TRIZ as a means of developing the creative abilities of children of preschool age
1. TRIZ technology - technology for the development of creativity
Among the new pedagogical technologies, the techniques used in preschool institutions, TRIZ takes a special place.
TRIZ - the theory of solutions of inventive tasks - was developed by the Baku scientist, the science fiction writer by Heinrich Saulchuller. The main idea of \u200b\u200bhis theory - technical solutions arise and are developing not spontaneously, but according to certain laws that can be learned and use for a conscious solution of inventive tasks without a variety of empty samples. TRIZ turns the production of new technical ideas into accurate science, because The solution of inventive tasks instead of searching is wasted on a system of logical operations. It is unreasonable and wasteful to wait for "creative insights" when you can use a system tool that can think in the right direction and perform most of the routine and little interest. In 1982, the International TRIZ Association was established, which at the end of the 89th began to conduct special seminars, thanks to which TRIZ gets widespread in schools and schools. In 1987, TRIZ accidentally, by misunderstanding (a seminar for engineering and technical workers was conducted on the basis of a kindergarten) comes in D / s. So TRIZ for the first time found the application in the kindergarten in 1987 in the city of Nakhodka, where the children of the preparatory group gladly adopted the game for the development of the creative abilities of "Little men" (1, p.15 - 17). Acquaintance with inanimate nature (ice, steam, water) suffered "small little men" to other areas of knowledge, and they began to build fortresses, swim, fly. The situation is unusual: communication is free, democratic, can be doubted, responding to questions, guess, recover, reflect and perform "discoveries".
It turns out that TRIZ can be used in working with preschoolers and gives striking results in terms of developing imagination, fantasies, creativity of children.
Children's age - a period of violent imagination and an important period for the development of this valuable quality. Imagination is one of the most important qualities of a creative personality. The need for a child to manifest itself in creativity is great. This is expressed in the desire to create something in the drawing, music, game, work.
The most important goal that TRIZ-teacher puts is the formation of creative thinking in children, i.e. Education of a creative person, prepared for a stable solution of non-standard tasks in various areas of activity. It requires a certain preparation of the educator, his sincere desire to create, seek and find a new, unconventional, seemingly in the ordinary.
The invention is always a solution to some kind of task. In the ancient world, people tried to solve the secrets of invention. Then the concept of heuristics - science appeared on how discoveries are created. Passed century. And many discoveries led to modern civilization. The inventor seeks to exceed everything that was created before him, trying to make it small, but his step in the development of the area of \u200b\u200binterest. Life does not stand still. Today is the time to teach children to live in a changing world, strengthen children faith in the feasibility of creative life.
The TRIZ methodology can be called a school of creative personality, because its motto is "creativity in everything": in the formulation of the issue, in the receptions of its decision, in the presentation of the material. There are no methods in the usual sense of the word, there is a tool with the help of which educators and parents themselves "invent" their pedagogy, illuminated by the light of children's ideas. There is no upbringing in the familiar value, there is a way to master the skills that allow you to be interested in all together and create yourself: and the educator, and parents, and children.
According to the observation of L.S. Vygotsky, the preschooler takes the program to the extent that it becomes his own. We return to the famous formula - to go from the child. Let the genius be a child, devoid of all sorts of stereotypes about his knowledge of the world.
The theory of solutions of inventive tasks was intended primarily to help inventor engineers. Today, avoiding mechanical transfer of techniques from technical trisis, copyright teachers begin to effectively use it for the development of many non-technical systems. An example is a special section of the TRIS - the development of creative imagination (RTV) or creative features (RTS), where the ability to apply the elements of the trisis is performed on non-techniques. It is quite justified by the rotation of the authors of the TRISE from the "piece of iron" to the personality, the connection with the creative pedagogy, the natural way out on the kids-wise men, creativity for which is the life itself. Gradually, TRIZ began to apply in the new area of \u200b\u200bknowledge - Trtl (theory of the development of a creative person).
Pedagogical Credo "Trizovtsev" - Each child is originally talented and even geniant, but it must be learned to navigate in the modern world so that at a minimum cost to achieve the maximum effect. It is necessary to teach preschoolers to analyze a specific situation and find the original paths of its permission. Training is carried out with the help of classes, games, fairy tales, various tests.
Trizovtsev's motto - "You can say everything." And the children speak, come up with. Listen to everyone else. Let them learn to object to the tutor and each other, but argued by offering something in return or proving. Children need to give only a positive assessment: "Interesting", "unusual", "curious", "good", "well done", etc.
Creative imagination development classes are improvisation, game, hoax. Here teach come up with fairy tales and not alone, but as many people in the group and even more. Children learn and learn to compare physical and natural phenomena, but in such a form, when they do not notice that they learn, but do the discovery for themselves every minute. Tryza classes in visual activities include the use of different non-standard materials.
Classes on the method of trisis in the complex (musical, speech development, familiarization with others) and are planned in their free time, in the second half of the day, for a walk, in individual work. The elements of the methodology are used in working with children of all age groups. The principle of classes - from simple to complex.
So, using the elements of TRIZ in working with children, you can implement the trizzytsev credo: "Each child is originally talented and even geniant, but it must be taught to navigate in the modern world so that at a minimum cost to achieve the maximum effect" (S. Altshuller).
Children playing TRIZ, see the world in all its multi-fission, manifold and versatility. TRIZ teaches children creatively finding positive solutions to those who have arisen, which is very useful to the child and at school and in adulthood. "Let creative people become as many as possible, the Creator will always understand the Creator. And the world will change for the better" (L.E. Belousov).
2. TRIZ methods, their characteristics
In order to stimulate the creative activity of children and eliminate the negative impact of psychological inertia, various methods and techniques used in solving inventive tasks are used (TRIZ). Here is some of them:
1. Make-up assault
Brainstorming implies the formulation of the inventive task and finding ways to solve it using resource generation, the choice of an ideal solution.
Inventive tasks should be available to children by age. The topics of the brainstorming may be like:
how to protect products from mice;
how not to wet in the rain;
how mice get cheese from under the nose cat;
how to drive out a bunny bunny forest;
how to put out the fire if there is no water in the house;
how not to give a bear to climb on teremok and ruin it;
how to leave a piece of summer in the winter.
Recall the rules of the brainstorming:
) Exception of any criticism;
) Encourage the most incredible ideas;
) a large number of answers, proposals;
) Other ideas can be improved.
An analysis of each idea is estimated "Good - bad", i.e. Something in this sentence is good, but something bad. Of all the solutions, optimal, allowing to solve the contradiction with minimal cost and losses. The results of the brainstorm must be necessarily reflected in productive activities: draw their own slice of summer in the winter; Cut out products that have become unavailable mice, etc.
The educator must offer children its original solutions to the problem, which allows you to stimulate their imagination and cause interest and the desire for creative activity.
In the course of the implementation of this method, the communicative abilities of children are developing: the ability to lead a dispute, hear each other, express its point of view, not afraid of criticism, tactfully assess the opinions of others, etc. This method allows you to develop the ability to analyze in children, stimulates creative activity in finding a solution to the problem, gives a realization that there are no hopeless situations in life.
2.Sinectic
This is the so-called method of analogy:
a) Personal analogy (empathy). Suggest a child to present himself as a subject or phenomenon in a problem situation. Approximate task options:
image alarm clock that forgot to turn off;
show a man's gait to whose shoes;
image of an angry piglet, alarmed cat, enthusiastic rabbit;
imagine that you are an animal that loves music, but does not know how to talk, but wants to sing a song. Prokhrukayy "Christmas tree was born in the forest ...", Promising "Solar Circle ...", etc.;
b) direct analogy. It is based on the search for similar processes in other areas of knowledge (the helicopter is an analogy of dragonfly, submarine - analogy of fish, etc.). Let the children find such analogies, make small discoveries in the similarity of natural and technical systems;
c) fantastic analogy. Solving the problem, tasks are carried out, as in a magical fairy tale, i.e. All existing laws are ignored (draw your joy - Possible options: sun, flower; Image Love is a person, a plant), etc.
Synetics are always held in a pair with brainstorming.
3. Morphological analysis
The method of morphological analysis appeared in the mid-30s of the 20th century, thanks to the Swiss astrophysics F. Zwicks, which used it exclusively to solve astrophysical problems. In working with preschoolers, this method is very effective for the development of creative imagination, fantasy, overcoming stereotypes. Its essence lies in the combination of different variants of the characteristics of a specific object when creating a new image of this object.
The purpose of this method is to identify all possible facts to solve this problem, which with a simple passage could be missed.
Usually for morphological analysis build a table (two axes) or a box (more than two axes). The main characteristics of the object under consideration are taken as axes and record their options for each axis. For example, we invent a new chair. On one (vertical) axis, possible forms are postponed, on another (horizontal) - the possible material from which it can be made is postponed.
Then various combinations of elements of different axes are selected (glass square chair - for the princess, it is beautiful, comfortable, but it can easily crash; an iron round chair - for a pianist, it can be easily turned on it, because it is spinning, but it's hard to move from the spot and t .d.)
All possible options are moved. In productive activities, children depict an invented new chair. You can invite children to come up with a new bed, a carpet, the game (in the last one by one axis you can lay out a part of the body, with which you can play, and on the other - the game device: ball, rocket, rope, etc.).
Let us give an example of using the method using the "box", i.e. Tables.
To create a new image of any object, you need to highlight as many criteria and characteristics of this object for each of the criteria. As practice shows, it is best to start working according to the method of morphological analysis from fabulous images. For example, you need to create a new image of Ivan-Tsarevich. Our imagination draws us the image of a young man, kind, bold, strong, beautiful, etc. We will not refuse this image yet. We highlight the main criteria for which this fabulous character can be characterized: age, place of residence, appearance, vehicle, clothing, etc. For convenience, you can apply these characteristics to the table.
4. Possible options for characteristics by dedicated criteria
Age Place of residence Method of movement
Character
Baby boy Palace Sports suit good teenager Multi-storey house car festive outfit harmful young man Forest rollers rigorous suit Nychatka old man kindergarten skiing shorts and jersey merchants etc. etc. etc. etc. etc.
The more criteria is chosen, the more detailed the new image will be described. You can make a hero habits, hobbies, features of communication, features of body parts, hair color, eyes, etc. Characteristics for each of the criteria may also be many times.
Arbitrarily choose from each column on one characteristic and connect together. There may be very interesting images. For example, Ivan-Tsarevich is a harmful teenager, dressed in a festive outfit, living in kindergarten and moving skiing. Or an old man in a sports suit living in the forest and moving on the rollers. Immediately I want to come up with a story about such a hero. How many spaces for children's imagination!
Similarly, you can work with man-made objects: come up with a new style dress, car brand, design the palace, develop a new model of hours, etc.
Difficulties causes the fact that preschoolers do not know how to read well and it is difficult for them to keep a large number of characteristics of the object in memory. In this case, the educator must be thought out by what symbols it will mark them
Using a morphological table, you can, combining heroes, places of events and plots of familiar fairy tales, compose new magic stories. At the same time, it is necessary to immediately determine who will be evil, and who is a kind hero, with what evil heroes will fight, what kind of magical forces will help, which - to interfere, etc.
The directory method allows to solve the problem of learning preschoolers creative telling. It is no secret that the creative told is given to preschoolers with difficulty due to the small experience of monologic speech and poverty of the active dictionary. The catalog method was developed in the 20s of the 20th century by Professor of the University of Berlin E. Kunze. This method is successfully adapted to work with preschoolers.
To work, you will need any children's book with a minimum number of illustrations. It is desirable that the text is prosaic. Adult asks for children questions based on the plot, and the answer children are looking for in the book, arbitrarily pointing the finger to any place on the page. Words come across a different one, in no way interconnected. The words chosen by the "Tyka" method are binding to history, a fairy tale. The educator can convert some parts of speech to others. The occupation is carried out in a rapid pace, various emotional reactions to each new phrase are used.
The main thing here is to competently draw up questions and arrange them in the desired sequence. In compiling issues, some common features of building fairy tales structure should be taken into account:
the presence of positive and negative heroes;
evil caused by the negative hero;
fighting a positive hero with evil; The presence of friends and assistants and positive, and at negative heroes, the presence of magic.
The sequence of questions may be as follows:
About com compose a fairy tale?
Is he kind or evil hero? What kind of good (evil) did he do?
Who he was friends with?
Who prevented them? How?
How did the good hero struggle with evil?
How did it all end?
Estimated tale action:
He lived ...
2. And what was he?.
Clell to do what?.
He did it because ...
But at that time I lived - it was ...
She was…
Once it happened ...
They helped ...
She did it to ... etc.
Questions can be varied depending on the plot deployment. This requires a teacher of some skill of working with this method, the skills in time to navigate and formulate new issues not provided for in initially. In the course of the compilation, it is necessary to fix the invented plot with the help of symbols, signs, schemes, drawings, etc. It should not be expected that the children will compose an interesting, beautiful story from the first time. As practice shows, initially preschoolers are difficult to overcome psychological inertia and stereotypes: they repeat each other's ideas, duplicate the events of familiar fairy tales, sometimes silent. The first stories invented by children are usually primitive, uninteresting and brief. The educator should help children, suggest the development options, encourage successful finds. Gradually, stories are becoming more common, interesting, magical, fascinating.
This method is effective in working with a small number of children (from two to five).
4. Method of focal objects (MFI) Offered by an American psychologist Ch. Waiting. The essence of the method is that the properties and characteristics of others are trying to "try on" the properties and characteristics of others. The combinations of properties are sometimes very unexpected, but it is precisely that interest.
This is an improved catalog method. It allows you to find ideas of new, original products of a wide range: various souvenirs, games, advertising. It has proven itself as a way to remove psychological inertia in adults and children.
The goal of the MFI is the establishment of associative with various random objects.
Initially, you need to choose an object with which we will work. It is possible to keep it in secret from children. Then the children are invited to name three of any object. Well, if one of them is a representative of the natural world, the second - man-made, the third is generally an intangible concept. But this condition is optional. Then children call as much properties as possible and the qualities of these objects. These properties and quality are attributed to the originally selected object, children explain how it may look and under what conditions it happens.
Children are offered two or three words and quickly allocate properties of each of the named items or phenomena.
For example: Meteorite table
round sparkling
kitchen hot
plastic rapid
Then the new word is given to which already named properties are applied.
For example, a car:
rapid - quickly rides;
hot - hot bread is lucky;
sparkling - Flying Plate;
kitchen - with which the finished breakfast is sold, lunch, dinner, etc.
The ideas invented by children are also reflected in drawing, modeling, appliqués.
The method of focal objects is aimed at developing creative imagination, fantasies, the formation of the ability to find causal relationships between different objects of the surrounding world, at first glance, unnecessary with each other.
5. Yes - no -
This method makes it possible to teach children to find a significant feature in the subject, classify items and phenomena on general features, listen and hear the answers of others, to build their questions on them, to accurately formulate their thoughts.
Rules of the game: An object of an animal or man-made world is made, children ask questions about this object. Only "yes" or "no" can be answered. The educator draws the attention of children to the fact that the first questions should be the most common, uniting several signs at once. As a rule, the first question: is it a living? Depending on the answer, the general categories of items and phenomena are moved. For example, if a mysterious object from the living world, then the following questions should reflect the categories of the living world: is it a person? This animal? Is this a bird? This is a fish? etc. When the total category is set, more specific questions are set on the components of this category. For example, if the selected object is an animal, then you can ask you a homely animal? Predatory? Herbivore? etc. This is followed by questions based on guesses, until the object is willing.
6. Robinzona method
Forms the ability to find use seemingly completely unnecessary subject. It can be carried out in the water of the game "Auction" in the senior group and the preparatory class. The educator offers the item to children (for example, a fan from the chewing, cap from the handle, etc.) and asks to come up with it as many applications as possible. The subject "Sold" to the one who made the last sentence.
The following option to use this method: The educator offers children to imagine himself on a deserted island, where there is only ... (Possible options: rope, broken light bulbs, chewing, empty cans, etc.). It is necessary to survive on this island using only this subject. (Imagine that there is only a lot of chewing on the island. How, using only them, survive for many years? After all, you need housing, and clothes, and food.) Children come up with clothing options from wrappers and candy, build houses from Zhwakhk and T ..
7. Typical fantasy
This method is good to use when teaching children creative telling. Invent, you can not fantasize not blindly, but using specific techniques:
inventive task preschool creativity
a) Reducing - an increase in the object (a small-premium peek rose. Continue the fairy tale);
b) on the contrary (good wolf and evil red hat);
c) crushing - association (inventing a new toy from parts of old toys or incredible living, some parts of which are parts of other animals);
d) Time operator (slowdown - acceleration of time: Draw yourself after many years, draw your future child or what was your mom in childhood);
e) dynamics - static (the revival of non-living objects and vice versa: Pinocchio - a living tree; Snow Maiden - Living Snow; Kolobok - Live Dough, etc.). Children can choose an object, and then revive it, come up with a name.
8. System operator
The world is systemic. Any object can be considered as a single whole (system), you can mentally divide it into parts, each part can be divided into even smaller parts. All systems exist in time. They face, interact with each other, affect each other.
One of the most important tasks of learning is the task of consolidating and systematizing the knowledge gained. In the theory of formation of strong thinking (one of the directions of TRIZ) is such a concept: a system operator. Working with the system operator involves the formation of the child the ability to analyze and describe the system of connections of any object of the material world: its purpose, the dynamics of development in a certain period of time, signs and structure, etc.
Each object of the material world has its own past, present and future. In addition, each object has its own set of properties and qualities that may vary over time. If we consider the object of the material world as a system consisting of certain components with certain properties and quality, this object, in turn, will be part of another system, broader in its structure. For example, a vacuum cleaner is a system, consisting of both parts such as a housing, hose, brush, etc. In turn, the vacuum cleaner is part of the home appliances system. If we consider that each object of the material world has the past, present and future, then its viewing and analysis can be submitted using a table,
N / CH / CH / USSSP / SP / SP / Customs Real Future
where C is the system, i.e. The object that is in the center of consideration; N / C - the overseystem, the nearest environment of the object, the system, part of which is the object; P / C - subsystem, structural unit of the system, parts from which the object itself consists.
Thus, considering the object, the children determine which parts it consists, its species affiliation (transport, toy, clothing, structure, etc.). In addition, children find out the history of this object, which item performed its functions before it appears, this subject is similarly analyzed. Next, children are given the opportunity to imagine what the object will be in the future: its functions, the appearance, as it will be called, etc. Information is entered in the table.
It is advisable to offer children to consolidate the results obtained schematically or in the figure (especially the future of the facility)
Thus, children learn to produce system layouts, analyze and describe the system of links between the objects of the surrounding reality, build a different kind of classification by the dedicated feature.
TRIZ technology uses many more methods and techniques (agglutination, hyperbolization, emphasis, synthetics, etc.), successfully used in training children of preschool age. It allows you to develop imagination, fantasy of children, allows you to present knowledge in an exciting and interesting form for them, ensures their durable assimilation and systematization, stimulates the development of thinking of preschoolers, manifestation of creativity, both children and teachers. TRIZ works on the principles of pedagogy of cooperation, puts children and teachers to the position of partners, stimulates the creation of a success situation for children, thereby supporting their faith in their strength and opportunities, interest in knowledge of the surrounding world.
Stages of work on the use of TRIZ elements in the educational and educational process of preschool institution
Work on the TRIZ system with preschool children should be carried out gradually.
To solve trizan tasks, you can allocate the following steps of work:
The purpose of the first stage is to teach the child to find and distinguish between the contradictions that surround it everywhere. What is common between flower and wood? What is common between the poster and the door? and etc.
The purpose of the second stage is to teach children to fantasize, to invent. For example, it is proposed to come up with a new chair, comfortable and beautiful. How to survive on an uninhabited island, where there are only bums boxes?
The content of the third stage is the solution of fabulous tasks and inventing different fairy tales using special TRIZ methods. For example, "Baba Yaga caught you and want to eat. What to do?".
At the fourth stage, the child applies the knowledge gained and, using non-standard, original problems solving, learns to find a way out of any complex situation.
Consider in more detail the activities and possible methods at each stage.
At the stage of the 1st, you can teach children to find and formulate the contradictory properties of the subjects under consideration, phenomena with the help of the game well-badly. To do this, choose an object and we offer to find positive and negative qualities of this object. You can start playing this game with the children of the 4th year of life. At the beginning we take the object that does not cause positive or negative associations in children. Since children are more inclined to call the positive aspects of the object, on the 1st stage of the game they call badly, children are good. Children of the 5th year of life can be divided into two teams, one team calls well, the other is bad, competing, who will call more qualities. In work with senior preschoolers, we take objects with social significance for children, and learn to find contradictory properties ("Next year we will go to the first class - is it good or bad?").
In Game "On the contrary" Good appropriate values \u200b\u200bare well absorbed. This game is perceived by children already at 3 years old. Initially, we learn children to select words opposite to the value (functions).
A comprehensive acquaintance with the subject or phenomenon helps the system analysis method. It allows you to look into the history of creating an item, decompose the subject of details and even look into the future of the subject. The system operator can be used in the 2nd youngest group when familiar with the objects of life, the nearest environment, when describing the toys. Initially, we take 3 screens from 9. Over time, we turn to the use of the entire 9-screen system. The system characterizes the RVS operator (size, time, cost). By changing one of these operators, you can change the properties and quality of the subject. For example, when solving the problem of salvation of a kolobka, change the operator size, we will increase the bun so that the Lisa could not swallow it. In a fairy tale about Cinderella Changes the operator value.
In the acquaintance of children with different aggregate states, the method of small men is used (M.M. Part). M. M.Ch. - Practical embodiment of ideas G.S. Altasuller on the modeling of the world. Acquaintance of children with M.M.ch. It begins in the group of children of the 5th year of life on the simplest phenomena, when familiar to children with water, snow, ice: in the cold freezes, the ice is melting in warm, the battery water evaporates faster.
After the children learn to identify contradictions, use the system operator, proceed by the 2nd stage of work on TRIZ-RTV. In order to find a fundamentally new solution prevents psychological inertia, it is even kids. The first version of the answer to the question of how to save a kolobka "- kill the fox. Therefore, it is necessary to liberate the thinking of children, give the will of fantasy, imagination and at the same time pay attention to the moral side of the issue of addressing the issue. This is very important, since there is a powerful stream on children from outside Aggressive information and first answers are aggressive answers: kill, break, expel, etc. In terms of the task, as a contradiction, lay the moral side of the question: how to save the bun, without causing the fox harm.
One of the methods contributing to the removal of psychological inertia, the development of imagination, is the method of focal facilities (M.F. O.).
Work on M.F.O. You can start with the children of the 4th year of life. At the same time, the following tasks are solved:
come up with something new, modifying or improving the real object;
introduce children with a new object;
create a story or a fairy tale about the object under consideration using found definitions;
analyze the artwork.
Another method that makes the inertia of thinking and allowing to increase the number of transmitted variants, is a morphological analysis. With this method, it is easier to identify all possible solutions to the problem, which, with a simple integrity, can be missed.
At the 3 stage of working with children, we solve fabulous tasks and make up fairy tales. Just do not think that all fairy tales are written or told. You can come up with how many new fairy tales. But before drawing up fairy tales, it is advisable to teach children to solve fabulous tasks.
We are trying to help fabulous heroes that fell into a difficult position. The solution to the problem often depends on the identification and use of resources, children strive for an ideal end result.
Thus, relying on the knowledge gained, intuition, using non-standard, original kids solutions find a way out of a difficult situation.
As a result of classes with the use of TRIZ-RTV technology in children, the feeling of stiffness is removed, the shyness is overcome, the imagination, speech and general initiative develops, the level of cognitive abilities increases, which helps children to free themselves from the inertia of thinking.
"The use of TRIZ methods and techniques (the theory of solutions of inventive tasks) for schoolchildren's development." Semenova Lyubov Ivanovna, Mathematics teacher, physicists of the Starokhemovsky branch of MBOU "Pervomaiskaya Sosh No. 2".
By definition of Henrich Altshuller (literary pseudonym - DVTSHULLER), the author TRIZ (theory of solutions of inventive tasks): "Each child is originally talented and even geniant, but it must be taught to navigate in the modern world so that at a minimum cost to achieve the effect of effect."
TRIZ methods, such as: brainstorming, morphological analysis, algorithms, method of focal objects and their varieties - form in children the ability to creatively solve problems in various areas of activity.
This innovative technology gives inspiration to disciples on discoveries, non-standard solutions, original ideas, suggests to reason, think, to invent.
Here thread. Non-thin thing. But the usual knot. Now we will negate the thread with the nodes, the network turned out. We can fish with her or make a fence, make a hammock or come up with something else. What is the use only on the fact that every thread is no longer just by itself. TRAZ technology techniques. They support each other, folding in something whole, into the system.
Principles of TRIZ technique:
Freedom of choice. The right to choose is always balanced by conscious responsibility for its choice! Pupils are given a lot of tasks, and they choose for solving any of them.
Openness. Sadly, the graduate does not know the main thing: he does not know what he does not know. Extremely vaguely represents the boundaries of its awareness. Where then comes inquisitive, without which learning is only the upbringing of performers! More open tasks! Which give different solutions, a set of probable answers.
Activities. "Framed with knowledge, but not able to use them a student reminds stuffed fish that cannot swim," said Academician Alexander Lvovich Mintz. A systematic training approach in learning is required.
Feedback. The teacher has its own set of techniques that allow you to clearly navigate in the setting, track the mood of students, the level of their understanding, the degree of interest.
Ideality (high efficiency). Considerate the tempo, rhythm and the complexity of learning with the possibilities of students - then they will feel their success and will want to back it up, teach each other. Probably the ideal is unattainable, but it is useful to strive for it!
Well organized life is like a grid for insurance. Thanks to her we can extract more complex tricks. And the result of the use of TRIZ techniques is a well-organized teacher's work, a well-organized class, well-organized knowledge.
Lesson Designer (ReceiversTRIZ)
Locks lessonBlock 1.
Motivation
Block 2.
Contain-
self part
Block 3.
Psychological
hiking
unloading
Block 4.
Workout,
overbid
skills
Block 5.
Control
Block 6.
Homemade
the task
Block 7.
Summary
Receivers
Intelligence
allen
workout
Attractive
telful goal
Physical
exercises
Catch a mistake !
"Traffic light"
The task
an array
Survey-result
"Yes, Napa"
Surprise!
Physical
workout
Press conference
Survey in
chain
Three levels
home
tasks
Delayed guess
Surprise!
Compilation
support
Svv
Quiet
interview
Extraordinary
customs
Role
"Approaching
results "
Delayed guess
Practicality
theory
Business game
"Point of view"
Ideal
(exponential)
interview
Special
the task
Role
"Psychologist"
"Traffic light"
Press conference
Business game
"COMPENTENTENT
"
Factological-cue dictation
Ideal
the task
Fantastic
additive
Question to text
Business game
"NILE"
Blitz
control
Creation
works for
future
Svv
Frontally, S.
all class
Catch a mistake !
We repeat with the extension
Selective control
Teathedralization
Report
His examples
We repeat with control
Crossing
top
Interconnection
Relay
control
work
Business game
"Point of view"
Transition to Other
measure
Normal
control
work
Business game
"NILE"
Applied
dialectics
Developing
cooperation
Game B.
accident
TRIZ methods and techniques
From the standard blocks of the children's designer, you can collect a house. To facilitate teacher life, you can create a designer for the "assembly of a lesson", where the main sections of the lesson are indicated (the sequence is not so important). Any partitions can be implemented by different methods or a combination thereof. Trez techniques, in fact, there are elements of our designer. This is the table. Everyone chooses what he needs.
Attractive goal. The student is placed simple, understandable and attractive goal for him, performing which, he will be incurred by an academic action that is planning. (Learn to use the transporter).
Surprise! It is well known, nothing attracts attention and does not stimulate the work of the mind as amazing. This presents the material that even the ordinary becomes amazing.
Delayed deposit. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the deposit to which (the key for understanding) will be opened in the lesson when working on a new material. The riddle (an amazing fact) can be given at the end of the lesson to start the next lesson from it.
Fantastic additive. We complement the real situation fiction. We transfer the learning situation on a fantastic planet. Change the value of any parameter that usually remains constant or has a completely defined value.
Catch a mistake! Explaining the material intentionally allowing errors. First, students are warned in advance about it. Sometimes they can suggest "dangerous places" by intonation or gesture. We teach children instantly respond to mistakes, encourage attention and willingness to intervene! Will the children fail to remember the error and will repeat it? If we achieve the understanding of the "mistake" place, and not a mechanical memorization of the correct answer, this will not.
"Traffic light". This is just a long cardboard strip, on one side red, on the other - green. When survey, students raise the same, or the other party to the teacher, signaling about their readiness to answer.
Practicality theory. Introduction to the theory is carried out through a practical task, the utility of which is obvious to students.
Press conference. Intentently disclose the topic, offering students to ask the modest questions. Along the way, or at the end of the lesson is discussed with the guys how goody their questions were and is completely revealed by the topic. Only one thing is contraindicated - to scold for an unsuccessful question. Developing issues contain research principle. Additionally, you can: hold a competition for the most interesting, most difficult (problem), most important, the most original question; organize a pair of interconnection of students on their issues; Use some questions as the topics of future students.
Question to text . The task is: to make a list of questions. You can specify their number. Good use open problems: these are children, we studied; But this, this is and it remains outside our program; Here I do not know myself; But this does not yet know anyone ... Natural curiosity survives only on the open space of knowledge.
Its support. The student constitutes its own support abstract on a new material. Of course, we apply such abstracts themselves and learn to use their student. As a result, we have "own directories".
We repeat with control. The system of control issues compiled by students to the material studied in the lesson, completely overlaps the educational material. Parly answer questions to each other.
We repeat with the extension. Pupils make up a series of questions that complement knowledge under the new material. At the same time, it is not at all necessary that the teacher answers them! Let them remain as open problems of this topic.
Your examples. Pupils prepare their examples to the new materials, compose their tasks, put forward ideas on the use of studied material and others.
Crossing topics. Pupils are selected (or invent) their examples, tasks, hypotheses, ideas, questions related to any previously studied topic specified by the teacher. Such an intersection allows each time to look at your knowledge a little under a different angle of view.
An indicative answer. One student answers at the board, the rest are listening. The survey at the board makes sense when the brilliant answer is demonstrated - to form the rest of the answer to which you can strive. Or as a visual rehearsal of the exam.
UMB (learning brainstorm). The development of creative style of thinking is the main goal. Didactic Values \u200b\u200bUMV: Participants are engaged in an active form of work; Swells the ability to briefly and clearly express their thoughts; learn to listen and hear each other; Causes great interest of students. Technology UMV: Group (s) -7-9 students. The main rule at the first stage of the assault is no criticism! The group chooses or assigned to the master master, he monitors the execution of the rules of the assault, suggests the directions of searching for ideas. The group chooses the secretary to record emerging ideas (keywords, drawing, sign ...).
First stage: creating a bank of ideas. To develop as many of all possible solutions, including those that at first glance seem wild.
Second Stage: Analysis of Ideas. All exposed ideas group considers critically, adhering to the main rule: in every idea it is desirable to find something useful, rational grain; Find the ability to improve this idea, or at least apply in other conditions.
Third Stage: Processing results. Possible options: Select the most practical offer and the most "wild" or the most interesting solutions. There is nothing wrong if this stage is spent on another lesson. New ideas will appear - let them discuss them. After all, the main thing is to provoke intense mental activity on the study task, and not to push a certain number of ideas in a strictly allotted time.
Game "Competence". Participants: Competitors - Two teams of students; employers - a group of students who determine the winner, which hire a job; The arbitrator is usually a teacher, solving controversial issues.
The game "Nile". Neil - Great African River. But in this case, Nile is just a research laboratory. Participants: Scheduler (teacher); Inventors. or researchers, or solvers - depending on the type of task; Reception Commission (teacher and two more student). Before the game, we prepare the task, show how important it is to solve it!
The game "point of view". Before the game: We declare the topic of the dispute in advance, we supply students with the necessary knowledge, facts. Participants: Opponents - Two groups of students prove the correctness of opposite points of view, enter the dispute; Observers - teacher with assistants, estimate: who was logical? Who is more convinced emotionally? Who made mistakes, incorrect in the dispute (transition to personality ...)?
A random game. We enter the elements of a random selection into the lesson. Where rules the ball with the ball - there are excitement. Let's try and put it in service. To do this, tape measure, playing bones, throwing up coins (eagle or rush), pulling lots.
The game is "yes-net". We make something (number, subject, device, formula, rule, word, etc.), students are trying to find an answer by asking questions. We answer only with the words: "Yes", "no", "and yes,".
Quiet survey. The conversation with one student takes place by a semi-coat, while the class is busy with another case, such as training control.
Chain survey. Applicable in the case when the deployed, logically connected answer is expected. The story of one student is interrupted anywhere and is passed to another gesture of the teacher. And so several times before the end of the answer.
COMMUNICATION. Pupils ask each other by basic sheets. Themes - at its own discretion, or their teacher indicates. Upon completion of work in pairs, several guys are called, which pronounce a phrase of the type: "I had difficulty such questions ..."
Three levels of homework. At the same time, the homework is set to two or three levels. The first level is a mandatory minimum. The task must be absolutely clear and set to any student. The second level of task is training. It is performed by students who wish to know the object well and without much difficulty are mastering the program, they can be released from the task of the first type. The third level is a creative task. It is usually performed on a voluntary basis and is stimulated by a high rating and praise. The range of such tasks is wide: to develop fairy tales, fantastic stories on educational topics; Crosswords, Sudoku; thematic collections of interesting facts, examples and tasks; training comics; Posters-reference signals; poems, etc.
Task with an array. Any of the homework levels can be set by an array. For example, ten tasks are given, of which the student should choose and solve at least three. As part of the repetition, for example, from 60 tasks should solve the minimum -15, the rest - at will. And to stimulate this desire with relay control works compiled from the tasks of this array. The more applied - the more likely to meet a familiar task and save time and strength. Such an array is set not to the next lesson, but on a longer period of time. An important psychological effect: an independent choice of task gives an additional possibility of self-realization, which is very important in adolescence. And the subject, in turn, becomes more interesting to them. And one moment. From the array of tasks, the student chooses the level of complexity that is able to "swall ash", and thus monitors the level of its competence.
Special task. Advanced students get the right to fulfill a particularly difficult task. In every way, we emphasize our respect for the decision of the schoolchild, to take advantage of this right. It is performed in a special notebook, includes training and creative tasks of increased difficulty. The fields indicate the RL (solved easily), RT (solved with difficulty), HP (not solved). The task is checked, the mark below "4" is not exhibited.
Unusual cattle. Homework is set in an unusual way. Let's bring some secret into it, a riddle. We play the win-win lottery, children get out of the box number box.
Perfect task. It is proposed to schoolchildren to perform home work on their own choice and understanding. It can be any of the known types of tasks.
Creativity works for the future. Pupils perform creative homework to develop didactic materials. Over the years, priceless benefits accumulate in the office. The guys are more interesting to work with the material that is made by their peers, because it is often someone's brothers and sisters, or just familiar. It is nice to make these works by the authors, if work becomes used in lively. Moreover, each job is signed by the author, and this is good memory.
Survey-result. At the end of the lesson, questions are asked to reflect the lesson. For example: What was the main thing in the lesson? What was interesting? (It should be distinguished by the main and interesting). What new learned today? What did you learn? Opinions may not coincide. It is important not to achieve that the main thing was called what we think so.
Applied dialectics. Drawing up a morphological box. Task: Three friends met in the cafe. Sculptor Belov, violinist Chernov and artist Ryzhov. It is entertaining that one of us has white hair, one black and one redhead, but one of us has no hair of the same color, which names the last name, noticed the black-haired. You're right. Said Belov What is the artist's hair color? (Black)
Hair colorFriends
White
Redhead
Black
Belov
Ryzhov
Chernov
Transition to another dimension. How does the reception allow the contradiction? If, when moving in a straight, difficulties occur, you can move on the curve, jump over the obstacles, etc. (Nanaca came to his friend Eskimo. She sees on the floor lies the skin of a white bear with a wounded mouth. Asks Eskimos:
How many times did you shoot him?
10.
And how many times did you get?
No one.
What did he die from?
Laughing).
A story about how two people approached the wise man with a request to judge. The sage listened to one and said - you're right. He listened to the other, which led the arguments to protect the opposite point of view, and again said - you are right. The third present was indignant: "It is not correct, two, arguing the opposite, cannot be right. And you're right. Said the sage.
When we have to solve any tasks, we will definitely decide to decide it, just look around.
Methods and techniques
TRIZ
IN PRIMARY SCHOOL
Seminar - Workshop
Methodical goal:
To familiarize teachers with TRIZ - pedagogy as a scientific and pedagogical direction, which is based on the theory of solutions of the inventive tasks of the Ultshuller; with the goals and principles of TRIZ - pedagogy; with typology of open tasks; with the methods of development of creative imagination (RTV) and the development of creative thinking in children of primary school age; reveal the concept of psychological inertia; Show practical performance of a variety of creative tasks.
1. What is TRIZ?
We are glad to see you in the Children's Research Laboratory "Invisible Hunters". Each meeting in our laboratory is underway under the motto
"It is reasonable to think,
act, create
for the benefit of man
ourselves and world
transform".
"To do something differently, you need to be able to see differently."
Most teachers and theorists around the world are convinced that it is necessary to move from "knowledge transfer" to "Life Training". But it must be borne in mind that we must teach the lives of children in a democratic society. As one of the famous French teachers Prennaya Franz wrote:
"Only with the help of freedom can be prepared for freedom, only with the help of cooperation can be prepared for social harmony and joint work, only with democracy can be prepared for democracy."
The school should be the first model of a democratic society, democratic relations. To teach democracy is impossible separately, but only provided that such training is carried out by each teacher at each lesson by introducing relevant approaches to learning. One of these approaches is tested, interesting, creative - we bring to your attention. This is TRIZ-pedagogy. The purpose of TRIZ-pedagogy is the formation of strong thinking and education of the creative person, prepared for solving complex problems in different fields of activity.
Under the methods of solving inventive tasks, methods and algorithms are implied, as developed under TRIZ, as well as foreign methods - such as "brainstorming", synthetics, morphological analysis, method of focal objects, empathy and others.
What is TRIZ? Brief historical reference.
1946 - work begins on creating scientific technology of creativity, its author is Henry Saulovich Altshull.
1956 - the first publication.
1989 - the International TRIZ Association was established. A software product "inventive machine" appeared.
1995-1997 - This software product was purchased by firms: "Ford", "Proctor & Gamble", "Motoroll", Samsung and others.
More than 10 years accumulates interesting experience in using TRIZ in education for the development of thinking of children of different ages.
The teacher who uses the theory, children learn with interest, with efforts are mastering new knowledge.
Scriptures and writers of technology for the development of creative imagination help develop the plots of their works, invent extraordinary fantastic objects. Businessmen are ahead of competitors and increase their income.
The main contradiction of pedagogy is a contradiction between the enormous speed of accumulation of knowledge by humanity and a relatively low speed of accumulation of knowledge by a separate person. It is necessary to learn not to specific knowledge, but to learn to learn, and quickly. It is necessary to prepare children to meet with the new tasks with whom they did not have to face before. Education relies on the transfer of knowledge, often outdated even before they enter school programs. How to catch a science? A paradox arises: we must teach children to live in a world that we do not know, in the world of the future.
The school gives knowledge and teaches to obey the rules, discipline. In developed countries, only 10% of the population is employed in mass production, these are people of factory discipline. But in life we \u200b\u200bneed initiative, inventive, creative. Training is directed in one direction, and ideals - to another. Young people are conflict between "Want" and "I can", but she was never taught how to solve it.
TRIZ-Pedagogy was distributed in England, USA, Russia, Belarus.
TRIZ-PEDAGOGICS Based on:
Methods and technologies that allow us to master the methods of removing psychological inertia (the course of the RTV is the development of creative imagination).
The methodology for solving problems, which is based on the laws of development of systems, general principles for resolving contradictions and mechanisms for using them to solve specific creative tasks.
Educational system built on the theory of creative personality development.
2. TRIZ - Pedagogy
TRIZ training begins with a 3-year-old age through games: games on the formation of the skill to identify the functions of the object; games for determining the object development line; games for the ability to identify the resources of the object; Games on the classification of the object.
The game "Good and bad" - to combine the above and sub-system of the object.
Fire leaf fall
The game "Let's change" - on comparing systems.
Allocate types of creative tasks.
Inventive task.
A task "Traffic light"
A task "Accident in elevator"
A task "Portos".
Research task.
Design task.
Forecast task
System operator
If we look at something
This is something for something
It's something from something
This is something part of something
Something was something
Something will be something with it
Something you now take
Look on the screens!
Object for consideration - chicken
Conclusion: Chicken growth depends on such conditions: light, heat, water, air, food.
Opening task.
Task with an additional condition.
Task with missing data.
Work with such tasks is based on dichotomy, the method of narrowing the search field. The main way to work with children is the game "Yes - No."
I conceived a number within 100.
What is this number? (55)
What is this fairy tale?
"She came the last and helped everyone"
Methods for the development of creative thinking and imagination (RTV)
Which of us in childhood did not dream of a miracle, did not want to become a strong and almighty wizard? But who at least once thought, when and where did these dreams disappeared? Becoming an adult, a person begins to think and act rationally, guided by the knowledge gained, and its own experience, connecting the imagination only when it is necessary to present the expected result before making the intended. Fantasy is considered to be the lot of children and crank.
Solving the creative task of a person is in captivity of ordinary options suggested by psychological inertia. How to deal with psychological inertia?
Do not trust the first solutions and answers.
Learn to see the situation from different points of view.
Develop imagination.
Is all fish swim?
The methods of development of creative imagination include training " Circles Lully. "
The sectors placed words. Circles are spinning and with those words that came under the arrow, you need to make a real and fantastic situation, the story about the practical application of the object.
Training.
Training "Brainstorm"- Collective search for ways to solve the problem.
Training "Syekics"- a view of" brainstorming "with a permit for criticism.
Training "Morphological analysis"- Combinatorics, inventing fantastic objects in new conditions of existence.
Training "The method of focal objects"- transfer associative connections of a specific object with random objects or their signs.
Board
The sun
Candy
Spider
Training " Think about friend"- the ability to come up with what different items look like.
Training "Empathy" - the ability to make an unfamiliar familiar, and the usual is a stranger. Present yourself with anyone or something.
Training "Good or bad"- Teach children to consider some object with a positive or negative point of view.
Gunni Rodari fantasy techniques
Reception "Circles on the water". Choose a word out of 5-6 letters, write it in a column, pick up nouns to it
P - Rooster
A - watermelon
Make up the proposal.
Dad eating our oranges lying.
Create "circles on water." Word of watermelon
Reading the Offer on cases.
Reception "Binin Fantasy"
With the help of different prepositions are composed of phrases.
Snow dog
Reception "Arbitrary Prefix".
By the way, an arbitrary console is added and a new interesting idea appears.
4. Tales compilation techniques.
Structure fairy tales
The goal to which the hero is striving, and the villain prevents the goal achievement.
Magic items.
Magic.
Transformations of heroes.
Place of events.
The plot of fairy tales is compiled by supporting words.
Country of mysteries
Probably, not a single child will leave indifferent a good mystery. On the material of the riddles, many methodological problems can be solved: from systematizing the properties of objects and phenomena before building models and the development of associative thinking. In addition, the composition of riddles is creativity, even 4-5 years old children.
wakes
alarm clock
with feathers
pillow
with spurs
an officer
Make up riddles. The words: hare, train.
Laughter
"A clever face is not a sign of mind. All the greatest stupidity in the world was made precisely with this expression of the face "
Baron Münhhausen
Humor has many forms. These are funny stories, jokes, caricatures, parodies, calabura, winged expressions. How to teach a child to come up with a funny story? To start the phrase we use phraseologism, and it is necessary to continue it so that it becomes funny.
For example:
He took a bull for the horns, because he was confused by the tail.
The cat was bought in the bag - the cow would not fit into the bag.
Reading phraseologism by children.
Outcome
TRIZ theory is not simple, it is difficult for learning in full. Therefore, the foundations of TRIZ are studied with students, and not the whole theory.
Children were given a task: draw a fantastic tree.
That's what we did.
"It is impossible to teach the bird to fly in the cage. It is impossible to grow "creative muscles", without departing to the promotion of the tasks of "open", which suggest a variety of approaches to the solution, various deepening deepening in the problem, a variety of response options "
Our children's research laboratory finishes its work. Let your work with the children make them free, teaches to think, search, solve problems yourself, and most importantly - to show interest in creativity, raise the soul, capable of doing good and wonderful actions.
Once created in the USSR, the theory of solutions of inventive tasks (TRIZ) almost lost its fame in the 90s of the last century. But now TRIZ technology is recruiting popularity in science, industry, and even in humanitarian disciplines. Today, the "Soviet theory of inventive" Heinrich Altshuller is studying at universities around the world, and gradually it returns to domestic scientific and educational activities again.
After passing the TRIZ classes offered in this training, you can get basic knowledge of solving inventive tasks. You will learn about the components of the elements, methods, receptions, the program of the theory of Altshuller, get acquainted with the examples of using TRIZ. And most importantly, our lessons will teach you to apply the skills of effective invention in your activities.
What is TRIZ?
The theory of solutions of inventive tasks (TRIZ) is a set of algorithms and methods created by the Soviet inventor by Heinrich Altshuller and its followers, to improve the creative process of scientists.
TRIZ - It is not only, although it contains recommendations for improving the creative process. The theory of Altshuller is aimed at solving the so-called inventive tasks. The inventive task is a difficult task, to solve which it is necessary to identify and resolve contradictions lying in the depths of the task, i.e. Review the root cause (root of the problem) and eliminate this cause. This requires special skills and technologies that will be discussed in the lessons of our online course.
TRIZA use
The main task of TRIZ, according to the author of this theory, is to help scientists-inventors quickly find a solution to creative tasks from various knowledge areas. TRIZ allows you to solve many creative tasks. In accordance with the opinion of the people who studied the theory of Altshuller, the knowledge of TRIZ gives the following advantages (according to the book "Basics of TRIZ"):
- The ability to identify the essence of the task;
- The ability to correctly determine the main directions of search, without losing many moments, which are usually passing by;
- Knowledge, how to systematize the search for information on the choice of tasks and the search for the directions of solutions.
- Learn to find waste from traditional solutions;
- The ability to think logically, alogically and systemically;
- Significantly increase the efficiency of creative labor;
- Reduce time on the decision;
- Look at things and phenomena in a new way;
- TRIZ gives impetus to inventive activities;
- TRIZ expands the horizons.
Some people argue that the theory of solutions of inventive tasks can only be useful in the exact sciences. In part, this is true: the theory was created and was sharpened precisely under technical use. But the knowledge of TRIZ will undoubtedly help use in humanitarian sciences and in business, due to the fact that the basis of TRIZ methods is universal for any creative tasks.
How to learn how
If you tried to figure it out in TRIZ yourself, then surely faced a number of problems.
- Firstly , TRIZ training materials need to be adapted for today's tasks, including not only technical, but also humanitarian.
- Secondly , TRIZ methods set forth in a variety of textbooks are poorly structured for the process of studying this theory.
This training consisting of several abstract lessons is aimed at presenting the foundations of TRIZ and the possibilities of applying this theory to solve any creative task.
The purpose of this course - Structure material, decompose all elements of TRIZ on the shelves, combine everything into a single system. The main idea of \u200b\u200bclasses and lessons of this section of the site 4Brain - make TRIZ accessible to everyone. Training the theory of solutions of inventive tasks should be understandable and fascinating. The key task of our classes is to give the knowledge base, as well as links to the necessary materials for deepening in various TRIZ areas.
Want to check your knowledge?
If you want to test your theoretical knowledge on the course of the course and understand how suits you, you can pass our test. In each question, only 1 option can be correct. After choosing one of the options, the system automatically moves to the next question.
TRIZ 'lessons
The theory of invention created by Heinrich Altshuller, and later, supplemented by his students and followers formed its fairly strict structure. The classic structure of TRIZ, which is provided on most specialized sites and books, is as follows:
- Laws for the development of technical systems.
- Algorithms for solving inventive tasks: algorithms, techniques and techniques.
- TRIZ analysis methods: Wheel analysis, FSA, sabotage analysis, system analysis and others.
- Methods of creative development of the individual and teams.
- Information fund consisting of numerous tables, applications, lists that help in technical work.
Classes of this online course are aimed at the development of these basic parts of the "theory of invention". Each lesson corresponds to a certain component of TRIZ. The work plan looks like this:
How much time will take training?
In general, TRIZ has no special educational exercises that need to be used to develop the skill of a successful solution of inventive tasks. Although TRIZ is a separate direction for the development of creative imagination and inventiveness in creative teams, a separate section "Creative thinking" is devoted to our site.
Therefore, TRIZ training is related to the study and memorization of algorithms and techniques, as well as their improvement and practical application. TRIZ can be trained all his life, constantly grinding their own algorithms. But you can familiarize yourself with the basic methods in 1-2 weeks intensive or for 1 month moderate study.
... I would like to warn from the folding sometimes opinions, which is only worth getting acquainted with TRIZ - and instantly increase the effectiveness of your work. It is not that simple. For TRIZ mastery, it is necessary to invest a lot of work, as in learning any other science. Bring the use of TRIZ to automatism requires even greater effort. But I hope this warning will not stop you.
We wish you success in mastering TRIZ!
Nadezhda Vasilyev
Methods and techniques of TRIZ technology in kindergarten
TRIZ For children of preschool age - this is a system of games, classes and tasks that can increase the efficiency of the program, diversify views children's activity, develop creative thinking in children, technology Allows you to implement a personally-oriented approach, which is especially important in the context of GEF to.
TRIZ This is a unique tool for:
Search for nontrivial ideas
Identifying and solving many creative problems
Development of creative thinking, forming a creative personality.
The main work of working with children is a pedagogical search. The teacher should not give children ready-made tasks, disclose the truth in front of them, he must teach it to find it. To the question of the child should not be hurry to respond, it is necessary to provide a child with the opportunity to walk to the bottom, to the truth of the question, to help the child to help the child independently make discoveries.
Main functions TRIZ
1. Solving the creative and inventive tasks of any complexity and orientation without the integrity of options.
2. Forecasting of development technical Systems(TC) and receiving promising solutions (including fundamentally new) .
3. Development of the qualities of a creative personality.
TRIZOn the one hand, the entertaining game, on the other, is the development of the mental activity of the child through creativity.
Positive sides TRIZ:
In children, the circle of representations is enriched, the vocabulary is growing, creative abilities are developing.
- TRIZ helps to form dialectics and logic, contributes to overcoming shyness, closetness, timidity; A small person learns to defend his point of view, and falling into difficult situations to find original solutions.
- TRIZ contributes to the development of visual-figurative, causal, heuristic thinking; memory, imagination, affects other mental processes
Publications on the topic:
Methods for teaching young children in kindergarten Master class "Methods of teaching young children in kindergarten" prepared: Konovalova Tatyana Mikhailovna, MADOU Educator.
Consultation for parents "Non-traditional drawing methods in kindergarten" Municipal budgetary preschool educational institution Kindergarten "Sailor" of a combined type Theme: non-traditional drawing methods.
Methods and teaching techniques to visual art in kindergarten "Theory and methods of visual activity in kindergarten" visual methods and techniques of learning to visual methods and teaching techniques.
Methods, techniques and technologies for the development of speech of preschoolers MKDOU Vladimir Kindergarten "Ruchek" Development of the speech of preschoolers (prepared a senior tutor Guseva N. V.) Purpose: intensify knowledge.
Psychological techniques of organization of discipline in kindergarten Dear readers, the proposed set of game exercises will help children to explore the rules, and where the rules are fulfilled, there is a discipline.
TRIZ technology in kindergarten (1 Slide) TRIZ is the theory of solutions of inventive tasks. TRIZ - a system, talented thinking scheme using which you can.
TRIZ technologies in kindergarten In modern conditions, the number of changes in the life occurring at a small period of time requires the qualities that allow.
