The main direction of the program of the studio of technical creativity. Technical creativity is a type of student activity. Methods and methods of development Scientific and technical creativity

Creativity is a process human activity as a result of which qualitatively new material and spiritual values are created. All the spiritual forces of a person take part in the process of creativity, including imagination, as well as the skill acquired in training and in practice, which is necessary for the implementation of a creative idea. In the study of creativity, creative thinking, many mysteries still remain today, waiting for their thoughtful researcher.

Creativity in our time, in a difficult economic and social situation, is especially relevant and able to give humanity new strength on the path of economic, social and spiritual development.

The types of creativity are determined by the nature of the creative activity of a person (for example, the creativity of an inventor and innovator, organizer, scientific and artistic creativity).

The creativity of the inventor and innovator, scientific and scientific and technical creativity, organizational skills for the implementation of the achievements of the scientific and technological revolution are especially in demand in the current period. economic crises and social upheavals. But no less important in modern life is the role artistic creativity as a source for spiritual uplift, harmonization and improvement of the individual and society as a whole.

All types of creativity have a deep relationship with each other. For example, an inventor and innovator, a scientist must also have the ability to organize creativity in order to successfully organize research in their field.

The future is undoubtedly in the integration of various types creative activity. At all times, individuals who were talented in various fields of knowledge were especially valued (versatility distinguished Leonardo da Vinci, M. Lomonosov and many other great people who successfully worked in science, technology, and in the field of artistic creativity).

Ilnitsky K.M. 1

Varaksin V.N. 1

1 Municipal state-financed organization Additional Education Center for Technical Creativity in Taganrog

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Introduction

The topic of our study - "Technical creativity of children and adolescents as a method of interactive development of an emerging personality" was determined not by chance, but with the help of our own choice and technical creativity.

We first met my supervisor at class hour, where the start of work in the field of ship modeling in school workshops was announced. The drawings that were presented to our review were at first frightened by the many lines and were incomprehensible, but later, when we started building simple models, the concept and connection of the drawings with the manufactured part began to come to us (see Photo 1).

Considering contradiction , which we have invested in our research topic, as the desire to move forward, says that technical creativity under the creation of certain conditions will contribute to the formation of a developing personality.

Problem Our study is that society needs engineering personnel, but at the same time, technical children's associations are being destroyed, therefore, it is necessary to determine how to activate the behavior of children and adolescents aimed at increasing their curiosity in the process of immersion in technical creativity.

Relevance research is based on the fact that modern society engineers are needed, and interest in technology must be developed with early age in associations with a technical focus.

Target research is aimed at studying the method of interactive development of the emerging personality in specially created conditions for children and adolescents.

An object of our study lies in the fact that it is aimed at the process of interactive development of an emerging personality within the framework of the technical creativity of children and adolescents.

Item our study is aimed at a direct study of the main parts of the object of study, social relationships, the process of development, cognition of children and adolescents, which is indicated in the content of technical creativity.

Hypothesis The research is formulated in such a way that if the method of interactive personality development is used in the process of technical creativity of children and adolescents, then the result of such development will be more effective in specially created conditions.

Tasks research is aimed at achieving the goal, solving the problem and confirming the formulated research hypothesis:

To study the problem of reducing the interest of children and adolescents in technical creativity;

Develop a socio-pedagogical system that reveals the content of the technical creativity of children and adolescents;

Develop conditions for the interactive development of children and adolescents;

Formulate type joint activities, which is important condition personality formation;

Present the results of interactive components in technical creativity.

Methodology research will contribute to the creation of a holistic system for the development of the personality of children and adolescents within the framework of technical creativity.

Thus, we will consider the inner content of technical creativity and its influence on the formation of an interactive personality when modeling and constructing models, involving families and schools in the process of learning children's technical creativity.

Chapter 1.

Technical creativity of children and adolescents at the present stage

1.1. The problem of reducing the interest of children and adolescents in technical creativity

Technical creativity is a type of activity through which a person acquires the ability to overcome existing patterns and standards in the engineering and technical direction, develop creative thinking and engage in self-realization.

The end of the twentieth century was marked in domestic education by the rejection of labor training, classes in technical circles and sections. They were replaced by computer games, which slowed down the development of personality and threw it back. At the same time, young children are passionately engaged in creativity, experiencing boundless joy and satisfaction from the created object with their own hands.

Considering modern technical creativity, the following can be noted:

The pedagogical composition of institutions engaged in technical creativity is mainly based on age teachers;

Existing lack of logistical support of institutions additional education;

Reduction, consolidation, merging of institutions of additional education and their transformation into centers of technical creativity;

Insufficient funding of additional education institutions;

Destruction of school workshops and labor training lessons.

Technical creativity, being a special kind, serves as the initial stage in the development of inventive, innovative, engineering and design activities. The ability for technical creativity is an innate ability, but it lends itself well to development with efficient process training and specially created conditions conducive to the activation of creativity, the technical abilities of the individual, the formation of technical solutions.

The implementation of the indicated directions for studying the ways of forming professional and labor skills in the process of engaging in technical creativity of children and adolescents will be facilitated by the aspects formulated above.

Emphasizing them, children and adolescents acquire professional and labor skills, in parallel, studying the world and developing creative thinking.

Now Russian society is beginning to think about involving children and adolescents in technical activities, but it does so unreasonably, that is, it increases budget places to the technical universities of the country, but at the same time it destroys institutions of additional education, which currently survive only on the enthusiasm of the leaders of subject associations.

A.B. Abdulaev, a researcher of technical creativity, says: “Technical invention is a complex area of a person’s creative attitude to the natural world and society, the most perfect form of self-affirmation creative personality…» .

It is safe to say that interest in any creativity is manifested in early childhood and it must be supported and developed in order to get a competent and enthusiastic modeler, engineer, designer. This requires materials, equipment, a decent salary that stimulates the search for scientific and design solutions, premises and free access to such activities for all categories of children. If you could see what queue in the union is behind the jigsaw to cut and see how a part appears from an ordinary piece of plywood, so necessary for the created object. Why queue? Yes, because many cannot buy a jigsaw, the family does not have enough finances for such an acquisition, and the school workshops were destroyed as unnecessary.

V.N. Varaksin, analyzes what is happening in technical creativity as follows: “It is sad to look at the changes taking place in the 21st century, drawing a parallel with historical chronicles, when clubs and rooms were created at the place of residence ...” .

Therefore, by solving the tasks formulated in stages, we concretize our activity, filling it with new skills and bringing the effect of effectiveness closer in the form of a manufactured model. This results in the following:

The first abstract explanation of the manufacture of an object is realized in the process of modeling by concretizing technical problems into a real object of a technical solution;

Secondly, the technical solutions used in the design are converted into professional and labor skills, which can then be used in the manufacture of other technical structures;

Thirdly, the technical abilities of the individual develop and the skills of technical solutions for engineering creativity are formed.

Thus, labor activity in the process of engaging in technical creativity gradually acquires professional features and broadens the horizons of students, and the results of technical creativity appear in the final exhibition, where there is a collective assessment of what the young model designers have made.

1.2. Socio-pedagogical system, revealing technical creativity

The lack of integrity of the educational space in the technical creativity of children and adolescents makes it possible to look at it from the perspective of children, parents and specialists who cannot specify the educational impact of additional education institutions, families and schools in the process of forming a child's personality. This comes from the fact that there is a purposeful destruction of institutions of additional education focused on the development of technical creativity of children and adolescents. Merging or joining multiple stations young technicians, clubs of young technicians in the so-called Centers for Technical Creativity lead to a drop in the interest of those who are passionate about technical creativity, firstly, due to poor funding, low salaries for teachers, poor material supply, underfunding of exhibitions, competitions and other activities in different types and directions of technical creativity.

The current situation requires the development of a socio-pedagogical system that reveals and develops the technical creativity of children and adolescents. For example, the greatest interest in popularity is training in technical creativity, but the satisfaction of such a service is insufficient.

Observation can be carried out systematically, using specially prepared forms for this, which reflect the main features creative development personality of a particular child (see Table 1).

"Form of observation of the degree of creative expression of the child".

Table 1

child	Creative Union	The degree of creative expression
child	Creative Union	sign	Often	Sometimes	Never

Date of observation Time Teacher

The most reliable will be the observation form, which indicates several specific features. In this case, it is best to refer to the works of L. Hollingworth and John Whitmore, who discovered the following social problems inherent in creatively gifted children.

Leta Hollingworth, an American psychologist, focuses the attention of researchers on the following “personal problems of gifted children: - dislike for school; conformity (adaptability); immersion in philosophical problems.

J. Whitmore in his studies of gifted children noted such “personal qualities as: - perfectionism is the belief that the best result can (or should) be achieved; feeling of own inferiority; unrealistic goals; hypersensitivity; need for adult attention; intolerance" .

A teacher working with creative children should pay close attention to the development of the child’s personal qualities, such as: “I am a concept”, self-esteem, activity motivation, since they have an effective influence on the formation of giftedness.

Revealing these qualities, we met with parents studying in the "Ship Modeling" association from the Center for Technical Creativity, which occupies sites in schools No. 22 and No. 26 in Taganrog. The teacher working with these modellers relies on the “Program of design-modular activities in the system of additional education in the direction of“ Ship modeling ”CTC of Taganrog, developed by him. To this end, we conducted the following test among parents (see Table 2).

Test "Do you love your children?"

table 2

	"Yes"	"No"	Total
Do you love your child?
Do you often use foul language when communicating with your family?
When your child fails, do you hit him?
Do you know which sites on the INTERNET are the most preferable for your child?
Do you know what your child does in his spare time?
How often do you spend time with your child?
How often do you tell your child about your family history?
When something doesn’t work out for you, do you try to blame your failures on your household?
How often do you use physical violence against your household members?
Have you thought about how your relationship with your child will turn out for you in a few years?
Would you like your child to be a loser?
Have you tried to change your attitude to family life after domestic troubles?
Are you familiar with pedagogy?
Are you familiar with the psychology of childhood?
Do you want your child to be successful in their adult life?

The data obtained indicate that at present it is necessary to develop additional education services by expanding them, and not reducing technical creativity, as well as developing model sports (see Photo 2).

Based on the above facts, we have identified a contradiction between the region's need to train a technically competent and creatively thinking shift, high demand for the services of associations of children's technical creativity and inertia educational system on the other side.

The socio-pedagogical system, which reveals technical creativity as a means of social adaptation and personal development, was developed by V.N. Varaksin has its own accents in creative activity - "The program of design-modular activities in the system of additional education in the direction of ship modeling." Personal development occurs in the process of joint activity in conditions conducive to such an effective movement forward.

Chapter 2 Interactive Development of the Emerging Personality

2.1. Creation of conditions for interactive development

Creating the conditions for interactive development, we developed a conceptual block in which we tried to comprehend the formulated tasks for the development of technical creativity in modern system additional education.

In the context of this direction, the mission of the institution of additional education is to create conditions for presenting the results of their work, preparing methodological material for all participants in technical modeling in the field. One of the most important directions in creating the conditions for interactive development is the organization of platforms for technical creativity in schools, at the place of residence, the improvement of work on software and methodological support and the strengthening of ties between newly created sites. In order to achieve an effective result in creating such conditions, the Center for Technical Creativity should be a fairly open socio-pedagogical system supported by all partners on which the life of additional education institutions depends. Involving public, commercial, state and other types of organizations, as well as parents of participants in technical creativity, in the activities of creative sites.

We assume that research and inventive work should be carried out under the guidance of representatives of higher educational institutions organizing work with children and adolescents from the first days of technical creativity. This requires the help of the head institution, whose authority should have a direct impact on all participants in the development of the technical direction, effectively influencing the social order of society to prepare them for independent and technically justified actions to acquire labor skills.

As the main directions for implementing the creation of conditions for the interactive development of the personality, we assumed that:

Wide involvement of children and adolescents in the field of information technology;

Special training of teachers for modern requirements development of technical creativity;

Continuous psychological and pedagogical support of the process of professional self-determination;

Ensuring social partnership in the development of the scientific and innovative sphere of technical creativity;

Creating a network of creative sites and providing them with material and technical equipment.

Such a set of measures will increase the intellectual potential of children and adolescents in the field of technical creativity, expand additional education and change public opinion will increase ties with scientific centers of higher technical institutions.

Thus, the interactive development of the personality will adequately fit into large-scale project modern Russia, called " New model system of additional education for children in Russia”. It is necessary to understand that in technical creativity, skill cannot come to children and adolescents without the help of a specially trained teacher. The joint activity of a participant in technical creativity and a teacher will ultimately lead to the autonomization of cognitive activity, as well as the personal formation and development of children and adolescents.

2.2. Joint activity as a condition for the formation of personality

The cooperation of a teacher with children implies the ability of a teacher to direct and skillfully dose independence, leading to a qualitative knowledge of new technological ideas. Therefore, the creation of motivation and a set of skills in learning is the main direction in creating conditions for joint activities. With the interactive development of the personality, the basis of the teacher's activity is a personally-oriented approach.

Many researchers call group interaction interactive, since direct interpersonal communication provides pedagogically effective cognitive communication. As an acquisition of competence in the field of shipbuilding, we got acquainted with the design and construction of ship models. We started with the simplest, that is, with the help of templates, we transferred parts of the models onto cardboard, cut them out with scissors and glued the resulting parts together. Then we gradually moved on to more complex structures made of wood, plywood, tin, fabric and various materials (see Photo 3).

In the process of teaching ship modeling, we try to use all its components to form joint actions: first of all, we determine the goal, which is a specific result, then we plan and organize the activities of the modeler before reflection.

After analyzing the joint activity, we identified the following criteria for evaluating the activity of the creator:

The participant, choosing this or that model, sets a goal,

Carrying out the planned activity, the novice modeller tries to work independently,

The project participant is trying to determine the way of personal actions aimed at solving practical problems formulated by a specific task,

A participant in interpersonal interaction makes a reflection with the help of which he analyzes his actions step by step and understands the reasons for his difficulties,

The result of the transformation is activity and creativity.

Thus, the project method contributes to the formation of key competencies in young model designers, which are based on acquired skills, abilities and life experience.

The main thesis in the manufacture of the model was the following motto: "All my knowledge that I receive in the process of project activities, I can subsequently apply in my life growth."

When performing joint activities in the projective direction, the requirements are met, which are discussed in advance:

1. We get acquainted with the drawings and the model for manufacturing.

2. We build in a logical sequence the stages and terms for the manufacture of structural parts.

3. Acquaintance with materials and manufacturing methods.

4. The end result of the project is an assembled, painted model.

Each personal project carried out in the association has its own duration of production. The first model is made in one session. The second, third models are performed in 5-7 lessons. The first models take part in the school exhibition organized by the association, the winners and prize-winners take part in city exhibitions.

More complex models, produced within 6-7 months, are being prepared for serious exhibitions (see Photo 4).

Reflection occurs when the project results are presented to the rest of the association participants in the form of an exhibition and discussion about the merits of the assembled structures.

2.3. Results of interactive components in technical creativity

With purposeful education, this process acquires a finished form of creative activity. Children make a model according to drawings made by another person, but at the same time they bring their own elements into the finished design, which give a more original look to the made model.

L.S. Vygotsky on this occasion said that creativity is an activity - "Which creates something new ...".

In order to organize the necessary diagnostics to identify the creative orientation of the child, first of all, it is necessary to take practical steps towards understanding the nature of the creative development of a person and to reveal some basic concepts.

I.V. Khromova, M.S. Kogan, they say that: "Diagnosis of the creative development of the individual is still an unresolved problem" .

An experiment is a method of cognition that differs from observation by active intervention in the situation by the researcher. As an example, you can use the diagnostics proposed by I.V. Khromova, M.S. Kogan and others (see Table 3).

How developed is your child's imagination?

Table 3

	Answer "Yes"	Answer "No"	Points per answer	Note
Is your child interested in drawing?
Does he often feel sad?
When he relates a real incident, does he resort to fictitious details for embellishment?
Does he show initiative in his studies?
Does he have sloppy handwriting?
Does he argue with you about clothes based on his own taste?
When he is bored, does he draw the same figures “out of boredom”?
Does he like to improvise dances and poems to music?
Does he write long essays on literature?
Does he have weird dreams?
Does he easily navigate in an environment familiar only by description?
Does he cry under the impression of watching a movie or reading a book?

The resulting score will indicate the following:

14-16 points: The child has a wild imagination.

9-12 points: The child's imagination is not the weakest, however, it needs training and additional development.

5-8 points: Most likely, the child is a realist, he does not have his head in the clouds.

V.N. Varaksin says that: "Modern socio-psychological diagnostics is focused on the study of personality ...".

The most effective form of organizing experimental situations with children is play. The advantage of the game situation is that in it one can observe creativity in temporal development.

Suggested below creative tasks can be offered to children in a wide variety of learning situations.

Task 1. Show and tell us about your favorite toy. What needs to be changed in it to make it funny? Scary? Incomprehensible? New? Old?

Task 2. What do you think the old kettle can tell about his life? Think and tell. If you want, draw pictures about it.

Task 3. What professions do you know? What professions do you think fairy tale characters would choose if they lived today?

We examined the methods and methods of the child's creative orientation used in the daily work of the teacher, some areas of the diagnostic apparatus that helps to timely identify the presence of creative activity in children and adolescents. Exercises and practical tasks that contribute to the development of creative abilities in the process of playing and experimental activities.

Conclusion

Our study examines the technical creativity of children and adolescents, which has an effective impact on the formation of their labor, professional skills and abilities. We reveal and give explanations to some methods, techniques, technologies and methods that contribute to the development of engineering, innovation and inventive activities that arise in the process of systematic studies of technical creativity, modeling and participation in exhibitions of various levels, disputes and discussions about the work done on modeling and design of various models.

Thus, we create a unique opportunity to advance children and adolescents from the simplest acquaintance with technical devices to a high level of development of technical creativity.

Bibliography:

1.Abdullaev A.B. "The system for the formation of technical invention of students in institutions of additional education" - Makhachkala, Education 2003. - 270p.

2. Varaksin V.N. "The role of "optimization" of additional education in the development of professional skills in children and adolescents". // Materials of the International scientific and practical conference in Prague on May 16, 2017.

3. Varaksin V.N. Socio-psychological diagnostics. Taganrog. Publishing House of the Taganrog Institute named after A.P. Chekhov. 2014. - 160s.

4.Vygotsky L.S. Psychology of art. Moscow. - 1997.

5. Whitmore J. High performance coaching. / Per. from English. - M.: International Academy of Corporate Governance and Business. 2005.

6. Hollingworth L.S. Special talents and defects. 1926.

7. Khromova I.V., Kogan M.S. Diagnostics of the creative development of the individual: Methodological guide: - Novosibirsk, 2003. - 44p.

One of the factors contributing to the development of students' interest in the specialties of the technical sphere is the formation of their conscious professional choice, when organizing classes in scientific and technical creativity. Technical creativity - a type of creative activity to create material products - technical means that form an artificial environment for a person - the technosphere; it includes the generation of new engineering ideas and their implementation in design documentation, prototypes and mass production.

To implement the task of developing scientific and technical education in the school, a School Work Plan in this area was drawn up.

Goal of the work: development of a stable and deep interest of students in the design of the simplest models, the formation of elementary skills in design thinking and technical modeling.

The implementation of these goals contributes to the solution of the following educational tasks

to give students theoretical knowledge of the basics of initial technical modeling;
to instill in students special practical skills and skills in constructing a variety of simple models (using the tools necessary for modeling, working
with templates)
drawing models, reading simple drawings, testing models, analyzing the results of one's work and others;
develop technical thinking skills;
inculcate a culture of work in students, interpersonal relationships sense of responsibility for the quality of work performed.

Principles of work of the scientific and technical direction in MAOU Alabinskaya secondary school with UIOP
named after the Hero of the Russian Federation S.A. Ashikhmina:

Inclusion of students in active activities.
Accessibility and visibility.
Relationship between theory and practice.
Accounting for age characteristics.
A combination of individual and collective forms of activity.
Purposefulness and sequence of activities (from simple to complex).

The work plan in this area consists of three stages:

The first stage is 2015-2017.

The second stage is 2018-2020.

At the first stage to form continuity in the implementation of the information technology profile, classes with in-depth study of computer science were opened at the school: 2016-2017 academic year- 3 classes (7b, 8b, 9c).

To implement the task of developing scientific and technical education at school, work was planned in the main areas in 2017-2018:

Additional education

extracurricular activities: circles "Info-knowledge" (4a cl.), "Young computer scientist" (5a, 5b, 5c, 5d cl.), "Robotics" (6b, 6c, 6d, 6d, 7a, 7b, 7c, 7d, 8a, 8b cells),

Technological excursions

#RoboCity2018 - ANO robotics festival
DO Robolatorium Odintsovo (9b class).

Scientific activity, competitive movement

participation in the regional scientific and practical conference "Step into the Future": 2016 - project work"Designing robots based on the LEGO Mindstorms set" (winner, student of grade 7. Gaidukov A.), project work "ROBOT - MOWAY" (winner, student of grade 11. Urmantsev R.);
participation in the regional competition of drawings in programming languages "Gr@fal" nomination "Animated drawing" (winner, student
7 cells Antonov K.);
participation in the All-Russian competition "Kit - computers, informatics, technologies" - the number of participants - 94 people;
school stage All-Russian Olympiad in computer science and physics - 145 participants;
participation in the municipal stage of the All-Russian Olympiad in Informatics and Physics: 1 - winner in physics, 8 - participants.

Summer camp

from 1.06.2018 to 30.06.2018 a summer camp for gifted children "Erudite" was opened on the basis of the school
(25 people) - direction of robotics. The main disciplines are computer science, logic, mathematics.

Involvement of teachers of educational organizations higher education

· An agreement was signed on the program "Training of Robotics" with LLC "NPO "ANK EFFECT" with the involvement of university teachers to conduct classes in robotics at the summer camp for gifted children "Erudite".

Cooperation with schools of the Naro-Fominsk region

School robotic club "Werther" MAOU Aprelevskaya secondary school No. 3 SUIOP visited and held a master class.

Equipment

There are sets of Lego education constructor and Moway smart city constructor, basic parts, computers, 3D printer, projector, screen, video equipment.
The educational robotic module "Basic competitive level" was purchased.

Second phase

Work plan 2017-2018

Open the information technology profile class (10b).
Continue work in the following areas: in-depth study of computer science in grades 8b and 9b; additional education ( extracurricular activities) with the involvement of university teachers.
Organize a joint robotics club with MAOU Aprelevskaya secondary school No. 3 SUIOP in order to exchange experience.
Take part in the RIP competition on the topic "Robotics as the basis for the development of scientific, technical and creative abilities of students."
Send I.I. Podkolzina to advanced training courses for computer science teachers. in the field of robotics.

2019-2020 year

Continue work in the following areas: in-depth study of computer science in grades 5-9, specialized training in grades 10-11; additional education (extracurricular activities) with the involvement of university teachers and young professionals.
Joint work with MAOU Aprelevskaya secondary school No. 3 SUIOP, holding contests, competitions.

Extracurricular work on technical creativity in combination with training sessions helps students acquire deep and solid knowledge in the field technical sciences, valuable practical skills; fosters hard work, discipline, work culture, the ability to work in a team. Being engaged in technical creativity, students will be able to practically apply knowledge in various fields of technology, which in the future will facilitate their conscious choice of profession and subsequent mastery of a specialty.

Keywords

TECHNICAL CREATIVITY / PRACTICAL SKILLS / PRINCIPLES OF TECHNICAL CREATIVITY / UNIFIED CENTER FOR ORGANIZATION AND MANAGEMENT OF THE MAIN TYPES OF TECHNICAL CREATIVITY/TECHNICAL CREATIVITY/SKILLS/ PRINCIPLES OF TECHNICAL CREATIVITY / UNITED CENTER FOR THE ORGANIZATION AND MANAGEMENT OF THE MAIN TYPES OF TECHNICAL CREATIVITY

annotation scientific article on the sciences of education, author of scientific work - Potaptsev Igor Stepanovich, Bushueva Valentina Viktorovna, Bushuev Nikolai Nikolaevich

At present, the systematization of the main directions is relevant. technical creativity required in engineering education. Brought short review application forms technical creativity at MSTU im. N.E. Bauman, the need to activate this direction is shown. Developed block diagrams technical creativity and forms of organization. A holistic representation of individual disparate species is proposed technical creativity and forms of its organization in technical university, which represents a certain novelty. Main building blocks technical creativity considered in unity and interconnection. In scientific and methodological literature such an approach that expresses integrity technical creativity, is not described. Its significance lies in the coordinating and orienting function. Suggested recommendations for use principles of technical creativity and forms of organization in work with students; the ratio of forms of activation is given technical creativity in domestic and foreign practice, their advantages and disadvantages are shown. The necessity of formation practical skills technical creativity at all stages of training future engineers and recommended the creation of a single center for organization and management at the university various types technical creativity.

The text of the scientific work on the topic "The main directions of technical creativity in engineering education"

Educational and methodical work

UDC 001:331.102.312:621

The main directions of technical creativity in engineering education

I.S. Potaptsev, V.V. Bushueva, N.N. Bushuev

MSTU im. N.E. Bauman, 105005, Moscow, Russian Federation, 2nd Baumanskaya st., 5, building 1.

The main trends of technical creativity in engineering education

I.S. Potaptsev, V.V. Bushueva, N.N. Bushuev

Bauman Moscow State Technical University, building 1, 2-nd Baumanskaya str., 5, 105005, Moscow, Russian Federation. GSH1 e-mail: [email protected], [email protected], [email protected]

At present, the systematization of the main areas of technical creativity required in engineering education is relevant. A brief overview of the application of forms of technical creativity in MSTU is given. N.E. Bauman, the need to activate this direction is shown. Structural schemes of technical creativity and forms of its organization have been developed. A holistic representation of separate disparate types of technical creativity and forms of its organization at a technical university is proposed, which is a certain novelty. The main constituent elements of technical creativity are considered in unity and interconnection. In the scientific and methodological literature, such an approach, expressing the integrity of technical creativity, is not described. Its significance lies in the coordinating and orienting function. Suggested recommendations for the application of the principles of technical creativity and forms of organization in working with students; the ratio of forms of activation of technical creativity in domestic and foreign practice is given, their advantages and disadvantages are shown. The necessity of developing practical skills of technical creativity at all stages of the training of future engineers is substantiated and the creation of a single center for organizing and managing various types of technical creativity at the university is recommended.

Keywords: technical creativity, practical skills, principles of technical creativity, a single center for organizing and managing the main types of technical creativity.

domestic and foreign practices are described along with their advantages and disadvantages. The importance of developing practical technical creativity skills at all stages of preparation of future engineers is proven. It is recommended that a united center for the organization and management of the main types of technical creativity should be set up at the University.

Keywords: technical creativity, skills, principles of technical creativity, united center for the organization and management of the main types of technical creativity.

At present, the social order is aimed at creative specialists capable of creating new technology. With the current pace of development of science and technology, frequent changes in technologies and production processes, the availability of information technology requires constant professional growth. old knowledge and skills are changing rapidly, new non-standard ones are required, alternative solutions, a new application of the functioning of a technical object. in the conditions of an innovative economy, the problem of training engineers with a focus on creative skills is significant, which leads to the introduction of elements of technical creativity and forms of its organization into the educational process.

B MGTU im. AD Bauman, technical creativity has always been given considerable attention, in particular, special courses on technical creativity, student circles, student design bureau (SPKB), methodical seminars in departments, conferences, etc. Some employees still remember the seminar on technical creativity for teachers, which was led by Academician of the Russian Academy of Sciences K.S. Kolesnikov.

Over time, technical creativity has become less attention. For example, the SPKB, which was quite effective, is not functioning today, and many other forms of work have also been discontinued. At the same time, new, interesting and significant areas appeared, for example, the participation of senior students in the implementation of contractual and state budget R&D. These works are now carried out by almost all departments of the university. However, modern conditions dictate the need to intensify work on technical creativity in such a way that technical creativity passes through all the links in the training of a future engineer, taking into account modern conditions and opportunities.

The purpose of the work is to systematize, present in a single structure, interconnections, continuity, separate, separate types of work on technical creativity and forms of its organization.

The types of technical creativity considered in the article cover all stages of preparation

future engineer. This approach, i.e., a holistic view of all links in a single system, in methodological plan has some novelty. In the scientific and methodological literature, there is no such general systematization of technical creativity and forms of its organization, only certain individual links are considered and not always in interconnection and interaction. The significance of the proposed holistic view, which unites all the main types of technical creativity, lies in the coordinating, orienting function.

In modern scientific literature, the concept of "technical creativity" is used only when it comes to the development of technical systems. In other cases, the concept of "engineering creativity" is used, which is much broader in content. This is explained by the fact that modern engineering activities include many types of work: executive, organizational, design, technological, etc. However, the main activity of an engineer is the creation, improvement, development of technical systems, technologies, the search for new technical ideas and solutions. And in this regard, the concepts of "engineering creativity" and "technical creativity" coincide.

The main activities of technical creativity and its structure can be represented in the form of a diagram shown in fig. 1. This scheme summarizes the experience of engineering activities, and also takes into account the most significant moments of the educational process at a technical university. Undoubtedly, the scheme can be refined, supplemented, adjusted in accordance with the specifics of various industries, that is, improved.

The most significant structural links of the general scheme presented in fig. 1 are discussed in more detail in Fig. 2 and 3.

It should be noted that the content of each element of this scheme is determined by the specific focus, industry specifics of the problems under consideration. Indicative as an example in this respect is the work in which the design process is considered, taking into account the specifics of the Department of Laser and Optoelectronic Systems of the Moscow State Technical University. N.E. Bauman.

Rice. 1. Structure and forms of organization of technical creativity

Preparation

Familiarization

Critical reflection

Task Formulation

Technical calculations

Feasibility study

Development of technical documentation

Rice. 2. The main stages of technical creativity

Of particular interest when working with students are the forms of organization of technical creativity. Various forms of organization of technical creativity are shown in detail in fig. 3. In particular, the most significant, in the opinion of the authors, three areas are considered here: the educational process, work outside the curriculum, and organizational and methodological work.

Thus, the structure of technical creativity and the forms of its organization reflect the main areas of work performed at a technical university.

In the above structure (see Fig. 1), technical creativity and its forms of organization are interconnected and represent a single, integral system. Consider the content of all constituent elements, even in general terms in

within one job is not possible. Therefore, we will dwell only on individual links in the organization of technical creativity (see Fig. 3), in particular, we will consider some aspects of methodological work on technical creativity and the main methods for activating technical creativity in domestic and foreign practice.

Ideally, methodological work at a technical university is the presence of a methodological fund, both general, in this case, faculty, and departmental with a focus on technical creativity. Currently, many teachers say that methodological developments, there are so many instructions and methods that they do not need to be developed, they should be collected, systematized, thought through

Work outside the curriculum

Subject student circles

Circles of technical creativity

Student scientific conferences

Exhibition of student works

Student participation in research work departments

Participation of senior students in R&D

Forms of organization

Organizational and methodological work

Development of programs taking into account the problems of technical creativity

Development of methodological works in terms of teaching technical creativity

Special courses on technical creativity, taking into account the profile of the department

Tasks and exercises on technical creativity, taking into account the profile of the department

Methods for activating technical

creativity: collective and individual

Rice. 3. Forms of organization of technical creativity

unity, interconnection and interaction. However, this is a rather complicated work and is far from being completed, although at the Moscow State Technical University. N.E. Bauman, there are interesting developments in this direction. Moreover, if such a systematization is carried out, then many factors should be taken into account, for example, an interdisciplinary approach, which undoubtedly has a creative character. To implement an interdisciplinary approach, you first need to collect generalizing material. This is a difficult task, both organizationally and methodologically. Moreover, it is necessary to create an interdisciplinary methodology between different technical disciplines, development of methodological and teaching aids, coordinated among themselves from the standpoint of various fields of knowledge, with a focus on practical activities. In this case study guides take a slender logical system in accordance with the creative approach.

An important point is also that the block of interdisciplinary knowledge should be expanded not only by special technical disciplines, but also by others, and, in particular, significant attention should be paid to environmental issues, which cover most engineering specialties. As you know, in its essence, ecology is an integrating science. It's a holistic system

knowledge from various fields, which is determined by the structure of the ecology itself. The understanding of communication is based not only on technical, but also on natural phenomena, their specific correlation. Environmental safety is extremely difficult to introduce into the practice of production activities. For the future engineer in the conditions of new equipment and technologies, the environmental orientation is of particular importance.

From the standpoint of an interdisciplinary approach, author's programs and special courses are also being developed, which should cover new trends in various fields of knowledge, complement and expand the program of a particular discipline. In this version, their creative nature is also obvious.

Educational process with an interdisciplinary focus stimulates students to independently search for the missing information, i.e. forms self-education skills, which significantly expands their general and professional horizons.

Section B of methodological work also includes methods for activating technical creativity. Significant experience in this direction has been accumulated in Russia and abroad. Methods for activating technical creativity, both domestic and foreign, have been developed by inventors-practitioners based on the analysis of a large

critical material and are aimed at solving non-standard problems.

In domestic and foreign practice, activation methods are different. In foreign methods, all attention is focused on the activation of the psychological moments of creativity (associations, analogies, etc.), while much attention is paid to overcoming psychological inertia. The detrimental effect of psychological inertia on the creative process has long been recognized by everyone. Application heuristic methods contributes to the reduction psychological barrier. Under psychological inertia, in this case, they understand the habit of stereotyped thinking, the desire to do “as always, like everyone else”, and this is really necessary and justified. However, when looking for a new solution, psychological inertia is a serious obstacle, hindering a non-standard approach, a new vision of the problem with different points vision. Therefore, it is no coincidence that in order to combat psychological inertia in foreign firms operating in innovative direction, limit the number of specialists with work experience, i.e., the creative team is formed not only from professionals and experienced specialists. A person is economical by nature, he thinks in the usual direction, stable knowledge orients him to look for answers in turnkey solutions, previously used, the result is stamps, standard solutions. To alleviate this situation, often creative team include a specialist from another field of activity. As practice shows, this is justified, since it offers non-standard solutions, and it turns out as according to the well-known aphorism: “Everyone knows that this is impossible, but one eccentric who does not know this comes and makes a discovery”, therefore, various heuristic approaches are simply necessary when searching for new solutions.

The brainstorming method (brainstorming or conference of ideas) has gained wide popularity in world practice - a method of activating creative activity developed by American psychologist Alex Osborne.

Brainstorming is especially effective in a youth, student audience, since its use does not create such tension that other methods require, it helps to organize a search team, “disinhibit” participants, avoid habitual and therefore fruitless associations, i.e., reduces psychological inertia, which, as in any collective form of work, seems to cancel each other out. At the same time, students

learn to argue, express their thoughts, perceive each other's arguments, jokes, paradoxes are allowed.

The brainstorming method is used, as a rule, when searching for new ideas in the absence of the necessary amount of information sufficient to conduct a logical analysis. There are many varieties of brainstorming, due to the peculiarities of human thinking, the specifics of the tasks being solved. However, all of them are united by common technologies for its implementation.

Osborne believed that people are divided into those who generate ideas (creative thinking prevails) and analysts (dominated critical thinking). The development of an idea includes two main interrelated stages that are in unity and mutually complement each other: 1) the creative stage, at which the generation, the birth of new ideas takes place; 2) a critical (logical) stage at which analysis, comparison, evaluation, conclusion, conclusion are carried out. Therefore, the process of finding a solution to the problem is divided into two stages, implemented in the work of two groups. The first group (generators) of 7-9 people is looking for a solution in a free discussion, subject to the prohibition of any criticism of the ideas expressed. Everyone knows that the fear of criticism slows down the process of generating, putting forward bold ideas, and many non-standard provisions can be left unspoken. An atmosphere of optimism and faith in solving problems should reign in the work. The second group of participants 7-9 people analyzes, clarifies, refines these ideas.

One of the modifications of the brainstorming method is the reverse storming, which does not prohibit criticism, as is customary in the version of brainstorming discussed above, but, on the contrary, activates critical remarks, makes it necessary to find as many shortcomings in the design as possible, allows you to find weaknesses, i.e. .Checks the validity of the generated ideas.

One of the variants of the brainstorming method is shadow brainstorming, the author of which is the domestic developer A.B. Popov. In this option, more than 30 people are involved, and the form of participation in the work changes significantly. A.B. Popov suggested dividing the participants into two groups and placing them at adjacent tables. If one group generates ideas, then the other (participants in the shadow attack) develop them, deepen them, write down their thoughts, suggestions, criticisms, without expressing them aloud. This approach helps

overcome the indecision and shyness of many participants. The quality of ideas put forward in this method improves significantly.

A variation of the brainstorming method is the "cross ideas" developed by German scientists. If there is no competition in the brainstorming options discussed above - all ideas are common, then here the author of an interesting, productive idea put forward is encouraged and is not criticized for unsuccessful proposals. The number of participants in the "cross of ideas" varies from 10 to 30 people.

An interesting modification of the “cross of ideas” is the “relay race of ideas”. Here, the search for an idea of a solution is carried out by the participants not individually, but by teams. In this case, the ideas within the team are formed together, and the competition takes place between the teams.

It should be noted that all types of brainstorming are quite successfully applied and used both for searching and generating non-standard tasks, and for solving them. However, relatively simple tasks are successfully solved by brainstorming. Brainstorming can be enhanced by using methods that suggest unexpected comparisons, allowing you to look at an object from an unusual angle. These include the method of focal objects, proposed by Professor E. Kunze of the University of Berlin and further improved by the American scientist C. Baiting. The essence of the method is that the technical system, when searching for its ideal variant of improvement, is considered by trying on the properties of other technical systems that are not even related to the original one. At the same time, unusual, interesting combinations arise, which they try to develop further through free association. As practice shows, sometimes new, non-standard ideas are born. This method is also used to develop creative imagination, promotes the acquisition of inventive skills.

All types of brainstorming are based on general principle problem solving is a trial and error method, which also has many modifications. This is the most ancient method of creating all technical systems. The history of the development of technology shows that in the early stages, all technical structures were created on the basis of the trial and error method. However, with the improvement of technology, this method became less and less suitable, since the development of science made it possible to search for the best version of technical systems with

help of calculations and targeted research. Nevertheless, at present, the significance of the trial and error method in its various modifications is still quite high in the field of creativity and invention, in the search for fundamentally new ideas and solutions. Its value cannot be absolute, and also underestimated in search creative activity. The attractiveness of this method lies in the fact that there are no restrictions: you can offer, put forward any options, and even illogical ones. As a rule, the enumeration of options for finding solutions begins with standard, traditional options, gradually moving on to more daring ideas. If a solution is not found in this case, then various methods of systematizing the enumeration are used. Thus, not a chaotic unsystematic enumeration of options is realized, but a targeted search, which significantly narrows the search field. It should be noted that the efficiency of enumeration also depends on the complexity of the task, which determines the number of trials that need to be done in order to get a guaranteed result. The history of invention shows that the number of brute-force options can vary - from a dozen samples for the simplest tasks to a larger value for complex ones. The trial and error method is quite effective when the search for a solution has up to 20 options, and when solving more complex problems, it should not be used, it is not only ineffective in solving complex problems, but also makes it difficult to formulate them.

The search for solutions by trial and error without the use of systematization methods is graphically shown in fig. 4, a.

From the starting point "task", you need to come to the point "solution". The direction of the search for a “solution” is unknown, and there are no selection rules; one has to act either intuitively or at random. An arbitrary direction is chosen, one attempt is made, another, a third, etc. If the solution to the problem is not found, one should change the "course" and make new attempts. As a rule, all search attempts are concentrated in the usual, generally accepted, well-known direction. This approach is called the “vector of psychological inertia”. A non-standard, inventive problem is difficult because its solution is carried out in a new, unexpected, non-standard direction. And here it is necessary to increase, expand the randomness of the search and change the systematization of the enumeration. For this, special psychological tricks, allowing to avoid inertial

Rice. 4. Enumeration of solutions:

a - without the use of systematization methods; b - using simple forms of systematization; c - using

complex forms of systematization

search orientations, which are based on the introduction of elements of randomness, unpredictability of the search, activating the associative abilities of a person and increasing the number of trials (Fig. 4, b).

With the complication of the forms of systematization of enumeration, the search field expands, repetitions inherent in non-directed search, constant return to the same ideas are excluded (Fig. 4, c).

The methods for systematizing enumeration include morphological analysis (F. Zwicky), numerous lists control questions, among which the most successful are the lists of A. Osborne and T. Eyloart.

The considered methods can be combined, modified. They are effective in solving simple problems. The use of these methods activates the ability to fantasize, intuition, a tendency to analogies, associations, etc. Indeed, as practice shows, it is the solution of inventive problems that is often carried out in a completely unexpected and new direction based on these methods.

Of particular interest in foreign practice is such a collective form of work as creative groups. Unlike the collective methods of activation discussed above, creative groups can solve rather complex problems. Creative groups have found wide application in all industries abroad. In the educational process

the value lies not only in the effective solution of certain specific tasks, but also in training, the formation of practical skills in creative activity. A special advantage of creative groups lies also in the fact that participants with average, ordinary abilities can work productively here. Unlike individual creativity, a creative group can solve far from all tasks, for example, certain tasks of a theoretical nature.

Methods of organization and work of creative groups are widely presented in foreign literature. The most successful in this regard is the work of the founder of this direction, other technologies are only various modifications of the fundamental principles. Moreover, the methodology outlined in the work is focused on the forms of organization, work in terms of technical creativity, for solving practical, technical problems.

Methods for activating and organizing creative activity in foreign practice differ significantly from domestic methods, which are mostly based on a logical approach to solving technical problems. Domestic practitioners believe that, first of all, when generating ideas, one should rely not on psychological features developer, but on the laws of development of material technical systems. Knowledge of the patterns of development of technical systems makes it possible to sharply narrow the search field, replace "guessing

#8 2014 news of higher educational institutions. mechanical engineering

nie” scientific approach. These methods are the most complex, there are no game variations, but in professionally training, the formation of practical skills of technical creativity, they are more effective.

Domestic and foreign methods of activating technical creativity have both their advantages and disadvantages. For example, foreign methods are better able to generate non-standard, new technical ideas, and domestic methods allow improving the technical system. As a recommendation, it should be proposed to use both, depending on the complexity of the problem being solved, its specifics.

Thus, the main purpose of various

forms of activation of creative activity, - the formation of practical skills of technical creativity, the preparation of students for independent work. In other words, all directions and forms of organization of technical creativity are aimed at training future engineers who are able to immediately join the development process from the university bench. modern technology

In conclusion, it should be noted that creativity should be central to the development of both teaching methods and other forms of work with students. This work cannot be carried out spontaneously; a certain coordination and management of these processes is required.

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The article was received by the editors on 05/05/2014

PotAPTSEV Igor Stepanovich (Moscow) - candidate of technical sciences, associate professor of the department "Elements of instrumentation". MSTU im. N.E. Bauman (105005, Moscow, Russian Federation, 2nd Baumanskaya st., 5, building 1, e-mail: [email protected]).

BUSHUEVA Valentina Viktorovna (Moscow) - Candidate of Philosophical Sciences, Associate Professor of the Department of Philosophy. MSTU im. N.E. Bauman (105005, Moscow, Russian Federation, 2nd Baumanskaya st., 5, building 1, e-mail: [email protected]).

BUSHUEV Nikolai Nikolaevich (Moscow) - Candidate of Biological Sciences, Associate Professor of the Department of Ecology and Industrial Safety. MSTU im. N.E. Bauman (105005, Moscow, Russian Federation, 2nd Baumanskaya st., 5, building 1, e-mail: [email protected]).

Information about the authors

POTAPTSEV Igor" Stepanovich (Moscow) - Cand. Sc. (Eng.), Associate Professor of "Elements of Instrument Devices" Department. Bauman Moscow State Technical University (BMSTU, building 1, 2-nd Baumanskaya str., 5, 105005, Moscow, Russian Federation, e-mail: [email protected]).

BUSHUEVA Valentina Viktorovna (Moscow) - Cand. Sc. (Phyl.), Associate Professor of "Philosophy" Department. Bauman Moscow State Technical University (BMSTU, building 1, 2-nd Baumanskaya str., 5, 105005, Moscow, Russian Federation, e-mail: [email protected]).

BUSHUEV Nikolay Nikolaevich (Moscow) - Cand. Sc. (Biol.), Associate Professor of "Ecology and Industrial Safety" Department. Bauman Moscow State Technical University (BMSTU, building 1, 2-nd Baumanskaya str., 5, 105005, Moscow, Russian Federation, e-mail: [email protected]).

At present, the top priorities public policy in the field of education is to support and develop technical creativity, attracting young people to the scientific and technical sphere professional activity. At present, when the state and social order for the technical creativity of students is being carried out, the educational organizations of our region are faced with the task of modernizing and expanding activities to develop the scientific and technical creativity of students. Technical creativity is inextricably linked with the development of a system of educational and research, scientific and technical events: gatherings of technicians, exhibitions of technical creativity, educational and research conferences.

IN modern world electronic resources play an increasingly important role. In order to keep up with the times, a modern student needs to develop the ability to technical creativity. Technical creativity is an activity aimed at developing abilities that are manifested in working with equipment. It should be noted that such work requires special mental abilities, as well as high level development of special skills.

A person engaged in technical creativity is characterized by an active, positive attitude towards technology, diligence, determination, discipline, perseverance, independence, and the presence of certain knowledge and skills.

Along with the ability, which can be considered as technical genius or technical experience acquired by a person, there are independent factors for working with technology, such as: spatial representation and technical understanding. Spatial representation - a set of spatial and space-time properties, relationships: size, shape, relative position of objects, their translational and rotational movement, etc.

1. Representation of individual objects or images.

2. A representation that reflects the general spatial relationship between various objects. Spatial representation is a necessary element of all knowledge and practical experience, especially vocational experience.

A developed spatial representation is a necessary condition for scientific, technical, graphic and artistic activities related to the technical work of constructive thinking.

"Technical understanding is the ability to perceive spatial models, compare them with each other and learn to find similarities and differences in different kinds of models".

“The structure of technical creativity changes, develops and is in a state of mobility, putting forward certain components depending on the type of activity.

The structure of technical creativity includes the following components:

technical observation;
advanced technical thinking;
developed spatial imagination;
ability to combine;
personal qualities (interest in technology, curiosity, activity).

“A special role in the structure of technical creativity is played by such a component as observation. Observation is a special form of perception that is organized, purposeful, meaningful and active. The technical possibilities of observation are manifested in a peculiar perception of technical means and technical activity. “This specificity refers to the content of concepts, ideas that a person mentally operates on, as well as to his interests and inclinations.

The study of the structure of technical creativity and technical thinking is characterized mainly by practical rather than theoretical activity, well-developed spatial imagination and the ability to combine.

The originality of technical work contributes to the development of certain aspects of thinking. Describing the direction of technical thinking, the following features can be distinguished:

a) technical thinking implies the clarity and accuracy of mental operations;

b) technical thinking implies practical thinking;

c) technical thinking is the flexibility of the mind;

d) the activity of technical thinking is expressed mainly in diagrams and layouts.

The structure of technical thinking was deeply studied by T.V. Kudryavtsev, who suggested that the priority development of some aspects of thinking is unique in production and engineering work. In his work "Psychology of technical thinking", T.V. Kudryavtsev showed that the psychological structure of technical thinking is three-component and includes the following components: conceptual, figurative and practical.

“Based on the informational approach of T.V. Kudryavtsev identified the following technical abilities in the psychological analysis of students' cognitive activity:

obtaining technical information - the ability to formalize the perception of the structure of the problem;
processing of technical information.

Technical creativity is associated with interests and motivations. It is a specific process, but it should be noted that there is no evidence that it is not determined by general mnemonic abilities.

The problem of the formation and development of creative technical abilities of students today is of great socio-economic and pedagogical importance. Creative technical abilities are a valuable quality of a person's personality, characterizing its orientation. They enrich the intellect, give a favorable coloration labor activity create confidence and job satisfaction.

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The main direction of the program of the studio of technical creativity. Technical creativity is a type of student activity. Methods and methods of development Scientific and technical creativity

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