The program for the development of creative imagination (RTV) based on the theory of inventive problem solving (TRIZ). Dinosaurs and ichthyosaurs

The first lesson of this section is an introduction to the basics of the classical Theory of Inventive Problem Solving. It provides answers to such main questions: how and when did TRIZ arise, what are its goals and what problems does it solve, in what areas is it applied?

The system of TRIZ methods, like others, has its own base and functions, and in order to understand it and learn how to apply it, it is necessary, first of all, to study in detail the methods and principles for solving inventive problems offered by this theory. This will be discussed below.

A Brief History of TRIZ

“We must teach creativity,” Genrikh Saulovich Altshuller was sure. He made this idea fundamental in the system of his scientific priorities. Today, his teaching is of interest not only by summarizing many years of diverse experience of invention, but also by the practice of the author himself, who, in addition to being a scientist, an engineer, received his first patent at the age of 17, and by the age of 25 he had 10 of them.

It was G. Altshuller's interest in all aspects of invention, and not in the details of specific developments, that led to the search for an algorithm that would give practical guidance on how to make the invention easier. The author of the future theory, together with his friend Rafail Shapiro, decided in 1946 that there must be some method of invention and tried to find it. But an analysis of the scientific literature of that time showed that psychology was mainly interested in the problems of creativity, and most of the works had a subject. Having studied the method itself, the friends became convinced of its inefficiency and began to develop their own “method of invention”. In 1947, G. Altshuller and R. Shapiro began to analyze the history of the development of technology in order to identify patterns of discoveries. Unlike psychologists who studied human cognitive activity as the basis of invention, they focused on technical systems created by man himself. After reviewing tens of thousands of copyright certificates and patents, in 1948 the initial theory for solving inventive problems was born.

G. Altshuller wrote about the developed methodology in a letter addressed to Stalin with a proposal to start teaching. But to some extent, the top leadership of the country did not like the sharp assessments of the situation with inventions in the USSR. As a result - accusation, investigation, 25 years of Gulag. In 1954, after rehabilitation, Altshuller again began to work fully on TRIZ. As a result, in 1956 his first article on the theory of inventive problem solving was published in the journal Voprosy Psihologii. In the 1970s there was a recognition of Altshuller's technology, the first schools appeared. Such works as "40 techniques for eliminating contradictions (principles of invention)", "Table of basic techniques for eliminating typical technical contradictions", "Algorithm for solving inventive problems (ARIZ)" and others have been published.

Today, there is again an increase in interest in the theory and practice of TRIZ not only in Russia and the CIS countries, but also in the USA, Canada, Europe, Southeast Asia and South America. All over the world, companies are being created that introduce the practice of TRIZ into various fields of activity. This is especially true for industry, where the Altshuller technique is used to obtain promising solutions to production problems. The theory of solving inventive problems is studied by students of many specialties and schoolchildren of all ages, there are TRIZ training courses for teachers. In 1989, in Petrozavodsk, G. Altshuller created and headed the TRIZ Association, which in 1997 became international.

You can read more about TRIZ, in particular, about the history of the development of the theory, in the book Fundamentals of TRIZ.

Goals, tasks and functions

The main goal of TRIZ ( or even a mission) - identification and use of laws, patterns and trends in the development of technical systems. TRIZ is designed to organize the creative potential of the individual in such a way as to promote self-development and the search for solutions to creative problems in various fields. The main task of TRIZ- the proposal of an algorithm that allows, without enumeration of infinite options for solving the problem, to find the most suitable option, discarding the less qualitative ones. Or, to put it in simpler terms, TRIZ makes it possible to solve an inventive problem in such a way as to obtain the highest efficiency at the end.

The latest view is offered by Anatoly Gin, a specialist in the field of TRIZ, who developed 5 principles of modern TRIZ pedagogy:

• The principle of freedom of choice. In any teaching or management action, give the student the right to choose.
• The principle of openness. Not only to give knowledge, but also to show its limits. Use open tasks in teaching - tasks that stimulate the independent generation of ideas.
• The principle of activity. Mastering by students of knowledge, skills, skills mainly in the form of activity.
• Feedback principle. Regularly monitor the learning process using a developed system of feedback techniques.
• The principle of ideality. Maximize the use of opportunities, knowledge, interests of the students themselves in order to increase efficiency and reduce costs in the education process.

Business and marketing. One way or another, TRIZ has found its application in these areas as well. All industrial enterprises in their activities are forced to turn to the TRIZ information fund. It contains pointers to the application of physical, chemical and geometric effects, a bank of typical methods for eliminating technical and physical contradictions, which is constantly updated.

Many companies turn to the services of TRIZ consultants in order to develop the skills of finding solutions for their employees and improve them. A special section of TRIZ, dedicated to the development of human creative potential, is intended to help in this.

The theory of inventive problem solving will also be useful to many managers - in the 90s. TRIZ developers came to the conclusion that the laws of development of technical systems manifest themselves in a similar way in the development of other organized systems, including social ones. The use of TRIZ tools in SWOT-analysis is also progressive in activity planning. In marketing research, the principle characteristic of TRIZ is always applied - splitting the target audience into categories according to social, demographic and other characteristics. It also underlies the Kano diagram, which shows how the client's preferences are distributed depending on the quality categories.

The theory finds its application in other areas, such as jurisprudence, art, literature and others. To learn more about the range of problems solved with the help of TRIZ, you can go to page with tasks and TRIZ examples (coming soon).

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.

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)

Download:

Preview:

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 in, 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

Total: 76 hours

2. Educational and thematic planning 2nd year of study

Educational and thematic planning - 3rd year of study

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;

1. 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 varied and dissimilar as possible to this figure (written 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.

1. "Brain gymnastics" -2 min.
2. Warm-up-3-5 min.
3. Training of mental mechanisms 10 min.
4. Exercises to relieve eye strain.-2 min.
5. Logical search tasks.-10 min.
6. Cheerful break -3 min.
7. 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.

1. Game "Yes-no" (cat) (4 min)
2. This is an amazing pet. How can it surprise? (children's answers, from their observations) (3 min)
3. Showing a video about a cat (Murka). (1 min)
4. Assignment: Let's try to notice and shoot everything that strikes and collect under the heading "Amazing nearby" (1 min)
5. 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.”
6. 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,

1. 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,

howyoung lady.

sparkling star,

howstar.

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? 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

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

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

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

The essence of TRIZ technology

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

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

TRIZ in kindergarten

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

The tasks of TRIZ in preschool education are:

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

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

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

The main tool used in TRIZ not only for preschoolers, but also for older children is pedagogical search. When a child is not offered a ready-made solution, but is given the opportunity to find it on his own, focusing not so much on the successful result of solving the problem, but on the effective application of the search algorithm.

TRIZ methods

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

The most frequently used methods in TRIZ systems are:

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

The combination of these methods allows building a single educational process, making it interesting, and most importantly, effective in terms of the development of the personality and cognitive abilities of the child, a systematic vision of the world and constructive solutions to life problems.

TRIZ games in kindergarten

The first classes in kindergarten always wear a playful uniform, and TRIZ training is no exception. The beginning of critical thinking is laid in the course of simple games:

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

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

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

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

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