Triz in kindergarten. triz-technologies in kindergarten

The Theory of Inventive Problem Solving (TRIZ) is the science of systems development and effective thinking in general, in any field of creativity. TRIZ is also called applied dialectics, and sometimes it is called: the General Theory of Strong Thinking or the General Theory of Creativity. The main difference between TRIZ thinking and other types of thinking is the conscious control of the thinking process, this is thinking according to algorithms, this is thinking according to laws and rules. If we learn to control the mind, we will control our lives.

The goals of TRIZ as a pedagogical technology coincide with those that pedagogy offers in this area, as already mentioned:

1. Development in a child of a natural need for knowledge of the world around him, laid down by nature.

2. Formation of systemic dialectical thinking (strong thinking) based on the laws of development.

3. Formation of skills for independent search and obtaining the necessary information.

4. Formation of skills for working with information that the child receives from the surrounding reality spontaneously or as a result of targeted training.

5. Education of certain personality traits

6. Development of imagination, fantasy and creativity.

The ideological basis is connected with dialectical views: the evolution of the education system takes place in accordance with the objective laws of the development of systems; components of conscious and controlled thinking technologies can be formed as a result of specially organized educational activities.

The psychological basis is the understanding of the process of creative thinking as the unity and interaction of the logical and emotional-figurative components.

The form of education is an educational dialogue based on subject-subject relations. Since, as a result of teaching TRIZ techniques, an active position of both the student and the teacher is required, the interaction between them can only be based on the pedagogy of cooperation.

In the process of using TRIZ technology in educational activities, students should develop the following knowledge and skills:

Systemic and associative-figurative thinking.

apply knowledge about systems, their properties and functions to describe various objects;

use knowledge about the properties and functions of systems to solve simple inventive problems;

Establish relationships between different systems;

· to reveal various properties of systems in various interactions and supersystems;

predict changes in systems over time (line past - present - future);

determine what and how to learn about the system;

work with various types of information;

The development of the imagination.

use different methods for writing fairy tales;

get fantastic ideas in various ways;

change the properties, functions, structure of systems using fantasy techniques;

apply fantasy techniques to solve simple inventive problems;

Problem solving technique.

identify and formulate contradictions;

Highlight conflicting features

Find the part of the system in which a contradiction has arisen;

highlight the relationships and interactions that cause contradiction;

formulate the ideal solution;

· mobilize resources;

predict the consequences of proposed changes;

solve simple inventive problems according to the scheme;

· to select information for educational tasks;

formulate tasks;

explain various phenomena.

Let's look at the procedural side of the phenomenon. What should a teacher take into account when using TRIZ technology.

The teacher himself must select exercises and form classes, but always taking into account the age characteristics of his children and the material taught at school. For example, for younger children - the development of fairy-tale fantasy and figurative thinking, and for older children - more logic, laws and abstractions.

Experienced teachers and developers of TRIZ pedagogy (A.A. Gin, A.A. Nesterenko, G.I. Ivanov, etc.) give the following recommendations for conducting classes:

1) Prepare for each lesson with the utmost seriousness, mentally replaying its entire course.

2) Strive to create an atmosphere of free conversation, do not press with authority, do not interrupt children. More often admire their answers and, if necessary, repeat the answers of the children, imperceptibly changing the content in the right direction. In the classroom there should be a relaxed atmosphere of equal people and high activity of children.

3) It is desirable to create an environment of some exclusivity ("We are all future talents!") and even mystery in TRIZ lessons. Establish interesting traditions. For example, awards for original ideas.

4) Problems should be submitted in the form of an adventure or fantasy situation.

5) When analyzing the solution of problems, always emphasize the TRIZ elements contained in them - Contradictions, Ideal Final Solution, Resource.

6) Do not express the decision yourself, but bring the children to it. If the children do not succeed in the lesson, set a task at home for an independent solution.

7) Children love to solve problems that they can't handle. No need to be afraid to give them such tasks, even if they do not solve them, but this is a wonderful opportunity to grow. "Mind is born in struggle."

8) A rather high pace of classes, which does not allow distraction and teaches you to think intensively for a long time.

9) The inclusion of "discharge inserts" and "sessions" of general laughter, at least once per session. For this alone, they will love classes!

10) In one lesson, make several switches from one type of activity to another.

11) In the classroom, you need to fantasize a lot and solve many interesting and useful, from the point of view of children, tasks. TRIZ classes are lessons in the wisdom and happiness of creativity. First of all, it is necessary to create in students the motivation and desire to develop their thinking.

12) Protect students from rash inert decisions in the form of shouts, give time to think about a possible solution to the problem, and only then give an algorithm for solving it.

Once created in the USSR, the Theory of Inventive Problem Solving (TRIZ) almost lost its popularity in the 90s of the last century. But now TRIZ technologies are again gaining popularity in science, industry and even in the humanities. Today, the "Soviet theory of invention" by Heinrich Altshuller is being studied at universities around the world, and gradually it is returning to domestic scientific and educational activities.

After passing the TRIZ classes offered in this training, you will be able to gain basic knowledge of solving inventive problems. You will learn about the constituent elements, methods, techniques, programs of Altshuller's theory, get acquainted with examples of the use of TRIZ. And most importantly, our lessons will teach you how to apply the skills of effective invention in your work.

What is TRIZ?

Theory of inventive problem solving(TRIZ) is a set of algorithms and methods created by the Soviet inventor Genrikh Altshuller and his followers to improve the creative process of scientists.

TRIZ- is not only, although it contains recommendations for improving the creative process. Altshuller's theory is aimed at solving the so-called inventive problems. The inventive task is a complex task, for the solution of which it is necessary to identify and resolve contradictions that lie in the depths of the task, i.e. identify the root cause (root of the problem) and eliminate this cause. This requires special skills and technologies, which will be discussed in the lessons of our online course.

Application of TRIZ

The main task of TRIZ, according to the author of this theory, is to help scientists-inventors quickly find solutions to creative problems from various fields of knowledge. TRIZ allows solving many creative problems. In accordance with the opinion of people who have studied Altshuller's theory, knowledge of TRIZ provides the following advantages (according to the book "Fundamentals of TRIZ"):

Ability to identify the essence of the problem;
The ability to correctly determine the main directions of the search, not missing many points that you usually pass by;
Knowledge of how to systematize the search for information on the choice of tasks and the search for directions for solutions.
Learn to find ways to move away from traditional solutions;
Ability to think logically, alogically and systematically;
Significantly improve the efficiency of creative work;
Reduce decision time
Look at things and phenomena in a new way;
TRIZ gives impetus to inventive activity;
TRIZ broadens one's horizons.

Some people argue that the Theory of Inventive Problem Solving can only be useful in the exact sciences. This is partly true: the theory was created and was sharpened precisely for technical application. But knowledge of TRIZ will undoubtedly help application in the humanities and in business, due to the fact that the basis of the TRIZ methodology is universal for any creative tasks.

How to learn it

If you have tried to understand TRIZ on your own, you have probably encountered a number of problems.

First of all , TRIZ teaching materials need to be adapted to today's tasks, including not only technical, but also humanitarian ones.
Secondly , the TRIZ methods described in many textbooks are poorly structured for the process of studying this theory.

This training, which consists of several lecture notes, is aimed at presenting the basics of TRIZ and the possibilities of applying this theory to solve any creative problem.

Purpose of this course- structure the material, put all the elements of TRIZ on the shelves, combine everything into a single system. The main idea of the classes and lessons in this section of the 4brain website is to make TRIZ accessible to everyone. Teaching the Theory of Inventive Problem Solving should be understandable and exciting. The key task of our classes is to provide a knowledge base, as well as links to the necessary materials for deepening into various areas of TRIZ.

Do you want to test your knowledge?

If you want to test your theoretical knowledge on the topic of the course and understand how it suits you, you can take our test. 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.

TRIZ lessons

The theory of invention, created by Heinrich Altshuller, and later supplemented by his students and followers, has formed its own fairly strict structure. The classical TRIZ structure, which is given on most specialized websites and books, looks like this:

Laws of development of technical systems.
Algorithms for solving inventive problems: algorithms, techniques and methods.
TRIZ analysis methods: Su-field analysis, FSA, diversion analysis, system analysis and others.
Methods of creative development of personality and teams.
An information fund consisting of numerous tables, applications, lists that help in technical creativity.

The lessons of this online course are aimed at mastering these basic parts of the “theory of invention”. Each lesson corresponds to a certain component of TRIZ. The lesson plan looks like this:

How long will the training take?

In general, there are no special developmental exercises in TRIZ that should be used to develop the skill of successfully solving inventive problems. Although TRIZ has a separate area for the development of creative imagination and inventiveness in creative teams, a separate section “Creative Thinking” is devoted to this area on our website.

Therefore, TRIZ training is associated with the study and memorization of algorithms and techniques, as well as their improvement and practical application. You can learn TRIZ all your life, constantly polishing your own algorithms. But you can get acquainted with the basic methods in 1-2 weeks of intensive or 1 month of moderate study.

…I would like to warn against the opinion that sometimes develops that one has only to get acquainted with TRIZ and the efficiency of your work will instantly increase. It is not that simple. To master TRIZ, you need to invest a lot of work, as in the study of any other science. Bringing the use of TRIZ to automatism requires even greater efforts. But I hope this warning doesn't stop you.

We wish you success in mastering TRIZ!

Theory of inventive problem solving

TRIZ - the theory of inventive problem solving- a field of knowledge that studies the mechanisms of development of technical systems in order to create practical methods for solving inventive problems. " The purpose of TRIZ: based on the study of objective patterns of development of technical systems, to give the rules for organizing thinking according to a multi-screen scheme. » The author of TRIZ is Genrikh Saulovich Altshuller.

Work on TRIZ was started by GS Altshuller and his colleagues in 1946 . The first publication - in 1956 - was a technology of creativity, based on the idea that "inventive creativity is associated with a change in technology that develops according to certain laws" and what "The creation of new means of labor must, regardless of the subjective attitude to this, obey objective laws." The emergence of TRIZ was caused by the need to speed up the inventive process by eliminating elements of chance from it: sudden and unpredictable insight, blind enumeration and rejection of options, dependence on mood, etc. In addition, the purpose of TRIZ is to improve the quality and increase the level of inventions by removing the psychological inertia and enhancing creative imagination.

The main functions and areas of application of TRIZ:

solution of inventive problems of any complexity and orientation;
forecasting the development of technical systems;
awakening, training and competent use of human natural abilities in inventive activity (primarily figurative imagination and systemic thinking);
improvement of teams (including creative ones) towards their ideal (when tasks are completed, but this does not require any costs).

Story

G. S. Altshuller began to invent from an early age. At the age of 17, he received his first copyright certificate (November 9), and by 1950 the number of inventions exceeded ten. It is widely believed that inventions come unexpectedly, with insight, but Altshuller, being a scientist and engineer, set out to reveal how inventions are made and whether creativity has its own patterns. To do this, for the period from 1946 to 1971, he studied over 40 thousand patents and copyright certificates, classified solutions according to 5 levels of ingenuity and identified 40 standard techniques used by inventors. In combination with the algorithm for solving inventive problems (ARIZ), this became the core of TRIZ.

Initially, the “method of invention” was conceived as a set of rules such as “to solve a problem means to find and overcome a technical contradiction”.

In the future, Altshuller continued the development of TRIZ and supplemented it with the theory of development of technical systems (TRTS), explicitly formulating the main laws of development of technical systems. Over 60 years of development, thanks to the efforts of Altshuller, his students and followers, the TRIZ-TRTS knowledge base has been constantly supplemented with new techniques and physical effects, and ARIZ has undergone several improvements. The general theory was supplemented by the experience of introducing inventions, concentrated in his life strategy of a creative personality (ZhSTL). Subsequently, this unified theory was given the name of the general theory of strong thinking (OTSM).

Structure and functions of TRIZ

TRIZ basics

Inventive situation and inventive problem

When a technical problem confronts an inventor for the first time, it is usually formulated in a vague way and does not provide guidance on how to solve it. In TRIZ, this form of setting is called inventive situation. Its main drawback is that the engineer is faced with too many ways and methods of solution. Going through them all is laborious and expensive, and choosing paths at random leads to inefficient trial and error.

Therefore, the first step on the path to invention is to reformulate the situation in such a way that the formulation itself cuts off unpromising and inefficient solutions. This raises the question, which solutions are effective and which are not?

G. Altshuller suggested that the most effective solution to the problem is one that is achieved “by itself”, only at the expense of existing resources. Thus, he came to the formulation of the ideal end result (IFR): “Some element (X-element) of the system or environment myself eliminates harmful effects while retaining the ability to perform beneficial effects.

In practice, the ideal end result is rarely fully achievable, but it serves as a guide for inventive thought. The closer the solution is to the IFR, the better it is.

Having received a tool for cutting off inefficient solutions, it is possible to reformulate the inventive situation into a standard one. mini task: “According to the IFR, everything should remain as it was, but either a harmful, unnecessary quality must disappear, or a new, useful quality must appear”. The main idea of the mini-problem is to avoid significant (and expensive) changes and to consider the simplest solutions first.

The formulation of the mini-task contributes to a more accurate description of the task:

What parts does the system consist of, how do they interact?
Which connections are harmful, interfering, which are neutral, and which are useful?
Which parts and relationships can be changed, and which cannot?
What changes lead to the improvement of the system, and what - to the deterioration?

contradictions

After the mini-problem is formulated and the system is analyzed, it is usually quickly discovered that attempts to change in order to improve some parameters of the system lead to a deterioration in other parameters. For example, an increase in the strength of an aircraft wing can lead to an increase in its weight, and vice versa - lightening the wing leads to a decrease in its strength. There is a conflict in the system contradiction.

TRIZ distinguishes 3 types of contradictions (in order of increasing complexity of resolution):

administrative controversy: “the system needs to be improved, but I don’t know how (I don’t know how, I don’t have the right) to do this”. This contradiction is the weakest and can be removed either by studying additional materials or by making/withdrawing administrative decisions.

technical contradiction: "improvement of one parameter of the system leads to the deterioration of another parameter". Technical contradiction - this is the setting inventive task. The transition from an administrative contradiction to a technical one sharply reduces the dimension of the problem, narrows the search for solutions and allows you to move from the trial and error method to an algorithm for solving an inventive problem, which either suggests applying one or more standard technical methods, or (in the case of complex problems) points to one or several physical contradictions.

physical contradiction: “To improve a system, some part of it must be in different physical states at the same time, which is impossible.” The physical contradiction is the most fundamental, because the inventor runs into limitations due to the physical laws of nature. To solve the problem, the inventor must use the reference book of physical effects and the table of their application.

Information fund

It consists of:

conflict resolution techniques and application tables;
systems of standards for solving inventive problems(typical solutions of a certain class of problems);
technological effects(physical, chemical, biological, mathematical, in particular, the most developed of them at the present time - geometric) and tables of their use;
resources nature and technology and how to use them.

Technique system

An analysis of many thousands of inventions made it possible to reveal that, with all the variety of technical contradictions, most of them are solved by 40 basic techniques.

The work on compiling a list of such techniques was started by G. S. Altshuller at the early stages of the formation of the theory of solving inventive problems. To identify them, it took an analysis of more than 40 thousand copyright certificates and patents. These techniques are still of great heuristic value for inventors. Their knowledge greatly facilitates the search for an answer.

But these techniques only show the direction and area where strong solutions can be. They do not issue a specific solution. This work is up to the individual.

The system of techniques used in TRIZ includes simple and paired (reception-antireception).

Simple tricks to resolve technical conflicts. Among the simple techniques, the most popular 40 basic tricks.

Real field (su-field) analysis

Main article: Su-field analysis

vepol(substance + field) - a model of interaction in a minimal system that uses characteristic symbolism.

G. S. Altshuller developed methods for resource analysis. Several of the principles he discovered consider various substances and fields to resolve contradictions and increase the ideality of technical systems. For example, a "teletext" system uses a television signal to transmit data, filling in the small time gaps between television frames in the signal.

Another technique that is widely used by inventors is the analysis of substances, fields and other resources that are not used and that are in or near the system.

ARIZ - algorithm for solving inventive problems

Algorithm for solving inventive problems (ARIZ)- a step-by-step program (sequence of actions) for identifying and resolving contradictions, that is, solving inventive problems (about 85 steps).

the actual program
information supply fed from the information fund
methods of managing psychological factors, which are an integral part of the methods for developing creative imagination (RTI).

Alternative approaches

There are other approaches that help the inventor to reveal his creative potential. Most of these methods are heuristic. All of them were based on psychology and logic, and none of them claims to be a scientific theory.

Focal object method
Control question method

Criticism of TRIZ

After the death of G. S. Altshuller, TRIZ experienced a stagnation in development. In it, as well as in the complexity of the practical application of the theory, according to critics, the following problems are to blame:

There is no methodology for solving problems, despite attempts to form it based on certain laws of technology development.
Distortion of the dialectical approach due to the introduction of some new concepts.
The appearance of new modifications of ARIZ complicated the algorithm instead of eliminating the inaccuracies.
No mechanisms of transitions from the formulated contradiction to its resolution were found suitable for real problems.
A lot of TRIZ tools were an enumeration of options despite the declaration of rejection of them.
Use in the Su-Field analysis of physical fields, the existence of which has not been proven.
The impossibility of introducing TRIZ into production due to the strong dependence on the personal choice of a person.

Modern TRIZ

Modern TRIZ includes several schools that develop classical TRIZ and add new sections that are missing in the classics. The deeply developed technical core of TRIZ (techniques, ARIZ, Su-Field analysis) remains practically unchanged, and the activities of modern schools are mainly aimed at rethinking, restructuring and promoting TRIZ, that is, it is more philosophical and advertising than technical. In this regard, modern TRIZ schools are often reproached (both externally and mutually) for sterility and idle talk. TRIZ is actively used in the field of advertising, business, art, early childhood development, and so on, although it was originally designed for technical creativity.

Classical TRIZ is a general technical version. For practical use in technology, it is necessary to have many specialized versions of TRIZ, which differ from each other in the nomenclature and content of information funds. Some large corporations use TRIZ elements adapted to their areas of activity.

Currently, there are no specialized versions of TRIZ to stimulate discoveries in the field of sciences (physics, chemistry, biology, and so on).

The main obstacle in the development of TRIZ is the lack of a methodology for analyzing the initial problem situation, diagnosing and predicting problems as a source for setting goals for improving sociotechnical systems. To overcome this shortcoming, the development of a modern methodology of futurodizayn - "designing solutions that are adequate to the Future" is aimed.

One of the trends of technological progress is the intensification of the struggle for copyrights of product developers. Therefore, the demand for innovative activities of personnel and, accordingly, for methodological and software support for these works is growing. From this point of view, it is necessary to expand the database with a full range of theoretical approaches. Meanwhile, the heirs of Altshuller reject any deviation from the position in the original source. They have the right to insist on their interpretation of the name "TRIZ" and, at the same time, to act in a humanitarian environment, to pedagogy with art, up to memoirs. The alternative is loyalty to new approaches that keep TRIZ afloat as a brand of theoretical developments. New aspects of modeling the innovation process can, in order to avoid excessive disputes, acquire a new name, especially since TRIZ consists of words known before the birth of G. S. Altshuller.

Thesaurus

Information fund:

List of standard techniques
Register of Science Fiction Ideas
Tables of application of techniques and physical effects

Main production process (MPP):

Product
Working body (RO), tool
Conflicting couple
operational time
operational zone
x-element

Organizations

Bibliographies

Short annotated list of books. N. N. Khomenko, D. Kucheryavy

Notes

Altshuller, G. S. (1991). FIND AN IDEA. Introduction to the theory of inventive problem solving. - 2nd ed., add. - Novosibirsk: Science. ISBN 5-02-029265-6; - c. 58-59
Alshuller G. S., Shapiro R. B. On the psychology of inventive creativity//Questions of psychology. - 1956, No. 6. - p. 37-49.
Altshuller G.S. Creativity as an exact science. 2nd ed., supplement.- Petrozavodsk: Scandinavia, 2004. - p.208
http://www.trizland.ru/trizba/pdf-books/zrts-01-history.pdf
Structure and functions of TRIZ
Series of articles "Laws of development of systems", § 6, Vladimir Petrov
The book "Basic TRIZ course". Petrov
Structural real-field analysis | TRIZ, learning, problem, creativity, idea, task, creative success, methodology and thinking
Algorithm for solving inventive problems | TRIZ, learning, problem, creativity, idea, task, creative success, methodology and thinking
Receptions | TRIZ | Works | Official G. S. Altshuller Foundation (the author of TRIZ-RTV-TRTL) | www.altshuller.ru
development | pair tricks
TRIZ-CHANCE TRIZ-CHANCE Do we know geometry?
TRIZ - the theory of inventive problem solving
TRIZ in business. Business cube Semyonova.
The simplest methods of invention
Pair tricks
Extended Standards System
Generalized models for solving inventive problems

TRIZ (theory of inventive problem solving)

TRIZ MOTTO:
“Resolving conflicts is the key to creative thinking.
The means of working with children is pedagogical search.
If the child does not ask a question, then the teacher asks it himself: “What would happen if ...”
Occupation is not a form, but a search for truth"

TRIZ is the theory of inventive problem solving. The founder is Genrikh Saulovich Altshuller. The main idea of his technology is that technical systems arise and develop not “at random”, but according to certain laws: these laws can be learned and used for conscious – without many empty trials – solving inventive problems. TRIZ turns the production of new technical ideas into an exact science, since the solution of inventive problems is based on a system of logical operations.
Technology G.S. Altshuller has been successfully used for many years in working with children at the stations of young technicians, where its second part appeared - creative pedagogy, and then a new section of TRIZ - the theory of the development of a creative personality.
At present, the techniques and methods of technical TRIZ are successfully used in kindergartens to develop inventive ingenuity, creative imagination, and dialectical thinking among preschoolers.
The goal of TRIZ is not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the ongoing processes. To give educators a tool for concrete practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their little problems.
The starting position of the TRIZ concept in relation to the preschooler is the principle of nature-based learning. When teaching a child, the teacher must go from his nature. As well as the position of L. S. Vygotsky that the preschooler accepts the training program to the extent that it becomes his own.
The TRIZ program for preschoolers is a program of collective games and activities with detailed methodological recommendations for educators. All classes and games involve the child's independent choice of topic, material and type of activity. They teach children to identify the contradictory properties of objects, phenomena and resolve these contradictions. Conflict resolution is the key to creative thinking.
The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it. Learning to solve creative inventive problems is carried out in several stages.
At the first stage, classes are given not as a form, but as a search for truth and essence. The child is brought to the problem of the multifunctional use of the object.
The next stage is the “mystery of the double” or the identification of contradictions in an object, a phenomenon, when something in it is good, and something is bad, something is harmful, something interferes, but something is needed.
The next step is conflict resolution. To resolve contradictions, there is a whole system of gaming and fairy-tale tasks. For example, the task: "How can you transfer water in a sieve?" The educator forms a contradiction, water must be in the sieve in order to transfer it, and there should not be water, since it cannot be transferred in the sieve - it will flow out. The contradiction is resolved by changing the state of aggregation of the substance - water. The water will be in the sieve in a modified form (ice) and it will not be there, since ice is not water. The solution to the problem is to transfer water in the form of ice in a sieve.
At the stage of invention, the main task is to teach children to look for and find their own solution. The invention of children is expressed in creative imagination, in consideration, in inventing something new. To do this, children are offered a number of special tasks. For example, think of a new study chair that you would like to sit on. Come up with a new toy, etc.
The next stage of work under the TRIZ program is solving fairy tale problems and inventing new fairy tales using special methods. All this work includes different types of children's activities - playing, speech, drawing, modeling, application, design, etc.
At the last stage, based on the acquired knowledge, intuition, using original solutions to problems, the baby learns to find a way out of any difficult situation. Here the educator only observes, the child relies on his own strength, his mental and creative potentials. Situations can be different, from any area of human activity. Children are also placed in experimental situations where it is necessary to make decisions quickly.
The TRIZ program provides educators and children with creative methods and tools that a person masters regardless of their age. Owning a single instrument, children and adults can more easily find a common language, understand each other.

Basic Provisions of TRIZ
Main functions of TRIZ
1. Solving creative and inventive problems of any complexity and direction without enumeration of options.
2. Forecasting the development of technical systems (TS) and obtaining promising solutions (including fundamentally new ones).
3. Development of the qualities of a creative personality.

Principles of construction of TRIZ lessons.
- Minimum communication of information, maximum reasoning.
- The optimal form of organizing the discussion of problem situations is brainstorming.
- A systematic approach (everything in the world is interconnected, and any phenomenon should be considered in development).
- Inclusion in the process of cognition of all mental operations and means of perception available to the child (analyzers, cause-and-effect conclusions and conclusions made independently; subject-schematic visibility).
- Mandatory activation of creative imagination.
Thus, TRIZ, on the one hand, is an entertaining game, on the other hand, it is the development of a child's mental activity through creativity. What gives creativity to a child?
- Gives you the opportunity to express yourself.
- The desire to receive new information about the environment.
- Develops the need for cognitive activity.
- Gives the opportunity to create, to create.
- Promotes the development of analytical skills.
- To form the ability to develop and prove their point of view. TRIZ techniques and methods will help with this.
When conducting classes, the following forms of work with children can be used: conversation, role-playing and didactic games, listening to music, staging and modeling situations, and performing practical work. An important role is played by diagrams, tables, symbols and other ways of presenting information. Fairy tales, riddles, proverbs, works of children's writers are used as illustrative material. A large place is occupied by poems chosen in such a way that morality, as well as the conclusion contained in them, do not “stick out” to the fore, but “hide” inside the situation, often mixed. The skill of the teacher is to let the children see this morality for themselves and draw the appropriate conclusion.
As a result, the following positive aspects of TRIZ stand out:
- In children, the circle of ideas is enriched, vocabulary grows, creative abilities develop.
- TRIZ helps to form dialectics and logic, helps to overcome shyness, isolation, timidity; a small person learns to defend his point of view, and when he gets into difficult situations, he independently finds original solutions.
- TRIZ contributes to the development of visual-figurative, causal, heuristic thinking; memory, imagination, affects other mental processes.
The main stages of the TRIZ methodology
1. Search for the essence
The children are presented with a problem (question) that needs to be solved. And everyone is looking for different solutions, what is the truth.
2. "The Secret of the Double" - identifying contradictions: good-bad
For example: the sun is good and bad. Good - warms, bad - can burn
3. Resolution of contradictions (with the help of games and fairy tales).
For example: you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.
Methods
1. Brainstorming method
2.Catalog method
3. Method of focal objects
4. System analysis method
5. Method of morphological analysis
6. The goldfish method
9. Modeling with little people
10. Trial and error
11. Thinking by analogy
19. Typical fantasy techniques

Tasks for reflection:
How to transfer water in a sieve (change the state of aggregation - freeze water);
How to grow up fast (change over time)
How to save a kolobok from a fox?
TRIZ recommends having conversations with children on the following topics:
1) historical: how was the wheel, airplane, fork, pencil, etc. invented?
2) on walks: who is the mother of the wind, who are his friends, what does the wind whisper about, what does the wind argue with the sun?
3) Empathy reception: what does this bush feel? Does the tree feel pain?

Signs of creativity:
Mobility of thinking
Quick Orientation
Non-standard approach to problem solving
Transfer of characteristics of some phenomena, objects, situations to other conditions

What is TRIZ? TRIZ technologies in kindergarten.

Theory of inventive problem solving

Educator: Popova M.V.

2017 – 2018

Today, there are many methods for raising a child to be a comprehensively developed personality. One of them is TRIZ. What does this abbreviation stand for? This is the theory of inventive problem solving. What is this methodology?

What is TRIZ???

This abbreviation stands for "inventive problem solving theory". What does she represent? This is the science of how a modern person should solve problems. The theory was developed by the Soviet scientist Heinrich Altshuller. Who is he? This is a science fiction writer and an inventor-engineer rolled into one. This man deduced the theory, and then confirmed it in practice, that if you look at any problem, then the solution to it can be found in the same way. That is, by performing the same algorithm of actions, you can solve all problems. If already in the 40s of the last century such a wonderful manual was developed, then why are some insurmountable obstacles facing a person today? The fact is that not all teachers know what TRIZ is. After all, we all heard about speed reading, but how many people on earth own it? The same goes for language learning systems. There are many different manuals and courses, but for some reason only a small part of our compatriots is fluent in two or three languages.

Why was TRIZ created?

The main goal of the theory of inventive problem solving is to find a single solution. For many PR people and creatives, this may seem strange. Just one solution? But, as you know, the best idea is always the simplest and lies on the surface. Before the theory of TRIZ was developed, people believed that in order to find the optimal solution, you need to examine the problem inside and out, brainstorm and find 100,500 different solutions. But after all, if you think about it, then in the end they always left one option, and the one for the implementation of which would require the least amount of costs, both physical and material.

TRIZ principles

Inventions. Thanks to them, a person improves the world in which he lives. And as you know, we live according to the laws already created by nature. People improve the system in many ways. Those that best fit into everyday life remain, others are simply forgotten over time.
There are always contradictions. This principle is easiest to understand with an example. The efficiency of any mechanism will be directly proportional to its volume, which is how the engineers who assembled computers thought for a long time. Indeed, even 10 years ago, the most powerful computers were those devices that had very weighty dimensions. But with the invention of new ways of storing data, the size of the computer has decreased. The contradiction has disappeared.
For every problem there is a solution. Everything will depend on the resources available to the person or the system. Let's explain with an example. Adults want to give children as much information as possible. But children's books are always small. How do you compress stories? Thanks to pictures and verses, part of the text can be shortened.

Who is the system for?

We have found out what TRIZ is, and now we need to understand who can be taught this theory. Like most experiments, this one was done on children. After all, no one else can test the success of a new method of education. Therefore, preschool children became "guinea pigs." When the TRIZ system showed that the scientists were not mistaken, and the children were able to be taught to think more systematically, they continued to study with them even at school age. Here more complex problems were solved. The children were given tasks, but there were no tips or hints.

Also, the TRIZ system has proven itself quite well as a program for the improvement of adults. It is clear that the brain at a young age is more plastic, but it should be understood that a person is able to perceive new information at any age. Therefore, today a person of any age group has the opportunity to study according to the TRIZ system. Moreover, this can be done both at home and in special institutions that conduct courses, seminars and intensives.

How long does training take

The theory of inventive problem solving is a whole science. Moreover, by analogy with physics or chemistry, we can say that it should be taught all your life. How is it possible, after all, in kindergarten and school, children are trained with exercises, and when entering a higher educational institution, a person no longer practices TRIZ all the time? Everything that he has settled on the subcortex, he uses it.

This is how many people live in our country. But if you draw parallels with a language, for example, with English, it becomes clear that it is quite possible to learn it in 10 years. But if you do not then apply the language in practice, knowledge will quickly evaporate. Therefore, the answer to the question of how long it takes to learn how to apply TRIZ can be as follows: any adult is able to master the basics in a month, but it will take more than one year to hone the acquired knowledge in practice.

TRIZ in kindergarten

The theory of inventive problem solving has the same structure. To understand it, you need to break it down into points and illustrate with examples. The first stage - the children are given a task, and they must solve it without the help of adults. What might a task look like? It should be formulated as a short question in which the answer can be found. Examples: how can you find out what time it is if there is no watch on your hand; how to find the smartest person in the world? You can even make a standard riddle: how to put an elephant in a refrigerator? TRIZ in kindergarten means finding contradictions. Let's take an example. The sun is good, it gives the earth light and heat. But if there is no rain, then a drought will begin, which can then turn into a fire. The final step is to resolve conflicts. When a task is set, for example: it is raining, what needs to be done? Found a contradiction: take an umbrella, but it is too big and does not fit in a backpack. It remains only to make a logical conclusion: you should take a folding umbrella, which will protect you from the rain and fit perfectly in your bag.

What games to play with the guys

TRIZ in kindergarten is not lessons. New knowledge is presented to children in the form of a game. One of them is called "Masha the Confused". The child approaches a deck of cards on which objects used in the household are drawn. For example, knives, forks, spoons or a mixer. He pulls out a card, and there is a knife. He explains to the group that the knife is lost. Now the child must complain that he does not know how he will cut the bread. The group must propose solutions to the problem. For example, bread can be cut with a fishing line, a ruler, or broken off by hand. And you can cut it with a hacksaw or pick it with a fork. Another example of TRIZ problems is the game of teremok. The task of children is to learn to see common features in different objects. Each of the children is given a card on which an object is drawn. One child becomes the leader and climbs into the house. In his hands he holds a card with a picture of, for example, a guitar. A friend approaches him, in whose hands is a picture of a fishing rod. The host announces the conditions: I will let you into the house if you name common signs between me and yourself. A child with a picture of a fishing rod begins to list that both the guitar and the fishing rod are made of wood, both of these items have threads and fishing lines, etc.

How to look for answers

TRIZ for preschoolers is not only a way to solve imaginary problems, but also a way to develop fantasy. Therefore, when in a domestic situation you need to quickly come to a conclusion, the child can do it with ease. In what way? The more a person solves all sorts of problems, the more analogies will remain in his head, thanks to which it will be possible to quickly find answers. For example, if a child has already solved the problem that bread can be cut not only with a knife, but also with a ruler or a spoon, then on a hike he will be able to quickly navigate when there is nothing cutting at hand. The main task of TRIZ is not to solve problems for the sake of solving them, but to find answers to life's questions.

Problem with solution

TRIZ games in the garden are popular. But not all educators can quickly come up with suitable tasks for children. Therefore, we offer this option. The ceramic mug retains heat well, but also heats up quickly. You need to figure out how to make it so that, without changing the material, you can make an object of the same type, but with the condition that it will be comfortable to hold in your hands. Children may suggest using a variety of wrapping materials, coasters, or knitted “clothes”. It is worth saying that in production such mugs will be very expensive, since a person will have to buy additional items in addition to cutlery. It is worth waiting until some child comes up with the idea of attaching a handle to the mug. This answer will be correct. After all, the handle is made of the same material as the mug, which means that there will be no extra costs in production. A lesson with TRIZ elements can be invented quickly, one has only to practice. Here are more examples. How to move the chair around the apartment so that it does not leave marks on the surface? How to quickly defrost food?

What does the system give

After a month of TRIZ classes in the preparatory group, one can already see the first results. Children begin to be interested in the world around them and try to solve paradoxes. And this desire is commendable. TRIZ technology in preschool educational institutions according to GEF is gaining momentum every year. If preschool education continues to apply this theory and master it in practice, then perhaps the next generation of children will grow up to be geniuses. What can be gained from TRIZ training? The ability to look at problems from a different angle and find a solution where it was not visible before. Moreover, you no longer need to spend hours on collective brainstorming, one person, thanks to his power of imagination, is quite capable of coping with even the most difficult task.