Master class "heuristic teaching methods". Heuristic learning methods Heuristic methods in pedagogy and learning

Since ancient times, scientists and philosophers have been thinking about the following questions: how to carry out research so that they lead to the discovery of new knowledge? How to properly solve emerging problems? How to organize your mental activity so that it proceeds more purposefully and productively? Such questions did not receive an unequivocal answer, but gradually their study acquired an increasingly deeper character. So, it was recognized that there are patterns of thinking, different from logical operations, which allow organizing mental activity in such a way that it leads a person to new knowledge. These qualitative thought processes have been called heuristic. Scientific disciplines began to study these processes, the task of which was to study the intellectual behavior of a person, his thinking, the processes of his flow. So, at the intersection of a number of scientific disciplines, heuristics arose, which synthesized the knowledge of these areas in its specific object research.

Heuristic(Greek. "I discover, search, discover) - a science that studies the patterns of constructing new actions in a new situation, i.e., the organization of productive thinking processes, on the basis of which the process of generating ideas (hypotheses) is intensified and their plausibility (probability, reliability) is consistently increased.

From the very birth of heuristics, along with the analysis of the processes of heuristic activity, the possibilities of purposeful teaching of this activity were also investigated, i.e., heuristics came into contact with pedagogy. Gradually, one of the directions in the development of heuristics was clearly identified - pedagogical heuristics, which helps answer the question: how to teach heuristic activity? It examines the fundamental questions of organizing mental activity in the learning process, that is, in the process of mastering those subjects that make up the system of professional knowledge.

Pedagogical heuristics today, like heuristics in general, is going through a period of formation when theories are formed on the basis of a large amount of experimental and practical material and strategic directions of research are determined. Let's name some of them. The history of heuristics and its pedagogical branch needs an objective assessment, rethinking from the point of view of modern pedagogical ideas. Many works of scientists of the past related to heuristics have been little studied, either because they were ahead of their time and were not understood by contemporaries and now represent a large and important layer of human thought, or because of the lack of publications in Russian, which actually closed the long years access to comprehensive and objective research. An urgent problem today is the scientific (and not empirical!) development of the methodological level of heuristic research, i.e., the translation of theories, ideas, scientific provisions into an “instrumental language”, pedagogical technologies. The theory of educational heuristic systems and methods requires further development. It is necessary to create scientifically based systems for searching for solutions to problems in various subject areas (mathematics, physics, chemistry, etc.). These systems serve as a good basis for the development of professional creative skills of students of relevant specialties. At the same time, there is the problem of creating and developing heuristic systems and methods for various professional areas.

The term "heuristics" comes from the Greek word "eureka" - found, discovered (this statement is attributed to Archimedes - he shouted it out when he found the solution to the task ordered to him). The self-defining heuristic is stated (in the shortest and most precise way) as the science of how to make discoveries.”

This definition was brought out by George Poya (famous mathematician and teacher, author of the book "Mathematical Discovery"). Heuristics presumably originated when the ancient Greek philosophers formulated the question:

“How can we look for what we do not know, and if we know what we are looking for, then why should we look for it?”

What is a heuristic

IN modern world heuristic is understood as the science of productive thinking or the science of the laws governing the organization of creative/productive thinking processes.

Definition 2

From this definition it follows that there is a direct relationship between heuristic and creative solutions. If we take as a basis that the center of creativity is insight ("insight") associated with search original solution to the problem, then heuristics is the science of organizing creative activity, methods, techniques and rules underlying the creative process.

Such an interpretation of heuristics is directly related to the essence of the pedagogical process. In order to understand how and in accordance with what principles creative the process of solving problems, it is necessary to take as a basis the fact that this knowledge is a set of recommendations necessary for building a creative pedagogical process. Such a learning procedure can be called heuristic pedagogy - pedagogy based on the principles and rules of heuristics.

Many consider maieutics to be the prototype of heuristics. Such an analogy was drawn on the basis of "Socratic conversations" - conversations / disputes, during which Socrates (the ancient Greek philosopher) led the interlocutor to the correct conclusion through skillfully selected questions, allowing him to create new (for the interlocutor) knowledge. We can say that Socrates performed the function of a teacher, skillfully managing the process of cognitive activities learner. At the same time, he not only managed, but also showed an example of creative problem solving at the time of the conversations.

Consider the principles of determining the heuristic solution of the problem can be on the example described in the book Polya (47a, 85-88). It says that Carl Friedrich Gauss (who later became "King mathematicians”), while still a boy, he solved the problem of adding a series of numbers from 1 to 20. This rather difficult task was given by their teacher, who wanted to take some time off. But little Gauss coped with it much earlier than the rest of the students (almost immediately). However, his decision turned out to be the only correct one.

The author of the book draws attention to the fact that we cannot know for sure (and will never know) how little Gauss was able to do this. But if you rely on the help of the imagination, you can assume a fairly plausible answer to this question. Gauss most likely "saw" the problem deeply and from a non-standard angle, unlike others. More precisely - he was able to see that each pair of numbers that are equidistant from the ends of the series 1 , 2 . . . 19 , 20 , when added together, gives a constant sum of 21 , so the total sum of the series will be 10 × 21 = 21 .

This example clearly shows the essence of heuristics and its problems. There are many ways to obtain results, which are based on the initial conditions and knowledge that a person has. The Gauss problem, in addition to a longer "frontal" path, which is, as it were, imposed by the situation itself, has many other solutions. With this option, proposed by Gauss, is not the most obvious. In order to implement it, it is necessary to focus on the two ends of the row at once and see the symmetry of its components relative to the middle and perform pairwise summation.

If we distribute all the stages of the solution in the form of a path on the graph potentially possible solutions, then you can understand how many options exist for solving this problem.

This graph, which is presented as a labyrinth, has an entrance located at point A and an exit located at point B. To find a way out of it, you need to go through many options. At the same time, both the enumeration and the time spent on the solution can be sharply reduced if additional information: for example, skills in mapping and using a compass, or knowing where to turn at the fork in a maze.

Such problems arise when solving almost any intellectual problem, whether it is playing chess, solving a puzzle, or planning/solving creative problems. The enumeration of all available solutions in the absence of guides, fundamentally important ideas or information quickly ends with a “brute force explosion”.

Example 2

Suppose someone is busy looking for a cipher on the combination lock of a safe. If this person has absolutely no information, even about the general principles for constructing this cipher, then he is unlikely to be able to find the right solution. The number of combinations will increase like an avalanche with each turn of the drum.

Definition 3

Based on such an analysis a large number other examples can be defined concept heuristic solution as a solution that is associated with a sharp decrease in the enumeration of options for possible solutions.

Let's take a chess game as an example. The set of the most elementary heuristic recommendations includes the following:

• control of the four central cells of the field;
• ensuring the security of the king;
• preventing the opening of their own verticals;
• figure protection and much more.

It is worth noting that all these recommendations are not exact algorithms, they are just guidelines for the actions of chess players, which can significantly reduce the number of potentially correct decisions. If we consider more subtle chess heuristics, we can come to the conclusion that they are also not exact algorithms of actions that can lead to the goal. Heuristic rules are characterized by the ambiguity of intermediate results, so the categorical accuracy of recommendations is not allowed (51:109-114). Heuristic recommendations for chess are some kind of rules: for example, the highest preference is given to a check, with the help of which the opponent's king moves away from its base, or at least simply moves.

Conclusion

After analyzing such facts, we can conclude that judgments that are plausible, which increase the likelihood of approaching the correct solution, have heuristics. Such reasoning is not precise, but their strategy is based on narrowing the entire search area to a certain zone and directing thinking to work with narrow class concepts/facts based in it. At the same time, it should be noted that heuristics are not a way to find exact solutions within this zone. If we characterize them by a sports analogy, then the business of heuristics is to “throw the puck into the zone”, but by no means carry it into the goal.

Examples of heuristic principles

The laws of heuristics are more principles than rules, with clear boundaries of the conditions of application. Perhaps it would be more accurate to draw an analogy with the concept of attitude, which has the form of a general prescription for action, and consider heuristics as mental attitudes. Vivid examples of such rules are proverbs, aphorisms and sayings. For example, “Measure a hundred times, cut once”, “Better a titmouse in the hand than a crane in the sky”, “Fills a jug with water drop by drop” and others - they indicate a clear direction, but do not give exact instructions for action in a particular situation.

In Poya's book How decide task” (476: 99-103) is given system English proverbs, which was selected by the author as illustrations of the main stages of problem solving. For example, “Whoever understands poorly, answers poorly” - there is no analogue to this in Russian, but she very accurately formulates the classic pedagogical statement “Before you start solving a problem, understand its conditions.” Other proverbs, for example, “A wise man changes his mind, a fool never”, “Effort is the mother of luck”, “An oak falls with one blow”, “Where there is a desire, there is a way!” and similar ones contain only general recommendations on the course of action. They encourage the search for personal interest in the process / result, perseverance, thinking through the current situation from various angles.

The most interesting consideration is the rules of human behavior in society: in the family, in the team, at work. An analysis of the famous book by D. Carnegie "How to win friends and influence people" (27:84-93) clearly shows that almost all "Carnegie's rules" are heuristic recommendations. Their meaning can be formulated as a set of instructions on what rules should be used to achieve the shortest path to gaining a position in society or reaching the top of a career, a lot of money or the love of others. In order to clearly prove the heuristic and usefulness of these recommendations, it is worth bringing their final system, which called"Nine ways change people's minds without causing resentment or resentment (behavior of a manager at work):

1. The conversation should begin with sincere admiration and praise.
2. Do not directly tell the person about the mistakes he made.
3. Before criticizing another, first point out your own mistakes.
4. Instead of giving orders, ask questions.
5. It is always worth giving the opportunity to save your reputation to another.
6. It is necessary to praise others even for the smallest achievements, while this must be done sincerely and not skimping on praise.
7. A person needs to create a good reputation that he can justify.
8. It is necessary to resort to encouragement, trying to show the opponent that the mistake he made is easy to correct or that what is required of him is easily feasible.
9. It is necessary to act in such a way that a person is happy to fulfill the offer.

Heuristic methods of teaching or methods of pedagogical heuristics are various tricks/methods that the teacher uses in process learning how to find creative non-standard solutions both simple and non-trivial tasks.

But how can one explain the fact that heuristic methods do not make it possible to use precise rules that can directly lead to the solution of the problem. Partially, this can be answered by the example of the semantic network model. For example, a creative solution to a problem can be represented as a transition from one knowledge node to another. In this case, the transition, which is carried out in a three-dimensional environment that serves as an imitation of the brain, or by means of a connection that has a low priority/rarely used, or by building a new connection. Then, within the model itself, what is an exact recommendation is equivalent to a decision. Otherwise, the recommendation can only indicate the direction of the solution, which makes it a heuristic.

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Heuristic learning

Heuristic learning is learning that aims to construct the student's own meaning, goals and content of education, as well as the process of its organization, diagnosis and awareness (A.V. Khutorskoy). Heuristic training for the student is the continuous discovery of the new (heuristics - from the Greek heurisko - I look for, find, open). The prototype of heuristic learning is the method of Socrates, which, together with the interlocutor, through special questions and reasoning, came to the birth of knowledge. The extraction of knowledge hidden in a person can be not only a method, but also a methodology for all education. In this case, the student is invited to build the trajectory of his education in each of the subjects studied, creating not only knowledge, but also personal goals of the classes, programs of his training, ways of mastering the topics studied, forms of presentation and evaluation of educational results. The student's personal experience becomes a component of his education, and the content of education is created in the process of his activity.

The main characteristic of heuristic learning is the creation by schoolchildren of educational products in the subjects studied and the alignment of individual educational trajectories in each of the educational areas. Educational products here mean, firstly, the materialized products of the student's activity in the form of judgments, texts, drawings, crafts, etc.; secondly, changes in the student's personal qualities that develop in the educational process. Both components - material and personal - are created simultaneously in the course of constructing an individual educational process by the student.

It follows from the foregoing that it is necessary to consider the student's educational products in the relationship of its external materialized manifestation with the internal - personal qualities that manifested, formed and developed in his activity.

The creative self-realization of the student, as the most important task of heuristic learning, is revealed in three main goals:

creation by students of educational products in the studied areas;

· their development of the basic content of these areas through comparison with their own results;

· building an individual educational trajectory of a student in each of the educational areas based on personal qualities. Heuristic learning is at the heart of the School of Free Development. The theory of heuristic learning is didactic heuristics.

The difference between heuristic learning and problem learning

Heuristic learning is different from problem learning. The goal of problem-based learning is the assimilation by students of a given subject material by putting forward special cognitive tasks-problems by the teacher. The method of problem-based learning is constructed in such a way that the students are "guided" by the teacher to a known solution or direction of solving a problem. The heuristic approach to education, on the other hand, makes it possible to expand the possibilities of problem-based learning, since it orients the teacher and the student towards achieving a result unknown to them in advance.

"Learning in its most general form," writes M.I. Makhmutov, one of the founders of problem-based learning, "is the transfer of the experience of older generations to the younger generation." The purpose of heuristic learning is not to convey to students the experience of the past, but to create personal experience and products focused on designing the future in comparison with well-known cultural and historical analogues.

M.I. Makhmutov believes that "the skills of productive and creative thinking are acquired at school only as a result of reproductive assimilation (since knowledge is the basis of productive thinking) and partially in the course of solving problems." Similar views are held by his followers in private methods: "Reproductive activity - preparatory stage to the manifestation of cognitive activity more high levels Heuristic activity of schoolchildren does not require them to have preliminary skills to act according to the model. On the contrary, the reproductive activity of children, if it is preliminarily mastered and consolidated, negatively affects the possibility of subsequent creativity, creating in children stereotyped ideas about the required educational product. Reproductive activity in heuristic learning can contribute to creativity only if, with its help, students learn the methods of activity, but not the content of education.

Problem-based learning in its generally accepted form is applicable, as a rule, in educational topics and courses that require an intellectual approach: in mathematics, physics, natural science, problematic topics in history, Russian language, etc. Heuristic learning is more universal and applicable in all school subjects, including in subjects of emotional-figurative and sports orientation. For example, children can create works of art, invent your own gymnastic exercises for the development of certain muscle groups.

Problem-based learning most often affects only the content of academic disciplines and the corresponding methodology for its assimilation; heuristic learning defines the methodology of education and refers to educational goal-setting, the creation by students of their own educational content, and their reflective construction of theoretical elements of knowledge.

And finally, the main difference. The objects of search cognitive activity in heuristic learning are not only problems and tasks, but also the students themselves, their individual personal potential, creative, cognitive, reflective and other procedures and activities. Heuristic learning also leads to the development of not only students, but also teachers, who have to organize educational process often in situations of "ignorance" of the truth.

Heuristic learning also differs from developmental learning (V.V. Davydov, L.V. Zankov), since it sets and solves a qualitatively new task: the development of not only the student, but also the trajectory of his education, including the development of goals, technologies, and the content of education.

Since the student in heuristic training sets his own goals, discovers knowledge, produces methodological and educational products, the content of education for him turns out to be variable and develops (changes) in the course of the student's activity. The student becomes the subject, the constructor of his education; he is a full-fledged source and organizer of his knowledge, no less important than a teacher or a textbook. The student draws up a plan of his studies, determines a personal position in relation to key problems from various fields of activity, for example: he develops his own version of the origin of the world, performs mathematical research, composes poetry, comes up with a technical design. The learning process is saturated with the personal knowledge and experience of students. As a result, students build individual trajectories in the studied educational areas. At the same time, they get acquainted with the classical achievements of specialists in the fields under study, but are not limited only by the assimilation of external material.

Principles of heuristic learning

1. The principle of personal goal-setting of the student. The education of each student takes place on the basis of and taking into account his personal learning goals.

2. The principle of choosing an individual educational trajectory. The student has the right to a conscious and agreed with the teacher choice of the main components of their education: the meaning, goals, objectives, pace, forms and methods of teaching, the personal content of education, the system for monitoring and evaluating results.

3. The principle of meta-subject foundations of the content of education. The basis of the content of educational areas and academic disciplines are fundamental educational objects that provide the possibility of their subjective personal knowledge by students.

4. The principle of learning productivity. The main focus of learning is the student's personal educational increment, which consists of his internal products of educational activity (skills, abilities, methods of activity, etc.) and external products (version, text, drawing, etc.).

5. The principle of the primacy of the educational product of the student. The personal content of education created by the student is ahead of the study of educational standards and generally recognized cultural and historical achievements in the field under study.

6. The principle of situational learning. Educational process is based on organized situations that involve self-determination of students and a heuristic search for their solutions. The teacher accompanies the student in his educational movement.

7. The principle of educational reflection. The educational process includes continuous awareness by the student and teacher of their own activities: analysis and assimilation of the methods of this activity, the results obtained, the construction of subsequent actions and training plans on this basis.

Features of the heuristic learning methodology

Traditionally, the content of education is transmitted to the student in the form of educational material for the purpose of mastering it. In heuristic learning educational material plays the role of an environment that is used for another purpose - the creation by the student of his own content of education in the form of his personal products of creativity.

In heuristic learning, the role and place of the cultural and historical achievements of mankind, including educational standards, are changing. Cultural and historical knowledge is adequately perceived by the student when he is able to create or has already created a similar educational product. For example, a first-grader who has drawn a picture of the world or formulated the concept of "world" is potentially ready to perceive similar ideas of ancient and modern scientists. At the same time, external knowledge does not turn out to be alienated from the student's personal activity, but, on the contrary, ensures the development of his internal educational processes.

The heuristic learning methodology is based on open tasks that do not have unambiguous "correct" answers. Almost any element of the topic under study can be expressed in the form open task, for example: offer a version of the origin of the alphabet, explain the graphic form of numbers, compose a proverb in given topic, formulate a grammatical rule, compile a collection of your problems, establish the origin of an object, investigate a phenomenon, etc. The results obtained by students are individual, diverse and different in terms of the degree of creative self-expression.

Forms and methods of heuristic learning

The forms and methods of heuristic learning are those whose main task is to create new educational results for students: ideas, essays, research, crafts, competitions, works of art, etc.

Heuristic forms of classes include: heuristic lessons, olympiads, immersions, business games, full-time and distance projects, interactive forms of education, creative defenses. Consider their features.

The heuristic lesson includes a task for students' own creativity. Examples of such tasks:

Invent your own letters, numbers, animals, geographic continent, state, planet; come up with a symbol or sign to designate the day of the week, month, year, world;

Give a definition of the concept, object, phenomenon being studied; formulate a mathematical principle; find a historical pattern; construct a theory of nature;

compose a fairy tale, task, saying, proverb, riddle, barker, counting rhyme, fable, rhyme, poem, song, essay, treatise, modern views text (interviews, advertising, business dialogues);

compile a dictionary, copybook, crossword, game, quiz, pedigree, omen, performance script, concert program, your assignment for other students, a collection of mathematical problems;

Come up with an image - pictorial, motor, musical, verbal; "revive" letters, words, numbers, figures, notes; translate an image from one language to another: draw music, determine the colors of the days of the week, draw a picture of nature;

· make crafts, models, layouts, newspapers, magazines, masks, mathematical figures, geometric gardens, embroidery, photographs, videos, birch bark;

Develop goals for your studies in all subjects for the day, quarter, year; develop a plan for home, class or creative work; write a self-assessment, a review, an individual program of classes in the subject.

Heuristic immersion is a form of learning in which the educational dominant is preserved for several days, providing students with personal knowledge of a natural, cultural or other educational object using heuristic teaching methods. Immersion takes place in a certain historical era or event, in the work of one writer or in a country, in a physical theory or geographical concept. A heuristic immersion may consist of a series of educational situations.

The Heuristic Olympiad aims to provide students with the opportunity for maximum creative self-expression in various subject areas, taking into account their individual abilities. This form allows students to create small volume creative products in short periods of time. The tasks of the Olympiad are formed in the nomination "Idea", "Image", "Regularity", "Sign". "Symbol", "Experience", "Design", etc. At the heuristic Olympiad, it is not the correctness of solving complex problems that is evaluated, but the degree of creativity of products created by students. Examples of tasks: “Draw the Tree of Knowledge in the picture and give your explanations to it”, “Give a definition of what a person is”. "Invent and describe a common language for all people."

The business game brings learning as close as possible to real, scientific or industrial conditions. Business games are organized in the form of the development and defense of projects by students, in the form of a group solution of problems with economic, industrial or other content, in the form of " round table”, brigade performance of laboratory work, etc. At the lesson, in a game form, the activity of any organization is modeled to solve a real problem for it.

Interactive tutorials. Among the current trends in the development of computer educational technologies, there is a transition from informational orientation to interactive. For example, in computer games and cartoons, in multimedia training programs, the user is given an increasingly active role, offering him the freedom to choose actions and obtain individual results. However, computer training programs that allow the student to act heuristically, i.e. to create your own, and not a predetermined educational product, in mass practice is still very small.

Remote forms of creativity. These include interscholastic educational projects implemented using Email E-mail or Web systems of the global Internet. Heuristic Olympiads, joint research of the same problems by students from different schools and countries, development of creative projects ("Acid Rains", "Student Rights in Education", "Kunstkamera of Phenomena", "Chasing for historical figures”, “Creating a dictionary”, “Airfield construction business project”).

Creative works of children differ in type, volume, time of their implementation. Some works are performed by students right in the classroom and represent an element of creativity within the framework of the topic being studied. These are the riddles invented by children, short poems, fairy tales, counting rhymes, math problems, experiments in natural science. Another type of work is current creative work students, performed by them not only in the classroom, but also at home within 1-3 days. Such works do not require special registration and official protection. The children perform similar works right in the classroom.

The next type of creative work is those that students prepare and defend at the end. academic quarter or during creative week. These can be final, credit, examination papers. They are distinguished by a longer period of implementation - from 1 to 3 months or more, as well as a sufficient amount of results obtained. Such works are drawn up according to the established standard requirements: goals are formulated, the progress of work and the results obtained are described, reflection is carried out, reviews of students and adults are given. The work is carried out under the guidance of teachers in special classes of choice in the workshops. Best works Based on the results of the defense, they are published and included in the school component of the content of education for further use in the educational process.

Let's single out the following types of creative works:

research (experiment, series of experiments, historical analysis, own solution of a scientific problem, proof of a theorem);

writing (poems, fairy tales, tasks, essays, treatises);

a pedagogical work (a lesson conducted as a teacher, a crossword puzzle, a teaching computer program, invented game, quiz);

work of art (painting, graphics, music, song, dance, embroidery, photography, composition, exhibition);

technical work (craft, model, layout, diagram, figure, computer program);

a spectacular work (concert, performance, skit, demonstration performance, competition);

Methodological work (individual educational program, lesson plan on the chosen topic, test or test task for students, reflective diary).

Heuristic forms of classes include appropriate teaching methods.

Consider the features of some heuristic teaching methods.

The method of "getting used to". Through sensory-figurative and mental representations, the student tries to "move" into the object being studied, to feel and know it from the inside. To get used to the essence of a candle, a tree, a stone, a cat, a cloud and other educational objects, the use of verbal instructions such as: “Imagine that you are the plant that stands in front of you, your head is a flower, your body is a stem, your hands are leaves, legs are roots…” At the moments of the best “getting used to” the student asks questions to the object-himself, tries to perceive, understand, see the answers on a sensual level. The thoughts, feelings, sensations that are born at the same time are the heuristic educational product of the student, which can then be expressed by him in oral, written, symbolic, motor, musical or pictorial form. yourself with an object

The method of semantic, vision. Simultaneous concentration on the educational object of physical vision and inquisitive mind allows you to understand (see) the root cause of the object, the idea contained in it, the first meaning, i.e. the internal essence of the object. Also, as in the previous method, it requires the creation of a certain mood in the student, consisting of active sensory-mental cognitive activity. The teacher can offer students the following questions for semantic "questioning": What is the reason for this object, its origin? How does it work, what happens inside it? Why is it like this and not another? for use in the mass school of cognitive qualities - insight, intuition, insight.

The method of symbolic vision. A symbol as a kind of deep image of reality, containing its meaning, can act as a means of observing and cognizing this reality. The method of symbolic vision consists in finding or building connections between the object and its symbol by the student. After clarifying the nature of the relationship between the symbol and its object (for example, light is a symbol of goodness, a spiral is a symbol of infinity, a dove is a symbol of peace, a pancake is a symbol of Maslenitsa), the teacher invites students to observe any object in order to see and depict its symbol in a graphic, symbolic, verbal or other form.

The method of figurative vision. It is proposed, looking, for example, at a burning candle, to draw the seen images i.e. what she looks like. The guys draw a Christmas tree, a helmet, a church, a halo, a sword, a volcano, the earth and much more. The educational product as a result of the observation of students in this case is expressed in a figurative or symbolic form, and not simply through a description of natural science facts. This method develops imaginative approaches to cognition in students.

Invention method. Creation of a new, previously unknown product as a result of certain mental actions. Children use the replacement of the qualities of one object by the qualities of another in order to create a new object; finding the properties of an object in a different environment; changing the element of the object under study and describing the properties of the new, changed one. For example: "Come up with unusual names for your works - poems, stories, drawings." "Imagine that the gingerbread man got into the river, how he will behave there." "What will be the properties of a triangle if its corners are not sharp or obtuse, but rounded?"

Method "If ..." Students are asked to write a description or draw a picture of what will happen if something changes in the world - the force of gravity will increase 10 times; endings in words or the words themselves will disappear; all volumetric geometric shapes will turn into flat ones; predators will become herbivores; all people will move to the moon, etc. The implementation of such tasks by students not only develops the ability of imagination, but also allows them to better understand the structure of the real world, the fundamental foundations of various sciences.

Method of heuristic questions (Quintilian). To find information about any event or object, the following seven key questions are asked: Who? What? For what? Where? How? How? When? Pair combinations of questions generate a new question, for example: How-When? The answers to these questions and their various combinations generate unusual ideas and solutions regarding the object under study.

hyperbolization method. The object of knowledge, its individual parts or qualities, increases or decreases: the longest word, the smallest number is invented; aliens are depicted with large heads or small legs; the sweetest tea or a very salty cucumber is prepared. The starting effect of such imaginations can be given by the Guinness Records, which are on the verge of going out of reality into fantasy.

agglutination method. Students are invited to combine qualities, properties, parts of objects that are not connected in reality and depict, for example, hot snow, the top of an abyss, the volume of emptiness, sweet salt, black light, the power of weakness, a running tree, a flying bear, a meowing dog, a tree flying out of a pipe.

"Brainstorming" (L.F. Osborne). The main task of the method is to collect as much as possible more ideas as a result of the release of participants from the inertia of thinking and stereotypes in a relaxed atmosphere. The work takes place in the following groups: idea generation, analysis problem situation and evaluation of ideas, generation of counter ideas. The generation of ideas takes place in groups according to certain rules. At the stage of generating ideas, any criticism is prohibited. Replicas and jokes are encouraged in every possible way. Then the ideas received in groups are systematized, combined according to general principles and approaches. Further, various obstacles to the implementation of the selected ideas are considered. The criticisms made are evaluated. Only those ideas are finally selected that have not been rejected by critical remarks and counter-ideas.

The synectics method (J. Gordon) is based on the method of brainstorming, various types of analogy (verbal, reverse, personal), inversion, associations, etc. First, the general signs of the problem are discussed, the first solutions are put forward and eliminated, analogies are generated and developed, the use of analogies for understanding of the problem, alternatives are selected, new analogies are sought, return to the problem.

Morphological box method or multidimensional matrix method (F. Zwicky). Finding new, unexpected and original ideas by making various combinations of known and unknown elements. The analysis of features and relationships obtained from various combinations of elements (devices, processes, ideas) is used both to identify problems and to search for new ideas.

The method of inversion, or the method of inversions. When stereotyped techniques prove fruitless, a fundamentally opposite alternative solution is used. For example, they try to increase the strength of the product by increasing its mass, but the opposite solution turns out to be effective - the manufacture of a hollow product. Or the object is studied from the outside, and the solution of the problem occurs when considering it from the inside. K.E. Tsiolkovsky "invented a cannon, but a cannon flying, with thin walls and letting out gases instead of nuclei ...".

Heuristic learning technology

"IN traditional learning organizational forms are constructed on the basis of the established content of education. When designing heuristic-type classes, priority is given to the goals of children's creative self-realization, then to the forms and methods of teaching that allow organizing the productive activities of students, then to the content of the educational material. Organizational forms and methods of heuristic learning have priority over the content of educational material, actively influence it, can modify and transform it. This approach enhances the personal orientation of learning, since it shifts the focus from the question "what to teach" to the question "how to teach": the focus of the teacher is not the educational material, but the student himself, his learning activity.

The structure of planning the system of classes is shown in Figure 1.

It can be seen from the diagram that the setting and individual goals are formulated on the basis of specific learning conditions, taking into account the goals of the teacher and students. Achieving the goals depends on the choice of the basic technological structure of classes, the optimal set of forms and teaching methods, and individual programs.

The variability of the constructed classes is achieved with the help of technological map learning. A technological map is the most important pedagogical tool, the purpose of which is to present the teacher with variable conditions and pedagogical tools for designing the study of a particular topic or section. The map contains databases with sets of learning goals, criteria for assessing their achievement, forms, methods, ways of compiling them, other technological and information means of heuristic learning.

Table 1

Technological map for designing a system of classes

The technological map saves, which is very important for the teacher, as invariants the fundamental educational objects for the course being studied, technological stages and heuristic training procedures. The technological map ensures the achievement of the same learning goals by various forms and methods of classes, which are used as variant means that complement and complete the invariant structure to a learning option that is unique in each case.

The effectiveness of the use of technological maps increases with the transition to computer technology and distance learning.

The system of heuristic lessons is built on the basis of one of the following types of lesson structures:

All questions of the topic are studied sequentially in accordance with the order proposed curriculum or textbook. The material is creatively processed and assimilated by students gradually, step by step. During the classes, students perform and discuss creative work on the issues being studied. This structure is optimal for the traditional class-lesson form of education.

The material of the topic is considered immediately as a single logical block, which is then worked out in separate classes. Students create and defend their own concepts of the topic at the beginning and at the end of its study. Changes in student concepts are subject to diagnosis and evaluation. The implementation of this structure of classes is effective both in the classroom form of education and in the form of "heuristic immersion".

Various concepts of the topic are consistently considered: historical, methodological, ecological, technical, etc., having a sign, figurative or symbolic form of presenting information on the topic. Concepts are proposed by the teacher or compiled by the students. Such a system of classes is effective in meta-subject education, since it develops a multi-scientific approach to the study of unified educational objects.

Training sessions on a topic are conducted mainly of one type, for example, a workshop on an experiment or problem solving, that is, the entire topic is studied on the basis of experiments or with the help of tasks. There is an "immersion" of students in a certain type of activity. The educational dominant is the activity of students, and the content of the material turns out to be secondary and variable.

The topic is studied in a differentiated way, students are divided into groups according to goals, inclinations or desires, for example: theorists, experimenters, historians. All groups are engaged simultaneously, each according to its own plan, developing the topic in its own aspect. Collective lessons are held periodically, where groups exchange their results, discuss problems that have arisen, and correct further work. The teacher's lectures are used to designate common "connections" in the work. This system of classes is more variable than the previous one, since it involves the choice by students of the dominant types of their activities.

The structure of the lessons is based on the technological stages of creating and developing a heuristic educational situation: in the first lessons, the motivation of activity is provided, the problem is formulated; then an individual or collective decision is organized, a demonstration and discussion of the results obtained; after that, cultural and historical analogues are studied, results are formulated, reflection and evaluation of activities are carried out.

Students in groups and/or individually choose creative tasks By common theme, on which they work on individual programs both at school (in the laboratory, workshop) and outside the school (at home, in the library). Students write essays, perform research, and make technical designs. Collective classes are held regularly according to the general schedule, where the basics of the topic are considered, reports on the implementation of the program are heard.

This form integrates full-time, independent and distance learning.

The choice of the general structure of classes allows us to proceed to the construction of its specific content. For this, a technological map with the corresponding databases is used. The technological line of training is built as follows. From the database of each block of the technological map, types of activities, forms, methods, techniques, teaching aids are selected, with the help of which it is supposed to achieve the goals. The guideline for the teacher when planning a system of heuristic classes is the image of the student's intended educational product. Such a product correlates, firstly, with the personal potential of students; secondly, with the content of education and organizational forms that ensure its receipt; thirdly, with the assimilation by the student of heuristic educational procedures.

The technological map is one of the means of heuristic learning, which is complemented by others.

Heuristic learning technology provides for dynamics internal changes subjects of education - students and teachers in the course of mastering heuristic educational procedures. such as goal-setting, planning, mastering the methods of heuristic activity in academic subjects, mastering the methods of cognition of fundamental educational objects, rule-making, reflection of activity.

For each heuristic procedure, the teacher plans the movement of students from the fragmentary application of its individual elements to a holistic implementation. As heuristic procedures are mastered, students' awareness in choosing the goals, directions and means of their education increases.

In educational goal-setting, a special place is occupied by the method of teaching goal-setting to schoolchildren.

The most significant element of the technology of heuristic learning A.V. Khutorsky is a personal student goal-setting. Personal goal-setting of a student belongs to educational areas and educational technologies. In order for a student to set a personal educational goal in an educational area, the following procedures are required:

Firstly, building a student's personal relationship with the goal-setting object (thing, concept, process, phenomenon, fundamental educational object), which reveals and actualizes his personal qualities related to the object (for example, love for nature when studying a plant); Secondly, establishing the personal meaning and (or) image of a fundamental educational object, that is, the designation in the object of what it is connected with the personality of the subject who cognizes it; Thirdly, choosing the type of relationship or activity to interact with the object, for example, the study of its chemical, mathematical, ethical properties. Another type of student goals is goal-setting in relation to educational technologies. Knowledge of fundamental educational objects belonging to educational areas requires the student to choose techniques, methods and technologies, that is, the student's goals in the field of applied educational technologies. In other words, the student's educational goals refer not only to the objects being studied, but also to the ways in which these objects are studied. To set goals for educational technologies, the student performs the same procedures as in goal-setting in educational areas: establishes a personal attitude to the existing types and methods of activity, chooses those that are consonant with him individual characteristics methods of activity, finds out the essence and structure of the selected types of activity, plans their actions for their development and application.

Goal-setting in learning is the setting by students and the teacher of the main goals and objectives of learning at certain stages.

The technology for the development of heuristic procedures reveals the universal nature of heuristic procedures, which make it possible for students to create educational products based on different levels education: private-subject, general-subject and meta-subject. The possibility of students' activity at these levels is provided by a multi-level educational map.

Table 2.

A three-level approach to the study of an educational object

Heuristic educational situation, the main unit of heuristic learning, acting as a kind of alternative to the traditional lesson.

The key technological element of heuristic learning is heuristic educational situation - the situation of actual activating ignorance, the main unit of heuristic learning, acting as a kind of alternative to the traditional lesson. Its purpose is to ensure the birth of personal educational results (ideas, problems, hypotheses, versions, schemes, experiments, texts) by students in the course of specially organized activities.

A heuristic educational situation is a situation of educational tension that arises spontaneously or is organized by a teacher, requiring its resolution through the heuristic activity of all its participants. The resulting educational product is unpredictable, the teacher problematizes the situation, sets the technology of activity, accompanies the educational movement of students, but does not predetermine specific educational outcomes to be received.

The cycle of the heuristic educational situation includes the main technological elements of heuristic learning: motivation of activity, its problematization, personal solution of the problem by the participants in the situation, demonstration of educational products, their comparison with each other, with cultural and historical analogues, reflection of the results.

The beginning of the heuristic situation corresponds to an artificially or naturally created educational stress. The ways of its creation are as follows: the planned creation of tension by the teacher; indirectly arising unforeseen contradiction or problem; violation of the usual norms of educational activities, the discrepancy between the results obtained and the expected ones, etc. Let us list the typical elements of classes that are characterized by educational tension: the emergence of a problem or question, the comparison of heterogeneous student educational products, the introduction of conflicting cultural and historical analogues, self-determination of subjects of education in the field of diversity of different positions on the issue under consideration.

The heuristic educational situation denotes a specific temporal and spatial area of ​​pedagogical reality, which performs the function of a stimulus and conditions for the creation of heuristic products by students. The educational material externally given by the teacher in the heuristic educational situation plays a role educational environment, and not the result that should be obtained by students. The purpose of such an environment is to provide conditions for the birth of students' own educational product. The degree of difference between the educational products created by students and the educational environment set by the teacher is an indicator of the effectiveness of solving the heuristic situation.

The educational environment is organized by the teacher as follows: the necessary material, educational objects are selected, the relationship between them is explored, key concepts are selected. The heuristic situation can be based on: a general object of study; finding its meaning; heterogeneous student educational products; the need to find new ways and activities.

The participation of a teacher in a heuristic educational situation is determined by the specifics of accompanying learning, to which are added the methods of creating educational tension, "launching" the intense activity of students to get out of it. The results of this activity are evaluated in those areas that the teacher has previously determined for himself, for example, a figurative vision of a natural object, writing techniques, and watercolor techniques. The heuristic educational situation allows for an open, non-final solution main problem, which encourages children to look for other solutions, to develop the situation at a new level. Heuristically, the strongest is the educational situation in which the teacher himself is included as a participant, that is, the problem that has arisen is not an educational one for him, but a real one that he has to solve on an equal basis with the students. The results of such training turn out to be the most productive and correspond to the essence of heuristics. Technological stages of the heuristic educational situation with the division of activities of the teacher and the student are shown in the table.

Heuristic educational situation technology

The methodology for organizing heuristic educational situations was tested in the course of research in the classroom in all educational subjects in all grades from 1st to 11th inclusive.

In reflection, the main attention is paid to the process of awareness by the subject of education of his activity. Without understanding the ways of their learning, the mechanisms of cognition and mental activity, students will not be able to appropriate the knowledge that they have acquired. Reflection helps students formulate the results obtained, redefine the goals of further work, and adjust their educational path. Reflective activity allows the student to realize his individuality, uniqueness and purpose, which are "highlighted" from the analysis of his heuristic activity and its products.

The Essence of Heuristic Learning

Modern pedagogy is flexible, allowing teachers and parents to use a variety of teaching methods in teaching children. The choice of the method remains with the teachers and parents, it is only important to comply with the condition: the method must be effective and not harm the child.

Currently, one of the most popular innovative methods is the heuristic method of learning.

The heuristic method was first proposed by Socrates in Ancient Greece. Socrates asked his students questions, thereby encouraging them to reason and talk.

Despite the fact that the heuristic method of teaching appeared quite a long time ago, it has been used relatively recently in modern pedagogy. That is why there is no approved interpretation of its concept. The heuristic teaching method is understood as a form of learning (for example, a heuristic conversation), a teaching method (brainstorming), and a technology for creative development.

Definition 1

The heuristic method of teaching is a method aimed at independently finding answers to the questions posed by the teacher.

Heuristic learning is learning, the main purpose of which is for students to construct their own meaning, purpose and content, organization and awareness of the need for learning.

Thus, learning based on the heuristic method for students is a continuous discovery of the new.

Tasks of the heuristic method of teaching:

1. Formation and creation of students' own personal experience aimed at obtaining knowledge of the future.
2. The construction of each student's own meaning and content of the learning process.

The heuristic method of teaching combines cognitive creative activity. This is due to the fact that the teacher does not give students ready-made knowledge, but provides them with an object, knowledge about which they must find information on their own and master it. The object can be natural phenomena, historical events, artwork, etc. Based on the object, students create a product of activity in the form of a hypothesis, text, product, diagram, etc. Within the framework of the heuristic method, the result of the child's creative activity is not predictable, since it completely depends on his basic knowledge and personality. After presenting the result to the teacher, students compare it with already known achievements in this area and comprehend it.

The ultimate goal of the heuristic method of teaching is not the acquisition of specific knowledge and skills, but the implementation of the creative self-realization of the child.

Based on the results of the heuristic task, it is not the knowledge acquired by students in a particular subject that is assessed, but their creative achievements in this area.

Principles of heuristic learning

The implementation of the heuristic teaching method is based on certain principles. Among them:

• The principle of personal goal-setting of the student - involves the organization of the educational process on the basis of taking into account the personal learning goals of each of the students.
• The principle of an individual educational trajectory - provides for the possibility of choice individual trajectory learning by students, based on their own understanding of the meaning, goals, objectives, content, pace, etc. learning process.
• The principle of meta-objectivity of the content of education is that the basis of the content of educational and educational disciplines is represented by fundamental educational objects that provide the possibility of their subjective personal knowledge by students.
• The principle of learning productivity is aimed at the personal educational progress of the student, consisting of the products of his educational activity.
• The principle of primacy educational products student - lies in the fact that quite often the personal content of the learning process created by students can outstrip the study of educational standards and generally recognized achievements in the field under study.
• The principle of situational learning is based on the fact that the learning process is based on situations organized by the teacher and aimed at self-determination of students, their heuristic search. The task of the teacher is to guide and support.
• The principle of educational reflection - provides for continuous awareness by the student and teacher of their own activities implemented in the learning process.

The use of heuristic learning technology in modern school

IN modern schools the use of the heuristic teaching method is carried out in conjunction with problem-based and developmental learning. This is explained by the fact that these teaching methods, despite their specificity and difference in working methods, are aimed at student-centered learning.

The forms and methods of heuristic learning are creative classes of various topics: competitions, extracurricular activities, individual self-education classes, extracurricular and extracurricular activities, olympiads, intellectual marathons, creative competitions, etc.

One of the most popular forms of organization of the heuristic method of teaching is the heuristic conversation.

The techniques of the heuristic method include: essays, crafts, works of art of one's own composition, etc.

Activities organized within the framework of the heuristic teaching method help students to realize themselves, demonstrate their knowledge and abilities.

Heuristic learning technology not only leads students to study the materials of educational subjects, but also contributes to successful learning.

Remark 1

Thus, one of the main methods that allows students to be creative in the learning process subject, is a heuristic method.

Modern society makes more and more demands on the individual. In order to be successful in modern society, a graduate of a school or university should not only have a number of subject knowledge, skills and abilities, but also be an active, creatively developed personality capable of quickly finding non-standard solutions to emerging problems.

One of the features of a foreign language in teaching is that it can simultaneously act as both a goal and a means of learning, thus being an ideal basis for the development of students' creative abilities in parallel with their acquisition of language knowledge, skills and abilities. The use of heuristic methods in a foreign language lesson can contribute not only to the formation and development of creative and communication skills of students, but also to activate the studied lexical and grammatical material. Taking into account the requirements of the modern Federal State Educational Standard general education, we propose the introduction of the following methods into the educational process when teaching vocabulary at the senior stage of education.

What is heuristic learning? Innovative teaching methods. Among the innovative teaching methods, heuristic learning is distinguished, the prototype of which is the method of questions and reasoning of Socrates, or, in other words, “Socratic irony”. It is known that the ancient Greek philosopher led his students to a true judgment through dialogue. He first asked a general question, and having received an answer, he again introduced a clarifying question, and so on until a final answer was received.

Khutorskoy A.V.: Heuristic learning aims to construct the student's own meaning, goals and content of education, as well as the process of its organization, diagnosis and awareness. The student's personal experience becomes a component of his education, and the learning content is created in the process of activity.
Heuristic activity is sometimes associated with creative activity. However, the first concept is broader and has a number of differences:

1. Heuristic activity includes the creative processes themselves to create educational products.
2. One of the components of heuristic activity is the cognitive processes that are necessary to accompany creativity.
3. In heuristic activity, organizational, methodological, psychological and other processes provide creative and cognitive activity.

The main task in heuristic learning is the creative self-realization of the student. This is done in the following way. The student receives material for construction, but he is not given ready-made knowledge about it. He creates a product of activity (a hypothesis, an essay, a craft), and then, with the help of a teacher, compares it with historical analogues in this area. As a result, the student rethinks his result and his personal transformation takes place (a change in feelings, knowledge, abilities and experience).

The result of the student's activity can also be a general cultural increment, when the student is involved in cultural and historical processes. The heuristic educational situation is a key element of learning. This situation activates ignorance, its purpose is the birth of a personal idea, problem, hypothesis, scheme, text, etc. by the students. The educational result in heuristic learning is unpredictable, each student can get completely different results.

Heuristic learning is based on open tasks. Almost any element of the topic under study can be expressed in the form of an open task.

Today in our master class, I want to introduce you to some heuristic methods.

As I already said, heuristic teaching methods are those that always result in educational products created by students: an idea, a hypothesis, a text work, a picture, a craft, a plan of their classes, etc.

The first method we will be introduced to is the empathy method.

The empathy method means “feeling” a person into the state of another object, “settlement” of students in the studied objects of the surrounding world, an attempt to feel and know it from the inside.

For example, get used to the essence of a tree, a cat, a cloud and other educational subjects. At the moment of getting used to, the student asks questions to the object-self, trying to perceive, understand, see the answers on a sensual level. The thoughts, feelings, sensations that are born at the same time are the educational product of the student, which can then be expressed by him in oral, written, pictorial form.

And now I will ask you to break up with the help of color into teams of 3-4 people.

teacher: imagine yourself that you are ‘Tornados’. How can you describe yourself, what are your feelings? Name your adjectives, verbs, your favorite season, places you occur, your weather.

(5 minutes are allotted for work) Then each team reads out their resulting stories.

Teacher: and here is an example that the student got

student:- I am Tornado. I am the most terrible of all storms. I am dangerous, violent, strong, cruel, noisy and destructive. I destroy houses, carry away cars and telephone boxes. I occur in the springs, throughout the world, but mostly in the United States, especially in the central states. I occur in the afternoon or in the early evening in a hot day. Large clouds appear in the sky. They become darker and darker. The sounds of thunder, bright flashes of lighting! I form a funnel and begin to twist. My funnel touches the ground, it picks up everything it can.

Next method: Method "Mind-Map" (Memory Map). This method is somewhat similar to the "cluster" method in critical thinking.

“Mind-Map” Method is a simple technology for recording thoughts, ideas, conversations. Recording is fast, associative. The topic is in the center. First there is a word, an idea, a thought. There is a stream of ideas, their number is unlimited, they are all fixed, we begin to write them down from the top left and finish at the bottom right.
The method is an individual product of one person or one group. Expresses individual capabilities, creates space for the manifestation of creative abilities.

Possibilities of using “Mind-Map”

• When systematizing, repeating the material;
• When working with text;
• When repeated at the beginning of the lesson;
• When introducing a topic;
• When collecting the necessary language material;
• Under control.

Task for groups:

Brain Storming Method

By brainstorming, students name everything they know and think about the topic, problem. All ideas are accepted, whether they are correct or not. The role of the teacher is that of a guide, forcing students to think while listening carefully to their considerations.

Property list method

The method consists in dividing the subject or idea into key constituent properties. The properties of an item may include its size, shape, taste, color, weight, smell, contents, packaging, etc. Determining the key properties and decomposing an object by its properties allows you to consider the object in more detail and, working with each property separately, produce a new, more advanced product or idea. According to A. J. Starko, the property list method can be applied to any academic discipline and for any age of students.

Example: Divide into groups of three. Each group will get a picture of different kinds of vehicles. You are to discuss the main qualities of the vehicle and make a list of them. Then you'll have to think of one quality that can be changed to make the vehicle better. What will that be? What will the change bring? Present the updated kind of transport to the other groups.

Exclusion method

Students are presented with three objects, actions, numbers, concepts, etc. and it is proposed to exclude the superfluous, while explaining the choice. This method implies such a method of mental activity as a comparison, thus allowing a more detailed knowledge and understanding of the studied material or problem.

Example: Look at the given pictures (road, sky, water; plane, car, bus; run, climb, jump; etc.). You are to choose the wrong one. Explain your choice.

Method of taking into account the views of other people

The method is used when the analyzed problem involves consideration of it from different points of view. The ability to put yourself in the position of another person and look at the problem through his eyes allows you to identify aspects of the problem that have not been taken into account before.

Example: A plane that was supposed to deliver a family of three (mother, a ten-year-old son and a five-year-old daughter) that was traveling to Moscow had to make an emergency landing in Paris. The family spent for days in the city. Describe everything as if you were: the mother, the son, the daughter, the pilot of the plane, a travel agent, a taxi driver, the father of the family.

Forbidden word method

Students are encouraged to define objects or ideas, but without using common words and phrases. This method allows you to extend lexicon, and also trains the ability to find analogies and give examples.

Example: Describe the object that you see in the picture (plane ticket) without using the following words: a plane, a ticket, transport, holidays, fly, air, a stewardess, a pilot.

Idea game method

Considering various ways of formation and development of creative abilities, A. Cropley offers the so-called method of playing with ideas. This method implies a variety of logic games, the essence of which is preparation for mental activity, a kind of exercise for the brain, during which strategies of mental activity are mastered.

Games take several minutes and can take place at the beginning of the lesson as a speech exercise, or be included in the educational process in connection with the development of new material or understanding the essence of the problem presented by the teacher. The “playing with the idea” method can be implemented through the following techniques:

– production (creation): in the process of implementing this technique, students need to put forward an idea related to the problem presented, for example, give a list of abbreviations that should be deciphered in such a way that they are relevant to the topic of the lesson;

Example: Reveal the meaning of the following abbreviations in connection with the topic of the lesson (travelling): BBC, RAF, FBI, NATO.

– analysis : represents a clear definition of the content of an object or idea and can be implemented, for example, by providing students with a list of materials and asking them to name as many ways as possible to use them, including non-standard ones;

Example: Think about all possible variants of the usage of the following objects: credit card, sun lotion, suitcase, flippers, passport.

– improvement : development of a detailed structure based on leading features, for example, students are voiced the leading principles, and are invited to describe an object, moreover, an object that does not currently exist, but is theoretically possible and expedient;

Example: Describe in detail a means of transport that can travel rather fast my road and by air, take more than five people aboard and be environmentally friendly.

– sharpening of attention : identifying key aspects of objects and ideas, such as asking students to come up with nicknames famous people(not personally known to them), which is a designation of the sum of those of their personal characteristics that make them unique;

Example: Imagine yourself a traveler who has just made a round the world voyage. You are to describe the countries you have visited, but you have little time, so describe each country using one or two words.

– association I: identifying links between elements, for example, students are invited to create as many expressions as possible by connecting all or several words of this list, and the resulting phrase must have a certain meaning, that is, to name a certain object or process in reality;

Example: You will be given a list of words. Your task is to make as many word combinations as possible. Mind that every word combination should mean a certain object. You are free to use prepositions or change the form of the words. (ticket, boat, holiday, relax, sun, sea, plane, helicopter, air, suitcase, package, swimming costume, bathe, go, travel, work, trip, enjoy, bed)

– construction : combining ideas or objects to create a specific new product, can be implemented, for example, by providing students with several arbitrary starting points and asking them to come up with an object or apparatus, moreover, as carefully worked out as possible, which would combine these elements;

Example: Imagine and describe a means of traveling that can be used by those who get airsick easily, those you are afraid of water and enjoy speed and comfort.

– transformation : expression of ideas through other forms or means, for example, to invite students to draw the essence of the interjection “yum-yum”;

Example: Listen to the text about a voyage. While listening, draw pictures, describing emotions of the main character during the voyage. Retell the text with the help of your pictures.

The above-mentioned techniques within the framework of the “playing with the idea” method, according to A. Cropley, are applicable with the appropriate transformation to any academic subject, both individually and in combination.

The method of "playing with ideas" can be applied in groups of any age, can be adapted to any educational subject or used outside of educational activities in order to develop the creative abilities of students.

Imaging method

This method is designed to assist students in understanding the essence of the problem or educational issue. Students are encouraged to close their eyes, relax and recall some moment from their life experience. At the same time, the teacher asks questions that help guide the student to solve the problem, taking into account his personal experience and reflection. Then the students are asked to consider the problem, taking into account the reflections that take place during reflection. The visualization method helps students apply their knowledge and experience to solve a pressing problem.

Example: close your eyes. Imagine yourselves going to the holiday of your dream. You have been working hard all the year round and now it is the time for you to relax. You are in your room packing. You have a large suitcase and are putting in it everything you will need. What have you taken with you? Now you are on your way to the destination. What means of transport have you chosen, why? Is the travel comfortable? What are the people around you doing? What do you see through the window? Now you have come to the point of your destination. What is it like? Are you happy? What are you going to do first? Now open your eyes and tell the others about your imaginary trip and the feelings that you had while traveling.

In my opinion, the use of heuristic teaching methods is one of the best means of forming and developing the creative abilities of students, and can be integrated into the educational process at any stage along with the use of traditional methods and forms of teaching a foreign language.

Used Books:(Internet materials)

1. Bakhramova O.N."Relevance of heuristic methods of teaching foreign languages".
2. Doroshko N.V."A heuristic method of teaching a foreign language, from play to creativity: guidelines".
3. Skvortsova S.V."Heuristic methods as a means of developing the creative abilities of students in teaching foreign languages".