Creativity: essence, structure and main characteristics. Components of creativity Components of creativity

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A theoretical analysis of works devoted to the problem of the structure of creative abilities has been carried out. It is noted that many researchers have identified motivational, personal and cognitive components in the structure of creative abilities. The importance of considering the procedural side of creativity, the nature of which affects the effectiveness of creative activity, is emphasized. In this regard, the components directly related to this side of creative activity are singled out: the activity-procedural component, which includes creative independence and the ability to optimize one's behavior (the choice of a behavior strategy that will lead to a positive result); reflexive component (ability for deep reflection, striving for aesthetic enrichment, self-education and self-development). Thus, the structure of the creative abilities of younger students has the following components: cognitive-emotional, personal-creative, motivational-value, activity-procedural, reflexive.

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3. Getmanskaya E.V. Personality: creative characteristics // Bulletin of the Moscow State University for the Humanities. M.A. Sholokhov. Pedagogy and psychology. - 2010. - No. 1. - From 15-20.

4. Goncharova E.V. Development of creativity of older preschoolers in the process of familiarization with nature // Bulletin of Nizhnevartovsk state university. - 2015. - No. 2. - P. 6-12.

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6. Ilyin E.P. Psychology of creativity, creativity, giftedness / E.P. Ilyin. - St. Petersburg: Peter, 2009. - 434 p.

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12. Malakhova I.A. Development of Personal Creativity in the Socio-Cultural Sphere: Pedagogical Aspect: Monograph / I.A. Malakhov. - Minsk: BGU of culture and arts, 2006. - 327 p.

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The focus of modern pedagogical science and practice is the problem of educating a free, critically thinking, creative personality. That is why the problem of developing creative abilities has been relevant for quite a long time. GEF IEO of the second generation sets the teacher the task of educating an inquisitive, actively learning and creatively creative student. Understanding the structure of creative abilities is the necessary knowledge for modern teacher, seeking to solve the problem of organizing work on the development of creative abilities in modern educational institutions.

By creative abilities, we mean the synthesis of individual psychophysiological characteristics of the personality and new qualitative states (changes in thinking, perception, life experience, motivational sphere) that arise in the process of a new activity for the individual (in the process of solving new problems, tasks), which leads to successful its implementation or the emergence of a subjectively/objectively new product (idea, object, artwork etc.) . Creative abilities are inherent in everyone, they are formed and developed in activity. The product obtained as a result of creative activity bears the imprint of individual personality traits. The quality of the product (its elaboration, completeness, expressiveness, degree of originality) depends on the characteristics of the processes of thinking, perception and the motivational component (interest in the business, the need for creative self-expression) of the individual. But what is the structure of creativity?

Under the structure of creative abilities, we will understand the sum of the components (a number of particular abilities) that make up the unity of psychological and personal elements leading to the successful performance of an activity or the emergence of a subjectively/objectively new one.

To highlight the structural components of creativity for our study, we turned to the analysis of scientific literature, the results of research on this topic.

In the works of foreign researchers there is no such thing as "creativity". There is the concept of "creativity", which is defined in different ways, depending on the approach: 1) as a component of general mental endowment; 2) as a universal cognitive ability; 3) as a stable property of the individual. Representatives of the cognitive approach (F. Galton, G. Eysenck, L. Theremin, R. Sternberg, E. Torrens, L. Cropley and others) do not distinguish creativity as an independent specific form of mental activity. From their point of view, creativity is a way of applying intelligence, characterized by flexible and versatile processing of information. According to R. Sternberg, the structure of creativity consists of “three special intellectual abilities: 1) synthetic - to see problems in a new light and avoid the usual way of thinking; 2) analytical - assess whether ideas are worth further development; 3) practical-contextual - to convince others of the value of the idea.

Other researchers (L. Thurstone, J. Gilford and others) adhere to a different point of view - creativity as an independent process. J. Guilford defined creativity as a "universal cognitive creative ability", which is based on divergent thinking (focused on finding several options for solving a problem). They identified the following intellectual abilities included in the structure of creativity. Among them: fluency of thought (the ability to generate a large number of ideas); flexibility of thought (the ability to use different solution strategies); originality (the ability to avoid obvious, banal answers); curiosity (sensitivity to problems); elaboration (ability to detail ideas).

Further research in the field of creativity was developed on the basis of a personal approach - creativity began to be understood as a property of the individual. Here, the researchers assigned an important role to the emotional and motivational spheres. They (S. Springer, G. Deutsch, J. Godefroy, L.S. Kyuby, F. Barron) identified the following personality traits inherent in people who are successful in creativity: non-recognition of social restrictions, sensitivity, a pronounced aesthetic principle, duality of nature, arrogance, self-confidence, independence, eccentricity, aggressiveness, complacency, independence of judgment, vulnerability, non-conformity, curiosity, sharp mind, openness to new things , preference for complexity, high enthusiasm for the task, great fortitude, resistance to environmental interference, to all sorts of conflicts, sense of humor. Concerning motivational sphere, there are two points of view. Creative people are characterized by: 1) a tendency to self-expression, the achievement of "correspondence to one's capabilities"; 2) a tendency to take risks, the desire to reach and test one's limits. Other motives stand out: for example, game, instrumental, expressive, internal. Researchers (M. Vasadur, P. Hausdorf and others) pay great attention to the latter. It is from the inner position of the individual, its orientation, value orientations that the result of any activity, and even more so creative activity, depends.

The problem of creativity, the structure of creative abilities was further developed in our country. A new direction has emerged - the psychology of creativity. Creativity is understood as a specific ability that is not limited to intellect. However, in many studies, the structure of creative abilities is based on their cognitive side - the so-called creative thinking (thinking aimed at a fundamentally new solution to a problem situation, leading to new ideas and discoveries). So, A. N. Luk, based on the research of J. Gilford, expanded the number of indicators of creativity, including in them, in addition to the cognitive component, features of perception, temperament and motivation.

S. Mednik considers creativity as an associative process. Creativity in his understanding is a synthesis of developed convergent and divergent thinking. That is why the author distinguishes the following units in the structure of creative abilities: the ability to quickly generate hypotheses; associative fluency; finding similarities between separate elements(ideas); mediation of some ideas by others; intuitive insight. Ya. A. Ponomarev also emphasizes the importance of intuition and notes it as one of the important components of creativity.

Further study of creative abilities led to the reflection and consolidation of personal and behavioral aspects in the structure of creative abilities (cognitive-affective component).

E. Tunik distinguishes the following structural components of creative abilities: curiosity; imagination; complexity and risk appetite.

A. M. Matyushkin, who studied creative giftedness, substantiated its following synthetic structure: high level cognitive motivation; high level of research creative activity; flexibility of thinking; fluency of thinking; the ability to predict and anticipate; the ability to create ideal standards that provide high aesthetic, moral, intellectual assessments.

V. A. Molyako singled out the components of creative potential, including in them: the inclinations and inclinations of the individual; the strength of the manifestation of intelligence; features of temperament; character traits; interests and motivation; intuitionism; features of the organization of their activities.

In the studies of D. B. Bogoyavlenskaya, the cognitive and affective subsystems of the personality find their way out in the so-called "intellectual activity" - unstimulated productive activity, cognitive amateur activity. Intellectual activity - "the ability to develop activities on the initiative of the subject himself." This activity is the force that drives the creative process. The structure of creative abilities looks “like the relationship of the “whole” (intellectual activity) and the “part” (general mental abilities, motives)” . We emphasize the main thing in this approach - creativity is seen as an activity of the individual, which consists in the possibility of going beyond the given.

VN Druzhinin sees the structure of creative abilities as follows: intellect; learnability; creativity (transformation of knowledge). He emphasizes the importance of individual personality traits, which lead to the dominance of either supra-situational (creative) or adaptive (non-creative) activity, which makes it possible to divide people into more or less creative.

The very concept of supra-situational activity was introduced by V. A. Petrovsky. This is going beyond the given, external conditions and one's own needs; it is the desire for self-actualization and creation; it is the choice of the unknown; setting excessive, from the point of view of the original task, goals. Creativity is a form of supra-situational activity.

The views of V. A. Petrovsky were developed in the works of S. V. Maksimova, who developed the concept of the duality of non-adaptive and adaptive manifestations in creativity. According to this concept, the creative process consists of non-adaptive activity that generates new ideas, goals, etc. and adaptive activity necessary for their implementation.

Now the trend remains to consider the structure of creative abilities in the unity of cognitive and personal variables.

I. A. Malakhova offers the following structure of creative abilities: thinking (convergent, divergent); qualitative indicators of mental activity (breadth of categorization, fluency, flexibility, originality); imagination; creative well-being; intellectual initiative (creative activity, sensitivity to the problem).

V. T. Kudryavtsev, considering the structure of creative potential, pointed to imagination and initiative.

E. V. Getmanskaya identifies three interrelated structural components: cognitive motivation; creative thinking; creative personality traits.

T. A. Barysheva, along with motivation and divergence, includes an aesthetic component (shaping, perfectionism) in the structure of creative abilities.

E. V. Goncharova included imagination and emotional development in the cognitive-creative component, verbal intelligence, creative thinking, cognitive activity in the cognitive-intellectual component, and creative perception and creative product in the creative component.

Jr school age is considered by us as the most successful period for the development of creative abilities. Since it is at this age, while maintaining children's spontaneity, curiosity, impressionability and the desire for knowledge, the development of all cognitive processes, imagination, motivational sphere, individuality takes place. The child is looking for himself in learning activities, communication, he is open to new experiences and believes in himself.

There are few works on the problem of the structure of the creative abilities of younger schoolchildren.

L. G. Karpova substantiated the existence of cognitive, emotional and motivational components in the structure of creative abilities of younger schoolchildren.

E. P. Shulga has emotional and activity components. Motivation and personal characteristics are combined by the researcher into a motivational-personal component. Creativity, creative thinking and imagination are included in the cognitive-creative. Here we observe in the structure all those components with which we have already met in the works of various researchers presented by us above.

From the point of view of G. V. Terekhova, the development of creative abilities is the result of teaching creative activity to younger schoolchildren. Therefore, the researcher identifies the following components in the structure of creative abilities: creative thinking, creative imagination, application of methods for organizing creative activity.

So, in the scientific literature there is no consensus on the issue of the structure of creative abilities. However, the motivational, personal and cognitive components are reflected in many works on this issue. Many researchers limit themselves to these components. We note the insufficient attention of researchers to the procedural side of creative activity (analysis of the problem, search for contradictions, development of solutions, justification, etc.), and, as a result, the absence in the structure of creative abilities of the components responsible for the effectiveness of the creative process. That is why we highlight the activity-procedural component, which includes creative independence and the ability to optimize one's behavior (the choice of a behavior strategy that will lead to a positive result). The development of creative abilities is impossible without deep reflection, the desire for aesthetic enrichment, self-education and self-development. Therefore, we singled out one more independent component - the reflexive one.

The structure of the creative abilities of younger students in our understanding is as follows:

1) cognitive-emotional component (divergent thinking, temperament, expressiveness, emotional sensitivity);

2) personal-creative component (creativity, imagination, criticality, independence, risk-taking, intellectual activity);

3) motivational-value component (the need for creative activity, socially significant motives for activity, recognition of the value of creativity);

4) activity-procedural component (creative independence, the ability to optimize one's behavior);

5) a reflexive component (self-assessment of creative activity, the desire of the individual for self-education, self-development).

The components we have singled out indicate the directions of the teacher's activity in diagnosing and developing the creative abilities of students and can be reflected in methodological developments.

Reviewers:

Kharitonov M.G., Doctor of Pedagogical Sciences, Professor, Dean of the Psychological and Pedagogical Faculty of the Federal State Budgetary Educational Institution of Higher Education AND I. Yakovlev, Cheboksary;

Kuznetsova L.V., Doctor of Pedagogy, Professor, Director of the Research Institute of Ethnopedagogics named after Academician of the Russian Academy of Education G.N. Volkov AND I. Yakovlev, Cheboksary.

Bibliographic link

Kondratieva N.V., Kovalev V.P. STRUCTURE OF CREATIVE ABILITIES OF YOUNGER STUDENTS // Contemporary Issues science and education. - 2015. - No. 5.;
URL: http://science-education.ru/ru/article/view?id=21736 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Creatively active activity in the learning process forms a number of qualities in schoolchildren that will ultimately have a positive effect on the character of the student. Practice shows that in order to form a rich inner world of students, it is necessary to choose such methods and methods of inducing active creative activity that open up a tempting prospect for overcoming difficulties and developing creative thinking.

1. One of the first pedagogical requirements is that in no case should the individuality of the student be suppressed. Often there are pedagogical situations when students, having expressed a guess or assumption, cannot justify them logically. However, they should be encouraged to try to use their intuition and guide them to further logical analysis of the idea put forward.

2. In order for students to develop creative abilities, it is necessary to form their confidence in their abilities, faith in the ability to solve creative problems. Those who do not believe in themselves are already doomed to failure. Of course, this belief must be justified.

3. It is also necessary to encourage in every possible way the desire of students to independently choose the goals, objectives and means of their solution. A person who is not accustomed to act independently, to take responsibility for the decision made, loses the ability for creative activity.

4. It should be encouraged in a fairly wide range of propensity for risky problem solving.

5. Develop imagination and not suppress the tendency to fantasize, even if it sometimes borders on passing off fiction as truth. Especially it concerns initial stages learning.

6.Wider apply problem methods learning that stimulates the installation of independent or with the help of a teacher to discover new knowledge, strengthen the student's faith in his ability to make such discoveries.

7. The most important condition for the development of students' creativity is joint research activities with the teacher. It is possible only when a problem is solved, the answer to which neither the student nor the teacher knows.

Information technology tools aimed at developing the creative potential of students in the music lesson and during extracurricular activities by subject

1. Educational computer programs - as a means of learning began to be used in the early 70s during the appearance of personal computers.

The main functions they perform in educational process:

individualization and differentiation of the learning process; monitoring with error diagnosis and feedback; implementation of self-control and self-correction of educational activities;

visualization of educational information modeling and imitation of the studied processes or phenomena;

formation of the ability to make the best decision in different situations; development of a certain type of thinking (for example, visual-figurative, theoretical);

strengthening learning motivation (for example, through visual means programs or inclusions of game situations);

formation of a culture of cognitive activity and others.

2.Multimedia encyclopedias - reference material on computer CDs and DVDs designed for children different ages. It allows you to quickly find the right useful information, listen to musical fragments structured by themes, composers, genres, trends in art; view video or animation fragments; get acquainted with the photo archive on a variety of topics; work with different dictionaries and so on. With the help of encyclopedias, you can not only prepare a high-quality and interesting presentation, but also work independently in class or at home. The attractiveness of this product for participants educational process that their effective development does not require many years of additional training.

3.Internet resources. Often even the most reserved children become liberated while working on the computer, shy students easily communicate on the Internet, their self-esteem and status among their peers increase. As practice shows, students enthusiastically master computer programs.

4.Multimedia presentations. Such work can be carried out at different stages of the lesson: as a form of checking homework; as a way to create a problem situation; as a way of explaining new material; as a form of consolidation of the studied; as a way to test knowledge during the lesson.

5. Lessons using a computer presentation are lessons of explaining new material in an interactive mode, a lecture lesson, a generalization lesson, a scientific conference lesson, a project defense lesson, an integrated lesson, a presentation lesson, and lesson-discussion in the Internet-conference mode.

6. A lesson using computer forms of control suggests the possibility of testing students' knowledge (at different stages of the lesson, with different goals) in the form of testing using computer program, which allows you to quickly and effectively fix the level of knowledge on the topic, objectively assessing their depth (the mark is set by the computer).

7. DER (digital educational resources). Modern information Technology necessitate the creation of a media library. A large amount of material on the subject "Music" in digital format - phono-chrestomathies, works of classical Russian and foreign music; video fragments from operas, ballets, films; collections of reproductions of artists, illustrations - all this is an integral part of each lesson and needs an orderly systematization. Unified digital educational collection.

8. Programs-editors - tools for creating multimedia applications. These are professional sound editors, tools for creating and editing sound information, which make it possible to make the necessary changes in music files: transposition in karaoke songs, improving the sound quality of music, converting video and audio files for subsequent use in presentations or for recording on audio discs that can be used in lessons when listening to a regular music center.

Technologies for organizing the work of a class teacher . The class teacher is part of the school management structure, is the organizer educational work in primary school groups (classes), interacts with other subjects of school management and education of students.

Activity class teachers V general education schools different types in the Republic of Belarus it is regulated by the Regulations on the class teacher (1999). The class teacher is appointed by order of the director of the educational institution from among the full-time teachers. In accordance with the above Regulation, the rights, tasks and duties of the class teacher are determined.

Tasks and duties of the class teacher.1 Personal development; spiritual, mental and physical development of each student, his formation as a citizen. promoting the assimilation by students of universal and national cultural values, the formation of an active citizenship. 4Development of the traditions of the educational institution; promoting the assimilation of internal regulations, the rights and obligations of students in the class group, the development of student self-government bodies. 5Promotion of self-knowledge and self-education, creative self-development, professional orientation of class students based on a comprehensive study of their individual characteristics, needs, interests, abilities, value orientations, organization of free time.6 Interaction with the family, social educator and a teacher-psychologist in order to achieve unity of requirements and harmonize the actions of the educational institution and the family in relation to students; the creation of friendly, friendly relations in the classroom; fostering respect for the people around.7 Concern for creating conditions for the successful learning activities of students, maintaining the contingent of the class; making proposals on the organization of compensatory education.8 Taking care of safe life, moral and social, protection of students; formation healthy lifestyle life, prevention bad habits and AIDS, promoting catering and medical care for students; prevention of illegal behavior of young students.9Organization planning educational process, public useful activity, work, rest and health improvement of class students during extracurricular and vacation time. 10 Maintaining the established educational institution class documentation (journal, personal files of students, diary of the class teacher, etc.)

To be always creative means to be omnipotent.
There is no surer guarantee for a better future than
the ability to be creative every time,
when necessary, at any time to be
ready to solve problems
and develop new concepts.
Mark Fisher
The world is entering a new phase of development, moving from an industrial society to a post-industrial information society. Between the set pedagogical goal and its implementation, of course, there must be a system of general and specific approaches that take shape in the complex of pedagogical technologies. Active development of the level of thinking in students, instilling interest in subjects of the natural cycle and the formation of an ecological worldview among students in my lessons is achieved by me by introducing the latest pedagogical technologies into the teaching methodology. Ushinsky also said: "Development without the accumulation of knowledge is a soap bubble." In order to promote the development of students' creative abilities, it is necessary to change the forms and methods of conducting a lesson, diversifying them, and making the student an active participant in the educational process. The joint work of the teacher and the student in the lesson makes this lesson interactive. Thus, new, non-standard (interactive) forms of education, a personal approach to students are ways to improve training sessions aimed at the effective solution of educational and upbringing tasks, the activation of the cognitive activity of students, the development of the creative abilities of each student.
In order for any lesson to be interesting, informative, I consider it important in planning any topic to leave room for the unknown, the mysterious, so that each lesson is a small window into Big world Sciences. To do this, in any task I include elements related to the development of logic, the identification of cause-and-effect relationships. And here the most difficult thing is the selection of information for assignments so that they are not of a reproductive nature, but of a developing one, and regardless of the type of lesson, even in the test lesson I include tasks - “zest”, which not only teach, but also contribute to the development of creative thinking. I use elements in TRIZ pedagogy lessons.
You can't teach a bird to fly in a cage
you can not grow "creative muscle",
without flying out into the open space of tasks -
allowing different approaches to the solution,
varying degrees of deepening into the essence of the problem,
different variants answers.
Anatoly Gin.
TRIZ pedagogy as a scientific and pedagogical direction was formed in our country in the late 80s. First of all, it was based on the theory of inventive problem solving (TRIZ) of the national school of G.S. Altshuller. TRIZ pedagogy aims to form strong thinking and nurture a creative personality, prepared to solve complex problems in various fields of activity. Its difference from known means problem learning- in the use of world experience accumulated in the field of creating methods for solving inventive problems. Of course, this experience has been revised and agreed with the goals of pedagogy. The method of solving inventive problems, first of all, means the techniques and algorithms developed within the framework of TRIZ, as well as such foreign methods as brainstorming, etc. Modern TRIZ pedagogy includes courses designed for age groups from preschoolers to students and adult professionals. A feature of working with each age group is the choice of objects of inventive activity corresponding to the age. So, preschoolers and younger schoolchildren, with the help of a teacher, invent toys, riddles, proverbs, outdoor games, etc. For the development of creative TRIZ skills, I have created a large fund of educational inventive and research tasks in such areas as chemistry, ecology, and geography of the Khanty-Mansi Autonomous Okrug. Algorithmic procedures and techniques are developed for each age group. They allow students to invent new things, to realize themselves in creativity. A special place is occupied by the course for the development of creative imagination (RTI), designed to overcome the stereotypes of the solver, to develop the ability to work with non-trivial ideas.
One of the effective forms of environmental education and upbringing are lessons-excursions to nature, to enterprises. A thematic excursion helps to consolidate and concretize the knowledge gained in the lessons and instills interest and love for nature. Observations during the excursion serve as the basis for determining the specific topics of various forms of creative activity of students, such as role-playing games, press conferences. Role-playing games allow schoolchildren to acquire social experience in making environmentally competent decisions, the skills to resolve complex environmental and moral situations in practical life learn the rules of behavior in nature. They contribute to the development of ecological thinking, creativity, initiative and independence. Role playing attracts a large number of people to environmental issues and instills in them a sense of love for native nature and responsible attitude towards the environment. The game is especially valuable for its motivation, creative partnerships. IN role play as an obligatory element there is a simulation model of reality (symposium, meeting of the academic council). Along with the simulation model in the role-playing game, there is always an object of simulation, represented by the specific activity of "specialists": ecologists, historians, economists, psychologists, etc. The content of the game becomes real environmental problems. The game is a sphere of cooperation, co-creation of a teacher and a student, it is important tool self-expression, a test of strength. In games, you can better reveal the organizational, creative abilities of students. When organizing ecological games, I take into account the local history orientation, i.e. solving environmental problems of a local nature, for example, "Environmental erudition" 8th grade, focused on the problems of Khanty-Mansiysk Autonomous Okrug (a game on the topic "Agricultural ecology"). Be sure to take into account the age of students, in grades 5-7 I use fairy tales: travel, expeditions. I conduct environmental games and competitions using a variety of pedagogical forms and methods: quizzes, crossword puzzles, puzzles, anagrams. I also practice working with instructive maps, solving problematic and search situations. The game is the freest, natural form of human immersion in real (or imaginary) reality with the aim of studying it, manifesting one's own "I", creativity, activity, independence, self-realization.
An interesting form of work that I introduce into practice is the development and defense of projects (fifth generation technologies "TOGIS"). Project activity students is one of the ways to develop their creative abilities. Such activities provide students with independence, contribute to the development of a number of valuable personality traits. For its implementation, a manifestation of creative activity is necessary, and not a simple action according to the algorithm. The project method is used in the educational process as a learning system in which students acquire knowledge and skills in the process of joint planning, implementation and comprehension of practical activities to achieve the intended goals. To search for actual data, I widely use the resources of the global information network. Students are invited to freely and openly discuss all possible solutions to a given problem, a discussion can be held during which the group receives instructions leading to the final solution through the following steps:
. problem identification;
. connection of information;
. analysis of various aspects of the problem;
. generating possible solutions;
. establishment of restraining circumstances and restrictive conditions;
. designing promising solutions;
preparing a final written explanation of the group's position in the decision;
The purpose of project-based learning: to create conditions under which the guys:
Independently and willingly acquire the missing knowledge from various sources;
learn to use the acquired knowledge to solve cognitive and practical problems;
acquire communication skills working in different groups;
develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize);
develop systems thinking.
Each stage begins with an introductory repetition, usually carried out in the form of a conversation, the study of new material is built as a collective solution of cognitive problems (workshop), the data for which are extracted from books, the information network, CD-ROM. As a result of the decision, students memorize the factual material. This is followed by a transition to developing differentiated consolidation: a group of children work with a teacher, solve problems of a general and multi-level nature, and then by analogy themselves. The solution of each problem is discussed by the whole class or part of it, after studying the blocks of lessons, the guys draw up and defend research projects. This technology is used by me in grade 9 after studying the topics: "Human Ecology" (subject "Ecology" - grade 9), "Chemistry of elements - non-metals" (subject "Chemistry" - grade 9), "Water" (subject "Chemistry" - Grade 8).. The guys are invited to describe the situation in which it is necessary to solve the proposed problems. Each project includes:
. preliminary instruction for a group of 5-7 people;
. individual tasks;
. reading additional sources to understand the topic;
The guys are preparing mini-projects "The impact of stress on living organisms", "Aromatherapy", "The problem of female smoking", "Monitoring individual development students”, “Snow is an indicator of air purity”, “Physical and chemical analysis of the water systems of our village, which are of interest to students and grow into research work. Technology "TOGIS" is the awareness by students of the values ​​of modern labor, mastering the skills to organize, plan and implement the solution of the problems that have arisen, to conduct a collective analysis of the results. Methods, forms, techniques research work become more difficult as students learn educational material. I start from the simplest level - curiosity, behind which is the need of each child for new experiences, to a higher one - the development of curiosity through theoretical, empirical tasks to more sophisticated research. Students get acquainted with abstracts, articles of scientists, scientific methods. Applying them in further practical activities, students set more relevant goals and objectives, put forward scientific hypotheses.
Teachers must create a safe psychological base for the child to return from creative search and his own discoveries. It is important to constantly stimulate the student to creativity, to show sympathy for his failures, to be patient even with strange ideas unusual in real life. But creating favorable conditions is not enough to raise a child with highly developed creative abilities. Targeted work is needed to develop the creative potential of children. Each child is gifted in his own way, and a properly organized system of classes will help develop his abilities.
Oksana Korzhevskaya. Report.
13th All-Russian Internet Pedagogical Council

A creative person, as a rule, is more successful in everything - from simple communication to professional activity. Creativity helps a person to find original solutions to complex problems. That is why it is necessary to stimulate the motivation of students for creativity, to create conditions for the development of their creative abilities.

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Municipal state educational institution

"Myskamenskaya boarding school"

_____________________________________________________________________________

"Development of students' creative abilities in technology lessons".

Kondratyuk N.G.

With. Cape Stone

1. Introduction.
2. Conditions affecting the development of creative abilities.
3. Psychological and pedagogical conditions necessary for the development of students' creative abilities in technology lessons.
4. Methods for diagnosing creative abilities.
5. Conclusion.

At present, the time of rapid social changes, in a developing society, personal and social significance ability to think creatively. That is why the problem of developing the creative abilities of students is relevant. important task modern school is to create such learning conditions that would provide the most psychological comfort for students and the possibility of their intensive development in accordance with individual needs and abilities. Abilities are a person's potential for even greater acquisition of knowledge and skills, this is a "reserve" of a person's spiritual development. In the development of creative abilities of students has great importance individual approach to training and education.

Modern psychology has proved that any ability develops only in the process of activity. Whatever the inclinations of a child by nature, his creative abilities can develop only in the process of labor, since in the process of labor it is necessary to strain attention, overcome some obstacles, memorize the sequence of certain operations. All this develops the will of the student, strengthens his attention and memory. It is very important for a teacher to develop interest in his students for knowledge and creativity.

A creative person, as a rule, is more successful in everything - from simple communication to professional activities. Creativity helps a person to find original solutions to complex problems. That is why it is necessary to stimulate the motivation of students for creativity, to create conditions for the development of their creative abilities.

The American psychologist Fromm said that creativity is the ability to be surprised and learn, the ability to find a solution in non-standard situations, it is a focus on discovering something new and the ability to deeply understand one's experience. The main indicators of creativity are fluency and flexibility of thought, originality, curiosity, accuracy and courage.

fluency of thought - the number of ideas that arise per unit of time.

Flexibility of thought - the ability to quickly and without internal effort to switch from one idea to another.

Originality - the ability to generate ideas that differ from generally accepted, paradoxical, unexpected solutions.

Curiosity- the ability to be surprised, curiosity and openness to everything new.

Accuracy - the ability to improve or finish your creative product.

Courage - the ability to make decisions in a situation of uncertainty, not to be afraid of one's own conclusions and to bring them to the end.

2. Conditions affecting the development of creative abilities.

Certain barriers hinder the manifestation of the creative abilities of students. They can be divided into internal and external. Internal barriers include:

• stereotypes
• too much focus on approval
• low self-esteem
• insufficient level of self-regulation.

External barriers that prevent students from being creative include:

• criticism
• stress
• lack of time

To overcome these barriers, students can be helped by a teacher who tries to remove the threat of external evaluation and critical judgments, who seeks to create a favorable psychological atmosphere in the classroom.

The study by E. Torrance shows that children who work in conditions of non-evaluated activity and are encouraged to experiment freely, show a higher level of creativity in the future than children who work in conditions of evaluated activity. The main purpose of the principle of unassessed activity is to free students from the fear of making mistakes.

The most important factor influencing creative development, so important for a student at any stage, isteacher's creativity, including the process of communication and contact with students.

Pedagogical communication should be emotionally comfortable and personally developing. The professionalism of teacher communication is to overcome the natural difficulties of communication due to differences in the level of training, in the ability to help students, to gain confidence in communication as full partners of the teacher. It is important for the teacher to remember thatoptimal communication- not the ability to maintain discipline, butexchange of spiritual values ​​with the student. The common language with students is not the language of commands, but the language of trust.

Oral speech is the main means of pedagogical communication. The teacher's word should influence feelings and consciousness, should stimulate thinking and imagination, create the need for search activity.

It is very important that the teacher has constructive, supportive and harmonizing creativity of children.personal orientations, which include the following:

• encourage independent thoughts and actions of the child, if they do not harm others;
• do not interfere with the desire of the child to portray, to do something in his own way;
• respect the point of view of the pupil - do not suppress it with your "correct" attitude and opinion;
• offer children to make more free drawings, verbal, sound, taste, tactile images and other spontaneous creative manifestations during classes;
• valuelessness to children's creativity- that is, do not apply an explicit system for evaluating the products of the child's creativity, do not compare with other children, but only with him, with his past experience;
• do not laugh at unusual images, words or movements of the child, as this can cause resentment, fear of making a mistake, doing something “wrong”, and will suppress in the future a spontaneous desire to experiment and search for yourself;
• create and play sometimes with children - as an ordinary participant in the process;
• not to impose your program of images and actions, manner of image and thinking, but on the contrary, try to understand the logic of the child's imagination;
• pay more attention to organizing the creative process of creating something, maintaining this process, rather than results;
• to develop a sense of proportion in relation to children to any type of creative activity, offering a variety of interesting tasks, including elements of gymnastics in classes - this helps prevent monotony, overstrain and overwork;
• to maintain in the classroom a predominantly positive emotional tone in oneself and in children - cheerfulness, calm concentration and joy, faith in one's own strengths and capabilities;
• use psychological creative methods and tasks, creative games.

Creative activity is a necessary component of a healthy and harmonious human life. The upbringing of the creative personality of the child also implies the development of his orientation towards the harmonious flow of creative activity, towards the self-organization of a harmonious life as a whole. Creativity can please and strengthen the personality and health of the child.

It can be concluded that one of the main areas of professional development and creative growth of a teacher is the self-education of constructive orientations (the above), which increase the effectiveness of his efforts to develop the creative abilities of children. Attentive and honest analysis their attitudes towards pupils and their behavior in the classroom with them will help to identify positive and weak sides their pedagogy and chart the way to change and improve the organization of their work.

3. Psychological and pedagogical conditions necessary for the development of students' creative abilities in technology lessons

The main thing in teaching creativity J. Smith considers the creation of the following conditions:

• physical conditions, i.e. the availability of materials for creativity and the ability to act with them at any moment;
• socio-economic conditions, i.e. creating a sense of external security in children, when they know that their creative manifestations will not receive a negative assessment from adults;
• psychological conditions, the essence of which lies in the fact that the child develops a sense of inner security, looseness and freedom due to the support of adults for his creative endeavors.

The role of the teacher in the creative process of students is not limited to creating conditions, it also consists in actively helping the child in the development of his creative abilities. The teacher needs:

• to create a cozy and safe psychological base for the child in his search, to which he could return;
• support the child's creativity and empathy for failure;
• avoid disapproving evaluation of the child's creative ideas;
• be tolerant of unusual ideas, respect the curiosity, questions and go of the child;
• give the child the opportunity to independently engage in the creative process;
• find words of support for new creative endeavors of the child;
• maintain the necessary atmosphere for creativity, helping the child avoid public disapproval.

Creativity is manifested in solving creative problems, but the optimal condition for providing intensive development creative abilities of schoolchildren, there is not an episodic solution of individual creative cognitive tasks, but a systematic, purposeful presentation of them in a system that meets the following requirements:

• cognitive tasks should be built mainly on an interdisciplinary, integrative basis and contribute to the development of the mental properties of the individual, which underlie the development of creative abilities - memory, attention, thinking, imagination;
• tasks should be selected taking into account the rational sequence of their presentation: from reproductive, aimed at updating existing knowledge, to partially exploratory, focused on mastering generalized methods of cognitive activity, and then to actually creative, allowing to consider the studied phenomena from different angles;
• the system of cognitive tasks should lead to the formation of the following most important characteristics of creative abilities: fluency of thought (the number of ideas that arise per unit of time); mental flexibility (the ability to switch from one thought to another); originality (the ability to find solutions that differ from the generally accepted ones); curiosity (sensitivity to problems in the outside world); ability to put forward and develop hypotheses.

In my work I use the following methods to develop the creative abilities of students:

• heuristic;
• research;
• problem;
• search

It is the use of the above teaching methods that allows me to provide students with more independence and creative search.

The task of the teacher is to help students to actualize their creative abilities in technology lessons, to develop them, the strategies developed by Sternberg and Lubart can help with this. On their basis, the following rules can be formulated for a teacher working on the development of students' creative abilities:

• Serve as a role model.Creativity develops not when children are told about the need for their development, but when they are developed in the process of work.
• encourage doubtarising in relation to generally accepted assumptions. Creative people tend to doubt the decisions made by other people. Of course, children should not question any starting point, but everyone should be able to find an object worthy of doubt.
• Allow making mistakes.When children are scolded for making mistakes, they are afraid to make them as a result, and therefore afraid to take risks, afraid to think independently, do not create something new, their own. In the classroom, it is necessary to avoid criticism, harsh statements that suppress the creative activity of children.
• Encourage intelligent search.Creativity is much easier to find in young children than in high school students. It does not wear out with age, but is suppressed by students and teachers. By allowing and even encouraging their students to take risks, a teacher can help them reach their creative potential.
• Include in the programlearning areas that would allow students to demonstrate their creativity, to test mastery of the material in such a way that students have the opportunity to apply and demonstrate their creative potential. I offer the guys a solution creative tasks which contain the following statements:

Imagine that…; - invent ...;

Suggest a hypothesis...; - come up with...

• Encourage the ability to find, formulate and be the first to propose a problem.
• Encourage creative ideasand results of creative activity. When giving students assignments, it is necessary to explain that they are expected not only to demonstrate knowledge of the basics of the subject, but also elements of creativity that will be encouraged.
• Prepare to the obstacles encountered in the path of a creative person. Creativity is not only the ability to think creatively, but also the ability not to give up, meeting resistance, difficulties, to defend one's opinion, seeking recognition.
• stimulate further development. To convey to your students a simple idea: creativity has no end.

The internal need for creative activity is considered by psychologists and educators as an objective pattern of personality development. According to L.S. Vygotsky, creativity is the norm child development, the tendency to creativity in general is inherent in any child. However, taking part in creative activity, a person can act, guided by a certain model (passive-imitative activity), can independently choose one of the many proposed solutions (active-imitative), and, finally, he can come up with, create a qualitatively new one (creative activity). activity). Each student at a certain stage is capable of some of these types of activities to a greater or lesser extent. And this should be taken into account by the teacher.

Each teacher has his own principles of interaction with the student. life path of any person is self-knowledge, self-improvement and realization of one's destiny, what are the criteria for choosing forms and methods of cooperation?

Clear needindividualapproach to the child. The degree of complexity, the amount of knowledge, skills and abilities offered to the child for development should contribute to the expansion of the space of creativity, and not limit the keen interest in the process, the desire to experiment and search. This process should develop in a spiral: starting with complete freedom of action for self-expression, through a change in the quantitative and qualitative level of knowledge, skills, skills, again to work on the imagination in a creative atmosphere, but with new opportunities for self-expression.

Teplov B.M. wrote. That abilities are formed only in this or that practical activity, that abilities cannot arise outside the corresponding specific activity, and creative abilities are no exception. Children should be taught to create, giving them the necessary knowledge and experience for this. At technology lessons, it is necessary to create problem situations in which students would learn to use previously acquired knowledge in a new situation, learn to quickly find solutions and offer several options.

Constant attention and systematic work on the development of creative abilities in technology lessons ensures the enrichment and expansion of the child's soul, makes it richer and spiritually more expressive, which in turn contributes to the birth of a real personality.

4. Methods for diagnosing creative abilities.

Under creative abilities, scientists understand the ability to build their own image of the world, their attitude (in a word, in an image, in music, in action) and oneself in this world.

Creativity (or creativity) is the ability to be surprised and learn, the ability to find a solution in non-standard situations, it is a focus on discovering something new and the ability to deeply understand one's experience.

The use of various methods for diagnosing creative abilities makes it possible to identify general principles creativity ratings:

a) productivity index as the ratio of the number of answers to the number of tasks;

b) the originality index as the sum of the originality indices (i.e. reciprocals of the response frequency in the sample) of individual responses, divided by the total number of responses;

c) the index of uniqueness as the ratio of the number of unique (not found in the sample) answers to their total number.

To improve the quality of creativity testing, it is necessary to comply with such basic parameters of the creative environment as:

• no time limit;
• minimization of achievement motivation;
• lack of competitive motivation and criticism of actions;
• the absence of a rigid setting for creativity in the test instruction.

Consequently, the conditions of the creative environment create opportunities for the manifestation of creativity, while high testing rates significantly reveal creative individuals.

At the same time, low test results do not indicate a lack of creativity in the subject, since creative manifestations are spontaneous and not subject to arbitrary regulation.

Thus, the methods for diagnosing creative abilities are intended, first of all, for the actual identification of creative individuals in a particular sample at the time of testing. The methodology for diagnosing creative abilities presented below was adapted on domestic samples by employees of the Laboratory of the Psychology of Ability of the Institute of Psychology of the Russian Academy of Sciences.

Johnson Creativity Inventory (OK)

Diagnostic purpose: Focuses on elements that are associated with creative expression, this is an objective, eight-item checklist of characteristics of creative thinking and behavior, designed specifically to identify manifestations of creativity.

The questionnaire can only be used as a rapid assessment method. To assess creativity according to OK, the expert observes social interactions person of interest to him in one or another environment(in the classroom, during the performance of any activity, in the classroom)

Test procedure: Completing the questionnaire takes 10-20 minutes. Each statement of the questionnaire is evaluated on a five-point scale.

Answer sheet

Class………… Age…………….

Instruction. Please rate, using a five-point system, the extent to which each student exhibits the above characteristics.

Possible evaluation points:

1 - never

2 - rarely

3 - sometimes

4 - often

5 - constantly

Characteristics of creativity

sum

surname

points

Questionnaire text.

Creativity Characteristics Checklist:

A creative person is capable of:

1. Feel the subtle, indefinite, complex features of the surrounding world (sensitivity to the problem, preference for complexity).
2. To put forward and express a large number of different ideas in given conditions (fluency)
3. Suggest different types, types, categories of ideas (flexibility)
4. Offer additional details, ideas, versions or solutions (resourcefulness, ingenuity)
5. Show imagination, sense of humor and develop your capabilities (imagination, ability to structure).
6. Demonstrate behavior that is unexpected, original, but useful for solving a problem (originality, ingenuity, productivity)
7. Refrain from taking the first typical, generally accepted position that comes to mind, put forward various ideas and choose the best one (independence, non-standard)
8. Show confidence in your decision, despite the difficulties that have arisen, take responsibility for a non-standard position, an opinion that contributes to solving the problem (confident style of behavior based on oneself, self-sufficient behavior)

Results processing.

When working with OK, you can quickly make calculations. The total score for creativity is the sum of points for eight items (minimum score - 8, maximum - 40 points).

The ratio of points obtained according to the Johnson questionnaire and levels of creativity

I carried out diagnostics of creative abilities in grades 5-9 of the Myskamensk boarding school. (Appendix I). The result of the diagnostics showed that with age there is a dynamics of growth in the indicators of creativity of students. This indicates the development of the creative abilities of students.

5. Conclusion.

Thus, for the development of students' abilities, the following psychological and pedagogical conditions are necessary:

1. Creating an atmosphere of goodwill in technology lessons. From the first days in the classroom, one should try to create an environment in which children can learn to express their thoughts. Questions “why?”, “for what?” should be in every lesson. To give such tasks in the lesson, with the help of which children, playing teacher and student, learn to evaluate and justify their assessment. If a child feels a friendly atmosphere from the people around him, then his emotions will be directed only to the activities he performs. So, his work will be neat and more creative. These are the conditions I try to create in my lessons.

3.Optimal combination of principles and technologies. Preparing for each lesson, I must choose the most favorable combination of principles and technologies that would be available for the development and perception of students and contribute to the development of creative abilities.

Literature

1. Bogoyavlenskaya D.B. Method for studying the levels of intellectual activity. Questions of psychology.
2. Questions of psychology. - 1996. - No. 3. - With. 28-33
3. Vygotsky L.S. Imagination and creativity in childhood. M .: "Enlightenment", 1991. - 90s.
4. Godfroy J. Psychology, ed. in 2 volumes, volume 1. - M.: Mir, 1992. - 435-442s.
5. Druzhinin V.N. Psychology of general abilities. - St. Petersburg: "Peter", 2000.
6. Istratova O.N. Psychodiagnostics. Collection of the best tests. Rostov-on-Don: Phoenix, 2006. - 375s Simonov P.V. Emotional brain. – M.: Nauka, 1981.
7. Kruglova NV Creative personality in the focus of science. - "TRIZ", 1991.
8. Simonenko V.D. Technology: Textbook for grade 11 - M .: Ventana-Graff, 2012.
9. Soldatova E.L. Creativity in the structure of personality (on the example of the development of creativity in adolescence). Dis. cand. psycho. Sciences. - M., 1996
10. Yakovleva E.L. Development of the creative potential of the student's personality.

One of the most complex and interesting problems in psychology is the problem of individual differences. The central point in the individual characteristics of a person is his ability. Abilities are the individual psychological characteristics of a person that meet the requirements of this activity and are a condition for its successful implementation. .

Individual abilities of a person do not yet guarantee the successful completion of complex activities. For the successful mastery of any activity, a certain combination of separate, particular abilities is necessary, forming a unity, a qualitatively unique whole, a synthesis of abilities. In this synthesis, individual abilities are combined around a certain, pivotal personal education, a kind of central ability.

Distinguish abilities different levels- educational and creative. Teaching ability associated with the assimilation of already known ways of performing activities, the acquisition of knowledge, skills and abilities. Creative abilities in everyday consciousness are very often identified with the ability to various types artistic activity, with the ability to draw beautifully, compose poetry, write music, etc. It is obvious that the concept under consideration is closely connected with the concept of "creativity", "creative activity".

Consider the concept of creativity in the interpretation of various authors.

Druzhinin V.N. defines the act of creativity as a real transformation of objective activity, culture and myself.

The Soviet neuropathologist, psychiatrist, psychologist, physiologist and morphologist V. I. Bekhterev interprets creativity from a reflexological point of view as “creating something new” in a situation where an irritant problem causes the formation of a dominant, around which the stock of past experience necessary for solving is concentrated.

In the psychological dictionary, creativity is interpreted as a process of human activity that creates qualitatively new material and spiritual values ​​or the result of creating a subjectively new one.

Thus, in general terms, the concept of creativity is as follows. Creativity is any practical or theoretical human activity in which new results arise.

If we carefully consider the behavior of a person, his activity in any area, then we can distinguish two main types of actions. Some human actions can be called reproducing or reproductive. This type of activity is closely connected with our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and actions.

In addition to reproductive activity, there is creative activity in human behavior, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions. Creativity is at the core of this activity.

Doctor psychological sciences, professor, academician of the Russian Academy of Education Dubrovina I. V. defines creativity as the ability through which a person creates something new, original.

Doctor of Psychology V. A. Krutetsky connects creativity with the creation of something new, with finding new ways to perform activities.

In the psychological dictionary, the concept of creativity is interpreted as follows: “creative abilities are individual characteristics qualities of a person that determine the success of his performance of creative activities of various kinds.

Thus, in its most general form, the definition of creative abilities is as follows: creative abilities are the abilities of a person that give rise to something qualitatively new, which has never been before, has not existed.

Creativity is an amalgamation of many qualities. And the question of the components of human creativity is still open, although at the moment there are several hypotheses concerning this problem. Many psychologists associate the ability to creative activity, first of all, with the peculiarities of thinking. In particular, the well-known American psychologist Guilford, who dealt with the problems of human intelligence, found that creative individuals are characterized by the so-called divergent thinking. People with this type of thinking, when solving a problem, do not concentrate all their efforts on finding the only correct solution, but begin to look for solutions in all possible directions in order to consider as many options as possible. Such people tend to form new combinations of elements that most people know and use only in a certain way, or form links between two elements that at first glance have nothing in common.

The divergent way of thinking underlies creative thinking, which is characterized by the following main features:

1. Quickness - the ability to express maximum amount ideas (in this case, it is not their quality that matters, but their quantity).

2 . Flexibility is the ability to express a wide variety of ideas.

3. Originality - the ability to generate new non-standard ideas (this can be manifested in answers, solutions that do not coincide with generally accepted ones). 4. Completeness - the ability to improve your "product" or give it a finished look.

A well-known domestic researcher of the problem of creativity A.N. Luk, based on the biographies of prominent scientists, inventors, artists and musicians, identifies the following creative abilities:

1. The ability to see the problem where others do not see it.

2. Ability to roll mental operations, replacing several concepts with one and using more and more informationally capacious symbols.

3. The ability to apply the skills acquired in solving one problem to solving another.

4. The ability to perceive reality as a whole, without splitting it into parts.

5. The ability to easily associate distant concepts.

6. The ability of memory to give out the right information at the right moment.

7. Flexibility of thinking.

8. The ability to choose one of the alternatives for solving a problem before checking it.

9. The ability to incorporate newly perceived information into existing knowledge systems.

10. The ability to see things as they are, to distinguish what is observed from what is brought in by interpretation.

11. Ease of generating ideas.

12. Creative imagination.

13. The ability to refine the details, to improve the original idea.

Candidates of Psychological Sciences V.T. Kudryavtsev and V. Sinelnikov, based on a wide historical and cultural material (the history of philosophy, social sciences, art, individual areas of practice), identified the following universal creative abilities that have developed in the process of human history:

1. Imagination realism is a figurative grasp of some essential, general trend or pattern of development of an integral object before a person has a clear idea about it and can enter it into a system of strict logical categories.

2. The ability to see the whole before the parts.

3. The supra-situational-transformative nature of creative solutions is the ability, when solving a problem, not just to choose from alternatives imposed from the outside, but to independently create an alternative.

4. Experimentation - the ability to consciously and purposefully create conditions in which objects most clearly reveal their essence hidden in ordinary situations, as well as the ability to trace and analyze the features of the "behavior" of objects in these conditions.

Scientists and teachers involved in the development of programs and methods of creative education based on TRIZ (theory of inventive problem solving) and ARIZ (algorithm for solving inventive problems) believe that one of the components of a person’s creative potential is the following abilities: the ability to take risks, divergent thinking, flexibility in thinking and actions, speed of thinking, the ability to express original ideas and invent new ones, rich imagination, perception of the ambiguity of things and phenomena, high aesthetic values, developed intuition.

Thus, analyzing the points of view presented above on the issue of the components of creative abilities, we can conclude that, despite the difference in approaches to their definition, researchers unanimously single out creative imagination and the qualities of creative thinking as essential components of creative abilities. Therefore, the conditions for the maximum manifestation of creative abilities involve the activation of not only the emotional, volitional and intellectual spheres, but also the spheres of imagination, intuition, and thinking.