Empathy and associative series
empathy – conscious empathy with the current emotional state of another person without losing a sense of the external origin of this experience.
An associative series is a series of concepts or definitions, when the next member of the series "pops up" in connection with what is remembered about the previous one.
1. Make an abstract portrait of the interlocutor, describe the picture.
2. Draw an abstract portrait of a person using an associative series of images subordinate to him, describe the drawing.
Focal object method
The focal object method (FOM) is a method of searching for new ideas and characteristics of an object based on the addition of properties of other randomly selected objects to the original object. Hence the other name - the method of random objects.
Theoretical basis MFI is an algorithm of 6 steps performed sequentially:
1. A focal object is selected - what needs to be improved.
2. Random objects are selected (3-5 concepts, from an encyclopedia, books, newspapers, necessarily nouns, of different subjects, different from the original object).
3. The properties of random objects are recorded.
4. The found properties are attached to the original object.
5. The resulting options are developed through associations.
6. Options are evaluated in terms of effectiveness, interestingness and viability of the solutions obtained.
The transfer of the properties of other objects that are not related to the original object to the object under study often gives strong ideas, since it allows you to look at the object from a different, non-obvious angle. The application technique is simple and invariant. Another advantage of MFIs is the promotion of associative thinking. But it is not without its shortcomings. When applying the method, there is no guarantee that the resulting solution will be strong. Also weaknesses method are unsuitability in working with complex technical problems and the lack of clarity in the choice of criteria for evaluating the ideas received.
Example:
FO - saucepan.
The goal is to expand the range and demand for products.
Random objects: tree, lamp, cat, cigarette.
Their properties: the tree is tall, green, with thick roots; lamp - electric, luminous, broken, matte; cat - playful, fluffy, meowing; cigarette - smoking, with a filter, thrown, damp.
We alternately attach the obtained properties to the pan and develop.
Weak combinations can be immediately discarded.
Strong solutions are given by: a pot with roots - a pot with a heat-insulating bottom; broken pan - divided into sections for simultaneous cooking of several dishes; meowing pan - gives a signal when the dish is ready.
Apply the focal objects method to:
1. desktop;
2. random object;
3. subject related to the topic of the dissertation.
Synectics method
The term "synectics" means the combination in the process of finding a solution to the problem of heterogeneous, sometimes even incompatible elements. Criticism is welcomed in the method, and various kinds of comparisons and analogies are also actively used. In the process of solving the task, a group of people (synectics) takes part, all members of the group must know each other well so as not to feel awkward expressing absurd ideas and belong to different psychotypes, which will ensure a variety of approaches and put forward ideas. In essence, the task of synectics is to turn the unfamiliar into the familiar and determine the solution, or, on the contrary, turn the familiar into the unfamiliar, thereby opening up the horizons of development.
The synectics discussion consists of the following main steps:
1. The available information on the problem under discussion is heard.
2. The customer defines the problem and the desired goal.
3. A list of keywords that characterize the problem is generated.
4. Based on this list using four methods of synectics the first level of absurd ideas is generated, directly related to the desires of the customer.
4 methods of synectics:
Direct analogy - external, structural or functional analogues that exist in the outside world.
Subjective (personal) analogies - personal representations, representations own body as part of the problem.
Symbolic analogy - comparisons, allegories, metaphors, identification of the properties of one thing with the properties of something else.
A fantastic analogy is the presentation of things as fantastic and impossible, the intervention of miraculous fairy-tale forces that can solve the problem under consideration.
5. On the basis of the first level, the second level of ideas is formed, which are as practical as possible, but at the same time, do not lose their originality.
6. From the generated options, the client selects the most interesting version.
7. As a result of a joint discussion, the idea is brought to the stage of practical implementation.
1. As a problem, it is proposed to develop a brand name for IzhGTU named after M.T. Kalashnikov in which you will feel the weapons theme.
2. At the initial stage, you need to offer 12 analogies - 3 for each of the 4 synectics methods (you need to work in a group - you can do it with family or friends).
3. On the basis of the resulting analogies, propose ideas for the design of the sign in the form of 2-5 sketches.
4. One idea to design as a working version of the sign.
The little man method
The essence of the Little People Method is to replace some complex systems with groups of little people acting in a specific way - in accordance with the properties of the system under study. For example, if we talk about different states of matter, then they can be expressed as follows:
A solid is a group of people who stand close to each other and hold hands tightly.
Liquid is a group of people who always stand close to each other, but do not hold hands.
Gaseous - the little men are sufficiently distant from each other and do not hold hands.
As a result, it becomes clear that the first group will only move as a whole. Otherwise, you will have to come up with a way to separate friendly little men. But with the third group, this will not be a problem, here you still have to try to collect all the little men in one pile, because they are always trying to scatter to the sides.
1. Make 5 ornaments from little men holding each other (pairs, triples, fours), giving them specific qualities - gender, age, maybe. these are families, maybe. Friends.
2. On the basis of two ornaments, come up with two forged fences, the principle of connecting the sections of which should be determined by the way the little men hold hands.
Report requirements:
1. The presence of a standard title page.
2. For each method, briefly describe the task and the result of its implementation, provide the necessary drawings and explanations for them.
3. Draw conclusions.
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Municipal budgetary preschool educational institution
MBDOU "Kindergarten No. 13", Kanash
Completed by: educator I quarter. categories
Vasilyeva M.M.
Kanash, 2017
Master class progress
Dear Colleagues, I would like, within the framework of this master - a class to present to your attention a method that helps me to implement the tasks for disclosure creative potential of preschoolers. At first glance, it may seem complicated, but if you figure it out, I assure you that it is very exciting, interesting, and effective. As forchildren as well as for the teacher. In my work with older preschoolers, I actively use the method"Modeling by little men"allowing you to visually see and feel natural phenomena, the nature of the interaction of objects and their elements
The purpose of our master class:to acquaint teachers with the TRIZ-technology method "Modeling by little men".
Dear teachers, today we will go on an exciting journey to the TRIZ planet. .But before embarking on this journey, we must remember: “What is TRIZ and why is it needed?”. TRIZ is a theory of inventive problem solving.
Society needs people who are intellectually courageous, independent, thinking in an original way, able to accept non-standard solutions and not afraid of it.
preschool childhood- this is that special age when the ability to creatively solve problems that arise in different situations of a child's life (creativity) appears. At preschool age, the process knowledge the child has an emotional-practical way. Every preschooler is a little explorer, discovering with joy and surprise the world. The child strives for vigorous activity, and it is important not to let this desire to fall asleep contribute to its further development. Therefore, I consider it important to use the methods and techniques of TRIZ, for the development of imagination, speech, to teach them to think systematically, to understand the ongoing processes in nature.
Before I have set myself the following tasks:
- To acquaint teachers with the methods of TRIZ-technologies;
- Encourage the use of the "Little Man Modeling" method in joint activities teacher with children;
- Activate and support the creative potential of teachers, develop professional competence.
There are following technologies based on TRIZ
Today we will try the MMP method
This method is Modeling Little People (MMM) which helps formation dialectical ideas about various objects and processes of animate and inanimate nature, develops the child's thinking, stimulates his curiosity. In games and exercises with MCH, imagination and fantasy develop, therefore, the ground is created forformation of initiative, inquisitivecreative personality .
The teacher addresses the guests seminar:
Only today and only now
Only for us and only for you
I propose with pleasure and of course excitement to plunge into the world of childhood. Feel yourself away from the hustle and bustle of life.
In my work with the acquaintance with the Little Men, the wizard Revive helps me
The Revive Wizard has made up a story and wants me to tell you.
"The Tale of the Little People"
(reading a fairy tale is accompanied by a display of diagrams)
Once upon a time there were little people, and they went for a walk around the wide world.They were so small that no one noticed them. They were so offended that they began to stamp their feet and scream, but no one saw them anyway. Then one of them offered : “Let's join hands tightly and leave this country where no one notices us. "So they did.(Slide number 10)
But here's what happened. As soon as they held hands tightly, everyone saw them. “Look what a big mountain, what a hard stone, what strong glass, iron and wood,” everyone around said. “What happened to us,” the little men were surprised, we became wood, metal, glass and stone. They felt so good and cheerful that they clapped their hands. But as soon as they stopped holding hands, water ran from the mountains. “So, if we hold hands tightly, we will be solids, and if we just stand side by side, we will be liquids,” said the little men.
And the most naughty little men did not want to hold hands and did not want to stand next to each other. They began to run, jump, somersault and they turned into air, smoke over the fire and the smell of mother's perfume.
This is how little people live now.
IN solids they hold hands tightly, and it takes effort to separate them.
In liquids, they stand next to each other. This connection is fragile, they can be separated (for example, pour water)
In gaseous substances they run and jump. They can live in various smells, bubbles.
Teacher: With what it is proposed to start work to get to know the little men. The work begins with a preliminary conversation, I tell you that all objects consist of parts, and I propose to name what parts it consists of, For example , brick, paper, soap, wire, stone, etc.. Usually children give such answers: “A brick is made of small pieces of brick”, “Soap is made of small pieces of soap”…
Summarizing the children's answers, I point out that these small particles that make up substances are called "molecules." We can say that a brick consists of brick molecules, water - of water molecules, paper - of paper molecules ...
You will learn about molecules in detail when you study at school. In the meantime, you are small, instead of the word "molecules" we will say "little men".
Now we will go with you to the country of little men who live in different towns.
Teacher: but what will we fly with you?(children's options)
Educators: On a spaceship.
Teacher: Where is this ship? He is not! How to be?
And the morphological table will help us in creating a spaceship (1 teacher creates on an easel spaceship)
1 2 3 4
A - "Rocket nose"
B - ship hull
IN - the shape of the portholes
G – number of wings 2, 3, 4, 6
Exercise: Build a spaceship using a combination of A2, B3, C4, G1. (teachers build rockets)
Teacher: Well, here we have such a spaceship!
Now we are going to fly. But the captain is missing. I will be them.
We count 5, 4, 3, 2, 1. Start!
Here we are with you and flew into the city"Hard men"
Hard men want to play a game with you. Who are these hard little men?
A game "Name a Solid"
(ball game)
The task of the participants:name various solid objects. Who made a mistake or repeated, he leaves the game. It is only important to remember that solid is something that is not liquid.
Now let's close our eyes, and imagine that in the laboratory there are little men who are very fond of conducting experiments
"There is an iron wire and a metal bar on the table"
Teacher: Can you tell me what they are made of?
Educators: From iron.
Teacher: What do they look like?
Educators: on a thick thread. On bricks.
Teacher: What can be made from wire and an iron bar?
Educators: basket. Icon. Typewriter. Turntable.
Teacher: What do you need to make a wire basket?
Educators: Bend. Cut. It's hard to make it. You have to bend your hands.
Teacher: Yes. You have to make an effort. Do you know why?
Little men live in iron, they are very strong, they hold hands. Can you break the wire? Try it. Nothing happens, because they hold on very tightly to these little men. You need a tool to take them apart.
Teacher: You ask why the wire can be bent, and the piece of iron can only be cut with an ax?
Because the wire is thin, it is easier to force the little men to change their position. There are more little men in the bar, and therefore you cannot bend it with your hands. As in a broom, look: here is one twig - I can bend it, but I can’t bend a broom, because. a lot of twigs.
Teacher: Well, we visited the city of hard men, now we are recovering further.Here we are with you arrived in the city"Liquid Men"
Let's dear friends take a closer look at the liquid men. Who are they?
In this city, little men behave differently in different times of the year. .In winter, they turn into ice “little men hold hands tightly. When spring comes, it gets warm, they drop their hands, stop holding on, and turn into liquid. These are "liquid men" that can easily move.
Teacher: Let's warm up a bit and play.
Freeze game
Rules: children move freely around the group. When the teacher gives a signal (with a tambourine or a bell), they turn into "ice", i.e. should freeze - “freeze”, a second signal - “melted”.
Teacher: Let's get back to the city now"Gas Men"
Gaseous little men can be felt if you blow on your palm. These "little men" are very mobile, they can run in the air in different directions, wherever they want. The air consists of their "little men of gas" ..
Some "gas men" can be seen when water boils, it turns into steam, which is clearly visible.
Teacher: The inhabitants of that city are very fond of moving, let's play with you.
Mobile game "Little men»
Teachers-children act as little men and show in what substance which little men live. The teacher says:
stone - children hold hands
juice - children stand next to each other, touching their elbows,
air - children run away from each other, while dangling their arms and legs, etc.
Teacher: Working with cards "Little Men"
The teacher prepares a set of cards, where little men are symbolically depicted:
The teacher offers to consider the models and offers to answer what it could be.
Tell me, what can be changed in the second scheme so that it is not a bottle of milk, but a bottle of lemonade? (add "gaseous men")
Gaseous men are very fond of fantasizing and turning into different objects. They invite you to play and find out what objects they have turned into. Do you agree?
Game "Recognize the substance"
Well done! You did an excellent job with all the tasks, our journey has come to an end and it's time to return home.
We start the countdown: 5, 4, 3, 2, 1.
Here we are at home. So we've been to the cities big country TRIZ: the city of solid, liquid and gaseous little men.
From the road everyone was tired and probably hungry. I suggest that we all cook compote together, of course, using the “Modeling by little men” method.
Let's play a game with you"Fruits",
I invite 3 assistants to join me.
I will now turn you into fruits:
Clap your hands 3 times And turn into a miracle fruit. (Children turn into fruits).
We name who turned into what fruit. The children are called.
And what can be prepared from fruits? (juice, jam, salad)
Children, you said that you can make jam, juice, salad from fruits. Do you know how to cook delicious compote. What are compotes? (cranberry, apple, lingonberry). Let's not only tell you how to cook compote, but also show. And our little men will help us in this.
Clap your hands 3 times and turn into little people.
First you need to take a pot.
Who wants to show what kind of pan it is, I need helpers again. Children, what kind of people are you?
We are tough people(stand in a circle and hold hands tightly)
How do tough people behave?
They hold hands tightly.
Now you need to put fresh fruit in the pan. What are they? (they are hard too)
And what is missing? That's right, water.
Now let's fill the fruit with water. What are these little men?(liquid). How do they behave?(lightly touching each other, for example with elbows)I invite 2 people.
We put the pot on the stove. The water boils. How do the men of boiling water behave?
They seethe, move, move, boil.(walk side by side, touching ...)
Compote always smells delicious, I keep thinking, why?
These are gaseous little men jumping out of it.
Who wants to be a ferry, get out, I need helpers.
Here the compote is ready. What a delicious, sweet, fragrant, healthy compote we got.
And now you're turning into children again. Thanks, have a seat.
Evaluation of the work of the master class
I propose to evaluate my master class.
- I liked the master class. I will use games in my work with children. (Show green emoticon)
- It was good. But I don’t know if I will use games in my work, let him show a yellow emoticon.
- Understood nothing. It was not interesting, let him show a red emoticon.
Dear colleagues, you were grateful listeners and did an excellent job with the proposed games and game exercises. Use various TRIZ techniques in your work, and you will fully discover the inexhaustible source of children's imagination.
On the basis of synectics (symbolic and personal analogy), a method has been developed that allows you to visually see and feel natural phenomena, the nature of the interaction of objects and their elements. This is the Little People Modeling (MPM) method.
Modeling with little people allows each of the players to experience for themselves what the simulated object feels, not only to explain to the child the phenomena surrounding him, but also to clearly show their changes.
The use of external symbolic substitutes in the form of little men gradually turns into the use of internal, figurative substitutes, which allows the use of modeling not only to explain the surrounding processes and natural phenomena but also for solving various problems.
The essence of the MMP method used is that you need to imagine: everything that surrounds us consists of many little people. Why little men, and not substances, microbes, atoms? Because little men can think, perform actions, behave differently. They have different characters and habits, they obey different commands. When modeling, you can put yourself in their place, better feel and understand through actions, sensations, interactions.
Let the children know that everything around them, and even they themselves, are made up of little, little people. They are not always visible, but they are there and are very similar to children (humans). Invite the children to blow on their palms, and they will feel airmen running on their palms. Watch with the children how the air sways over the hot stove, steam comes out of the kettle, and they will see the movement of hot men. And on thin tulle curtains, you can clearly see how fabric men hold hands.
You can build with kids various models from pre-prepared cards with the most frequently encountered little men depicted on them, different in character and properties (water men, wooden, air, stone, etc.).
It is advisable to come up with and draw symbols together with the children, then the symbols will be better remembered and understood by them. But there are certain rules to follow:
Since wooden, stone, glass, fabric, plastic men have a common property - to keep their shape, they hold hands, and the men of stone hold on tighter than the men of glass (on the symbol cards, the hands of these men are lowered down);
Little people of milk, tea, water, jelly, etc. - little men-droplets - they take the form of the vessel into which they are poured, these little men do not hold hands, their hands are on their belts, but they stand side by side and move together in one direction;
Airmen are constantly on the move: they are always running somewhere, flying (gas, smoke, steam, smell, etc.) - they can have any designations, the main thing is that they are on the move.
You can put images of little men on the cubes, then the models are built with the picture facing you, and on the other side a riddle model appears: “What is there?”
Little people can be drawn, but usually preschoolers (especially girls) get carried away with the details of the image and forget that they wanted to model. In addition, each child draws his own image - a designation. Therefore, it is advisable for general use to choose the most interesting and characteristic image.
You can use the children themselves as little men. Each child assumes the role of a certain person and interacts with others according to the chosen role. Models become dynamic, children feel changes through movement, interaction, move from one role to another, reflecting changes in the model. Along the way, facial expressions, gestures, expressiveness of movements for theatrical activities are being worked out. This modeling option is already used in the younger group.
If events develop in time, it is advisable to make several consecutive models: it was - is - will be.
When building a model in the form of little men, you can depict:
A detailed model in which the external outlines of the modeled object are transmitted;
Task model in which you need to see the nearest resources;
Model with changeable elements;
The minimum number of men, reflecting the totality of internal substances (each substance is designated by one man).
When using MMPs in work with preschoolers, one should start with the simplest models in which people of the same substance participate. Having considered and analyzed the properties of this substance, you can compare it with a similar one. In each case, children themselves become this substance, think through the compounds, character, interactions.
The next step of the work is modeling the interactions of two substances, for example, tea with milk, etc.
Having mastered these models, children can simulate complex interactions and states of surrounding objects, their transition from one state to another.
With the use of MMP, it is interesting to conduct cognitive classes, experimental classes, games for teaching literacy, familiarization with nature, the development of fine arts, etc.
Tasks:
1. Design models of little people to represent various kinds substances: solid (stone, iron, wood…), liquid (milk, water, juice…), gaseous (air, smell, smoke…).
2. Make cards or blocks of little people to work with children preschool age.
3. Think over the organization of building a model of any substance when using children as little men.
4. Make a number of interrelated models that would trace the changes that occur with the substance, depending on the conditions in which this substance is located.
Conclusion
These recommendations do not contain, as such, the methodology for applying TRIZ in preschool education. educational institution, there are no methods and techniques in the usual sense of these words - there is a "tool" with which students and educators can "invent their own pedagogy"1.
The fundamental difference between TRIZ and any other methods and theories is that it is not a collection of individual techniques, actions, skills and not their formalization, but an attempt to create a method by which one can solve many problems, including pedagogical ones, find new ideas and be constantly creative.
The creators of TRIZ strive to reach a new level of creative pedagogy - not to receive only individual, particular solutions, but to create a principle using which the teacher, together with the children, will be able to find a logical way out of any everyday situation, and the child will be able to correctly and competently solve their problems. Although in absolute terms there are no problems for children and adults: their significance is directly proportional to the age attitudes towards life. Having acquired the skill of thinking, having worked out the principle of solving problems at the level of children's problems, the child will come to life fully armed3.
We hope that practical work on mastering TRIZ helped you to activate your creative potential, led to an understanding of the system in thinking, in the logic of thought construction, its patterns; that the ability to highlight contradictions in objects and phenomena of the surrounding reality will make the process of your studies at the university more interesting; that knowledge about the system and its interrelations will allow you to correctly build the logic of the answer at a seminar or exam, make it easier to write tests and term papers.
Bibliography
1. Altshuller G.S. Find an idea. Introduction to the theory of inventive problem solving. - Novosibirsk: Nauka, 1991.
2. Vygotsky L.S. Imagination and creativity in childhood. – M.: Enlightenment, 1991.
3. Dyachenko O.M., Lavrent'eva T.V. mental development preschoolers. - M .: Pedagogy, 1984.
4. Komarova T.S. Fine art of preschoolers in kindergarten. - M .: Pedagogy, 1984.
5. Krylov E. Fairy tale tasks in TRIZ classes // Preschool education. - 1995. - No. 10. - S. 30-34.
6. Krylov E. School of creative personality // Preschool education. - 1992. - No. 7-8. -WITH. 11-20.
7. Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - S. 15-26.
8. Krylov E. School of creative personality // Preschool education. - 1993. - No. 6. - S. 14-24.
9. Krylov E. School of creative personality // Preschool education. - 1993. - No. 11. - S. 28-38.
10. Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - S. 44-52.
11. Krylov E. School of creative personality // Preschool education. - 1994. - No. 10. - S. 28-38.
12. Krylov E. School of creative personality // Preschool education. –1992. -#9-10. - S. 11-23.
13. Kurbatova L. TRIZ - in everyday life//Preschool education. - 1993. -№4. -WITH. 23-26.
14. Poddyakov N.N. Creativity and self-development of preschool children. - Yaroslavl: Nuance, 1996.
15. Prokhorova L.N. We develop the creative activity of preschoolers. - Vladimir: IUU, 1995.
16. Strauning A. Method of focal objects // Preschool education. - 1997. - No. 1. - P. 8-17.
17. Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - S. 46-55.
18. Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. - S. 13-24.
19. Strauning A. Modeling with little men // Preschool education. - 1998. - No. 3. - P. 33-44.
20. Strauning A.M. Rostock. TRIZ-RTV program for preschool children. - Obninsk: b/i, 1995.
Kalinkovskaya S.B. Fundamentals of the theory of inventive problem solving and methods for developing creative imagination. Guidelines. Part I
University Plan 2006,
Editor A.A. Maslennikova
1 See: Vygotsky L.S. Imagination and creativity in childhood. - M .: Education, 1991; Dyachenko O.M., Lavrentieva T.V. Mental development of preschoolers. - M .: Pedagogy, 1984; Komarova T.S. Fine art of preschool children in kindergarten. - M .: Pedagogy, 1984; Poddyakov N.N. Creativity and self-development of preschool children. - Yaroslavl: Nuance, 1996, etc.
2 See: Prokhorova L.N. We develop the creative activity of preschoolers. - Vladimir: IUU, 1995; Strauning A.M. Rostock. - Obninsk: b / and, 1995, etc.
3 Krylov E. School of creative personality // Preschool education. - 1992. - No. 7-8. – P. 11.
Strauning A. Method of focal objects // Preschool education. - 1997. - No. 1. – P. 8.
See: Altshuller G.S. Find an idea. Introduction to the theory of inventive problem solving. - Novosibirsk: Nauka, 1991; Krylov E. School of creative personality // Preschool education. - 1992. - No. 7-8. – P. 14.
Krylov E. School of creative personality // Preschool education. - 1992. - No. 7-8. - S. 15-16.
1 Krylov E. School of creative personality // Preschool education. - 1992. - No. 9-10. - S. 14-15.
2 See: Krylov E. School of creative personality // Preschool education. - 1992. - No. 9-10. - P. 16-18; Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - P. 15.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. – S. 23.
2 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - S. 23 - 25.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - P. 18 - 19; Krylov E. School of creative personality // Preschool education. - 1993. - No. 11. - P. 29; Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 46; Krylov E. School of creative personality // Preschool education. - 1994. - No. 10. - S. 32.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - P. 23; Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 45; Strauning A. Method of focal objects // Preschool education. - 1997. - No. 1. - S. 8-17.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 6. - P. 18 - 19; Krylov E. School of creative personality / Preschool education. - 1993. - No. 11. - S. 30-31.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. – S. 21.
Krylov E. School of creative personality // Preschool education. - 1993. - No. 6. - S. 17 - 18.
1 Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - S. 46 - 49.
1 Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - S. 49 - 50.
1 Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 46; Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - P.50-53.
1 Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 45 - 46; Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - P.53.
1 Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 46; Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - S. 53-55.
1 Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. -S. 13.
2 See: Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. - S. 13 - 17.
1 See: Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. - S. 17 - 18.
1 See: Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. - S. 18 - 24.
1 See: Bogat V. Fairy tale tasks in TRIZ classes // Preschool education. - 1995. - No. 10. - P. 33; Strauning A. Modeling by little men // Preschool education. - 1988. - No. 3. - S. 33-44.
1 Krylov E. School of creative personality // Preschool education. - 1992. - No. 7-8. - P. 12.
2 Krylov E. School of creative personality // Preschool education. - 1992. - No. 9-10. – P. 11.
Plaksin Mikhail Alexandrovich
Permian State University(PSU), Computer School of PSU, Perm
The report discusses the use of informatics in the classroom in primary school"Method of little men" - one of the methods of the Theory of Inventive Problem Solving (TRIZ) - for mastering the concept of "modeling" and studying physical properties and processes.
The "Perm version" of the computer science course proceeds from the fact that the basics of system analysis and the Theory of Inventive Problem Solving (TRIZ) should be studied at school.
The "Little Men Method" (MMM) is one of the TRIZ methods. It is offered for study in the second half of the 1st grade.
The essence of the method of little men is as follows. Imagine that all the surrounding objects consist of little men. There are three types of little people: solids, hydrators and pneumatics. The hardies stand next to each other and hold hands tightly. Hydratics also stand next to each other, but do not hold hands. Pneumatics cannot stand still and run all the time.
With the help of these little men, the objects and processes around us are modeled. For example, a glass of tea will look like this: the bottom and walls are made of solids, inside - hydration. If the tea is hot, then it will be necessary to draw steam over it - several pneumatics. If you draw an empty glass instead of a glass with tea, then you will need to draw air inside the shell of solids, i.e. several pneumatics. If instead of tea we draw soda, then pneumatics, i.e. gas must be placed inside the liquid. Etc.
When using MMP, the concept of "modeling" is introduced in a completely natural way. We MODEL objects with the help of little men. Children are well aware that little men are a way to express quite specific properties of objects. Other properties (which we this moment are not important) are not visible in this image (in this MODEL). For example, the model (image) of a glass of tea will not change if tea is replaced with milk or juice, a glass glass with a plastic one or a metal pan. In this model, we reflect only one important property: a liquid is poured into a vessel with solid walls. We abstract from the rest of the properties.
Models from the PM can be used in two ways: to depict an object with the help of the PM or to guess which object it corresponds to. specific model. It is convenient to join both directions: the construction of models is given at home, and the lesson begins with the fact that several people draw on the board the models they invented, and the rest must guess what exactly is modeled. For the same picture, as a rule, you can come up with several CORRECT explanations. This means that we abstract from the differences that these objects have, and pay attention only to what they have in common.
Another direction of using MMPs is understanding the properties of the objects around us and physical processes. When building models, children will act as MCs.
For example, what is the difference between a solid and a liquid? Why is it that if you squeeze your fingers in a bath of water, only one drop will rise, but if you squeeze a pencil, the whole pencil will rise? To explain this situation, let us model it with the help of MCH. The pencil is modeled from 10-12 "hards" that hold each other by the shoulders. If you move one person, the whole row will move. The row can be broken (break the pencil), but both halves of it will remain solid. If the solids are replaced with hydrates (let go of the hands), then any of them can be easily separated from the rest.
Another experiment on the same topic - passing through a hole solid body and liquids. A line of solids can only go through the door sideways, and hydrants will pass freely each on its own.
Other questions that are very well modeled by little people:
- what is soft: solids mixed with pneumatics, for example, a snowflake;
- phase transitions: when a piece of ice is heated in a frying pan, the solids begin to bounce and at the same time they first unhook their hands, and then they start running; when cooled, in order to keep warm, they press against each other;
- gas pressure: pneumatics run inside the shell and knock on it;
- the relationship between the amount of gas, volume, temperature and pressure: children, holding hands, form a shell inside which pneumatics move; change the size of the shell, the number of pneumatics and the speed of their movement.
