (supersystem), i.e. Embed a system vertical. The teacher should draw the students' attention to the fact that there can be several subsystems, and each, in turn, can also consist of subsystems. The issue with the supersystem is more complicated (children often define it incorrectly). There can also be several supersystems, and to determine them, it is necessary to formulate the function of the system. The system always contributes (helps) the supersystem to perform its function. Therefore, the purpose of the supersystem and the system often coincides. To build a system vertical, you can use the "System Chains" game, which helps to insert long chains with sub-subsystems and into super-supersystems. 3.9 System horizontal. "Life" systems. Systems life lines. Leading development functions. In the classes on these topics, children get acquainted with the concepts of "the future of the system" and "the past of the system", "the life of the system" in the narrow (the birth and functioning of a particular system) and in the broad sense (the evolutionary development of the system), learn to build the life lines of systems depending on determination and improvement of the leading function. Mechanisms for the development of systems. Conflicts and contradictions. When constructing the lines of development of systems, students come to the conclusion that the impetus for the transition from one system to another - more perfect - is the conflict that arises during the operation (use) of the system. This conflict can be formulated as a contradiction, the resolution (elimination) of which leads to the transition of the system to the next level of development. It is important for the teacher to teach children to identify the existing shortcoming in the system and ways to eliminate it when moving to a new system. In the first lessons, you can use evolutionary chains that are more accessible to children (for example, pens, cars, light bulbs, etc.). ) System operator (SO) in functional view. The system operator allows you to combine the "system horizontal" and "system vertical", considering not only the development of the system of interest to us, but also the development of the supersystem and subsystems. Particular attention in compiling the SS should be given to the definition of the main function of the system under study, as well as to what helps the system at each stage of development to fulfill its main function. It is important to draw students' attention to which new subsystems appear and which die off, how the supersystem changes. When moving from analyzing the system's past to predicting its future, it is necessary to ensure that students make this forecast not through empty fantasizing, but also through the elimination of shortcomings that have accumulated in the development process, i.e. by identifying a shortcoming in the existing system that interferes with the performance of the function in question, and formulating ideas to eliminate this shortcoming. Using SO to expand ideas about the school, family, and the world around.
21 These topics are related to the practical application of the system operator to explore the most important questions and concepts that children constantly encounter. Modeling the structure and evolution of various objects with the help of SO, students not only master a new method of cognition of the world and are convinced of its effectiveness and visibility, but also make a number of useful discoveries for themselves: about their role in the family, about the interconnection of school subjects and mutual assistance of students, about the consequences of human influence on nature, the life of the native breed, etc. Technical system (TS) as part of nature. Man as part of the TC. The main purpose of this topic is to show students the difference between a system and a technical system (TS), or a system with a given function. A technical system is a set of elements that generates a new function. When studying this material, the teacher needs to remember the inertia of thinking, which pushes children to the idea that a technical system is only technical objects. Therefore, children need to be shown, using the example of natural and mixed objects, the possibility of considering them as technical systems. For example, a tree can be considered as a technical system, if the combination of some parts of the tree allows you to implement a certain useful function, “work” as an umbrella, as a fence, etc. Considering with children TS, including a combination of elements of natural and artificial origin. It is necessary to pay attention to the numerous systems in which a person enters. For example, a car as a vehicle for moving passengers and goods cannot function without a driver, a vehicle for hammering a nail also does not exist without a person, etc. These questions force children to take a closer look at everyday objects and events. Forecasting based on CO. Identification and setting of tasks. Due to the importance of developing the ability of forecasting (foresight) in children, this topic is singled out as a separate topic, as the development of the topic. Here, the emphasis is on those forecasting tasks that concern the children themselves. At the same time, it is important not to “rush” with the system operator to the first “why” that comes across, but first to think through and justify the problem, remembering, systematizing and displaying with the help of RM information about the “past life” of the system, without which it is impossible to start forecasting. The result of the forecast should be a statement of the problem, the solution of which will help this forecast to be realized. How to solve such problems is discussed in the next section. Section 4. Algorithmic method for solving inventive problems. 4.1 Basic initial concepts DARIZ. Problem solving. Detailed guidelines for familiarizing children with the initial concepts of DARIZ (KP, IQR, VPR, IR) are given in the methodological manual by E.L. Pchelkina "Children's algorithm for solving inventive problems (DARIZ)", which is recommended as a methodological support for the 4th section of the Program. 4.2 Resources, types of resources. Using resources to solve problems. Starting from the first grade, children get acquainted with the concept of resources and learn how to use resources in solving problems. From the very beginning, children can be introduced to the types of resources (natural, spatial, temporal, systemic, supra-systemic, free, etc.). At an older age, children are given a more complete classification of resources. In the process of studying it, you can make a piggy bank (file cabinet) with children for the use of resources of various types. It is important that the conclusion about which resource is used (the name of the species) is made by the children themselves. Technical contradiction. Compilation and identification of TP. Solving problems using TP resolution techniques and compiling their piggy bank.
22 Students get acquainted with the concept of "technical contradiction" through the game "Good-bad". On the basis of this game, they learn to analyze a problem situation, highlight its positive and negative sides (qualities, parameters of the object that caused the conflict) and draw up contradictions. It is easier for children to formulate a technical contradiction (the term "technical contradiction" itself may not be used by the teacher when working with children). Students should pay attention to the fact that a technical contradiction always consists of two halves TP1 and TP2, and in the first place in each half, the positive (what is good) is indicated first, and then the negative (what is bad). The next step is to introduce children to the techniques for eliminating technical contradictions. This work should be carried out in the process of solving problems by children. Children should “discover techniques” themselves, and not receive them “on a plate” from the teacher. Each technique is displayed by the students and recorded in the physical contradiction box. Compilation and identification of FP. Solving problems using methods for eliminating FP and compiling their piggy bank. With older children, after getting acquainted with the Technical contradiction, you can introduce the concept of "physical contradiction", formulating it on the basis of the games "Good-bad" and "On the contrary". When constructing a physical contradiction, it is necessary to draw the attention of children to the fact that the formulation must be complete, i.e. with an explanation of why a particular property is needed. Thus, children consistently master the causal and paradoxical styles of thinking. The next step is the formulation of the FP in solving problems, during which the students master 4 techniques for eliminating the FP and make up a collection of tasks for applying the techniques. 4.8 Transition from TP to FP. In more complex problems, formulating only one of the contradictions may not be enough to delve deeply into the problem and get strong, interesting ideas. But it often turns out that the FP is compiled ill-conceived, which is why, despite a different form of inference, it simply duplicates the TP in content, and therefore cannot give new ideas for a solution. Therefore, an important step is a well-thought-out transition from TP to FP Solving problems according to DARIZ. In the first year of study, it is recommended to use a simplified version of the algorithm for solving problems, which is based on the simplest steps: formulating the initial situation, dividing the conflicting pair (CP), formulating the IFR for one half of the CP, identifying resources and obtaining various ideas for solving the problem by combining resources with IKP. Starting from the second year, the steps listed above are supplemented by the steps of drawing up a technical contradiction, a physical contradiction, and (in the fourth year) allocating an operational zone and operational time. An obligatory part of the lessons related to problem solving is the analysis of the received ideas. Children learn to compare their ideas according to a number of criteria (possibility of implementation, complexity, proximity to an ideal result), among which the main criteria are moral (whether the implementation of the idea will cause any harm, offend someone, etc.). At the same time, students, if possible, themselves (under the supervision of a teacher) should highlight the strongest solution and justify their choice.
23 Section 5. Patterns of systems development Development of systems. Basic laws of systems development. This section is studied with older students from the third year of study. When mastering the materials of the third section, the children learned how to build a system operator based on the priority function of the system development. Now students learn that technical systems develop not just like that, but according to their own specific laws, knowledge of which can help both in solving problems and in predicting the development of systems. In the third year, it is recommended to introduce children to laws that are more accessible to their understanding: The law of S-shaped development of systems The law of increasing dynamism The law of the "mono-bi-poly-mono" transition. In the fourth year, students consolidate knowledge of previously studied laws and get acquainted with new ones: The law of expelling a person from the TS The law of advanced development of the working body The law of increasing the consistency of parts of the system The law of transition to the micro level. It should be noted that the above recommendations are conditional. The teacher himself can distribute the number and sequence of studying the laws, depending on the level of development of children and their own training. Acquaintance of children with laws should take place in the form of "discovery" of these laws, which can be obtained as a result of solving a problem or finding a way out of a problem situation, when comparing the stages of evolution of familiar objects, when designing any products, in the course of research work. Children can "discover laws" by learning about other topics in the program. It is important that the teacher draws their attention to the existence of the “discovered” law by them, and when the time comes to study this law according to the program, remind the children about their discovery.
24 Literature 1. Altov G.S. And then an inventor appeared. - M.: 1984, 1985, I am Altshuller G.S. Find an idea. - Petrozavodsk: Scandinavia, Altshuller G.S. Creativity as an exact science. - Petrozavodsk: Scandinavia, Belobrykina O.A. Little wizards or on the way to creativity. - Novosibirsk, Gin A. Problems - fairy tales from the cat Potryaskin. - M.: Viga-I Press, Gin A.A. Methods of pedagogical technique. - M.: Vita-Press, Gurin Yu.V., Monina G.B. Games for children from three to seven years. K-SPb.: Speech, Zlotin B.L., Zusman A.V. The inventor came to the lesson. - Chisinau: Lumina, Zlotin B.L., Zusman A.V. A month under fantasy stars. - Chisinau: Lumina, Ivanov G.I. Formulas of creativity or how to learn! invent. - M.: Enlightenment, Ivanov G.I. Denis is an inventor. - St. Petersburg: Speech, Kamin A.L., Kamin D.A. Intellectual aikido. - Lugansk, Kislov A.V. Adventures in the world of ideas of a schoolboy Mika and his friends. - St. Petersburg: Speech, Kislov A.V. Pchelkina E.L. Diagnosis of the creative abilities of the child. - St. Petersburg: Speech, Kislov A.V. Pchelkina E.L. Tasks for TRIZ students. - St. Petersburg: IPK "Niva", Kislov A.V. Pchelkina E.L. Feedback. - St. Petersburg: IPK "Niva", Meerovich M.N., Shragina L.I. Technology of creative thinking. - M.: Alpina, Nesterenko AA Country of mysteries. - Rostov - on - Don: ed. Rostov University, Pchelkina E.L. Children's algorithm for solving inventive problems (DARIZ) - St. Petersburg: IPK "Niva", Pchelkina E.L. On the steps of TRIZ.- Methodological guide for teachers and workbook for children. SPb., Sidorchuk T.A. We imagine, we conceive, we create... - Mozyr: LLC Publishing House "Bely veter", Tamberg Yu.G. How to teach a child to think. SPb., Rech, Tamberg Yu.G. The development of the child's intelligence. St. Petersburg: Rech, Yu.G. Tamberg. The development of the child's creative thinking. - St. Petersburg: Speech, Tolmachev A.A. Diagnosis: TRIZ. - St. Petersburg: Fedin S. Tricky tasks. - M.: Shragina L.I. The Logic of Imagination - Study Guide. Odessa: Polis, Shusterman Z.G. New adventures of Kolobok or the science of thinking for big and small. M.: Genesis, 2002.
25 29. Shusterman M.N. Fantasy and reality. Issue M.:
1. Russian Pedagogical Encyclopedia. In 2 volumes / Ch. ed. V.V. Davydov. M.: Great Russian Encyclopedia, 1993. Vol. 2. 608 p. 2. Selevko G.K. Modern educational technologies: Proc. allowance M.:
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Explanatory note .
In the process of social and economic transformations of society, problems arise that require new approaches to solve. There is a growing need of society for people who not only have deep knowledge, but also are able to creatively approach the solution of complex tasks and problems. The ability to solve creative problems, developed imagination - these qualities largely determine the personality of not only tomorrow, but also today.
Domestic pedagogy responded to the demands of society with the transition to 12-year education, the main task of which for elementary school is "to ensure the initial formation of the child's personality, to identify and develop his abilities" through creating an environment for successful self-development, self-determination and self-realization of the individual.
The use of traditional methods and forms does not allow to fully solve the tasks, therefore, there is a need to introduce innovative technologies of creative orientation.
The RTV course based on TRIZ is an attempt to solve the tasks that the state sets for the elementary school - the creation of conditions for the creative development of the personality of each student.
Starting to compile this program, I used the experience of teaching this course in elementary school teachers - Trizov students, which allows the most accessible and interesting way to develop creative thinking and imagination in a younger student, introduce elementary Trizov concepts and methods of activating thinking, ways to solve problems and problems, life situations. There is no established methodology for teaching the course, there is only work experience and general recommendations for conducting classes. And I consider it impossible to use someone else's system as a whole,
because in elementary school there is a great difference even between the children of neighboring classes. What some have grown up to may be fundamentally unacceptable for others. That is why I set the task of creating an independent material adapted to the regional conditions of our republic, taking into account the psychological and age characteristics of children.
The concept of TRIZ appeared in the 50s. Its founder is G. S. Altshuller, inventor, science fiction writer. It is based on a systematic study of the results of human intellectual activity. Now TRIZ is being studied in more than 300 cities of the CIS and Kazakhstan at different levels: in kindergartens, schools, institutes .
Why was TRIZ chosen?
TRIZ helps to understand that the creative process can be controlled and it can be taught and learned, because “talent can be developed with constant purposeful training, just as muscles and memory are developed” (B. Nemensky).
TRIZ teaches to fantasize (accumulated world experience in techniques, algorithms, methods for activating creative thinking).
TRIZ has developed the basic principle of conflict resolution.
TRIZ reveals the patterns of development of an individual, a team, a system, thereby contributing to the adaptation of a child in the world around him.
Triz helps to develop talented systemic thinking (to teach to think means to solve with an understanding of the ongoing patterns, and not to give in to emerging problems).
Triz helps to get closer to “ideal” when the required result is carried out by itself, while minimal or no human participation is allowed.
aim The introduction of this course is the development of the creative abilities of children, allowing them to solve problematic problems and create creative products (riddles, fairy tales, proverbs, stories, crafts, drawings, etc.). The course is focused on the development of creative extraordinary thinking in children of primary school age, the formation of skills to solve inventive (problem) problems, the development of interest in one's own creativity, in the search for rational solutions.
Course Feature that teaching children is based on the techniques and methods of TRIZ, as well as on some non-algorithmic methods of generating ideas. The difference from the well-known problem-based learning is in the use of world experience in techniques, algorithms, tables, creative and open tasks, as well as in the pursuit of ideality, i.e. maximum use of opportunities, knowledge, interests of the students themselves in order to increase efficiency and reduce costs in the education process.
When compiling the program, the following principles:
principle of consistency and complexity,
principle of CREATIVITY to teaching creativity (children, as it were, “discover” many techniques and models themselves as a result of educational activities built in a certain way);
the principle of continuity and taking into account age abilities,
the principle of a single conceptual apparatus(the concepts introduced should go through the entire course of the RTV and be used in other academic subjects;
6. the principle of activity and ideality,
feedback principle(the results of the work are controlled through
children's answers test and creative tasks);
9. the principle of teaching at the method level (learning how to act),
10.productive exit principle(any creative work ends with a product that is significant for the child).
The organization of creative activity consists of stages:
goal setting
organization
forecasting
planning
implementation and reflection
Forms of organization activities students in the classroom are diverse: individual, group, collective, work in pairs.
Features of this course:
free groups in which the child feels relaxed, does not feel submissive to the teacher;
pedagogy of cooperation, co-creation of student and teacher;
application of teamwork methods: brainstorming, organizational-activity game, free creative discussion;
game methods;
motivation: the desire of the individual for creativity, for self-expression, self-affirmation, self-realization.
In accordance with the objectives of the RTV course, I propose the following structure classes:
1. Warm up(includes various creative tasks, "open" tasks, games "Yes - no", "Guess what's in the bag" and others).
2 . The development of mental processes, the underlying creative abilities of students (memory, thinking, attention, imagination, etc.).
3 main stage(program material).
4. Reflection.
The purpose of the lessons: to discover something new at the instrumental level and use it when creating something new, the introduction of inventive problems that allow students to discover the basic concepts of TRIZ.
Form of conducting classes: lessons - travel, lessons - fairy tales, business games, trainings, lessons - theaters, in grades 3 - 4 - lessons - workshops, etc.
Time distribution.
RTV is an oral subject. Work in the workbook takes 1/3 of the time in the lesson, the rest of the time is oral work.
Evaluation.
1. TRIZ at school is non-judgmental.
2. Evaluation is possible according to a two-point system (“4” and “5”) or according to a special reward system.
3. The main stimulating element for students is their interest in the creative process, both in the classroom and in optional creative homework, which implies the freedom of the child's self-expression and the possibility of applying the acquired knowledge in practice.
At the end of the study of the topic, children are offered problem situations that need to be resolved (orally or in writing). Another option for checking the assimilation of the material is creative homework with subsequent analysis, summarizing classes, as well as control creative tasks at the end of each semester in the form of lessons - trials, investigative experiments, business games, integrated tasks. In this regard, special tests, tasks for each class after studying the topic and the end of each semester, trainings have been developed. The result of studying the entire course is the creation of collective and individual creative books of schoolchildren with the best creative work of students.
Expected results:
original solution of problems and tasks, the ability to easily overcome difficulties;
development of strong thinking skills and creative imagination with the help of special exercises and methods using TRIZ elements and foreign methods for finding new ideas in educational activities: brainstorming, morphological analysis, synectics, etc.
development of the search activity of students and the ability to solve non-standard problems: inventive, research;
training in collective cognitive activity, conducting a problematic dialogue; tolerance and at the same time doubt in contact with an unusual, different point of view;
fostering a positive and constructive attitude;
development of flexibility and critical thinking; associative thinking, figurative speech;
the formation of positive self-esteem, self-confidence.
The program is designed for students in grades 1-4. The study of this program requires hours specially allocated for it (1 hour per week).
Depending on the time available for the course,
The program can be changed, both in content and in form.
Individual topics can be enlarged or taken selectively. Permissible
the study or consolidation of some topics at an interdisciplinary level in
close connection with other subjects, tk. the RTV course fits well into all developing educational systems.
The structural basis of learning is the lesson, which corresponds to its own learning topic.
the formation in children of initial ideas about nature, society, man, as well as about their nation, national characteristics, homeland, based on regional conditions.
Ministry of Education and Science of the Republic of Kazakhstan
State Institution "Rudny Department of Education", gymnasium No. 2
RTV course program
(development of creative imagination) based on TRIZ
primary school teacher
License No. 0622, KST series
Ore
2011
Program
RTV (based on TRIZ)
1 class (34 hours)
Basic concepts: TRIZ, imagination, fantasy, dream, problem, solution,
RVS operator, contradiction, brainstorming, IFR, analogy.
| Topic name | Number of tea | Tasks of conducting classes | Basic concepts |
| 1 TRIZ - what it is? 1.1 Dating game. 1.2 Testing to identify student abilities | Tasks: to give the concept of TRIZ, to acquaint with the content of the course, to consolidate the knowledge of names in the class, to identify the level of students' creative abilities. | geometric figures. |
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| 2 RTV (development of creative imagination): 2.1 Creation of the country "Tili-Mili-Tryamdia" ». 2.2 V. Suteev "How a chicken painted." 2.3 Drawing clouds on wet paper with your finger. 2.4 Creative educational games. | Tasks: develop the imagination of students from recreative to creative, teach to analyze, compare, perceive the image of nature by means of visual activity, draw according to the idea. | imagining no, a dream. |
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| 3 Problems around us. 3.1 Problems are our friends. The game "We are correspondents." 3.2 "Saving Kolobok" (RVS operator). 3.3 RBI ( ideal end result) based on the fairy tale "The Fox and the Hare").3.4 contradictions- a way to solve problems. “We help the Dog and the Cat to make peace” (V Suteev "Naughty cat"). 3.5 We help the heroes of famous fairy tales: Lion from Kaz. nar. fairy tales "The Lion and the Fox", Aldaru Kose from the fairy tale "Wonderful Fur Coat", Little Red Riding Hood, Wolf and 3 pigs. 3.6 "Ideal Party". 3.7 Learn to tell a picture step by step. | Tasks: give the concept of “problems”, develop the ability to see problems, cultivate a positive attitude towards them, help to understand that any problem can be solved. Tasks: using the RVS operator, plasticine, paints, paper, to learn how to find a solution to these problems, develop the ability to find problems, contradictions and resolve them; develop imaginative thinking, imagination, empathy, cultivate a positive attitude towards the heroes of fairy tales, their comrades. Tasks: using accessible examples to familiarize students with IFR in TRIZ, teach them to see "bad" and "good", develop children's imagination. Tasks: to acquaint students with contradictions as a way to solve problems, to develop the ability to see in every phenomenon, object, action in the surrounding life both “bad” and “good”; to convey to the minds of students that not everything good is good, and not everything bad is bad. Tasks: develop creative thinking, imagination, learn to find contradictions and resolve them, find IFR. Tasks: h to strengthen the concept of "problems", "contradictions," to acquaint with active methods of solving the problem for the development of coherent speech, reading technique. | Problem, price Counter chie, the method of "Meeting Pirates”, rules for working in groups. Counter chiya, the game "Good - bad", |
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| 3.8 Good-bad game. 3.9 “Bad is in the beloved and good in the unloved.” 3.10 Finding and resolving contradictions in fairy tales. 3.11 Solving life's problems: "Is greed good or bad?" 3.12 General lesson on the topic. Business game "Does Baba-Yaga need protection?" | Tasks: to develop the ability to see in every phenomenon, object, action in the surrounding life both “bad” and “good”; to convey to the minds of students that not everything good is good, and not everything bad is bad. Exercise students in finding and solving problems in famous fairy tales and life, use methods for resolving contradictions, develop creative imagination, ingenuity, the ability to work in groups, in pairs. Tasks: generalize children's knowledge on the topic. | contradictions, |
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| 4 "In the world, everything for everything Seems like". 4.1 Search for analogies in life. 4.2 Comparison on different grounds. 4.3 Reception - an analogy in rhyme. 4.4 Introduction to associations. 4.5 Pictograms. 4.6 Generalization on the topic. | Tasks: show on concrete examples that everything in the world is similar to everything; develop associative and figurative thinking, attention, memory and imagination, cultivate concentration and perseverance. | similar shape, color, size, substance, Pictogram associations |
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| 5 Composition of riddles. 5.1 Riddles "Yes - no." 5.2 .False riddles. Mysterious parts. 5.3 Composing riddles based on contradictions, analogies. 5.4 Riddles are the opposite. 5.5 Generalization on the topic. | Tasks: teach how to make various riddles using tables - supports; to develop speech, thinking, fantasy, the ability to work with algorithms, to cultivate the ability to cooperate with each other. | Conflicting Properties items. Analogy, size, substance, etc. |
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| 6 RTV. "Journey to a fairy tale". 6.1 Revive, transform. Colored tales. 6.2 Salad from fairy tales (MFI ). 6.3 We compose fairy tales using the method of control questions. 6.4 Techniques: "Circles on the water", RVS operator, key words. | Tasks: to familiarize students with the techniques of composing fairy tales, develop imagination, connected speech, the ability to work with algorithms, and develop the ability not to get lost in a difficult situation. | Story, | |
| Lesson 7 - report to parents. | Tasks: presentation of received ZUN on the course, creative works. |
Methodological support of the RTV course based on TRIZ.
To ensure the educational process, an educational and methodological complex has been prepared to help the teacher, which includes:
exemplary thematic planning,
control - training tasks, business games, tests, integrated tasks, separate notes of the best classes (from work experience).
Program
RTV (based on TRIZ)
2nd grade (34 hours)
Basic concepts: Triz, problems, associations, analogies, contradictions, MFO, morphological analysis, RTV, system operator, system, supersystem, subsystem, MMP.
Sample Thematic Planning
| Topic name | Number of tea | Tasks classes | Main concepts |
| 1 Introductory lesson. 1.1 Creative games. 1.2.Testing: " The level of development of mental processes in students. | Tasks: to repeat the basic concepts of TRIZ, to help overcome psychological inertia, to repeat the rules of working in groups. Tasks: identify the level of intellectual and creative abilities of students | problem, associations, analogy, |
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| 2 We develop mental processes and creative abilities: 2.1 visual and auditory memory2.2 attention, speed of reaction, 2.3 logical and creative thinking. | Tasks: develop mental processes as the basis of RTV (development of creative imagination); to form and improve them by introducing rational methods and algorithms focused on organizing the controlled activities of students. | Attention, reaction speed, thinking. |
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| 3 Solving school problems 3.1 Technique of reading, quarrels and fights. 3.2 Finding worthy answers to an insult. | Tasks: identify the main problems of the class, using brainstorming and group work, find ways to solve them, develop the ability to to respond appropriately to an insult, to defend oneself with dignity. | Problems, group work rules. |
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| 4 We compose riddles: 4.1 based on contradictions; 4.2 based on analogies; 4.3 compose riddles in their parts; 4.4 Get to know new tricks for composing riddles. | Tasks: develop attention, observation, enrich the vocabulary of students, to form the ability to verbally and in writing to draw up riddles, using algorithms and tables. | Analogy, resistance antonyms synonyms, analogy. |
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| 5 RBI-magic wand. 5.1 RBI in fairy tales and life. 5.2 We help Oorfene Deuce to dress his wooden army. 5.3 Solving problems with IFR: - How to measure the length of a cobra? Why do ants need anthills? How to rid the streets of our city from plastic bottles? etc. | Tasks: to continue work on developing skills to find IFR (ideal end result) in fairy tales and life; to teach to solve problems and "open" tasks, to find various ways to solve them, to develop the ability to choose the most rational ones, approaching the ideal end result, when the required result is carried out "by itself", while minimal human participation is allowed. | ideal. "open" issues. |
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| 6 Methods for activating the creative process: 6.1 Brainstorming method. 6.2 MFI. Creating something that does not exist in the world. Inventors. Magic shop. 6.3 Method of morphological analysis. Salad from fairy tales. 6.4 Binomial fantasy by J. Rodari. 6.5 The system operator and its use. 6.6 mmch - the magic of little people. Modeling by little people . | Tasks: to acquaint with the main methods of activating creative thinking; learn to look for a solution to any problems, listen and take note of any ideas; stimulate the creative activity of students; develop a sense of camaraderie and mutual assistance. Tasks: cause unexpected associations and, thus, look at the object from an unusual angle, develop the creative imagination, intelligence of students. Tasks: to teach students to use the method of "morphological analysis", to create new and unusual objects of the surrounding life, transform known objects, compose fairy tales, develop creative imagination. Tasks: teach students system analysis, activate creative abilities, develop coherent speech, interest in their own discoveries. Tasks: develop a healthy imagination and the ability to solve certain problems, increase creative activity. | Brainstorming, idea generators, problem, group work rules. MFO - method of focal objects. Morphologists cal analysis System operator, system, supersystem, subsystem. |
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| 7 Fantasizing techniques: 7.1 Revitalization, increase - decrease, union - separation, etc. 7.2 "On the contrary, acceleration - deceleration, movement in time." 7.3 Funny stories (from D. Rodari). 7.4 Game constructor. 7.5 Constructor for fairy tales (Propp cards). 7.6 Essay about our class. 7.7 Writing proverbs. | Tasks: to teach fantasizing techniques, to teach how to compose fairy tales using diagrams, tables, maps, various methods and techniques; develop fantasy, imagination; to attach to the spiritual wealth accumulated by mankind. | Fairy tales, heroes, magic, fantasy. |
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| 8 Preparation and conduct of the final lesson 8.1 “What we have learned in a year” (report to parents). 8.2 RTV "I learned ...". | Independent creation of creative works of your choice, their protection (in groups and individually). | editor, corrector, artist - designer. |
Program
RTV (based on TRIZ)
3rd grade (34 hours)
Basic concepts: invention, creativity, inventor, creator, methods of resolving contradictions: trial and error, unification, separation, turn harm into favor, “all by yourself”, “in advance”, “without interruption”, “matryoshka”, “necessary - unnecessary” , "assistant" and others, resources: material and human, hidden; techniques for activating the creative process, techniques for fantasizing, ways to solve "open" problems.
Approximate thematic planning.
| Topic name | Number of tea | Tasks of conducting classes | Basic concepts |
| 1 Introductory lesson 1.1 " Invention, creativity. What common? What is the difference?" 1.2 We are inventors. Creation of a country that does not exist. Protection of drawings, projects. | Tasks: introduce new concepts, compare them; develop the ability to analyze, compare, contrast, distinguish creativity from invention; to cultivate a sense of beauty, interest in creativity, inventions. Tasks: develop creative imagination, the ability to work in groups, reasonably defend their projects, cultivate the desire to work, observing the rules of working in groups. | Invention creativity, creator, inventor of TRIZ, RTV. Invention creativity, brainstorming, group work rules. |
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| 2 Composing riddles by different ways. | Tasks: repeat different ways of composing riddles, introduce new techniques; to develop the creative abilities of students, figurative speech, the ability to work with diagrams. | analogy, contradiction chie, comparison on various grounds, |
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| 3 ways to solve problems: 3.1 RVS is a problem solving tool; 3.2 Contradictions are a way of solving problems. 3.3 .Generalization on the topic. Lesson-court "Ivanushka is guilty or right, who ruined the life of Baba Yaga." | Tasks: consolidate the basic concepts on this topic, create conditions for the development of logical thinking, memory; introduce basic tools and ways to solve problems; educate the desire not to get away from problems, but to find ways to solve them. Tasks: through the game situation of the trial, consider life problems, develop educational - intellectual skills: analysis, synthesis, comparison, evidence-based thinking, imagination; foster a sense of camaraderie, mutual assistance. | RVS - size, time, cost, resistance problem, contradiction chie, brainstorming, prosecutor, accusers, |
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| 4 Solving environmental problems using TRIZ techniques. 4.1 Association - separation. 4.2 “Turn harm into favor”, “all by yourself”. 4.3 "In advance", "without interruption". 4.4 "Necessary - unnecessary", "assistant". | Tasks: help students acquire the skills to identify elementary natural contradictions encountered in the world around them; develop the ability to resolve the found contradictions with the help of Trizian techniques; to develop observation, creative thinking, to cultivate interest in obtaining information. | IFR, contradictions, methods of resolving contradictions whose: association assistant (intermediary), “matryoshka, "necessary - unnecessary", etc. |
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| 5 Techniques for eliminating contradictions in TRIZ: 5.1 “Pre-planted pillow”, “matryoshka”. 5.2 "Compromise", etc. 5.3 Arbitrary prefix. | Tasks: to acquaint with some methods of eliminating contradictions: “pre-planted pillow”, “matryoshka”, compromise and others; convey to the minds of students: problems are our friends, and they can be solved. Tasks: creation of conditions for the development of logical thinking, memory, imagination; consolidate the basic principles of conflict resolution | Techniques for eliminating counter- arbitrariness prefix |
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| 6 Resources 6.1 The concept of "resources". 6.2 Solving problems using the VLOOKUP method (resource rule). | Tasks: give the concept of "resources", familiarize with the rule of resources; develop thinking, attention, memory; to convey to students the main idea: in striving for RBI, it is necessary to use the available resources as much as possible. | Resources, real nye, human cue, hidden. |
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| 7 Techniques for activating the creative process, writing fairy tales 7.1 Retelling fairy tales. 7.2 Fantastic binomial. 7.3 Fairy tale - tracing paper. Propp cards. 7.4 Magic chests. | Tasks: continue acquaintance with various methods of composing fairy tales: collectively, in groups, individually; develop creative imagination, speech, cultivate interest in creativity, a sense of mutual assistance. | The system of D. Rodari, Propp, colored fairy tales, MFI, magic table, etc. |
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| 8 Familiarity with various fantasy techniques 8.1 Journey to the island of 5 senses. 8.2 Journey to Fantasy Island 8.3 The RVS operator is a concept. 8.4 Size as a sign, character, object, phenomenon. Change of size. 8.5 Time, cost. 8.6 Practical lesson. 8.7 Substance and material. Substance as a sign. 8.8 Fantasy on the theme: "A country where everything is made of ..." by J. Rodari. 8.9 Generalization on the topic. | Tasks: to acquaint with various techniques of fantasizing, to develop creative thinking and imagination. Tasks: to acquaint children with 5 human senses, teach them to compose and guess riddles, fairy tales, using human senses. Tasks: develop imagination, thinking, attention. Tasks: to consolidate the concept of RVS, its significance for the subject. Tasks: introduce a new concept, teach to fantasize by changing the size of the analyzed object. Tasks: using the concepts of "time", "cost", to learn to change the course of events of a fairy tale, to create a new one; develop imagination, speech; learn to turn "bad" into "good", evil into good, etc. Tasks: to acquaint with the concepts of "substance", "material", highlight their similarities and differences; develop creative imagination. Tasks: using the PBC operator, change an already known fairy tale and create your own, to cultivate the ability to work in groups, to hear each other, to accept other people's ideas. | Fantasy, fantasy, fantasy, fantasy. time, cost. Substance, material. |
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| 10 Solving creative problems by various methods. | Tasks: show by examples that solving problems is easier and faster if you use the methods, techniques, principles studied in TRIZ; develop logical thinking, memory, creative imagination. | ||
| 11 Generalization session 11.1 Making creative books . | Tasks: to summarize the basic knowledge of students in the TRIZ course in the 3rd grade, to conduct testing to develop the creative abilities of students. |
Program
RTV based on TRIZ
4th grade (34 hours)
Basic concepts: methods of activating creative thinking: trial and error method, brainstorming, synectics method (direct analogy, fantastic, garland and association method, symbolic graphic analogy, verbal symbolic analogy, personal analogy), MFO, morphological analysis, system operator, versification.
| Topic name | No. of tea | Tasks of conducting classes | Basic concepts |
| 1 Introductory lesson | Tasks: develop the creative abilities of children, help overcome psychological inertia, “liberate” the subconscious, repeat the rules of working in groups, cultivate respect for others. | Trial and error method, "generate ry”, “critics”, speaker, watchmaker, secretary, resources. |
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| 2 "Activation methods creative thinking: 2.1 Brainstorm. | Tasks: to teach to look for non-traditional ways to solve a problem, to choose the most rational solution, to listen and take note of even the most unusual ideas, to stimulate the creative activity of students, to develop the ability to analyze the good and bad sides of an idea, to correct the proposed options, to cultivate such qualities as punctuality, politeness. | Brainstorming, idea generators, problem, open tasks, limitations. |
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| 2.2 The synectics method is a scientific attempt to improve brainstorming. | Tasks: introduce the history of the emergence of the synectics method, reveal its significance, conduct a comparative analysis with brainstorming, develop imagination, logical thinking, and raise interest in one's own discoveries. | Synectics, William Gordon, intuition, inspiration, non-operational nye, operational nye, analogy. |
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| 2.3 Synectics. Direct analogy. | Tasks: to introduce varieties of direct analogy, to develop the ability to turn the familiar into the unusual and vice versa, to teach to compose riddles, colorful fairy tales, to cultivate a respectful attitude towards everything around. | Direct analogy, shape analogy, component analogy, functional analogy, color analogy. |
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| 2.4 Method of garlands and associations. | Tasks: using the method of garlands and associations, learn to connect the incompatible, guess the intended object, literary hero, develop imagination, compose a fairy tale, story, invent something new according to a ready-made chain. | Association, analogy, garlands, invention, creativity. |
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| 2.5 Fantastic analogy. | Tasks: to form the ability to remove psychological inertia; go when solving problems in a previously unknown (unusual) way; to teach any situation, to transfer any action into a fairy tale and use magic to get out of the current situation; develop creativity, imagination in a variety of productive activities; learn to turn bad into good; solve "open" problems; develop speech. | Analogy, fairy tale, magic, fantasy, creativity, invention, resources. |
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| 2.6 Symbolic graphic analogy. Writing metaphors. | Tasks: develop the ability to designate a real image or several images with any one symbol, highlighting common features in them; develop imagination, the ability to transform, the ability to detect hidden dependencies, non-standard thinking, learn to find a graphic analogy on your own, compose fairy tales and stories according to a given graphic model .. | Analogy, graphic, symbol, image, "convolution nie”, a metaphor. |
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| 2.7 Verbal symbolic analogy. | Tasks: develop the ability to briefly convey the content or meaning of the work in words-symbols; compose "abracadabra" poems and stories, replacing real words with their own, invented ones. | Verbal symbolism what an analogy, a symbol. |
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| 2.8 Personal analogy. Game point of view. | Tasks: develop the ability to identify oneself with the object being considered or represented, develop the ability to defend one’s point of view, distribute roles, develop the ability to argue, write an essay - a complaint on behalf of some educational thing, subject, etc. | Empathy, image, enter, get used to the role, facial expressions, gestures, pantomime. |
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| 2.9 Generalizing lesson. Competition "Have an idea" | Tasks: check the level of formation of thinking, memory, imagination, speech, creative abilities of children, check the ability of students to use brainstorming and the synectics method when solving "open" problems. | ||
| 3 Method of focal objects. 3.1 P rites and rules of work. Fantasizing. | Tasks: to acquaint with the rules and methods of work on MFIs; with the help of MFI, come up with something new, modifying or improving the usual real object, compose a story about the object in focus. | Focal object method, focus. |
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| 3.2 MFI. Creation of new objects, improvement of real habitual objects. | Tasks: develop imagination, thinking, ability to work in a group; invent a fantastic animal, improve ordinary objects, invent a magical item, a gift. | ||
| 3.3 MFI. Changing any situations “the beloved in the unloved”, and “the unloved in the beloved”. | Tasks: consider situations in the classroom from unusual points of view; think about how to change them, develop speech, fantasy, thinking, develop the ability to cooperate with each other, cultivate a sense of understanding, mutual assistance. | ||
| 3.4 MFI. Analysis of works of literature, music, fine arts. | Tasks: introduce children to something new or consolidate previously acquired knowledge, considering the subject from an unusual angle, come up with a story or a fairy tale about the object in question, develop creative imagination. | ||
| 3.5 MFI. Compose a fairy tale, a story about the object under consideration, using the found definitions - metaphors. | Tasks: develop speech, imagination, thinking; create your own work, make a presentation. | ||
| 3.6 MFIs. Create events, games, activities, walks, etc. | Tasks: develop new activities, games, activities, walks; conduct an activity in the classroom. | ||
| 3.7 Creative conference. 3.8 Test tasks. | Tasks: p check the level of mastering knowledge by students on the topic studied; choose the most successful creative works created on the basis of MFIs; analyze them using MFI methods. | Conference |
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| 4 Morphological analysis. | Tasks: r to develop the ability to solve "open" problems, to identify all possible solutions to the problem; to invent new games using morphological analysis, to activate the creative abilities of students. | Morphologists cal analysis, morphological box. |
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| 5 System operator 5.1 The system operator and its use in fairy tales. 5.2 The system operator and its use in solving life problems. | Tasks: to activate the creative abilities of students, to teach system analysis, thinking; to cultivate interest in one's own discoveries through search and research activities. | System operator, system, supersystem, subsystem, structural approach, structural approach, genetic analysis, screen. |
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| 5.3 General lesson. "What where When". | Tasks: to activate the creative abilities of students, to check the level of development of imagination, thinking, creative abilities. | ||
| 6 Development of creative abilities. "Attempt at writing" 6.1 Learning to compose poetry (features of versification). | Tasks: introduce the basic concepts in versification, develop the ability to find and highlight rhymes, stanzas, compose a score. | poem nie, stanza, rhyme, feminine and masculine rhyme, rhythm, melody, pause, logical stress. |
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| 6.2 We rhyme adjectives, verbs, people's names, etc. - we get poetic lines. | Tasks: learn to rhyme words, develop speech thinking. | ||
| 6.3 We compose tongue twisters, epigrams, puns, funny stories... | Tasks: develop the ability to compose tongue-twisters, epigrams, puns. | Chistovogov ka, pun, epigram, friendly cartoon, quadruplets sew, couplet. |
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| 6.4 Acquaintance with various types of poems, techniques for composing them. | Tasks: introduce some methods of composing poems, develop the ability to distinguish between certain types of poems, analyze poems of one's own composition and those of one's comrades. | Burime, haiku. |
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| 6.5 We compose fairy tales (new tricks) | Tasks: develop the ability to analyze fairy tales, compose new fairy tales, develop creative imagination. | Propp system, D. Rodari and others. |
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| 7 Summary of the entire course. 7.1 The game "Colorful cube". Presentation of the best creative works. | Tasks: check the level of formation of imagination, thinking, memory, speech. Formation of skills of collective discussion of information and decision-making in a limited time; develop creative thinking, artistry; check the level of development of creative imagination and thinking of students. | presentation |
Two heads and six legs; four walk, and two lie still
Self-esteem - what is it: concept, structure, types and levels
Cassandra's Path, or Pasta Adventures War on Earth and Underground