Introduction……………………………………………………………………..……3

Chapter I. Theoretical foundations for the study of the abilities of younger students…………………………………………………………….………...5

1.1 The concept of abilities and their nature……………………………..5

1.2 The relationship of abilities, interests, inclinations and inclinations ..... 9

13

1.4 Conditions for the development of abilities in children of primary school age…………………..………….……………………………………….18

Conclusion………………………………………………………………..…….22

List of used literature………………………………………..24

Introduction

The relevance of research . One of the most difficult and interesting problems psychology is the problem of individual differences. It is difficult to name at least one property, quality, trait of a person that would not be included in the circle of this problem. Mental properties and qualities of people are formed in life, in the process of education, upbringing, activity. With the same educational programs and teaching methods, we see all individual characteristics. The central point in the individual characteristics of a person is his abilities, it is the abilities that determine the formation of the personality and determine the degree of brightness of its individuality.

The problem of developing the abilities of a younger student is relevant, since this quality plays an important role in the development of the child's personality. Abilities are necessary for a person so that he can know himself, reveal the inclinations inherent in himself, find his place in life.

Primary school age is the most favorable period for the development of individual characteristics. At this time, children show an increased interest in learning activities. It is cognitive interests that underlie inquisitiveness, curiosity, the desire to penetrate into the depths of the subject being studied, compare and compare it with other academic subjects, and draw some conclusions. Without sufficient development of these qualities, there can be no talk of any development of abilities, and, consequently, of successful learning. It is the cognitive interests of the child that determine his active attitude to what sets the direction and level of his abilities. Therefore, one of the tasks of the school is to develop the cognitive interests of each student. When a child is engaged, even in one or more academic subjects, enthusiastically, with interest, with great desire, his thinking, memory, perception, and imagination, and therefore abilities, develop more intensively.

Purpose of the study : to determine the factors influencing the development of the abilities of younger students.

Research objectives :

1. Analyze the psychological, pedagogical and methodological literature on the problem.

2. Consider the relationship of abilities, inclinations, interests and inclinations.

3. To identify the conditions for the development of creative abilities of younger students.

The theoretical basis of the study: compiled by the work of domestic psychologists R.S. Nemova, I.V. Dubrovina, V.D. Shadrikov and others.

Chapter I. Theoretical foundations for the study of the abilities of younger students.

1.1. The concept of abilities and their nature.

What gives grounds to speak about the ability of a person to perform some kind of activity? The basis is two indicators: the speed of mastering the activity and the quality of achievements. A person is considered capable if, firstly, he quickly and successfully masters any activity, easily acquires the appropriate skills and abilities in comparison with other people, and, secondly, achieves achievements that significantly exceed the average level.

What does it depend on? Why, all other things being equal, do some people master some activity faster and more easily and achieve greater success in it than others? The fact is that each activity (pedagogical, musical, constructive, mathematical, etc.) makes a person certain requirements for his mental processes, the work of analyzers, the speed of reactions, and personality traits. Some people may have the appropriate qualities, while others may be poorly developed. If people have such individual psychological characteristics that best meet the requirements of the relevant activity, then this means that they are capable of this activity.

Abilities are internal conditions human development, which are formed in the process of his interaction with the outside world.

“The human abilities that distinguish a person from other living beings constitute his nature, but the very nature of a person is a product of history,” wrote S.L. Rubinstein. Human nature is formed and changed in the process of historical development as a result of labor activity. Intellectual abilities were formed as, by changing nature, a person cognized it, artistic, musical, etc. formed along with the development of various types of art.

The concept of "ability" includes three main features:

Firstly, abilities are understood as individual psychological characteristics that distinguish one person from another. These are features of sensations and perception, memory, thinking, imagination, emotions and will, relationships and motor reactions, etc.

Secondly, abilities are not generally called individual characteristics, but only those that are related to the success of an activity or many activities. There is a huge variety of activities and relationships, each of which requires certain abilities for its implementation at a sufficiently high level. Properties such as irascibility, lethargy, indifference, which are undoubtedly the individual characteristics of people, are usually not called abilities, because they are not considered as conditions for the success of any activity.

Thirdly, abilities mean such individual characteristics that are not limited to the available skills, abilities or knowledge of a person, but which can explain the ease and speed of acquiring this knowledge and skills.

Based on the above, the following definition can be derived.

Abilities are such individual psychological characteristics of a person that meet the requirements of this activity and are a condition for its successful implementation.

In other words, abilities are understood as properties, or qualities, of a person that make him suitable for the successful performance of a certain activity. Indicators of abilities in the process of their development can be the pace, ease of assimilation and speed of advancement in a particular area of ​​human activity.

Along with the individual characteristics of mental processes (sensations and perceptions, memory, thinking, imagination), more complex individual psychological characteristics are also abilities. They include emotional-volitional moments, elements of attitude to activity and some features of mental processes, but are not limited to any particular manifestations (for example, pedagogical tact, mathematical orientation of the mind or aesthetic position in the field of literary creativity).

Any activity requires from a person not one ability, but a number of interrelated abilities. The lack, the weak development of any one particular ability can be compensated for by the enhanced development of others. This property of ability compensation provides ample opportunities for mastering various types of activities. The absence of a separate private ability can be compensated for by perseverance and hard work.

Abilities are formed, and therefore, are revealed only in the course of the corresponding activity. It is impossible to talk about musical abilities if the child has not yet been engaged in at least elementary forms of musical activity, if he has not yet been taught music. Only in the process of this training will it become clear what his abilities are, quickly and easily or slowly a sense of rhythm, musical memory will be formed in him.

A person is not born capable of this or that activity, his abilities are formed, formed, developed in a properly organized corresponding activity, during his life, under the influence of training and education. In other words, abilities are lifelong, not innate education.

With the development of abilities in the process of activity, a peculiar dialectic between abilities and skills plays a significant role. Abilities and skills, quite obviously, are not identical, but they are nevertheless closely related; moreover, this relationship is mutual. On the one hand, the development of skills, knowledge, etc. presupposes the presence of known abilities, and on the other hand, the very formation of the ability for a certain activity presupposes the development of skills, knowledge, etc. associated with it. These skills, knowledge, etc. remain something completely external to human abilities, only until they are mastered. As they are mastered, that is, they become personal property, they cease to be only knowledge, skills obtained from outside, but lead to the development of abilities. For example, as a person truly masters the methods of generalization, inference, etc., on the basis of a certain system of knowledge, he not only accumulates certain skills, but also develops certain abilities. Learning, as a truly educational process, is precisely what differs from simple training in that abilities are formed in it through skills and knowledge.

1.2. The relationship of abilities, interests, inclinations and inclinations.

Ability is a product of development. The inborn factors underlying abilities are inclinations. Makings are defined as anatomical and physiological features of the brain, nervous and muscular systems, analyzers or sense organs. At birth, every child has certain inclinations for the development of abilities.

The level of development and the ratio of the first and second signal systems should be considered as inclinations. Depending on the peculiarities of the relationship between signal systems, I.P. Pavlov distinguished three types of higher nervous activity: artistic type with a relative predominance of the first signal system; mental type with a relative predominance of the second signal system; medium type with relative balance of signal systems. For people of the artistic type, the brightness of direct impressions, the imagery of perception and memory, the richness and liveliness of the imagination, and emotionality are characteristic.

Individual features of the structure of individual sections of the cerebral cortex can also be inclinations. In this case, the typological properties are partial (“partial” in Latin means “partial”, “separate”), since it characterizes the work of only certain parts of the cerebral cortex. Partial properties can already be more definitely considered the makings of abilities associated with the work of the visual or auditory analyzer, with the speed and accuracy of movements.

It should be remembered that inclinations do not include abilities and do not guarantee their development. Inclinations are only one of the conditions for the formation of abilities. Not a single person, no matter how favorable inclinations he may have, can become an outstanding musician, artist, mathematician, poet, without doing a lot and persistently in the relevant activities. There are many examples in life when people with very favorable inclinations were never able to realize their potential in life and remained mediocre performers in precisely the activity in which they could achieve great success if their life had turned out differently. And vice versa, even in the absence of good inclinations, a hardworking and persistent person with strong and stable interests and inclinations for any activity can achieve certain success in it.

It is impossible to assume that each ability corresponds to its specific deposit. The assignments are multi-valued. This means that different abilities can be developed on the basis of the same deposit. For example, on the basis of such an inclination as speed, accuracy, subtlety and dexterity of movement, depending on the conditions of life and activity, both the ability for smooth and coordinated movements of the body of a gymnast, and the ability for fine and precise movements of the surgeon’s hand, and the ability for quick and the plastic fingers of a violinist.

With favorable inclinations and under optimal conditions of life and activity, a child’s abilities, for example, musical, literary, visual arts, and mathematics, can form very early and develop very quickly (which sometimes creates the illusion of innate abilities). The initial prerequisite for the development of abilities are those innate inclinations with which the child is born. At the same time, the biologically inherited properties of a person do not determine his abilities. The brain does not contain certain abilities, but only the ability to form them. Being a prerequisite for the successful activity of a person, his abilities, to one degree or another, are the product of his activity. In other words, what will be the attitude of a person to reality, such is the result. With the inclinations, abilities can develop very quickly even under adverse circumstances. However, excellent inclinations in themselves do not automatically ensure high achievements. On the other hand, even in the absence of inclinations (but not with complete ones), the child can, under certain conditions, achieve significant success in the corresponding activity.

The development of abilities is closely related to the development of interests. Interest is an individual feature of a person, its focus on what a person considers in the world and in his life to be the most significant, most valuable. The interests of people differ in content, breadth, stability, degree of constancy.

The student's abilities can be judged by observing his manifestations in the corresponding activity. In practice, one can judge the abilities by the combination of the following indicators:

1) for the rapid advancement (rate of advancement) of the student in mastering the relevant activity;

2) according to the qualitative level of his achievements;

3) by a strong, effective and stable inclination of a person to engage in this activity.

The successful implementation of a particular activity, even in the presence of abilities, depends on a certain combination of personality traits. Only abilities that are not combined with the corresponding orientation of the personality, its emotional and volitional properties, cannot lead to high achievements. First of all, abilities are closely related to an active positive attitude towards the relevant activity, interest in it, a tendency to engage in it, which at a high level of development turns into passionate enthusiasm, into a vital need for this type of activity.

The propensity is expressed in the fact that the child, at his own request, intensively and constantly engages in a certain type of activity, prefers it to others. Interests and inclinations for a certain activity usually develop in unity with the development of abilities for it. For example, the interest and inclination of the student to mathematics make him intensively engage in this subject, which in turn develops mathematical abilities. Developing mathematical abilities provide certain achievements, successes in the field of mathematics, which cause a joyful feeling of satisfaction in the student. This feeling causes an even deeper interest in the subject, a tendency to engage in it even more.

For success in activity, in addition to the presence of abilities, interests and inclinations, a number of character traits are necessary, first of all, diligence, organization, concentration, purposefulness, perseverance. Without the presence of these qualities, even outstanding abilities will not lead to reliable, significant achievements. Many people think that everything is easy and simple for capable people, without much difficulty. This is not true. The development of abilities requires a long, persistent study and a lot of hard work. As a rule, abilities are always combined with exceptional ability to work and diligence. It is not for nothing that all talented people emphasize that talent is labor multiplied by patience, it is a propensity for endless labor.

1.3. Psychological and age features of the development of younger schoolchildren.

The initial period of school life occupies the age range from 6-7 to 10-11 years. The boundaries of this age can narrow and expand depending on the teaching methods used: more advanced teaching methods accelerate development, while less perfect ones slow it down. During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school. First of all, the work of the brain is improved and nervous system. According to physiologists, by the age of 7 the cerebral cortex is already largely mature. However, the most important, specifically human parts of the brain responsible for programming, regulation and control of complex forms of mental activity have not yet completed their formation in children of this age, as a result of which the regulatory and inhibitory effect of the cortex on subcortical structures is insufficient. The imperfection of the regulatory function of the cortex is manifested in the peculiarities of behavior, organization of activity and the emotional sphere characteristic of children of this age: younger students are easily distracted, incapable of prolonged concentration, excitable, emotional.

The beginning of schooling practically coincides with the period of the second physiological crisis, which occurs at the age of 7 years (a sharp endocrine shift occurs in the child's body, accompanied by rapid growth of the body, an increase in internal organs, and vegetative restructuring). This means that a fundamental change in the system social relations and the activity of the child coincides with the period of restructuring of all systems and functions of the body, which requires great tension and mobilization of its reserves.

However, despite certain complications noted at this time that accompany physiological restructuring (increased fatigue, neuropsychic vulnerability), the physiological crisis does not so much aggravate as, on the contrary, contributes to a more successful adaptation of the child to new conditions. This is due to the fact that the ongoing physiological changes meet the increased requirements of the new situation. Moreover, for children who are lagging behind in general development for reasons of pedagogical neglect, this crisis is the last time when it is still possible to catch up with their peers.

At primary school age, uneven psychophysiological development is noted in different children. Differences in the rates of development of boys and girls also persist: girls continue to outpace boys. Pointing to this, some scholars come to the conclusion that, in fact, in the lower grades, “children of different ages sit at the same desk: on average, boys are younger than girls by a year and a half, although this difference is not in the calendar age.”

The transition to systematic education makes high demands on the mental performance of children, which is not yet stable, resistance to fatigue is low. And although these parameters increase with age, in general, the productivity and quality of work of younger students is about half that of the corresponding indicators of senior students.

During the primary school age, there are significant changes in the mental development of the child: the cognitive sphere is qualitatively transformed, the personality is formed, a complex system of relations with peers and adults is formed.

This age is associated with the transition of the child to systematic schooling. The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives public assessment. The whole system of the child's life relationships is rebuilt and is largely determined by how successfully he copes with the new requirements.

Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage. The leading role of educational activity does not exclude the fact that the younger student is actively involved in other activities - play, work and communication.

The transition to systematic education creates conditions for the development of new cognitive needs of children, an active interest in the surrounding reality, and the acquisition of new knowledge and skills. This age is a period of intensive development and qualitative transformation of cognitive processes: they begin to acquire a mediated character and become conscious and arbitrary. The child gradually masters his mental processes, learns to control perception, attention, memory.

According to L.S. Vygotsky, with the beginning of schooling, thinking moves to the center of the child’s conscious activity, becomes the dominant function. In the course of systematic training aimed at the assimilation of scientific knowledge, verbal-logical, conceptual thinking develops, which leads to a restructuring of all other cognitive processes: “memory at this age becomes thinking, and perception thinking” . Assimilation in the course of educational activity of the foundations of theoretical consciousness and thinking leads to the emergence and development of such new qualitative formations as reflection, analysis, and an internal plan of action. During this period, the ability to voluntarily regulate behavior changes qualitatively. The “loss of childlike spontaneity” that occurs at this age characterizes a new level of development of the motivational-need sphere, which allows the child to act not directly, but be guided by conscious goals, socially developed norms, rules and ways of behavior. Younger students can move from one type of activity to another without much difficulty and internal effort.

During primary school age, a new type of relationship with the surrounding people begins to take shape. The unconditional authority of an adult gradually loses its position, peers begin to acquire more and more importance for the child.

Thus, the central neoplasms of primary school age are:

1. A qualitatively new level of development of arbitrary regulation of behavior and activity.

2. Reflection, analysis, internal action plan.

3. Development of a new cognitive attitude to reality.

4. Peer group orientation.

The first years of schooling are years of very noticeable development of interests. And the main of them is a cognitive interest, an interest in knowing the world around us. The development of interests goes from interests to individual facts, isolated phenomena to interests related to the disclosure of causes, patterns, connections and relationships between phenomena.

With the development of reading skills, interest in reading and literature quickly develops. From the middle of grade II, there is a differentiation of educational interests. If first graders are interested in learning in general, then a second grade student is more interested in solving problems, drawing lessons are interesting.

In connection with the formation of interests and inclinations, the abilities of schoolchildren begin to form. As a rule, at this age it is too early to talk about the existing abilities, but students are already distinguished who show a relatively high level of abilities in the field of mathematics, music, and drawing.

1.4. Conditions for the development of the abilities of younger students.

As already noted, abilities are formed and developed in activity. Therefore, for the development of abilities, it is necessary to include a child from an early age in activities accessible to his age. Already at preschool age, children learn to draw, do modeling, learn to sing correctly and recognize melodies, feel their rhythm. A little later, they begin to construct, try to compose stories, simple poems. With admission to school, the possibilities of including the child in one activity or another expand significantly. A special role here belongs to various creative circles.

Children of primary school age are open, receptive and curious. It is this age that lends itself most to the upbringing and development of the child's abilities.

One of the tasks of the education system is the comprehensive development of the abilities of all children. A one-sided, narrow, one-sided development of a child, when he shows bright abilities in any one area with a deep indifference to everything else, is wrong. Of course, the interest associated with abilities should dominate, but at the same time, the teacher strives for the comprehensive, harmonious development of the child's personality and the expansion of his horizons. Only such development ensures the true flowering of abilities. In elementary school, the central task is the development of general abilities in all children and the formation of interest in learning in general in the context of the leading educational activity at this age.

Every normal and mentally healthy child has the general abilities necessary for successful schooling, in other words, to master the educational material within the school curriculum. Sometimes a child may seem incapable of a particular subject. This is due to the student's lack of certain knowledge and skills, certain manifestations of temperament.

In addition to general learning abilities, each student has the opportunity to develop special abilities. There are no incompetent children. It is only necessary to help the child find himself, show him his capabilities. Here the role of the teacher is great. It is he who shapes the abilities and talents of students and skillfully directs their development.

Abilities are formed and developed in the activity in which they find their application. An inactive child, indifferent to any kind of work, usually does not show abilities. Hard work is always the basis for the development of both general and special abilities. Without a lot of hard work, abilities do not develop, only potential opportunities remain for their successful formation.

However, not every activity in which a child is included automatically forms and develops abilities for it. In order for an activity to positively influence the development of abilities, it must satisfy certain conditions.

First, the activity should evoke strong and stable positive emotions and pleasure in the child. The child should feel a sense of joyful satisfaction from the activity, then he will have a desire to engage in it on his own initiative, without coercion. A lively interest, a desire to do the job as best as possible, and not a formal, indifferent and indifferent attitude towards it, are the necessary conditions for an activity to positively influence the development of abilities.

Since abilities can bear fruit only when they are combined with a deep interest and a steady inclination for relevant activities, the teacher must actively develop the interests of children, striving to ensure that these interests are not superficial, but serious, deep and effective.

Secondly, the child's activity should be as creative as possible. For example, for the development of literary abilities, it is useful to constantly and systematically exercise in writing essays, stories and poems and in their subsequent detailed analysis; useful are special excursions into nature with a focus on observation and aesthetic perception of reality, followed by a colorful and expressive description of what he saw and heard. If the child's activity is of a creative, non-routine nature, then it constantly makes him think and in itself becomes quite an attractive business as a means of testing and developing abilities. Such activity is always associated with the creation of something new, the discovery of new knowledge, the discovery of new opportunities in oneself. Such activity strengthens positive self-esteem, increases the level of aspirations, generates self-confidence and a sense of satisfaction from the successes achieved.

Thirdly, it is important to organize the child's activity in such a way that he pursues goals that always slightly exceed his current capabilities, the level of activity he has already achieved. Children with already defined abilities are especially in need of more and more complex and diverse creative tasks.

If the activity being performed is in the zone of optimal difficulty, i.e., at the limit of the child’s capabilities, then it leads to the development of his abilities, realizing what L. S. Vygotsky called the zone of potential development.

The development of children's abilities is facilitated by various forms of extracurricular and out-of-school work. These are various mathematical, musical, literary, technical circles. It is important to develop a propensity for manual labor, which is characteristic, in particular, of all younger students. In labor classes in the primary grades, children make simple products from plasticine, cardboard, paper, showing extraordinary ingenuity, ingenuity and creativity. In these classes, students develop the ability to organize and plan their activities, develop self-control skills.

In educating the abilities of children, it is necessary to develop in them perseverance in overcoming difficulties, without which the most favorable inclinations and abilities will not produce results. The early manifestation of abilities in schoolchildren is often a prerequisite for the development of great talent, but if the abilities that have manifested in the future are not developed and brought up, they fade away. The development of the abilities of a younger student requires goodwill, patience and faith in the child's abilities on the part of an adult, which forms the basis of pedagogical professionalism.

Conclusion

Based on the theoretical analysis of the psychological literature, the following conclusions can be drawn.

Abilities are the properties and qualities (individual characteristics) of a person that make him suitable for the successful implementation of any type of activity. Abilities are formed, and, consequently, are revealed only in the course of the corresponding activity. That is, a person is not born capable of this or that activity, but by participation in the activity he forms his abilities for it.

It should be emphasized the close and inextricable connection of abilities with inclinations, interest and inclinations. Inclinations influence the process of formation and development of abilities. But inclinations are only prerequisites for the development of abilities, they are one, albeit very important, of the conditions for the development and formation of abilities. A favorable environment, upbringing and training contribute to the early awakening of inclinations. Interest is manifested in the desire for knowledge of the object, a thorough study of it in all details. Interest is manifested in a person's inclination to activities, mainly related to the subject of interest. For younger students, the subject of interest is learning activities. However, in order for educational activity to positively influence the development of abilities, it must satisfy certain conditions:

1. This activity should evoke strong and stable positive emotions in the child.

2. The student's activity should be as creative as possible.

3. It is important to organize the student's activities in such a way that he pursues goals that always slightly exceed his current capabilities.

In the aspect of the problem facing us, we were interested in the question of what factors influence the development of the abilities of younger schoolchildren. Based on the analysis of the literature, the following factors can be distinguished:

1. The initial premise is innate inclinations.

2. Time to reveal abilities.

3. Development of abilities for activities in which there is interest.

4. Cooperation between teacher and child.

The pedagogical task is to take into account these factors in the development of the abilities of younger students, and their personality as a whole.

List of used literature

1. Azarova, L.N. How to develop the creative individuality of younger students // Elementary School. - 1998, - No. 4.

2. Vygotsky, L.S. Imagination and creativity in childhood/ L.S. Vygotsky. - M., 1981.

3. Davydov, V.V. Mental development in primary school age / V.V. Davydov. - M., 1973.

4. Davydov, V.V. Problems of developing education / V.V. Davydov. - M., 1986.

5. Dubrovina, I.V. Psychology / I.V. Dubrovina, E.E. Danilova, A.M. parishioners. - M .: "Academy", 2001

6. Ilyichev, L.F. philosophical encyclopedic Dictionary/ L.F. Ilyichev, N.N. Fedoseev. - M., 1983.

7. Krutetsky, V.N. Psychology / V.N. Krutetsky. – M.: Enlightenment, 1986.

8. Nemov, R.S. Psychology: Book. 1 / R.S. Nemov. - M.: VLADOS, 1997.

9. Nemov, R.S. Psychology: Book 2 / R.S. Nemov. – M.: VLADOS, 1998.

10. Petrunek, V.P. Junior schoolboy / V.P. Petrunek, L.N. Ram. - M., 1981.

11. Shadrikov, V.D. Development of abilities // Primary school. -№5, 2004.

12. Elkonin, D.B. Selected psychological works / D.B. Elkonin. - M., 1989.

Municipal educational budgetary institution

secondary school No. 12 of the city of Neftekamsk

Republic of Bashkortostan

Pedagogical project

Topic: Formation of creative abilities of younger students

In the process of learning according to the system of L.V. Zankov.

Performed

primary school teacher

Murtazina Z.D.

Introduction ................................................ ................................................. ...3

Chapter 1.

Theoretical foundations for the formation of students' creative abilities in the learning process .............................................................. ...............................................6

1. General characteristics of creativity and creative abilities .............................................. ................................................. ...............................6
2. Formation of creative abilities of students as a pedagogical problem ................................................. ..........9
3. Pedagogical conditions for the formation of creative abilities of younger schoolchildren in the process of learning according to the system of L.V. Zankova....12

Conclusions on chapter 1 .............................................. ......................................17

Chapter 2

Experimental and pedagogical work on the formation of creative abilities of younger students in the learning process according to the system of L.V. Zankova ................................................ ................................................. ...........................19

Conclusions on chapter 2 .............................................. ......................................26

Conclusion................................................. ...............................................27

Bibliography................................................ ...................................28

Applications ................................................. ..............................................thirty

Introduction

In the Concept of the formation of a citizen of the new Bashkortostan, among the most important personal qualities of a person necessary for the implementation of life in modern conditions, stand out "the ability to creatively use the acquired knowledge in individual and collective life in the conditions of the market, pluralism, informatization", "professional initiative, enterprise, creative activity aimed at improving life". In a real school, which provides training, experience, knowledge, there should be a demand for the creative personality of the child, which is distinguished by the predominant development of the qualities necessary for productive creative activity. And this is initiative and independence, responsibility and openness, interest and cooperation. That is why the National Doctrine of Education in the Russian Federation, approved in 2000, recognizes education as a priority area for accumulating knowledge, developing skills, creating the most favorable conditions for identifying and developing the creative abilities of every citizen of Russia.

Learning by itself does not mean development. The ancients said: "much knowledge does not teach the mind." Any new personality trait, including creative abilities, first manifests itself only in certain situations that can be intentionally created in training and education. Repeating repeatedly, the emerging qualities are generalized, generalized (S.L. Rubinshtein), they are assimilated by the personality, they are internalized (P.Ya. Galperin, N.F. Talyzina), turn into the internal property of a person, personality traits. The orientation of the educational process to the potential of a person and to their implementation, as we know, is developmental education. The theory of developmental learning originates in the works of I.G. Pestalozzi, A. Distervecha, K.D. Ushinsky, L.S. Vygotsky, L.V. Zankova, V.V. Davydova et al. The concept of personal developmental education by V.V. Davydov and B.D. Elkonin. According to the concept of Z.I. Kalmykova is developing education that forms productive or creative thinking. However, a study of school practice shows that the ideas of Z.I. Kalmykova are not implemented in full (the principles are used in isolation), the system of developmental education B.D. Elkonina - V.V. Davydov, successfully mastered by many primary school teachers in Russia, including Bashkortostan, is designed for advanced students and requires a preliminary selection of children. The traditional system of education provides for a reproductive version of educational activity, the structure of which is perception, comprehension, assimilation, application in practice of zun. The last stage - creative application is clearly underestimated. More opportunities for the development of creative abilities have a system of education L.V. Zankov, designed for a mass school. One of the most important principles of this system is the principle of purposeful and systematic work on the overall development of all students, including the weakest ones. For this, it is necessary, according to the scientific supervisor of the Federal Scientific and Medical Center, L.V. Zankova, R.G. Churakov, to provide each child with the opportunity for creative activity through the influence of teaching methods on his personal experience, on the organization of observation, through independent practical actions in teaching writing, music, fine arts, and labor.

Based on the foregoing, we have identifiedresearch problem: what are the possibilities of L.V. Zankov to develop the creative abilities of younger students?

Object of studywas the development of the creative abilities of students.

Subject of study: pedagogical conditions for the formation of creative abilities of younger schoolchildren in the process of learning according to the system of L.V. Zankov.

Purpose of the study: determination of opportunities and effective ways of developing the creative abilities of younger schoolchildren according to the system of L.V. Zankov.

To achieve this goal, the followingresearch objectives:

1. Analysis of the psychological and pedagogical foundations for the development of students' creative abilities.
2. Determination of pedagogical conditions for the formation of creative abilities of younger schoolchildren in the learning process according to the system of L.V. Zankov.
3. Verification of theoretical provisions in the process of experimental and pedagogical work.
4. Development of guidelines for primary school teachers to solve the problem raised.

We have put forwardresearch hypothesis: The system of learning L.V. Zankova will ensure the development of students' creative abilities if, firstly, the teacher knows and understands the possibilities of this system for the development of creative abilities; secondly, it fulfills the pedagogical conditions for the development of children's creativity, i.e. owns methods, techniques for including students in creative activities in the learning process.

Suchresearch methodsas a theoretical analysis of psychological, pedagogical and methodological literature, a pedagogical experiment, the study of the products of students' activities, observation, testing.

Theoretical and practical significance worklies in the fact that the possibilities and pedagogical conditions for the formation of creative abilities of younger schoolchildren in the process of learning according to the system of L.V. Zankov.

Chapter 1.

Theoretical foundations for the formation of students' creative abilities in the learning process.

1.1. General characteristics of creativity and creative abilities.

Considering the problem put forward, we need to reveal the essence of the basic concepts, based on the works of Ponomarev Ya.A., Kruglikov G.I., Shubinsky V.S., A.L. Galina, V.F. Ovchinnikova and others who dealt with the problems of creativity and creative development. The formation of the creative development of schoolchildren in educational activities was studied by V.V. Davydov (developed a system of developmental education), L.Z. Rakhimov (developed the technology of creative development).

What is meant by creativity, what is its structure?

Creativity is an activity, the result of which is the creation of new material and spiritual values. That is, generating something new based on the reorganization of existing experience and the formation of new combinations of knowledge, skills, products (Philosophical Encyclopedic Dictionary - M., 1983. p. 670). It is an integral component of the fulfillment of the goal and method of activity, as well as a prerequisite for mastery, initiative and innovation.

In the Explanatory Dictionary of the Russian Language Ozhegov S.I. creativity is defined as the creation of a new concept of cultural and material values.

Any definition of creativity will be incomplete if it loses such features as novelty, personal value, social significance, human orientation. In this way,creativity is a universal sign of a person’s personality, the actualization of which is due to the objective contradiction that it has realized that needs to be resolved, and the result of activity aimed at removing the contradiction has novelty and qualitative originality, personal value, social significance and focus on self-development and self-education of creative abilities.

Contradiction constitutes the universal source of creativity.Creativity includes into yourself:

1. Reflection of the problem situation in the mind of the subject of creativity and its manifestation in the form of a search for a solution to a specific problem.
2. Putting forward the idea of ​​a solution in the form of an assumption (hypothesis).
3. Reflection of the course of creativity, control over it, adjusting it and evaluating it from the side of the achieved result, difficulties that arise in the absence of a positive solution.

Putting forward hypotheses and testing them - the central mechanism of creativity.

An original view of the stage of creativity is developed by A.L. Talin.Stages of creativityare presented to them as different states of the human psyche, and the creative process is expressed in the form of psychological characteristics of different people.

The beginning of creativity- a curious person.

Phenomenon analysis - a rationalist, an abstract thinker.

Feeling close to a solution- a person in a bad mood, rejecting all established ideas.

The birth of an idea - a reckless person for whom there are no prohibitions and restrictions.

Presentation of the idea, work on the work- a pedant who diligently checks what has been created.

Idea life - a strong-willed person who knows how to defend his views.

In the book "Steps of Creativity..." B.P. Nikitin writes: “The essence of creativity lies in predicting the result of a correctly set experiment, in creating a working hypothesis close to reality by the effort of thought, in what mathematicians call mathematical instinct. The range of creative tasks is unusually wide in complexity. a new path or something new is being created.This is where the special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns, etc. - all that in the aggregate constitutes creative capabilities".

Creative skills.The American psychologist Fromm gave the following definition of the concept of creativity - "this is the ability to surprise and learn, the ability to find a solution in non-standard situations, specificity in discovering something new and the ability to deeply understand one's experience."

The main indicators of creativityare fluency and flexibility of thought, originality, curiosity, precision 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 the generally accepted ones, unexpected solutions.
• Curiosity - the ability to be surprised, curiosity and openness to everything new.
• Accuracy is the ability to refine or complete your creative product.
• Courage is the ability to make decisions in situations of uncertainty, not to be afraid of one's own views, conclusions, and possible failures.

One of the creators of the system for measuring creative abilities - Torrens - said that hereditary potential is not the most important indicator of future creative productivity. The extent to which a child's creative impulses will turn into a creative character depends more on the influence of parents and other adults. Creativity is impossible without the spiritual life of the individual, without reason, a sense of will, intuition, imagination, etc. Creativity will not be such without cognition and without communication. Creativity, like a person, is always individual and peculiar. At the same time, its results are of public importance. Creativity is carried out through activity, is realized in activity, and activity itself is a component of the creative process.

Most authors consider a person to be creative if there is creativity , i.e. the ability to turn the performed activity into a creative process - the ability to be creative.

1.2. Formation of creative abilities of students as a pedagogical problem.

The problem of creativity is debatable in philosophy, psychology, and pedagogy, which complicates the task of generalizing various approaches. The problem of individual creativity is predominantly psychological and pedagogical, concerning, on the one hand, the internal structure of the creative process, intuition, etc., on the other hand, external conditions and influences that stimulate the self-development of the creative potential of the individual. There are a lot of opinions, theories, teachings about how the formation of a student's creative activity takes place.

Very sensitive and attentive to the manifestation of the creativity of students in antiquity, because. education then was aimed at the development of spiritual principles. In the times of the Middle Ages, such a personality trait was subjected to persecution and eradication, the student was required to clearly fulfill assignments and tasks. A similar attitude towards creativity in educational systems persisted until the thirties of the last century, with the exception of the experience of individual educational institutions.

In modern society, a creative person is in demand. Therefore, the problem of the creative development of the individual in the educational process is considered comprehensively. Experts in the psychology of creativity are convinced that every normal child has creative abilities. You just need to open and develop them in a timely manner. "We skip a huge basic age: from birth to 7 years. But you can develop creative abilities up to 20 years. If we talk about a normal person, then genius abilities are inherent in everyone," writes G.I. Kruglikov, author of the book "Fundamentals of Professional Creativity".

At primary school age, it is necessary to purposefully develop imagination in educational activities, when children begin to appropriate scientific knowledge, artistic images, and moral values. All this requires the student to be able to analyze the results obtained, which involves the development of creative imagination. In adolescence, the cognitive circle expands, the scope of rich imagination, the natural need for creativity of new objects, new means grows. At senior school age, important prerequisites for the development of creative potential as the internal basis of the personality are created. In a variety of activities, children master the experience of creativity, the content and main features of which are manifested in the following:

• independent transfer of knowledge and skills to a new situation,
• seeing a new problem in a familiar situation,
• independent combination of known methods of activity into a new one,
• finding various ways solving the problem of alternative evidence,
• building a fundamentally new way to solve the problem, etc.

The effectiveness of the school is currently determined by the extent to which the educational process ensures the development of the creative abilities of each student, forming a creative personality, and preparing it for creative, cognitive and social work activities.

One of the state education systems since 1996 is the system of developmental education B.D. Elkonina - V.V. Davydov. The concept of personal development training is aimed primarily at the development of creativity. It is this type of developmental learning that the authors oppose to traditional, reproductive. It is based on the theory of the formation of educational activity and its subject in the process of mastering theoretical knowledge through analysis, planning and reflection. The development of the subject occurs in the very process of the formation of educational activity, when the student gradually turns into a student, i.e. into a child who changes and improves himself.

The phenomenon of transferring a technique to a new situation as a quality of the mind, as an indicator of creative thinking, was studied by the author of another concept of developmental education, E.N. Kabanova - Meller. It was found that with age, the independent transfer of generalized methods of educational work changes, it becomes interdisciplinary, and the possibility of finding methods of work increases. The author refers planning, self-control, organization of learning and recreation, management of their cognitive interests, attention to the methods of managing students in their educational activities.

According to the concept of Z.I. Kalmykova is developing education that forms productive or creative thinking. Productive thinking is characterized by the novelty of its product, the originality of the process of obtaining it and a significant impact on mental development. It involves not only the widespread use of acquired knowledge, but also overcoming the barrier of past experience, moving away from the usual flow of thought, resolving contradictions between accumulated knowledge and the requirements of a problem situation, etc. An outwardly expressed feature of productive thinking, according to Z.I. Kalmykova, is independence in acquiring and operating new knowledge. Her research confirms that in order to realize the possibilities of creative thinking, it is necessary not only to orientate in the studied material, but also to translate it into permanent memory. Experiments have shown that in simple situations, when dependencies are used in the same way, when reproductive thinking is required, special memorization of knowledge (rules, definitions, formulas, etc.) is not necessary. In this case, you can use reference books. However, when solving non-standard tasks, it is necessary to firmly consolidate the basic knowledge in memory.

Teacher - innovator V.F. Shatalov believes that a student who works with a reference book differs from a student who knows all the formulas by heart, just as a beginner chess player differs from a grandmaster. The beginner sees only one move forward. To think creatively, to discover something new, you must be fluent in everything old.

1.3. Pedagogical conditions for the formation of creative abilities of younger schoolchildren in the process of learning according to the system of L.V. Zankov.

Let's define the possibilities of L.V. Zankov for the development of creative abilities of students. An analysis of the purpose, principles, properties of the methodological system, and features of the content will help us prove that the educational activity of younger students is a productive variant of its organization, i.e. is creative.

1. General development of younger schoolchildren as the goal of developmental education L.V. Zankov, within the framework of his experimental work, was considered as the development of abilities, namely: observation, the ability to perceive phenomena, facts, natural, speech, mathematical, aesthetic, etc.; abstract thinking, the ability to analyze, synthesize, compare, generalize, etc., practical actions, the ability to create some material object, to perform manual operations.
2. Designed by L.V. Zankov's didactic principles are aimed at achieving the overall development of schoolchildren, which also ensures the formation of knowledge. According to the principle of learning at a high level of difficulty, the content and teaching methods are built in such a way as to cause active cognitive activity in mastering the educational material. Difficulty is understood as an obstacle. The problem lies in the knowledge of the interdependence of phenomena, their internal connections, in rethinking the information and creating their complex structure in the mind of the student. This is directly related to the principles of the leading role of theoretical knowledge in primary education, learning at a fast pace, and students' awareness of the learning process. Revealing the essence of the principle of learning at a fast pace, L.V. Zankov notes: "The unlawful slowing down of the pace, associated with repeated and monotonous repetition of what has been covered, creates interference and even makes it impossible to study at a high level of difficulty, since the student's educational activity goes mainly along the knurled paths." A.V. Polyakova notes that the principle of a fast pace of passing through the material requires frequent changes in cognitive tasks, novelty. Particularly significant is the principle of systematic work on the development of all students (including the weak ones). Approach to the student's personality from the point of view of general development, we see that there can be no standard to which others need to be pulled. A weak problem solver in mathematics may have an exceptional taste for the artistic side of reality, a brilliant performer in mathematics may be absolutely inept in practical terms. In training aimed at general development, it should be about giving space to the individuality of each. The only question is how to reveal the individuality of the student, how to find out what is strong in each child and what is poorly developed.
3. In the "Zankov" class, the opportunity to express oneself in various aspects is also provided by the richness of the content of education. One of the main provisions of the system in primary education is that there are no main and non-main subjects. Each subject is significant for the overall development of the child. A change in the status of minor disciplines (music, art, art, labor education) will contribute to a more complete and holistic development of the student, since observation, thought processes and practical actions in the process of aesthetic and labor education are marked by deep originality.

1. It is important to remember that in teaching according to the L.V. Zankov’s knowledge is not given to the child in a ready-made form, he obtains it independently in a collective search organized by the teacher: previous experience does not allow each child to solve the problem individually, but everyone can take part and contribute to the creative process. The child is given the opportunity for creative activity through the influence of teaching methods on his personal experience, on the organization of observation (a natural phenomenon, a change in the meaning of a word from stress and a sentence from a punctuation mark, mathematical relations, etc.), through independent practical actions when teaching writing, music, art , labor.

The main methods of teaching observation, confidential conversations, study tours, practical work, educational games. The methods exclude the sequential conduct of students through the stages of obtaining knowledge: first, informative, then productive, partially exploratory, and then only the creative stage. Students should initially be involved in research activities - in all cases where possible, to carry out independent observation, analysis of the material and its comprehension.

1. The lesson becomes more mobile, flexible, filled with the life of children. The teacher is not bound by the scheme. The movement of thoughts, moods, emotions of students make adjustments to the course of the lesson. The lesson provides an opportunity to reveal the inner strengths of children due to the combination of the leading role of the teacher in it and the presentation of freedom to the child in choosing the methods and forms of completing tasks and the tasks themselves. Homework assignments are varied and often individual.
2. The development of creative abilities in the learning process according to the system of L.V. Zankov is also provided due to the typical properties of the methodological system: versatility (awakening to the activity of all aspects of the psyche); procedural nature (overcoming the discreteness, separation, isolation of knowledge; deploying them in such a way that each element of knowledge progresses all the time, enriches itself, entering into the widest possible connections with other knowledge); the use of collisions (when mastering program material, often a necessary new way of performing an action collides with previous experience, i.e. for the correct performance of a new task, updating of the previous methods of action and at the same time overcoming the previous experience is necessary); variance (a property that manifests itself both in relation to the teacher and in relation to students and determines the possibility of a variety of methods of work of the teacher and the actions of students in the same learning situations). The tasks and questions of the teacher both in the lesson and in the homework are formulated in such a way that they do not require an unequivocal answer and action, but, on the contrary, contribute to the formulation of different points of view, different assessments, attitudes towards the material being studied. Thus, students every day get used to creative attitude to each task, problem, question. This can be seen in the following example. In the class, they read and parse the fable "The Swan, the Cancer and the Pike". As is customary, the teacher leads the students to realize the moral of the fable - it is bad to be unfriendly in business, to act inconsistently. But one of the students wants to add to what has been said. He agrees with the conclusion, but wants to add: "I think they could still make friends, because they are all mermen." What a subtle nuance a little schoolboy notices! In his childish language, he expresses with a concrete example the general idea that there is always a basis for agreement, it must be sought and found. His answer is also accepted and encouraged. Since this is a manifestation of creativity by a child: he found a new solution in a familiar situation, showed flexibility and independence of mind.

There are no easy victories in the creative search! If this is realized by the student and becomes a guiding factor in his academic everyday life, then it can be said with confidence that the seeds of the teacher's labor will fall into fertile soil and give good shoots. With this in mind, each student's success must be made the property of the whole class. To be able to share joy sincerely and fully is a rare human quality. A few seconds are needed in order to smile reassuringly, say a kind word, but how much will they add to both the lesson and the child? (Shatalov V.F. "Fulcrum").

Solving creative problems of varying degrees of difficulty provides all children with the development of thinking. So, children who do well will be able to expand their creative abilities to an even greater extent in the conditions of solving non-standard tasks that require intelligence and resourcefulness. And children with poor progress, solving non-standard tasks, but relatively easy, feasible for them, will be able to gain confidence in their abilities, learn to control their search actions, subordinate them to a certain plan.

Comparing the above with the characteristics of a productive variant of educational activity, we come to the conclusion that educational activity according to the system of L.V. Zankova combines the reproductive and productive variants of its organization: both the acquisition and application of knowledge, and the determination of relationships, assessments in most cases, is of a search, creative nature. Introspection, initiative, development of predictive and constructive abilities are stimulated. Often assumptions are made, options are sorted out and evaluated, and so on.

The optimal condition for the intensive development of the creative abilities of schoolchildren is their systematic, purposeful presentation in a system that meets the following requirements:

• cognitive tasks should be built on an interdisciplinary, integrative basis and contribute to the development of the mental properties of the individual - 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 fluency of thinking, flexibility of the mind, curiosity, the ability to put forward and develop hypotheses.

In accordance with the characteristics and goals of applying various kinds of tasks, classes include four successive stages: 1) warm-up, 2) development of creative mechanisms, 3) performance of developing partially search tasks, 4) solution of creative problems.

Conclusions on chapter 1.

All of the above allows us to draw the main conclusions: The ability to learn, to surprise, the ability to find a solution in non-standard situations, the ability to discover something new is creative, the main indicators of which are fluency and flexibility of thought, originality, curiosity, accuracy and courage.

To awaken the creativity inherent in every child, to teach to work, to help understand and find oneself, to take the first steps in creativity for a joyful, happy life filled with positive emotions - every teacher should strive for this to the best of his strength and abilities.

Great opportunities for the development of creative abilities have the concept of developmental education D.B. Elkonina - V.V. Davydova, Z.I. Kalmykova and others. Special pedagogical conditions for the development of creativity of younger schoolchildren are created by the learning system of L.V. Zankov. Their implementation largely depends on the teacher, on his deep understanding of the essence of didactic principles, the typical properties of the methodological system, the ability to use active teaching methods, and creative tasks.

Chapter 2

Experimental work on the formation of creative abilities of younger students in the learning process according to the system of L.V. Zankov.

2.1. Goals and objectives of experimental research.

The purpose of our study was to determine the effectiveness of pedagogical conditions for the development of creative abilities of younger schoolchildren according to the system of education of L.V. Zankov.

The achievement of this goal was ensured by the implementation of the following tasks:

1. Verification of theoretical provisions in the course of experimental and pedagogical work.
2. Development of guidelines for primary school teachers to solve this problem.

Was usedresearch methods:

• a pedagogical experiment, including a stating, a fragment of the formative and control phases;
• testing;
• observation;
• studying the products of students' activity.

Research program:

The research was conducted on the basis of secondary school No. 15 in Neftekamsk during 4 months of the 2003-2004 academic year with students of grade 2 "a" (experimental group - EG), teacher Murtazina Zoya Dmitrievna, and grade 2 "b" (control group - CG), teacher Armanshina Fanisa Faimovna. The number of students in 2 "a" class - 24 people, and in 2 "b" - 27 people.

Organization of experimental and pedagogical work:

Pedagogical experiment including three stages: ascertaining, formative fragment and control.

The ascertaining stage of the experiment.

aim this stage was:

1. determination of the level of formation of students' creative activity;
2. determination of the level of development of creative abilities in the experimental and control groups.

Was used methods research: questioning, testing.

Organization:

1. Diagnosis of creative abilities of students.Students of grades 2 "a" and 2 "b" were offered sheets of paper with the word dandelion on which they had to write down their words made up of the letters of this word. Words had to be composed as many as possible, but the same letter in words could not be used twice. (Execution time 3 min)

The sheets were collected and analyzed according to the following criteria:

• high level of ability development - 9 or more words;
• average level - 7, 8 words;
• low level - 6 or less words.

Data processing and results. The number of words correctly composed by children were entered in table 1. (Appendix 1)

Processing of the results showed that the level of development of creative abilities

• low in 12 students (50%) in the EG, in 13 students (48%) in the CG;
• average for 8 students (33%) in the EG, for 11 students (41%) in the CG;
• high in 4 students (17%) in the EG, in 3 students (11%) in the CG.

As we can see, the data of students from the EG (trained according to the Zankov system) and from the CG (according to the traditional system) were noticeably different.

1. Diagnosis of the level of creative activity of studentswas carried out using the methodology proposed by Derekleeva N.I. "Class teacher. Main activities". (Annex 2)

Target : on the basis of the identified criteria and empirical indicators, to analyze the formation of students' creative activity.

Organization (progress): the level of creative activity was determined by 4 criteria:

1. Feeling of novelty.
2. criticality.
3. The ability to transform the structure of an object.
4. Focus on creativity.

According to the first 2 criteria, students chose the answer that determines their behavior in the proposed situations. The ability to transform the structure of an object was assessed by matching a pair to the original word, finding a way out of the situation (the answers were written down on a piece of paper), listing ways to use each proposed item, the fourth criterion - through testing. The results were entered into a table. (See Appendix 2)

For each of the criteria, an average score was calculated. As part of the fourth criterion, questions 41-56 are self-assessment (for all criteria: I - No. 41-44, II - No. 45-48, III - No. 49-52, IV - No. 53-56. The average score for each of the criteria was compared with self-assessment.The average result between assessment and self-assessment allowed us to determine the level of creative activity of the student:

low - from 0 to 1 point,

medium - from 1 to 1.5 points,

high - from 1.5 to 2 points.

For example, H. Zamira scored points in this way:

1. Feeling of novelty: 1.9b + 1.5b = 1.7b, which means that the level is high.
2. Criticality: 0.8b + 1.25b = 1.25b - medium.
3. The ability to transform the structure of an object: 1.7b + 1.25b = 1.48b - medium.
4. Focus on creativity: 1.6b + 1.75b = 1.68b - high.

Total: 6 + 5.75 = 11.75: 4 = 1.47 - above average. Therefore, we have identified another level - above average.

Processing of the results showed that the level of creative activity is low in 15 students (63%) in the EG, in 19 students (70%) in the CG, the average level is in 7 students (29%) in the EG, in 7 students (26%) in the EG CG, above average in 2 students (8%) - EG, in 1 student (4%) - CG. A high level was not revealed in any of the groups. The data of students from the EG and CG differed markedly at the beginning of the study.

The results of the ascertaining experiment allowed us to draw the following conclusions:

1. Primary school students studying according to the system of L.V. Zankov, differ from the children of the classes traditional system a higher level of development of creative abilities and creative activity. They have a sense of novelty, a critical mind, the ability to transform the structure of an object at a higher level, children are more focused on creativity.
2. But the majority of students have a low level of development of creative abilities, creative activity. Therefore, in the process of organizing a formative experiment, it is necessary to more carefully observe the pedagogical conditions for the development of the above-mentioned abilities.

Formative stage of the experiment.

aim this stage of the experiment was the creation of pedagogical conditions for the formation of students' creative abilities in the learning process according to the system of L.V. Zankov.

Organization experimental and pedagogical work included a thorough study of programs, textbooks, didactic materials in all subjects to identify all the possibilities for the creative development of children in the process of learning according to the Zankov system.

Learning tasks were selected for the purpose of their use by the teacher for the development of active, independent creative thinking of younger students in the experimental group. The main criterion for the construction of educational tasks was the orientation towards the nature of mental activity and the complication of tasks according to the degree of independence of thinking. Each task is a kind of mental task. These assignments systematically provided plentiful "food" for intense mental work. For these purposes, the methods of comparison, juxtaposition, both at a productive and creative level, were widely used. (Appendix 3) The principle of learning at a high level of difficulty was realized, as it were, in two planes: in everyday tasks and exercises, and in tasks that require rather complex mental activity. Grouping is one of the types of such tasks. Grouping tasks create favorable conditions for the student to think about the connections that exist in the studied grammatical and spelling material.

For example, task 1. Find the extra.

5*8 20+20 50-10 74-34

25+15 35+5

After the student has answered (whether correct or not), the question follows: "Why do you think so?"

Task 2. To group words according to one common feature, according to letters denoting a vowel sound.

Sleep, son, garden, mouth, cancer, house, smoke, gave, ox, howled, shaft, dug.

The instruction is verbally given: "Read the words. Into what three different groups can these words be divided?"

The purpose of this task is to involve students in thinking, comparing words, reasoning, expressing their own judgment. This task gives scope to the student's thoughts. The very first words sleep - the son of observant children will lead to the conclusion: the words differ in letters denoting the main sounds. If this feature is extended to all other words, the conclusion will follow that all three letters denoting vowels occur in the words: oh, s, ah, and in each group there should be words with one of these letters.

dream son garden

mouth dug cancer

the house gave smoke

ox howled shaft

Other children can fix the differences in words by their meanings.

Let's say the children are divided like this:

animated - son, cancer, ox ("living");

inanimate (inanimate) - dream, garden, mouth, house, smoke, shaft,

"doing something" - snouted, gave, howled.

In all cases, an unequal number of words is obtained for initial and final consonants. But there are more than three different consonants, therefore, the desired three groups will not work either.

Through collective discussion, involving all students to participate in the task, the guys achieve the goal. In conclusion, the teacher gives the task to write down each group of words in a separate column.

The most creative form of student work is considered to be essay , because the ability to be uninhibited, creatively free is developed only with the help of the skills of written culture. In the process of learning according to the system of L.V. Zankov paid special attention to the accumulation of material for the essay. This is the purposeful collection and selection of material, its extraction and accumulation, and the analysis of one's own observations and research, which develops the creative abilities of students. The appendices contain summaries of Russian language lessons: essays on the theme "Autumn Forest" (according to personal observations), on the theme "How beautiful winter" (according to the picture), on the theme "My loneliness". (Appendices 4, 5, 6) In mathematics, great importance was given to exercises that develop logical thinking, forming the ability to prove one's point of view. Such tasks were systematically used as the compilation of tasks with the absence of any part (condition, question), the transformation of tasks in which one part does not correspond to the other (there is no data, or they are not enough, or there is too much), the compilation of one’s own or inverse. This creative process is the driving force in mastering the ability of schoolchildren to solve problems.

To determine the effectiveness of work with the experimental group in May 2003-2004 academic year, acontrol experiment in EG and CG.

aim at this stage of the experiment was the definition and analysis of changes in the formation of the creative activity of students, their creative abilities.

The same methods were used as in the ascertaining experiment.

1. Diagnostic data of changes in the level of development of creative abilitieswere included in Table 1 (Appendix 1). Their analysis showed significant changes in the development of creative abilities in the EG. 13 students (54%) improved their performance: from low - to average - 8 students, from average - to high - 4 students.

In the CG such significant changes did not happen (2 students - 7.5% improved their level indicators from low to medium, from medium to high. Changes occurred in the number of invented words that did not affect the level indicators).

1. Diagnosis of changes in the level of creative activity of studentswas carried out in the same way as in the ascertaining experiment, according to four criteria.

Processing of the results showed that the level of creative activity changed towards medium and high in the EG as follows. (table 2)

Level creative activity	In EG	in KG
	Baseline	After	Baseline	After
	Qty		Qty		Qty		Qty
Short
Average
Above average
High

Table 2.

As you can see, in the EG there were certain changes for the better, while in the CG there were no significant changes.

Conclusions on chapter 2.

Experimental pedagogical and experimental work to create conditions for the development of creative abilities of younger students in the learning process according to the system of L.V. Zankova allowed us to confirm our hypothesis. As you can see, the implementation of the tasks of the creative development of children in educational activities depends primarily on the teacher himself, on his ability to manage the active cognitive activity of students in accordance with the didactic principles of this system, taking into account the typical properties, features of the method of organizing the educational process.

Conclusion

The goals of the course research have been achieved, because the possibilities of the learning system of L.V. Zankov for the creative development of students, the pedagogical conditions for ensuring the development of creative abilities through the analysis of psychological, pedagogical and methodological literature are identified. Experimental work made it possible to test the theoretical provisions in practice. In the process of organizing purposeful educational activities in accordance with the concept of developmental education, L.V. Zankov, taking into account the proposals of his followers Polyakova A.V., Churakova R.G., Zvereva M.V. and others, changes were achieved in the level of development of creative abilities, activity according to four main criteria: a sense of novelty, criticality, the ability to transform the structure of an object, and a focus on creativity.

The results of the study allowed us to develop the following recommendations for primary school teachers:

1. The development of students' creative abilities in the educational process must be ensured through the purposeful organization of educational activities of a productive nature, skillfully counting productive and reproductive tasks.
2. The teacher must know and be able to use the possibilities of the developmental education system to develop the creative abilities of younger students.
3. The teacher needs to master the methodology of developmental education, which opens endless possibilities for the formation of an active, proactive, independent personality with a huge creative potential.
4. The creative abilities of students can only be formed by a creative teacher, the requirements for which are developed and proposed by the doctor of pedagogical sciences A.I. Kochetov. (Annex 6)

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8. Derekleeva N.I. Classroom teacher. Main directions of activity. - M, 2002.
9. Zagvyazinsky V.I. Theory of Learning: Modern Interpretation: Textbook for Students of Pedagogical Educational Institutions. - M, 2001. p. 20-29.
10. Zankov L.V. Selected works. - M, 1990.
11. Ivanova L.I. Constantly in search. // Primary school, - 1994. - No. 11. With. 19-21.
12. Kameneva N.N., Novikova O.A., Romanycheva T.K. Creative game in Russian. // Primary School. - 1994. - No. 10. With. 33-35.
13. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary: For students of pedagogical educational institutions. - M, 2000. p. 66
14. The concept of the formation of a citizen of the new Bashkortostan. - Ufa, 1997. p. 45.
15. Kochetov A.I. Diagnostics of the teacher's creative activity. // Public education. - 1999, No. 7-8. With. 230.
16. Lapina G.A. Pedagogical creativity must be taught. // Primary school, 1999, No. 4. With. 62.
17. Mamykina M.Yu. Working on a task. System L.V. Zankov. // Primary school, - 2003, No. 4.
18. National Doctrine of Education in the Russian Federation. - M, 2000. p. 5.
19. Nechaeva N.V. L.V. Zankov - teacher, psychologist. - M. 1996.
20. Nikitina A.V. Development of creative abilities of students. // Primary School. - 2001. - No. 10. With. 34-37.
21. Education and development. / Ed. L.V. Zankov. - M, 1976.
22. Ozhegov S.I. Dictionary Russian language. - M. 1993.
23. Organizational and pedagogical recommendations for the transition of educational systems L.V. Zankov and D.B. Elkonina - V.V. Davydov for 4 years of primary education. / Ed. Petrova I.A. - M, 1998.
24. Pedagogy: pedagogical theories, systems, technologies: Textbook for students of higher and secondary pedagogical educational institutions. / Ed. S.A. Smirnova. - M, 2003. p. 115-145. With. 165.
25. Polyakova A.V. Creative learning tasks in the Russian language. - M. 2000.
26. Primary education programs. Grades 1-4 / System L.V. Zankov. Authors I.I. Arginskaya, N.Ya. Dmitrieva, M.V. Zvereva and others - Samara, 1998.
27. Programs of educational institutions. Primary grades (1-3) according to the L.V. Zankov. - M, 1996.
28. Prokhorova L.N. Preparing teachers for work on developing the creativity of a younger student. // Primary school, 2003, No. 2. With. 57.
29. Collection of control and verification works for 1st - 4th grades (L.V. Zankov's system) / Comp. R.G. Churakov. - M, 2001.

Application List

2. Testing according to the G. Davis questionnaire.

4. Creative learning tasks in the Russian language lessons. Grade 3

5. A fragment of a Russian language lesson in grade 3.

6. Test results for subtests 1, 2, 3 (I cut).

1. Applications

Attachment 1

A fragment of a writing lesson on the topic "Offer".

Teacher: When we read a story, we highlight each sentence with a voice, pauses and intonations. This means that the proposal should be somehow highlighted in the letter. So that the reader immediately sees both the beginning and the end of the sentence. But how?

Suggest yourself: How can we agree, decide to designate the beginning of the sentence as its end?

Children (offer): Mark the beginning with a stick up, and the end with a stick down:

⌐ ¬

The first letter in red, the last in blue; in front put the fork to the left, at the end - the fork to the right: .

Annex 2

Testing according to the G. Davis questionnaire.

Questionnaire G. Davis.

1. I think I'm neat (tna)
2. I liked (a) to know what was going on in other classes of the school.
3. I liked (a) visiting new places with my parents, not alone.
4. I love to be the best (her) in everything.
5. If I had (a) sweets, then I strove (as) to keep them all with me.
6. I am very worried if the work I am doing is not the best,
   to be my best.
7. I want to understand how everything happens around, to find a reason for everything.
8. As a child, I was not (a) especially popular (on) among children.
9. I sometimes act like a child.

10. When I want to do something, nothing can stop me. 11. I prefer to work with others and cannot work alone.

12. I know when I can do something really good.

13. Even if I am sure that I am right, I try to change my point of view if others do not agree with me.

14. I am very worried and worried when I make mistakes.

15. I often miss.

16. I will be important and famous when I grow up.

17. I like to look at beautiful things.

18. I prefer familiar games over new ones.

19. I love to explore what will happen if I do something. 20. When I play, I try to take as little risk as possible.

21. I prefer watching TV than doing it.

Key

Creativity - in case of positive answers to questions 2, 4, 6, 7, 8, 9, 10, 12, 16, 17, 19 and in case of negative answers to questions 3, 5, 11, 13, 14, 15, 18, 20, 21.

The sum of the answers corresponding to the key indicates the degree of creativity. The larger the amount, the higher the creativity.

The meaning of creative answers:

«+»	«-»
2 - worry about others	1 - accepting the mess
4 - desire to stand out	3, 20 - desire for risk
6 - dissatisfaction with oneself	5 - altruism
7 - curiosity	11 - love for single work
8 - unpopularity	13 - independence
9 - regression to childhood	14 - business mistakes
10 - pressure drop	15 - no boredom
12 - self-sufficiency	18, 21 - the need for activity
16 - a sense of purpose
17 - sense of beauty
19 - speculative

If the sum of the answers corresponding to the key is equal to or greater than 15, then we can assume that the respondent has creative abilities. The teacher needs to remember that these are still unrealized opportunities. The main problem is assistance in their implementation, since often other character traits of such people prevent them from doing this (increased self-esteem, emotional vulnerability, indecision of personal problems, romanticism, etc.). Tact, communication on an equal footing, humor, exactingness are needed; avoidance of sharp and frequent criticism, frequent free choice of the topic of work and creative mode of activity.

Annex 3

I) use of notes (write down the phone, solve examples, draw ...);

use for repair and construction works (glue windows, glue under wallpaper ...);

use as bedding (lay on a dirty bench and sit down, put under shoes, lay on the floor when painting the ceiling ...); use as a wrapper (wrap a purchase, wrap books, wrap flowers...);

use for animals (bedding for a hamster, a cat, tie a bow from a newspaper on a thread and play with a cat ...);

means for wiping (wipe the table, wipe the windows, wash the dishes, toilet paper...);

a tool of aggression (beating flies, punishing a dog, spitting balloons from a newspaper...);

recycling (hand over to waste paper ...);

covering (shelter from rain, sun, cover something from dust...); burning (for kindling, for making a fire, making a torch); creation of crafts, toys) (make a ship, a hat, papier-mache ...).

II) time of publication (old, new, modern, antique...);

actions with a book of any type (abandoned, forgotten, stolen, transferred ...); material and method of manufacture (cardboard, parchment, papyrus, handwritten, printed ...);

purpose, genre (medical, military, reference, fiction, fantasy...);

belonging (mine, yours, Petina, library, common, own ...); size, shape (large, heavy, long, thin, round, square...); prevalence, fame (known, popular, famous, rare ...); degree of preservation and cleanliness (torn, whole, dirty, wet, shabby, dusty...);

value (expensive, cheap, valuable...); color (red, blue, purple...);

emotional-evaluative perception (good, funny, sad, scary, sad, interesting, useful, smart...);

language, place of publication (English, foreign, German, Indian, domestic...).

Appendix 4

Creative learning tasks in Russian language lessons. Grade 3

Word composition.

Exercise 1.

RI is a kind of instructions.

I RI. Read. Divide the words into two groups according to the composition of the word. Write each group in a separate column. Label each group with a composition chart.

North, morning, distance, gold, frost, cities, rain, bread, oak, mind, July.

Match the smaller group of words with the same root words denoting the features of objects.

II RI. In one column write down the words that consist of the root, in
the other is words that consist of a root and an ending.

III RI. In order to correctly find the root, you need to pick up to
a few words related words and highlight the common part in them.

Task 2.

On the grouping of words according to the composition of the word (k. k + s, p + k).

City, town, suburb, flag, flag, train, run, run, forester.

Task 3.

On the grouping of words according to the composition of the word (c. p + k, p + k + s):

Bread, freeloader, transition, review, viewing, hour, departure, chin, window sill.

Spelling of checked and unchecked unstressed vowels at the root of a word.

Task 4.

To select test words for these words:

arrow, bark, glass, screws;

horned, rainy, woolly, lazy;

dawn, hurts, creaks, whistles

1. Write down the words. Before each of them, write a test word in brackets.

Presumably they will select testers:

k+ok k+s+ok k

arrows crust screw laziness

glass horn light

rain pain

wool creak

whistling

2. What spellings do you observe in the test words?

In the group of words consisting of a root, there are spellings: letters denoting paired consonants at the end, soft consonants, indicated by a soft sign.

3. I RI. 1) Divide the recorded test words into groups in
depending on the composition of the word.

1. Write each group in a separate column.
2. Write the outline of the composition above the columns.

II RI. 1) The recorded test words were divided into groups depending on the composition of the word. Among the test words there may be words with different composition, for example: root, suffix, ending; root and suffix; root and ending; words with the same root.

III RI. 1) The recorded test words were divided into groups depending on the composition of the word. Among the test words there may be words with different compositions, for example: root, suffix, ending-arrow-k-a; root, ending-glass-a; laziness root.

1. Write each group in a separate column.
2. Write the outline of the composition above the columns.

Task 5.

On the spelling of unpronounceable consonants:

Speedy ..noy, hung ..way, interesting ..ny, wet ..ny, honesty, miraculous mi-tsa, danger ..nost, taste ..ny, mustache ..ny, terrible.my, clear.my , weight.mic, stock.my, crunch..nut.

IRI. 1) Read the words. Choose a test for each word.

• Think about how these words can be divided into two groups.
• Write each group of words separately. Insert missing
  letters.

II RI. 1) Read the words.

• Divide the words into two groups, taking into account whether there are unpronounceable
  my consonants or none.
• Write each group of words separately, filling in the missing letters.
  you. Prove the correct distribution of words in groups.

III RI. 1) Choose a test for each word.

2) In one group, write out the words with unpronounceable consonants, in the other, words in which there are no unpronounceable consonants. Write the test words before the ones being checked. Prove the correct distribution of words in groups.

Parts of speech and parts of a sentence.

phrase

Task 6.

I RI. For these words, select and write down the same-root nouns with different suffixes.

Notebook, bark, grass, branch, wind, elephant, oak, cat, goose, claw, book, paper.

II RI. Use suitable suffixes -k-, -ushk-, -echk-, -points-, -ok-, -search-, -enok-.

III RI. Sample: book - book - book.

Task 7.

IRI. Choose test words. Group the nouns into two columns according to the method of selecting test words for unstressed vowels. Write the test words before the ones being checked. Insert the missing letters.

P..smo, ... - k.moose, ... - star..zda,

D..revya, ... - ..kno, ... - k..pna, ... - in..draw,

Gl..za, ... - h.hlo, ... - sl.we, ... - v.lna,

Dr..zdy, ... - st..ly, ... - k..renya.

IIRI. Group the nouns into two columns according to the grammatical number of test words.

III RI. In one column, write down pairs of words with test nouns in the plural.

Task 8.

IRI. Write the nouns in two groups along with suitable adjectives.

1. Transparent feather grass

Wormwood dead

Cluster blue

Steppe amber

Winter bitter

salmon new

Grape swell

Enamel young

Piano canned

2. Backbone book

Garden lobby

Parcel direct

Inventory is spacious

Alpha cable

The bottle is painful

air shell

Bucket corn

List metal

Tulle steel

II RI. Divide the nouns with adjectives into two gender groups.

III RI. Write nouns with feminine adjectives in one group, and masculine adjectives in the other.

Annex 5

Fragment of a Russian language lesson in grade 3.

Subject: Verb

Written on the board are the words:

Teacher. Read. Find a common feature for all words.

Tanya. These are verbs.

Teacher. Prove it.

Oleg B. They denote an action and answer the question: What does the object do?

Teacher. Find the distinguishing features of the verbs. Elimination game.

Nadya. The verb drops out of me - washes, it is with a particle - sya.

Kolya. I agree, this is a reflexive verb - he is alone.

Teacher. Who disagrees? (There are none, - the teacher erases the word - "washes himself".) And then?

Igor Ch. I remove the verb "goes" - this is the present tense, and all the rest - the past.

Teacher. Who thinks otherwise? (There are no other opinions. The teacher erases the word "going".) Who will continue?

Nastya B. I know. The verb "have breakfast" is in the plural, and the other two are in the singular. So we will remove it.

Teacher. Who has a different opinion?

Natasha. But I think differently. One could do this: remove the verb "have breakfast" - it is in the plural, and leave "did", "goes", "got up" - they are in the singular. And then remove the verb "goes" - in the present tense.

Teacher. Children, how do you like Natasha's offer?

Kolya. No, that's not possible. It should be as Nastya said.

Teacher. What other opinions?

Igor Ch. I agree with Kolya.

Tanya. But it seems to me that it is possible, and as Natasha suggested, she was just a little late, we already went further, but she said nothing. But she's right.

Teacher. Who else has any thoughts?

Anya. Yes, it could be different. Both Natasha and Nastya came up with the right idea.

Teacher. Well done, Natasha, you came up with the right idea, but we will continue with Nastya's version. There are two verbs left.

Nastya M. I propose to remove the verb "stood" - it is in the feminine gender, and "did" - the masculine gender.

Igor B. If there are two verbs left, then you can remove any.

Teacher. Who has a different opinion? (No.) Well done. Today we will work with the verb "did".

Katia. I know why - this is a word from our dictionary. Difficult.

Teacher. Yes, children. You sometimes make mistakes in this word. The task is:

a) sort the word by composition;

b) make an offer with him.

Appendix 6

Test results for subtests 1, 2, 3 (I slice).

Ascertaining experiment..

Experimental group 3 class A.

No. p \ p	Last name, first name	Creative skills	Using Items	Expression	word association	Average	Average value of the indicator	Level
	A. Laysan	Fluency						Wed
		Flexibility				12,4
		Originality
	B. Diana	Fluency				11,3
		Flexibility				12,7		Wed
		Originality
	G. Aigul	Fluency						Wed
		Flexibility
		Originality
	G. Nastya	Fluency						Wed
		Flexibility
		Originality
	G. Lilia	Fluency						Wed
		Flexibility
		Originality
	G. Alfiya	Fluency				13,7	10,3
		Flexibility				13,9
		Originality
	I. Rada	Fluency
		Flexibility
		Originality
	I. Azamat	Fluency
		Flexibility
		Originality
	K. Ira	Fluency
		Flexibility
		Originality
	C. Almir	Fluency
		Flexibility			9	9,2
		Originality	–	–	–	–
	L. Elisha	Fluency	11	7	12	9,7	9,8	AT
		Flexibility	24	2,3	15	13,8
		Originality	–	10	5	5
	N. Vilena	Fluency	17	7	16	13,3	9,7	AT
		Flexibility	24	2,7	15	13,9
		Originality	–	5	–	1,7
	S. Bulat	Fluency	10	3	10	7,7	6,2	H
		Flexibility	15	0,8	12	9,2
		Originality	–	–	5	1,7
	S. Viliya	Fluency	8	10	10	9,3	10,3	AT
		Flexibility	24	3,3	18	15,1
		Originality	5	20	–	6,7
	T. Irina	Fluency	13	5	9	9	7,9	Wed
		Flexibility	21	1,6	12	11,5
		Originality	–	10	–	3,3
	H. Regina	Fluency	5	5	8	6	4,6	H
		Flexibility	12	1,2	6	6,4
		Originality	–	–	–	–
	H. Timur	Fluency	4	12	7,3	7,7	5,0	H
		Flexibility	12	1,5	8,4	7,3
		Originality	–	–	–	–
	H. Zarina	Fluency	12	8	10	10	7,8	Wed
		Flexibility	15	1,9	15	10,6
		Originality	–	5	5	3,3
	H. Marat	Fluency	16	8	20	9,3	11,2	AT
		Flexibility	32	3,0	18	17,6
		Originality	–	10	10	6,7
	H. Lydia	Fluency	13	9	12	11,3	10	AT
		Flexibility	26	2,6	18	15,5
		Originality	–	10	–	3,3

Development of creative abilities of younger students in the learning process.

Sokolova E.V.

The concept of abilities.

Abilities are called such mental qualities, thanks to which a person relatively easily acquires knowledge, skills and abilities and successfully engages in any activity.

The problem of abilities is one of the topical psychological problems of great theoretical and practical importance. Abilities refer to the differential plan of personality. Hence, when they talk about abilities, they mean high achievements in the activities of some compared to others. The height of achievements depends on a number of conditions, objective and subjective; so, for example, the high achievements of a student in studies depend on the skill of the teacher, the attitude of the teacher to the student, as well as on the preparedness of the student himself, his knowledge, skills and abilities, and finally, his abilities.

Some abilities are associated with good memory function. Abilities are clearly manifested in the mental activity of a person. Creative imagination is also of great importance for abilities.

Abilities are not limited to knowledge, skills and abilities, although they are manifested and developed on their basis.

Distinguish between general and special abilities in the presence of general abilities a person can successfully engage in various activities. Students with general ability tend to do well and easily in all subjects. Special abilities allow a person to successfully engage in any particular activity. So, there are mathematical, technical, literary, musical, visual abilities.

The combination of outstanding abilities, which determine the particularly successful, independent and original performance of any activity, is called talent. Talented people can be classified as those who are capable of creative activity.

Highest level talent is called genius.

A person's abilities are closely related to his inclinations. Therefore, interest in some occupation, passion for it often speaks of the ability to this species activities.

Among all types of abilities, creativity is distinguished. They determine the creation of objects of material and spiritual culture, the production of new ideas, discoveries and inventions, in a word, individual creativity in various fields of human activity.

Creative skills include:

ability to take risks;

divergent thinking;

flexibility in thinking and action;

speed of thinking;

the ability to express original ideas, portray something new;

rich imagination;

perception of ambiguous things;

high aesthetic values;

developed intuition.

Criteria for assessing abilities.

In developing the mental and other abilities of students, the following conditions should be taken into account:

educational activity should be organized in accordance with the principle: "we learn the phenomena of reality, influencing them, in particular, the deepest and most concrete knowledge of people is achieved in the process of their alteration." (S.L. Rubinshtein) This principle of learning showed, in particular, that the solution of complex problems is carried out at a higher level of abstraction than the solution of simple ones, and the degree of complexity and degree of difficulty often do not coincide in practice.

The subjective possibility of the student must be constantly correlated with the objective requirements. The constant interaction between the object and the cognizing subject significantly affects the peculiarities of his thinking, which depends on the content of the object analyzed by the individual.

To determine the level of development of a person and the nature of her abilities, it is not enough to establish whether she can perform a certain task, it is necessary to consider the progress of this task. At the same time, attention should be paid to such a feature of the course of activity as learning, which is manifested in the level of generalization, productivity and originality of activity in new conditions and when the requirements for the individual change.

These factors can serve as the starting point for assessing the level of development of abilities.

When determining the level of development of abilities, it is also important to establish what determines the mistakes that students make when performing tasks: inattention, a gap in knowledge, inability to analyze source data, highlight significant aspects, and generalize. The nature of the errors will accurately suggest those measures. Which allow the teacher to improve the abilities of the student.

The role of learning in the development of abilities.

When considering specific learning conditions and their significance for the development of abilities, it must be borne in mind that

Students develop their abilities not only in educational activities.

Learning conditions and pedagogical methods are, first of all, significant for the development of mental abilities.

The subject content of education as a factor in the development of abilities.

If the main condition for the development of abilities is intensive interaction with some object of reality, then in training this means the following:

disclosure of the theoretical content of the subject, its systematization and orientation to the main structures of scientific knowledge;

practical use of the acquired knowledge, development of a system of generalization methods;

worldview understanding of the content of educational material;

systematic construction of all levels of education and subjects, contributing to the development of mental abilities, which is implemented in the target settings and coordination of the curricula of individual subjects.

How to develop creativity.

Conditions for the development of creative abilities:

early start. The first impulses to the development of abilities begin with early swimming, early gymnastics, early walking or crawling, i.e. from a very early, according to modern ideas, physical development. And later, early reading, early counting, early acquaintance and work with all sorts of tools and materials also give impetus to the development of abilities, and very different ones.

as far as possible, to surround the child in advance with such an environment and such a system of relations that would stimulate his most diverse creative activity and would gradually develop in him precisely that which at the appropriate moment is capable of most effectively developing. This is precisely the second important condition for the effective development of abilities.

this condition follows from the very nature of the creative process, which requires maximum effort. Abilities develop the more successfully, the more often in his activity a person reaches the ceiling of his capabilities and gradually raises this “ceiling” higher and higher.

the child should be given greater freedom in the choice of activity, in the alternation of cases, in the duration of one activity, in the choice of methods of work, etc. Here the desire of the child, his interest, emotional upsurge serve as a reliable guarantee that even great tension of the mind will benefit the baby.

the freedom granted to the child not only does not exclude, but, on the contrary, presupposes unobtrusive, intelligent, benevolent help from adults. The most important and difficult thing here, perhaps, is not to turn freedom into impunity, and help into a hint. You can’t do for a child what he himself can do, think for him when he himself can think of it. Unfortunately, prompting is a common form of "help" for children, but it HARMS the cause!

There is a great formula for K.E. Tsiolkovsky, who opens the veil over the secret of the birth of a creative mind: “At first I discovered truths known to many, then I began to discover truths known to some, and finally, I began to discover truths that were not yet known to anyone.”

Apparently, this is the path to the formation of the creative side of the intellect, the path to the development of inventive and research talent. Our duty is to help the child embark on this path. This is directly served by educational games.

Essence and feature of developing games.

Developing games come from a common idea and have the characteristic features:

each game is a set of tasks that the child solves with the help of cubes, bricks, squares made of cardboard or plasticine, details from the designer, etc.

tasks are given to the child different form: in the form of a model, a flat drawing in isometry, a drawing; written or oral instruction, etc. And thus acquaint him with different ways of transmitting information.

the tasks are arranged roughly in order of increasing complexity, i.e. they use the principle of folk games: from simple to complex.

tasks have a very wide range of difficulties: from sometimes accessible to a 2-3-year-old baby to overwhelming for an average adult. Therefore, games can arouse interest for many years.

the gradual increase in the difficulty of tasks in games allows the child to go ahead and improve independently, i.e. develop their creative abilities, in contrast to education, where everything is explained and where only performing traits are formed in the child.

it is impossible to explain to the child the method and order of solving problems and it is impossible to prompt either by word, or gesture, or look.

it is impossible to demand and achieve that the child solves the problem on the first attempt. He, perhaps, has not yet matured, has not matured, and we must wait for a tribute, a week, a month, or even more.

The solution of the problem appears before the child not in the abstract form of the answer to a mathematical problem, but in the form of a drawing, pattern or structure made of cubes, bricks, designer parts, i.e. in the form of visible and tangible things. This allows you to visually compare the “task” with the “solution” and check the accuracy of the task yourself.

Most educational games are not limited to the proposed tasks, but allow children and parents to create new versions of tasks and even come up with new educational games, i.e. engage in creative activities of a higher order.

Educational games allow everyone to rise to the "ceiling" of their capabilities, where development is most successful.

In developing games, it was possible to combine one of the basic principles of learning from simple to complex with a very important principle of creative activity independently according to abilities, when a child can rise to the "ceiling" of his abilities. This union made it possible to solve several problems related to the development of creative abilities in the game at once:

Firstly, educational games can provide "food" for the development of creative abilities from an early age;

Secondly, their companion tasks always create conditions ahead of the development of abilities;

Thirdly, each time rising independently to its "ceiling", the child develops most successfully;

Fourthly, educational games can be very diverse in content and, moreover, they do not tolerate coercion and create an atmosphere of free and joyful creativity;

Fifthly, while playing these games with their children, fathers and mothers imperceptibly acquire a very important skill - to restrain themselves, not to interfere with the baby to think and make decisions on his own, not to do for him what he can do himself.

There are many educational games, for example: "Unicube", "Monkey", "Dots", "Clock", "Bricks", "Knots", etc.

Measuring creativity.

Evaluation of creative abilities is an important component in the process of establishing the giftedness of children. Currently, the assessment of creative abilities is mainly carried out on the basis of the methods of Torrens (1966).

Torrance's Fine Creative Thinking Tests Forms A and B.

This Torrens test is non-verbal and covers the thinking dimensions of fluency, accuracy, imagination, and originality. The test is designed to assess the abilities of children aged 5 years and older. The test provides for the subjects to perform such tasks as constructing pictures: the child is given a sheet of paper with an image of a brightly colored figure of irregular shape, which he must use as a starting point for constructing his own image; completion of the started picture, the use of parallel lines or circles to compose images.

Torrens tests for verbal creative thinking, forms A and B.

The purpose of this test is to assess the verbal creativity of children and adults. Testing covers such characteristics as the ability to ask informative questions, to establish possible causes and consequences in relation to situations depicted in a series of pictures, to suggest original uses for ordinary objects, to ask non-standard questions about a well-known object, to make assumptions.

Creativity in action and movement.

This most recent test was developed as a complement to the Torrens Series of Aptitude in Preschool and Primary School Children. The task of this test is designed in such a way as to give the child the opportunity to show their creative abilities in the process of free movement in any room. The qualitative indicators studied using the test data are similar to the indicators of the two previous tests: ease, flexibility, accuracy and originality of thinking.

In addition to the Torrens tests, there are other methods for identifying creative abilities. For example, techniques: "Sculpture", "Drawing", "Verbal Fantasy".

Method "Verbal fantasy".

In the course of the story, the child's fantasy is evaluated on the following grounds:

speed of imagination processes;

unusualness, originality of images of the imagination;

richness of imagination;

depth and elaboration of images;

impressionability, emotionality of images.

For each of these signs, the story, it turns out, from 0 to 2 points.

0 points. It is put when this feature is practically absent in the story.

1 point The story receives in the event that this feature is present, but is relatively weakly expressed.

2 points. The story earns when the corresponding feature is not only present, but also expressed quite strongly.

The speed of the imagination processes:

if within one minute the child has not come up with the plot of the story, then the experimenter himself suggests a plot and puts zero points for the speed of imagination.

if the child himself came up with the plot of the story by the end of the allotted minute, then he gets one point.

if the child managed to come up with the plot of the story very quickly, within 30 seconds, or if within 1 minute he came up with not one, but at least two different plots, then two points are given.

Unusualness, originality of images of the imagination is regarded as follows:

if the child simply retold what he once heard from someone, or saw somewhere, then on this basis he gets 0 points.

if the child retells the well-known, but at the same time introduced something new from himself, then the originality of his imagination is estimated at 1 point.

if the child came up with something that he could not see or hear anywhere before, then the originality of the imagination gets a score of 2 points.

The richness of the child's fantasy is also manifested in the variety of images he uses. When evaluating this quality of imagination processes, the total number of different living beings, objects, situations and actions, various characteristics and signs attributed to all this in the child's story is fixed.

if the total number of the named exceeds 10, then the child receives 2 points for the richness of fantasy.

if the total number of parts of the specified type is between 6 and 9, then the child receives 1 point.

if there are few signs in the story, but in general at least 5, then 0 points are given.

The depth and elaboration of images is determined by how varied the details and characteristics are presented in the story related to the image that plays a key role or occupies a central place in the story.

0 points - the central object of the story is depicted very schematically, without a detailed study of its aspects.

1 point - if, when describing the central object of the story, its detailing is moderate.

2 points - the main image of the story is described in sufficient detail, with many different details characterizing it.

The impressionability and emotionality of images of the imagination is assessed by whether it arouses interest and emotions among listeners.

if the images are of little interest, banal, do not impress the listener, then the child's fantasy is 0 points according to the criterion under discussion.

if the images of the story arouse interest on the part of the listeners and some emotional reaction, but this interest, together with the corresponding reaction, soon fades away, then the impressionability of the child’s imagination receives a score of 1 point.

if the child used bright, very interesting images, the listener's attention to which, once having arisen, did not fade away after that, and even intensified towards the end, accompanied by emotional reactions such as surprise, admiration, fear, etc. - 2 points.

Thus, the maximum number of points that a child in this technique can receive for his imagination is 10 points, and the minimum is 0 points.

Development levels:

10 points - very high;

8 - 9 points - high;

4 - 7 points - average;

2 - 3 points - low;

0 - 1 point - very low.

Conclusion.

To quickly transfer an ability from one level to another, a higher level of development, it is necessary:

to interest the child in creative activities;

to teach him to master the basic ways of creative problem solving;

provide the schoolchildren themselves with the opportunity to be more active and independent in solving educational and social problems.

You can get your child interested in creative activities by using various creative tasks, exercises, and exercises in the classroom (exemplary tasks are listed in the appendix). A good stimulant for the development of creative abilities are developing creative games.

It is also very important to remember that the creative behavior of children has big influence adult behavior that children treat with respect. Adults should not criticize the creative undertakings of children, but should be a support and support for them in everything.

ATTACHMENT 1.

Creative tasks.

Russian language: the game "Knot for memory".

An unstressed vowel in the root.

In a word, one syllable is always stressed. It is pronounced with a special power of voice. Marked with a slash above the vowel.

Flowers - 2 vowels, 2 syllables, 2nd stressed, unstressed vowel at the root of the word, change (color), the vowel is clearly heard e and is written in an unstressed position.

How to check an unstressed vowel in the root of a word?

Make the answer by reasoning according to the model:

Lesnoy -

chanted -

Drank -

Arrived -

Flowers -

Fled -

Over the river -

Do not be lazy -

Divide the words into syllables for transfer, indicate the stressed syllable in them: spruce forest, birch, stump, near, meet, hedgehogs, funny, Elena, I'll be back, blackberry, hedgehog.

Game "Field of Miracles".

M _ lodia

Sn _ jok

Vol _ ybol

Dinica

Note

Ralash

dress_

canvas _ nts _

Note

Zhiha

Ralash

suns _

dress_

floor _

affairs _

blacker _

warm _

E ... (hedgehog)

E ... (raccoon)

E ... (Yeralash)

E ... (unit)

E…E…E (gospel)

E…E…E…E (weekly)

In…TKA

P…RYA

Explain the meaning of the words.

Draw one of the items. Attach the drawing to a carbon copy album.

Compose words using the suggested letters and letter combinations: li, la, sa, then, lo, do, n, s.

How many sounds are there? Why?

Mathematics: the game "Arithmetic Cubes".

To play, you need 3 dice, one of them is different in color from the other two. Each player rolls all the dice in a row. The sum of the numbers that fell out on two one-color dice is multiplied by the number that fell on the third dice, and the product is written down. At the end of the game (how many times to throw, they agree in advance) the results are summed up. The winner is the one with the highest sum of all the numbers received.

The game requires one cube. Each of the players on a piece of paper writes numbers from 1 to 10 in a column and puts a multiplication sign in front of each number. Players take turns rolling the die ten times in a row. The numbers on the die are multiplied with the numbers on the piece of paper. After the tenth throw, the total is summed up. Whoever has the largest amount wins.

The task is a joke:"From Moscow to Tula".

At noon, a bus with passengers leaves Moscow for Tula. An hour later, a cyclist leaves Tula for Moscow and rides along the same highway, but, of course, much slower than the bus. When the bus passengers and the cyclist meet, which of them will be further from Moscow?

Explanation: the travelers who met are in the same place and, therefore, at the same distance from Moscow.

INTRODUCTION 2

CHAPTER 1 THEORETICAL ASPECTS OF THE PROBLEM OF DEVELOPING CREATIVE ABILITIES IN JUNIOR SCHOOLCHILDREN IN LABOR LESSONS ... 4

1.1 The concept of creative abilities and approaches to their development in the psychological and pedagogical literature. four

1.2 Development of creative abilities of younger students in the process of labor training. 12

CHAPTER 2 EXPERIMENTAL STUDY DEVELOPMENT OF CREATIVE ABILITIES OF YOUNGER SCHOOLCHILDREN IN LABOR LESSONS ... 18

2.1 Diagnostics of creative abilities. eighteen

2.2. Formative stage and its results… 21

Conclusion. 26

Bibliography. 28

Appendix 1. 30

INTRODUCTION

The course work deals with the development of creative abilities of younger students in labor lessons. The relevance of this topic is explained by the following provisions.

First, the main purpose of education is to prepare the younger generation for the future, for the new opportunities that life provides. From our point of view, the ability that allows you to effectively achieve this goal is creative thinking, creativity. ,

Second, we live in the information age; rapid changes took place in society that took place in a relatively short period of time. A person is forced to respond to them, but often he is not ready for the changes that are constantly taking place in society. In order to adequately respond to these changes, a person must activate his creative abilities, develop creativity in himself.

The desire for creativity is characteristic of the elementary school of our day, although it certainly does not have a narrowly local character, to one degree or another it is inherent in all people. But elementary school is the world of childhood, hopes, where the ground for creative activity is the most favorable and where the inspiring search for reason and good does not fade away.

In elementary school, however, there is still a very common pattern in the teacher's work. Many teachers use the repetition of the same actions, techniques, without taking into account the desires and interests of the children. This often leads to a loss of the ability to think creatively and work independently. And most importantly, the interest in acquiring knowledge among younger students is being killed.

Creativity of children must be developed in the process of all education in elementary school. And one of the most important subjects here is the lesson of labor.

Labor education in elementary school is an important means of creative and aesthetic development of children. Labor training lessons should contribute to the formation in children of elements of technical and artistic thinking, as well as design abilities.

The purpose of the study is to determine the impact of labor lessons on the development of creative abilities.

The object of research is the development of creative abilities.

The subject of the research is labor training as a means of developing creative abilities.

Hypothesis - the development of creative abilities will be more effective if labor training in primary school

Research objectives:

Analyze approaches to understanding creativity.

Consider the development of creative abilities of younger students in the lesson of labor training.

3. Conduct an experimental study of the impact of labor training on the development of creative abilities.

The theoretical significance of the study lies in substantiating the need to use game methods in labor lessons in order to develop the creative abilities of younger students.

The course work consists of an introduction, two chapters, a conclusion and a bibliography.

CHAPTER 1 THEORETICAL ASPECTS OF THE PROBLEM OF DEVELOPING CREATIVE ABILITIES IN JUNIOR SCHOOLCHILDREN IN LABOR LESSONS

1.1 The concept of creative abilities and approaches to their development in the psychological and pedagogical literature

Creativity is understood as a mechanism for productive development. Only a person with a developed internal plan of action is capable of full-fledged creative activity. And not only because otherwise he will not be able to assimilate in the right way the amount of “special knowledge of a particular area of ​​labor activity necessary for its further development, but also because otherwise he will not be able to fully form his convictions, motives, interests, claims, that is, personal characteristics, without which true creativity is impossible,

For creativity, it is not the content of knowledge in itself that is of decisive importance, but their structure, the psychological type of acquired knowledge, determined by the type of activity in which they were acquired. Without a developed internal action plan, it is impossible to carry out the required type of activity. A developed internal plan of action is a necessary condition for the psychological level of organization of creativity,

Creative activity is a form of human activity aimed at creating qualitatively new social values.

The incentive for creative activity is a problematic situation that cannot be resolved on the basis of existing data in traditional ways. The original product of activity is obtained as a result of the formation of a non-standard hypothesis, the perception of an unconventional relationship of elements, the establishment of new types of interdependence between them. The prerequisites for creative activity are the flexibility of thinking (the ability to vary solutions), criticality (the ability to abandon unproductive strategies), the ability to converge and link concepts, and the integrity of perception. The makings of creative abilities are inherent in any person, any normal child. You need to be able to open them and develop them.

The manifestation of creative abilities varies from large and bright talents to modest and unobtrusive ones. But the essence of the creative process is the same for everyone. The difference is in the specific material of creativity, in the scale of achievements and their social significance. Elements of creativity are also manifested in solving everyday life problems, they can be observed in the usual thought process.

Putting forward a new hypothesis in connection with a new problem requires special activities, which depend decisively on the abilities of the researcher. These abilities are formed in activity. No story about the role of hypotheses can replace in the development of a person's ability to explore even a small, but independently put forward hypothesis. It is also known that in order to solve a number of problems, one has to discard all traditional ways and consider them from a completely new, unexpected angle of view. However, knowing this does not provide a new point of view in the process of a particular study. Only practical research experience develops this ability.

Some scientists, outlining the scope of creativity, believe that it characterizes only socially significant discoveries. Others point to the equally undoubted creative nature of those discoveries that a person makes for himself. Still others draw a watershed on the basis of the algorithmization of activities. So there is a division into creative and non-creative professions. This division is based on the idea: in the creative profession, manifestations of creativity are a mandatory norm. However, by virtue of this definition, one can be not a master, but an artisan, but still belong to a creative profession.

The lack of scientific differentiation of the concept of creativity leads to the fact that the definition of "creative" becomes applicable to almost any process of activity, except for a narrow circle of extremely automated actions.

The noted paradox - creativity, being the highest manifestation of the "Man" phenomenon, is the least studied - is also explained by the specifics of its own nature: the spontaneous nature of creativity makes it elusive for natural scientific methods. This is confirmed by the moments of "crisis", which stimulate the reflection of science on its methods. Noteworthy in this regard are the summary of H.I. Trick (1968), with which he concludes his fundamental review of research on creativity in the United States, and the initial assumptions of H. Gutman, expressed in doubt: how can creativity “as a spontaneous process be studied by stimulus-reactive methods ". But usually science, under the pressure of social order, requiring to act here and now (hiding behind the postulate of the relativity of truth), manages in cash on this moment means and ideas.

In order to understand the whole range of points of view on creativity and understand the emergence and establishment of today's priorities, it is necessary to restore the historical context of the problem, which alone can make it possible to adequately assess and fully understand a particular theory, its place in the system of theoretical knowledge, and the reasons that brought it to life. , and then to leave the stage, that is, what is the logic of the development of science, identifying the vector of its development and those social factors that act as its catalyst.

Just as natural science in its first steps was looking for a material carrier to explain complex phenomena, so psychology, in order to explain the nature of creative abilities, draws on the concept of psychic energy as their material carrier.

3. For the first time, Freud introduced the concept of "psychic energy" into psychology to explain the activity of the organism. Understanding the body as an energy system is at the heart of his theory of psychodynamics. The energy concept made it possible to explain such characteristics of behavior as its apparent spontaneity and "perseverance". But in essence, Freud's idea of ​​activity is reduced to a simple translation of physiological terms into psychological terms: the term "excitation" is replaced by "psychic energy". Attaching a certain importance to the identification of the quantitative characteristics of psychic energy, Z. Freud admitted that he did not have the data to "come closer to understanding the nature of the psychic energy itself."

On the principles of energyism, the solution of the problem of mental endowments is carried out. The correlation between two abilities is determined, not by their internal affinity, but by the "common fund of psychic energy", referred to as the "ji factor" (general - general). However, he refrained from isolating even rough approximate energy levels and limited himself only to the assumption that in time it would probably be possible simply to measure the total value of the fund of psychic energy without resorting to traditional ways determining the level of development of mental abilities.

One of the most prominent representatives of "energyism" in Russia was A.F. Lazursky. According to his views, the concept of activity is one of the fundamental, initial concepts of general psychology. It is essentially identified by him with the basic concept of his system - the concept of neuropsychic energy. From the point of view of Lazursky, it is necessary to distinguish between the concepts of will and activity, energy. The latter acts as an internal source that determines the level of mental activity. Lazursky emphasized that energy and activity are not an effort of will, but "something much broader, underlying all our mental processes and manifestations in general." The level of manifestation of activity was considered by A.F. Lazursky as the main criterion for the classification of personality. The amount of neuropsychic energy, the degree of activity - the basis for the classification of levels, types of correlation between the personality and the external environment. Lazursky associates the highest level not so much with the level of adaptation to the external environment, i.e. with a more or less successful solution of the practical or theoretical problems facing a person, as well as with the transforming activity of a person. The content of this activity is, first of all, activity, initiative, generation of new ideas.

“The world process,” wrote B.M. Bekhterev, “consisting of the constant transformation of energy, is carried out according to the same basic principles, whether it will manifest itself in the movement of celestial bodies, in particular in the life and manifestations of the human personality itself ...” . The energy concept leads Bekhterev to assert the identity of the mental and the physical.

A. V. Petrovsky rightly notes that, due to extreme mechanism, behavioral psychology solves the issue of activity only in a “mystified” form, as heredity, which determines the structural and functional features of the mechanisms of behavior, quantitative and qualitative forms of energy inherent in the individual.

The rooted energy tradition in the consideration of higher mental functions to a certain extent contributed to the vulgarization of the ideas of IP Pavlov.

The involvement of the concept of "energy" as a material carrier met the need to explain the individual variation in the manifestation of creative abilities. This directly corresponded to the corresponding physical concept, since energy in a certain representation acts as a positive scalar quantity, which has the property of additivity. At the same time, it consolidated the mechanistic tradition, which knows only quantitative differences, and defined the idea of ​​creative abilities as simply the maximum expression of abilities (G. Eysenck; D. Wexler, J. Raven). This understanding of creative abilities, in turn, was supported methodically. This was facilitated by the methodology of factor analysis, demanded by testology, and the method of problem situations.

The problem of abilities in domestic psychology has been studied quite deeply. First of all, we proceed from the corresponding theoretical concepts developed in the works of B. M. Teplov and S. L. Rubinshtein. It is known that under abilities B. M. Teplov understood certain individual psychological characteristics that distinguish one person from another, which are not reduced to the stock of skills and knowledge already available to a person, but determine the ease and speed of their acquisition.

Considering the structure of abilities, S.L. Rubinshtein distinguishes two main components:

"operational" - a well-established system of those modes of action through which activities are carried out;

"core" - mental processes that regulate operations: the quality of the processes of analysis and synthesis.

The structure of abilities proposed by Rubinstein, on the one hand, makes it possible to avoid fatalism, since through the formation of a system of operations it allows the development of the core itself, and on the other hand, it explains the difficulties that testology has encountered. Evaluation based on the result, not the process, does not allow one to give an unambiguous interpretation of the test results, since a number of purely social factors influence the formation of the operating system. The fact that children from intelligent and wealthy families, whose education is given special attention, are more successful in coping with test tasks, just demonstrates that the achieved result cannot be interpreted as a manifestation of the "core" of mental abilities. If we do not consider “intelligence” as a scientific abstraction, then it is the “core” that actually represents what Ya. A. Ponomarev called formal intelligence. It seems to us that the modern implementation of the structure of abilities outlined by Rubinstein is the theory of V.D. Shadrikov.

Ability is defined by Shadrikov as a property of functional systems that implement individual mental functions, which have an individual measure of severity, manifested in the success and qualitative originality of the development of activities. An individual measure of the expressiveness of abilities is evaluated on the basis of the parameters of performance, quality and reliability of activity. It is the understanding of ability as a functional system that finally makes it possible to solve the problem of correlating inclinations and abilities. If abilities are properties of a functional system, then inclinations are properties of the components of this system. The properties of neurons and neural modules, subsystems of a single whole - the brain - are considered as the makings of abilities. The general properties of the nervous system, manifested in the productivity of mental activity, belong to the general inclinations.

Thus, the consideration of abilities as functional systems can be considered the "core", which is the functional mechanisms that depend on the inclinations, and the periphery is also represented by a well-functioning system of operational components that develop in the course of activity.

The methodological foundations of the theory of abilities of V.D. Shadrikov also include a systematic approach developed in psychology by B.F. Lomov, the concept of the functional system of P.K. psyche.

In the study of creativity and giftedness, questions related to the disclosure of the nature and structure of mental (intelligence) and special abilities arise with particular acuteness.

The question of the nature of "special abilities" is especially relevant in connection with the identification of various types of giftedness. Shadrikov's concept implements a new approach to the problem of the nature and correlation of general and special abilities. The phenomenon of "special abilities" is considered as a "phantom", since any activity is mastered on the foundation general abilities that develop in this activity.The author believes that nature could not afford the luxury of laying special abilities for each activity.The key to the development of abilities is the concept of "efficiency" - a subtle adaptation of personality traits to the requirements of activity. "Special abilities" are general abilities that have acquired efficiency under the influence of activity requirements In the course of professionalization, the component composition of abilities that determine the success of activity changes, the closeness of the connections of abilities included in the structure increases, and their total number increases.

It should be noted that the concept of Shadrikov's creative abilities should be attributed to the third direction, since they correspond in this concept to spiritual abilities, which are considered as an integral manifestation of the intellect and spirituality of the individual. In its highest manifestation, spiritual abilities characterize a genius. Since this concept is covered in several author's works (Shadrikov, 1996-2001), we will not dwell on it in detail.

At the same time, within the framework of this concept of abilities, an understanding is outlined of the evidence that B.F. Lomov, in particular, noted: “The study of mental processes shows their inseparable connection and mutual transitions. When, for example, perception is studied, it is found that in principle it is impossible to create conditions that would make it possible to dissect it from memory, thinking, emotions, etc.”

It is obvious to everyone that the human psyche is a single functional formation and the allocation of individual functions is possible only as a scientific abstraction. However, the syncretic idea of ​​the original unity of the functioning of the psyche also requires its own scientific structural vision. The developed concept allows us to present the principle and structure of this relationship. It is not separate functions that interact, but the structure of a separate function in the genesis of its formation includes moments of other functions, i.e. its own structure from the outset presupposes their participation as its operational components.

Ya.A. Ponomarev specifically discussed the creation of conditions where knowledge and experience will not play a leading role when defining intelligence, “formal intelligence”. This may explain why modern tests are achievement tests. Built on the principle of completing a task, they not only do not make it possible to understand which components of abilities achieve the result (as mentioned above), but trigger the action of all spheres of the personality, which actually masks the action of each of the components of its structure. In this regard, K.M. Gurevich’s proposal to consider intelligence tests as “tests for mental development adequate to a given culture” is actually quite correct, since neither the system of operations, nor the entire human psyche as a whole cannot but reflect the culture of the society in which he lives. So, the idea of ​​the nature of general (mental) abilities, developed in domestic psychology, indicates the direction of development of valid psychodiagnostics. It cannot be carried out "in the forehead." Those chemical elements that exist in nature in the composition of any substance are isolated in their pure form due to a system of complex reactions. The structural components of the psyche require the same. But here, instead of a system of reactions, a methodical system should be built that allows cutting off other components and isolating the necessary one in its pure form.

1.2 Development of creative abilities of younger schoolchildren in the process of labor training

Labor training is an obligatory condition and an integral part of the education, upbringing and development of the child at the primary stage of the general education school and is implemented by means of a variety of classroom and extracurricular activities of students.

Such prominent scientists as N.K. Krupskaya, A.S. Makarenko, A.V. Lunacharsky, S.L.

The purpose of labor training is the education of the personality of students on the basis of the formation of labor activity.

M. Levina points out that at labor lessons at school or at home with their parents, and later on their own, children can learn many exciting and useful things: working with paper and embroidery, sewing and making crafts from natural materials, woodworking and modeling from plasticine, they can learn how to burn and sew soft toys, try themselves as a cook or cook, or maybe the child will like being an actor in a puppet theater and at the same time - the owner of this theater.

Doing something with their own hands, children develop attention and memory, learn to be accurate, perseverance and patience. All this will help the child at school, especially when mastering writing, and in his later life these qualities will be useful.

Creative activities help develop artistic taste and logic, contribute to the formation of spatial imagination. In addition, fine motor skills of the hands are improved in children, which is very important for younger students, as well as for children suffering from cerebral disorders and speech defects (dysarthria, stuttering).

Creative activities not only develop imagination, but also give the child a lot of practical skills. Sew on a button for yourself, cook breakfast, make gifts to family and friends with your own hands - all this will come in handy for a child.

And one more very important addition: the ability to do something yourself allows the child to feel more confident, relieves the feeling of helplessness in the adult world around him. But faith in oneself, self-confidence is a necessary condition for a child to be truly happy.

T.A. Gomyrina showed in her work the effectiveness of the development of creative abilities in labor lessons.

Labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products to decorate everyday life (games, labor, recreation). Such work is a decorative, artistic and applied activity of the child, since when creating beautiful objects, he takes into account the aesthetic qualities of materials based on existing ideas, knowledge, practical experience acquired in the course of labor activity and in art classes.

According to T.A. Gomyrina, creative abilities develop most effectively in artistic work.

work with paper, cardboard (application from paper of different textures, in combination with fabrics, natural materials, the production of decorative panels, volumetric and planar objects and structures for decorating holidays and entertainment, decorations, souvenirs);

work with natural material (making small and large sculptures, making decorative bouquets from dry and living plants);

work with clay (creating decorative ornaments, making small sculptures, souvenir toys, doll dishes);

work with fabric, threads (decorative appliqué from fabric, weaving from synthetic yarn, making decorative ornaments and household items, clothes, theater and decorative toys and souvenirs from synthetic fabrics).

For younger students, the most accessible and easily processed material is paper. Working with paper is working with a material that has its own face, with constructive and plastic properties. Making paper products contributes to the development of the muscles of the hands, improves the eye of the child, prepares him for the development of writing skills, promotes the aesthetic development of children, their acquisition of the ability to correctly select combinations of paper colors, shapes and sizes of component parts.

First graders make various 2D and 3D shapes out of paper. The child explores the possibilities of using paper by bending, squeezing, tearing it apart, but then combines them and gets new form.

Children really like to make products from strips of paper. This type of work creates great opportunities for children's creativity.

Usually when receiving paper strips different lengths and width, children immediately begin to involuntarily twist, twist, twist, cross, connect one with another, resulting in a variety of compositions. Delightful snow-white paper plastic, a magical play of light and shadow, endless creative possibilities and prospects for its use make one wonder and look for new solutions. artistic images and plots.

If you take two strips of paper of the same color but different sizes, make a ring out of each, connect them, and then add a little imagination, you can make animals for theatrical performance (chicken, pig, cat, hare, etc.) . A cone or a cylinder can be used as a basis for making figures of animals and people.

The child independently discovers new ways and forms of bending for the desired element obtained. At the same time, the child's fantasy is clearly manifested, since he creates more and more new combinations and sometimes he himself is surprised at what he got out of the original idea. Children can do this type of craft for a very long time, not wanting to admit that the work is finished, as they constantly come up with new ideas. The nature around us pleases with an abundance of shapes and colors. Every season is rich in its natural gifts: from beautiful green blades of grass and flower petals to the rich fruits of autumn and dry, at first glance, inconspicuous plants that we consider weeds. Nature is rich in material that children can use in play. The value of such games lies in the fact that the child draws inspiration directly from nature and creates unique things that delight the eye with their beauty. In natural materials, children see the beauty and consistency of forms, harmony, in addition, they recognize the characteristic features of materials: smell, color, shape, structure. In the future, having a certain experience, they are able to answer various questions: what is hard, juicy, soft? What grows on pines and firs? What trees are deciduous and coniferous? What grows in the meadow, in the field? What happens big and small, rounded and sharp? Children not only enrich their vocabulary, but also develop analytical thinking: they seek to correlate their crafts with what they see, to give them figurative names. There is practically no such natural material (with the exception of poisonous plants) that could not be used for crafts, and there are no established rules on how to use it.

Particularly distinguished are the lessons of working with clay - modeling. Modeling lessons contribute to the formation of such personality traits that are not specific for a person (required only for this and similar work), but generally significant. These classes develop the mental abilities of students, expand their artistic and polytechnical horizons, form moral ideas and contribute to the formation of a creative attitude to the world around them. Particular attention is paid to decorative and applied arts. Children are happy to sculpt decorative toys based on folk patterns, dishes, wall reliefs, decorative masks. First-graders get acquainted with folk crafts. In addition, all these products very clearly gravitate towards real arts and crafts, are connected with life. Compared with the processing of other materials, working with textile products has its own characteristics. Working with fabric allows you to put into practice interdisciplinary connections. So, students significantly expand their horizons, vocabulary, getting acquainted with the names of tools, materials, labor processes. Making patterns contributes to exercises in calculations, in comparing and working out the concepts of “more-less”, “narrower”, “shorter”, “longer”. In the manufacture of products for pattern and processing of parts, which are various geometric figures(squares, rectangles, circles) the geometric material studied in mathematics lessons is fixed. When taking measurements, students deal with numbers. They compare the data obtained with the dimensions of the fabric, perform various calculations. Needlework lessons are also interconnected with drawing lessons. Children learn to select the colors of threads for embroidery, learn that depending on the features of the product, its design and purpose, fabrics of the appropriate quality and color are selected. In addition, the selection of a pattern for embroidery, the ability to beautifully finish the product is of great importance. Practical exercises in the processing of textile materials develop the eye. The quality of work in this case largely depends on the accuracy and accuracy observed when drawing up a pattern, when marking, cutting, stitching and other operations. The processing of textile materials, in comparison with other materials, requires more painstaking and hard work.

Work on sewing and embroidery, weaving attracts children with its results. How much joy junior schoolchildren get from a bookmark made by their own hands, napkins! No less pleasure is making gifts for parents, friends, kids. The list of practical works includes products that, according to their purpose, can be grouped as follows: household, educational, gaming souvenirs and gifts.

Thus, properly organized labor gives children in-depth knowledge about the quality and capabilities of various materials, helps to consolidate positive emotions, stimulates the desire to work and master the peculiarities of craftsmanship, introduces them to folk decorative arts. Therefore, there is every reason to consider labor training as an important element in the harmonious development of children.

CHAPTER 2 EXPERIMENTAL STUDY DEVELOPMENT OF CREATIVE ABILITIES OF JUNIOR SCHOOLCHILDREN IN LABOR LESSONS

2.1 Diagnostics of creativity

The purpose of our experiment is to test the influence of labor lessons on the development of creative abilities of younger students

As an experimental base, we chose students of grades 2A and 2B of school No. 3 in Birobidzhan.

We had to identify creative children, their ability to think logically, draw conclusions, and determine their creative capabilities.

Based on this, the stages of experimental work were determined.

W. Ascertaining.

Formative

Control

The goals of the ascertaining experiment:

Determination of levels of formation and degree of development of creative abilities. 40 children took part in the experimental work.

When conducting a study in two classes, the same conditions were created that affect the test results:

the complexity of the questions;

time allotted for answers.

The following criteria were chosen as criteria: 1. consistency

2. ability to self-development 3. creative potential.

The criterion of “self-development” is based on three levels: active development, lack of an established system of self-development, and stopped development. Criteria "creativity" based on three levels: significant creativity, normal creativity and little creativity.

Questions define the limits of curiosity; faith in yourself; constancy; ambition; "auditory" memory; "visual" memory; desire to be independent; the ability to abstract; degree of concentration.

These abilities form the basis of creativity.

The main attention is paid to logical methods for solving creative problems. At the same time, heuristic (intuitive) is given a small place. If all known methods for solving creative problems are divided according to the dominance of logical or, conversely, heuristic procedures and the corresponding rules of activity, then two large groups of methods can be distinguished:

Logical methods, which are dominated by the logical rules of analysis, comparison, generalization, classification, induction, deduction, etc.;

Heuristic methods for solving creative problems. In this case, the method is presented in the form of a system of rules, that is, a description of how to act and what to do in the process of solving problems. Heuristic methods for solving creative problems are a system of principles and rules that set the most likely strategies and tactics for the solver, stimulating his intuitive thinking in the learning process, generating new ideas and, on this basis, significantly increasing the efficiency of solving creative problems.

On the basis of these methods, we have tested the following tests: Test "Logic" (according to the method of V. L. Marishchuk). Purpose: to reveal the child's ability to think logically. The children were given tasks with two interconnected categorical judgments and a conclusion - a conclusion (syllogism). The conclusions were partly given logically, and in some cases deliberately false. It was necessary to determine which conclusions are correct and which are erroneous.

After the reading, 30 seconds were given for reflection. Grades were made according to table No. 2.1. The results are listed in table No. 2.2

Table No. 2.1

Table number 2.2.

The results of the ascertaining experiment on the study of the degree

development of logic.

Analysis of the table showed that logical thinking is not sufficiently developed. In total, 4 people out of 40 have it 100% developed; in other children, to one degree or another, the development of logical thinking is at an average level.

The purpose of our study, in addition to identifying logic, was to determine their abilities for creative activity. For this, the test "Creativity" was tested.

The students were asked a series of questions. It was necessary to choose one of the proposed answers and next to the number put the letter "a" \ "b" or "c". After the answer, it was necessary to calculate the amount of points scored: for the answer "a" - 3 points; for the answer "b" - 1; for the answer "in" - 2 points.

The results were calculated as follows:

High level: 49 points or more - Creativity is significant. Man has great creative potential. If they are used correctly, "one can achieve good" results in creative activity,

Average level: from 24 to 48 points - normal creative potential. A person has those qualities that allow him to be creative.

Low level: 23 points or less - Little creativity.

The results of the study of the levels of development of creative potential in children.

Table No. 2.3.

The results showed that, in general, all children, with the exception of 3, have quite normal creative potential. They have such qualities as curiosity. They have the qualities that allow them to be creative. In future activities, they can prove themselves as creatively gifted people.

But there are problems that hinder this process. You should work more with their creative potential.

Thus, younger students need to be offered a certain methodological program to help them develop their creativity. The results of the experimental work make it possible to outline ways for further research of this problem, to develop recommendations for the future education of younger students.

2.2. Formative stage and its results

The purpose of this stage is to have a beneficial effect on the development of the creative abilities of children in the process of work using gaming technologies.

As an example, we will give one of the lessons in full.

Topic: "Volumetric application - making a white water lily"

labor training lesson in the 2nd grade

Purpose: the formation of a creatively developed, adaptive personality. Educational tasks:

didactic - mastering the technique of volumetric application;

educational - the formation of communicative qualities;

Developing - the formation of observation, creative thinking, the development of motor skills of the hands.

Didactic materials and tools: illustrations depicting a white water lily, colored paper, scissors, glue.

Sound series: F. Liszt, "Nocturne"; P. Tchaikovsky, "Meditation", "Song without words".

Organization of the lesson:

During the lesson, the class is divided into groups (4 people each). Each group receives its own "piece of the lake" to complete the application (application).

During the classes

(Soothing music playing)

Teacher: Today, guys, we will go on a short trip along our native river, which is called ... Bira, Amur (children's answers). Close your eyes, children, and imagine that we are sailing on a boat. And around the water - blue, transparent, and you want to dip your hand down or splash in the water. And somewhere ahead, a fish is jumping, a reed is whispering. A high wall of reeds gives way to floating, rounded plant leaves. But large white flowers give a special, unusual charm to quiet river water. We just want to pick this snow-white flower, and our hand reaches for it. But we will not do this, we will sail by, admiring this beauty.

Open your eyes. How many of you guessed what kind of plant we are talking about?

Children: White water lily.

Teacher: Right guys. This plant is a white water lily.

(Illustrations are shown.)

Teacher: Which of you guys have seen this flower in real life? (Students share their memories.)

Teacher: Guys, if one of you did not have to see him, know that everything is still ahead. You will grow up, become adults and will definitely meet with a water lily, as the white water lily is often called.

Why do you guys think you can't pick these plants?

Children: They will die.

Teacher: We can only survive when we preserve the entire natural environment. In many regions, the white water lily has become a rare plant, disappearing. It is listed in the Red Book. What is this book? Why is it called Red?

Children: This is a book of danger, anxiety.

Teacher: So, guys, today in the lesson we will play a trip to the lake with water lilies.

Let's decorate our lake (application) with white water lilies. Look at the“ poster (appendix, fig. 2), what is the name of this type of application? Why?

Children: Volumetric. Since the elements of the product (petals) are not completely glued, but only part of them. Teacher: What do you need for work? What type of carving can be used to make leaves, petals?

Children: Colored paper - white, green, yellow, scissors, glue. The cut is symmetrical.

Teacher: What rules for working with scissors do you know?

Students: Safety.

Teacher: So, let's get to work. (Music sounds. Children perform the selected creative options: who cuts out the leaf of the plant, and who cuts the petals of the flower.

In the middle of the lesson - physical education pause to the music.)

Teacher: Children, please leave the desks. Show how the flower falls asleep when the sun hides? (Children squat down, hands up in the lock - bud). How does a flower bloom? (Children slowly rise and spread their arms to the sides.)

Summing up the lesson.

Exhibition of works. All "pieces of the lake" are combined into one whole.

Which group did the job faster, more accurately, more beautifully?

Who showed more observation in the design of the middle of the water lily, color, size?

Teacher: This flower was loved in ancient times, they love it even today. Many writers talk about him in their works, and among the people they compose riddles. Here is one of them: "Cups and saucers do not sink and do not break." (A water lily flower.)

And a student of our class will read a poem by the poet T. Belozerov about a white water lily:

Silence. Only here and there

The reed creaks,

Sleeping on rose water

White water lily.

He sleeps and sees that he is not sleeping. And behind the free flock

White duck flies

Above the boundless water!

Various games were included in the following labor lessons and in the future, the game aspect in the lessons was the main one, the games were of a creative nature.

After the formative stage, testing was carried out to identify the creative potential of children, for this the same methods were used as at the ascertaining stage. The results were entered in table No. 4

The results of the study of the levels of development of creative potential in children after a formative experiment.

Table No. 2.4

The table shows the impact of the formative stage on the development of the creative potential of children. Not a single child remained at a low level of development of creative abilities

Thus, we were clearly convinced that if in the process of labor training a teacher uses methods for the development of creative thinking, teaches children to approach problem solving in a non-standard way, then creativity can be developed. Creativity is not given from birth and does not arise from scratch. And conditions are necessary for their development. We tried to create such conditions by conducting an experiment. Of course, when carrying out such work, it is necessary to take into account the contingent of children, their level of development, health, and opportunities.

It should be noted that systematic and consistent work plays an important role here. Jerky, unsystematic work cannot lead to a positive result. Only a creatively working teacher can educate creatively thinking students.

Thus, labor training contributes to the development of creative abilities of students. Our work was carried out for a long time and systematically, gradually becoming more complex. Therefore, it led to a positive result. And also because the conditions for the formation of creative abilities were fulfilled: a favorable environment, freedom of choice, fascination, unlimitedness in actions.

Conclusion

In the course work, the issues of developing the creative abilities of younger students in labor lessons were considered. In the course of the study, the problems of determining creative abilities and labor training as a factor in their development were considered. In conclusion, we summarize the results of the course work.

After analyzing the theoretical foundations for the development of creative abilities, we came to the conclusion that representatives of various psychological trends tried to give a definition of creativity - associative psychology, behaviorists, etc. However, all were characterized by a one-sided approach to the characterization of thinking: it acts as a process only reproductive or productive.

In terms of the problem facing us, we were interested in the question of what are the signs on the basis of which the researchers revealed the specifics of creative thinking, whether they reflected and to what extent its reproductive and productive aspects. An analysis of the literature showed that in any case, when it was about creativity, it was about the emergence of a new one. Thus, creative thinking is the creation of new images based on accumulated knowledge.

The development of creative abilities is a complex and important undertaking, the successful implementation of which is helped by close cooperation between the school and the family. And the teacher himself must be tolerant of the manifestations of children's creativity, whether they are not even at the right time or simply seeming silly to us. You need to be able to see them in time, encourage them and give them the opportunity to manifest themselves again.

In the experimental part of the study, we carried out a diagnosis of the creative abilities of younger schoolchildren, after which work was carried out with them at labor training lessons. The tests carried out made it possible to identify shortcomings and outline ways to improve the creative potential of children. This made it possible to develop and conduct classes in labor lessons, using methodological techniques for the development of creative thinking.

At the final stage of the study, a control stage was carried out, the purpose of which was to determine the effectiveness of the experimental study. Repeatedly carried out methods showed that the level of creative thinking of students has risen to a new qualitative level.

Thus, the study proved the hypothesis that lessons of labor education in elementary school develop the creative abilities of students.

Bibliography

1. Asmolov A. G. Personality as a subject of psychological research. M., 1984.

2. Buneev R.N., Buneeva E.V. In one happy childhood. In 2 hours: Book. for Thu. in the 3rd class. Part 2.-3rd ed., Rev.-M.: BALASS, 2001.-224s.: Ill.- SVOBODNYUM).

3. Vygonov V.V. Workshop on labor training: Uch. settlement for students-M.: Academy, 1999.-256s:

4. Geronimus T. Labor lesson. Grade 3: Educational kit for elementary school.-M.: AST-PRESS, 1998.-120p.

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P.Tregubenko B.N. Labor training: grades 1-4.-M.: Vlados, 2001.-176p. 18. Vopel Klaus How to teach children to cooperate? Psychological games and exercises: Practical. settlement for teachers and school psychologists. Part 1 / Per. from German-2nd ed.-M.: Genesis, 2000.-160s. 19. Tsirulik N.A., Prosnyakova T.N. Creativity lessons: Proc. for the 2nd grade - Samara: Fedorov, 2000.-111p.

Application

Water lily design elements

GKOOU "Constellation"

Development of creative

abilities of junior

schoolchildren in the learning process

Performed:

primary school teacher

Karpenko N.E.

Volgograd 2014-2015

Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. How the child will feel, climbing the first step of the ladder of knowledge, what he will experience, depends on his entire further path to knowledge.

V.A. Sukhomlinsky.

PLAN

1. The problem of developing the creative abilities of younger students.

2. Characteristics of the creative abilities of younger students.

3. Creative tasks in elementary school.

students and teacher.

5. Conclusions

6. References

1. The problem of developing the creative abilities of younger students

For many years, the problem of developing the creative abilities of students has attracted close attention from representatives of various fields of scientific knowledge - philosophy, pedagogy, psychology, linguistics, and others. This is due to the ever-increasing needs of modern society in active individuals who are able to pose new problems, find high-quality solutions in conditions of uncertainty, multiple choice, and constant improvement of the knowledge accumulated by society. At present, the development of students' creative talent is one of the main demands that life makes on education. Changes in all areas of life occur at an unprecedented speed. The volume of information doubles every two years. Knowledge becomes obsolete faster than a person has time to use it. In order to successfully live and act in the modern world, it is necessary to be constantly ready for changes, while maintaining its originality.

By the time the child enters school, he becomes the subject of various activities, he develops a need to expand the sphere of self-realization as a subject. However, he does not have the need and ability to self-change. Both can arise, take shape and develop in the process of schooling. AND I. Lerner singled out two components of the content of education: the basic one, which includes a system of knowledge and skills, and the advanced one, which contains the experience of creative activity (the transfer of knowledge, skills and abilities to a new situation). J. Dewey's nature-oriented personality-oriented didactics highlights the activity of the student, the development of his natural essence and the development of methods of activity in the studied areas.

Thus, the development of creative talent becomes one of the main tasks modern education. This requires a special educational technology that would allow developing the unique creative potential of each student, while maintaining mass education. This technology is provided by an approach related to the development of students' creative talent.

Based on the existing positive experience, it should be noted the objective need of education to determine the means of organizing the process of developing the creative abilities of younger students, contributing to the development of available types of creative activity, ensuring the accumulation of subjective creative experience, as a basis, without which self-realization of the individual at the subsequent stages of lifelong education becomes ineffective. Today, one of the fundamental principles of updating the content of education is becoming a personal orientation, which involves the development of the creative abilities of students, the individualization of their education, taking into account the interests and inclinations for creative activity. The strategy of modern education is to enable all students, without exception, to show their talents and all their creative potential, which implies the possibility of realizing their personal plans. These positions correspond to the humanistic trends in the development of the national school, which is characterized by the orientation of teachers to the personal capabilities of students. At the same time, the goals of personal development are brought to the fore, and subject knowledge and skills are considered as a means of achieving them.

2. Characteristics of the creative abilities of younger students

Under the creative abilities of students understand the complex capabilities of the student in the performance of activities and actions aimed at creating new educational products. Adhering to the position of scientists who define creativity as an independent factor, the development of which is the result of teaching the creative activity of schoolchildren, we single out the components of the creative abilities of younger students:

- creative thinking,

- creative imagination

- application of methods of organization of creative activity.

To develop creative thinking and creative imagination of students, it is necessary to develop the following skills:

Classify objects, situations, phenomena on various grounds;

Establish causal relationships;

See the relationships and identify new connections between systems;

Consider the system in development;

Make forward-looking assumptions;

Highlight the opposite features of the object;

Identify and formulate contradictions;

Separate conflicting properties of objects in space and time;

Represent spatial objects;

Use different systems orientation in imaginary space;

Represent an object based on the selected features, which implies:

Overcoming the psychological inertia of thinking;

Evaluation of the originality of the solution;

Narrowing the search field for a solution;

Fantastic transformation of objects, situations, phenomena;

Mental transformation of objects in accordance with a given topic.

Analysis of the main psychological neoplasms and the nature of the leading activity of the age period of younger students, modern requirements for the organization of education as a creative process, which the student, together with the teacher, in a certain sense build themselves; orientation at this age to the subject of activity and ways to transform it suggest the possibility of accumulating creative experience not only in the process of cognition, but also in such activities as the creation and transformation of specific objects, situations, phenomena, creative application knowledge gained in the process of learning.

In the psychological and pedagogical literature on this issue, definitions of creative activities are given.

Cognition - the educational activity of the student, understood as a process of creative activity that forms their knowledge.

transformation - creative activity of students, which is a generalization of basic knowledge that serves as a developing beginning for obtaining new educational and special knowledge.

Creation - creative activity, involving the design of educational products by students in the areas studied.

Creative application of knowledge - the activity of students, involving the introduction by the student of his own thoughts in the application of knowledge in practice.

All this makes it possible to define the concept of "creative activity of younger schoolchildren" as a productive form of activity of elementary school students aimed at mastering the creative experience of knowing, creating, transforming, using objects of material and spiritual culture in a new capacity in the process of educational activities organized in cooperation with the teacher.

3. Creative tasks in elementary school

Any activity, including creative, can be represented as the performance of certain tasks. I.E. Unt, defines creative tasks as “… tasks requiring creative activity from students, in which the student himself must find a way to solve, apply knowledge in new conditions, create something subjectively (sometimes objectively) new.” The effectiveness of the development of creative abilities largely depends on the material on the basis of which the task is compiled. The analysis of primary school textbooks showed that the creative tasks contained in them are mainly essays, presentations, drawings, crafts, etc. Part of the tasks is aimed at developing the intuition of students; finding multiple answers. The proposed tasks involve the use in the creative activity of younger students mainly of methods based on intuitive procedures (such as the method of enumeration of options, morphological analysis, analogy, etc.). Modeling, a resource approach, and some fantasy techniques are actively used. However, the programs do not provide for the purposeful development of students' creative abilities using these methods.

Meanwhile, for the effective development of the creative abilities of schoolchildren, the use of heuristic methods should be combined with the use of algorithmic methods of creativity.

Based on the analysis of the literature (G.S. Altshuller, V.A. Bukhvalov, A.A. Gin, M.A. Danilov, A.M. Matyushkin, etc.), the following requirements for creative tasks can be distinguished:

Openness (content of a problem situation or contradiction);

Compliance of the conditions with the chosen methods of creativity;

Possibility of different solutions;

Accounting for the current level of development;

Accounting for the age characteristics of students.

The system-forming factor is the student's personality: his abilities, needs, motives, goals and other individual psychological characteristics, subjective creative experience. Particular attention is paid to the creative activity of the student himself. The content of creative activity refers to its two forms - external and internal. The external content of education is characterized by the educational environment, the internal content is the property of the individual himself, is created on the basis of personal experience student as a result of his activities.

The content is presented by thematic groups of tasks aimed at cognition, creation, transformation, use of objects, situations, phenomena in a new quality. Each of the selected groups is one of the components of the creative activity of students, has its own purpose, content, involves the use of certain methods, performs certain functions. Thus, each task group is necessary condition for the student to accumulate subjective creative experience.

Creative tasks are differentiated according to such parameters as:

The complexity of the problem situations contained in them,

The complexity of the mental operations necessary to solve them;

Forms of representation of contradictions (explicit, hidden).

In this regard, three levels of complexity of the content of the system of creative tasks are distinguished. .

Tasks III (initial) level of complexity given to first and second grade students. A specific object, phenomenon or human resource acts as an object at this level. Creative tasks of this level contain a problematic issue or a problematic situation, involve the use of the method of enumeration of options or heuristic methods of creativity and are designed to develop creative intuition and spatial productive imagination.

Tasks of II level of complexity are one step lower and are aimed at developing the foundations of systemic thinking, productive imagination, predominantly algorithmic methods of creativity. Under the object in the tasks of this level is the concept of "system", as well as the resources of systems. They are presented in the form of a vague problem situation or contain contradictions in an explicit form. The purpose of tasks of this type is to develop the foundations of students' systemic thinking.

Tasks I (highest, high, advanced) level of complexity. These are open tasks from various fields of knowledge containing hidden contradictions. Bisystems, polysystems, resources of any systems are considered as an object. Tasks of this type are offered to students in the third and fourth years of study. They are aimed at developing the foundations of dialectical thinking, controlled imagination, and the conscious application of algorithmic and heuristic methods of creativity.

Let us give as an example a few lessons on the development of creative giftedness in children of primary school age, offered by Evgenia Yakovleva, Doctor of Psychology.

Lesson "IT'S ME"

Target
Each student creates a self-portrait.

Material
Large sheets of paper, about the height of a child (you can use the back of the wallpaper, old newspapers, but you will have to draw on them with bright felt-tip pens), pencils, paints, felt-tip pens, color pictures from old magazines and books, colored pieces of paper, glue.

Lesson progress

Leading.Today we will draw self-portraits in full height. Who knows what a self-portrait is?

Children's answers: this is when not someone draws you, but when you draw yourself.

Leading. Yes, when a person draws himself (Adoption).

Child:this is when you yourself are the author of your portrait.

Leading.Yes, when a person himself is the author of his portrait (Adoption).
Children may not know the meaning of the word "self-portrait". Therefore, the presenter can receive, for example, the following answer: "This is when the portrait is in the car."
In accordance with the general principles of conducting classes, such an answer is also accepted and supported by the facilitator:“Yes, the portrait can be in the car, and against the background of the car, and on the couch - anywhere (Adoption). A portrait is a picture of a person; self-portrait means that a person is the author of his own portrait, he paints himself” (explanation).
It may also be that the facilitator does not receive any answers to his question. In this case, he himself reveals the meaning of the word "self-portrait".
Leading.Maybe someone knows a way how to quickly draw a full length portrait?

Children's answers: become a real artist, call an artist, call a drawing teacher.

Leading.Yes, they could draw very good portraits (acceptance). But it would be a self-portrait or just a portrait

Children's answers: it would be just a portrait.

Leading.And we will draw a self-portrait. But we are not artists. How could we try to draw a self-portrait?

The first way: a sheet of paper is attached to the wall, a person leans against it, and someone traces its outline with a pencil or felt-tip pen.
The second way: a person lies down on a sheet of paper, and someone traces its outline. The third way: illuminate a person and circle his shadow on paper.
If children do not name such methods, they should be offered them. They themselves choose the way that they like best. Children can invent other ways.

While drawing the contours, the children work in groups of four (two hold the sheet against the wall, one leans, one traces); two (one lies, the other circles) or three (one lies, two circles).

After the outline of each child is drawn, it is proposed to color it in the way the students want. Everyone can draw clothes for himself - the most beautiful, the most fashionable, maybe the oldest.
This is one of the central points of the lesson. The child gets the opportunity to immerse himself in himself, to be alone with himself, to make his own choice. He can draw himself either seriously or playfully. He can draw clothes that he has never had in his life, or that he would like to wear, but he is not allowed.

If a child does not like something in a self-portrait, he can explain this by the convention of the lesson. (“We are not artists.”) The important thing is that the child is trying to do what he wants, and he is the only expert of his creation. The leader should be interested in what the children are doing, show surprise and admiration:

- You seem to love jeans!

- Oh, the sweaters suit you!

- What a lovely princess costume!

Then the children are offered to look in the mirror and draw their face - the way they would like to see it. (Or you can first draw your face, and then look in the mirror.) At the same time, the leader necessarily reminds the children: “Of course, we are not artists, and the face may turn out to be different. It doesn't matter. Maybe the color of the eyes will be similar, or eyelashes, or a smile, or, conversely, there will be no smile. It doesn't matter. Draw the way you want."
After the portraits are created, they are attached to the wall in the classroom and each of the children is invited to tell about himself: what is his name, who are his parents, where does he live, what kind of house does he have, what does he like. As the story progresses, the facilitator provides unconditional support and acceptance.
Sometimes the child refuses to talk about his family, to talk about his home.

4. Organization of personal-activity interaction

students and teacher

The effectiveness of the work being done is largely determined by the nature of the relationship both between students and between students and the teacher. One of the pedagogical conditions for the effectiveness of the system of creative tasks is the personal-activity interaction of students and the teacher in the process of their implementation. Its essence lies in the inseparability of direct and reverse effects, the organic combination of changes in the subjects influencing each other, the awareness of interaction as co-creation.

With this approach, the organizational function of the teacher involves the choice of optimal methods, forms, techniques, and the function of the student is to acquire the skills of organizing independent creative activity, choosing the way to perform a creative task, the nature of interpersonal relationships in the creative process. Thus, the personal-activity interaction of a teacher and students in the process of organizing creative activity is understood as a combination of organizational forms of education, a binary approach to the choice of methods, and a creative style of students and teacher activity.

The accumulation by each student of the experience of independent creative activity involves the active use of collective, individual and group forms of work at various stages of performing creative tasks. The choice of a combination of forms when performing creative tasks depends on the goals of the creative task and its level of complexity. The choice of methods for organizing creative activity is carried out depending on the goals, the level of complexity of the content, the level of development of students' creative abilities, the specific conditions that have developed during the performance of a creative task (students' awareness of the problem posed, the degree of interest, personal experience).

Obviously, in the process of teaching creativity, the teacher has to make non-standard decisions, use non-traditional ways, take into account objective and subjective reasons to anticipate the intended consequences. This requires a flexible approach from the teacher, the ability to combine his own method, while none of the known isolated methods can effectively achieve the goal. This method is called situational or creative.

The system of creative tasks also involves the use by students of active methods for organizing independent creative activity. The systems of methods for organizing the creative activity of teachers and students are focused on a single goal and mutually complement each other.

In the tactics of the creative style of teaching, the following lines of behavior of the teacher are visible:

The ability to pose educational and cognitive problems;

Stimulation to search for new knowledge and non-standard ways of solving problems and problems;

Supporting the student on the way to independent conclusions and generalizations.

All this involves teaching to create an atmosphere of creativity in the classroom, which is created by fulfilling the law of humanity: to perceive not only oneself, but also another person as a person (I = I).

At the first meeting with first-graders, it is necessary to organize a conversation about the norms of communication, during which students should come to the conclusion that their behavior must be controlled within the framework of the “I = I” formula. You can continue this work in the second and third grades by solving creative tasks for understanding, developing rules for non-verbal communication and compiling a memo "Norms of Communication", offering tasks containing contradictions in human actions and analyzing their impact on relationships between people.

When performing a series of tasks for the cognition of objects with the help of analyzers, show the imperfection of the human senses, his imagination, thinking and creativity. Empirically, students should come to the conclusion that in order to carry out creative activities, it is necessary to improve themselves.

Creative decisions cannot be "right" or "wrong". When evaluating the results of creative activity, first of all, pay attention to the significance of each decision. When getting acquainted with contradictions, it should be noted that even an unsuccessful answer can be beneficial, taking into account the complementarity of such opposite assessments in judgments as good and bad, right and wrong, useful and harmful, etc.

In the line of behavior of primary school students, creative style can manifest itself in an increase in the degree of activity and independence, in an adequate self-assessment of creative activity and the activities of comrades.

In a modern school, the problem of forming a student's needs for individual and collective work, awareness of the consequences of his actions, attitudes towards his own health, according to teachers, is not given enough attention. In the Russian education system there is no substantiated system of education and upbringing, provided by the persistent activation of the processes of mastering the health-forming values ​​of physical and sports culture in a mass educational school. To solve these problems, a technology was created aimed at developing creative activity, expanding the horizons of younger students through teaching outdoor and sports games.

To create technology, it was necessary to combine the basic principles and typical properties of L. V. Zankov’s teaching (versatility, processuality, variability, collisions) with the basic principles of the associated psychophysical development of younger schoolchildren in physical education lessons (V. M. Dyachkov, P. F. Lesgaft , N. N. Bogdanov, V. D. Chepek, L. P. Grimak, V. A. Yasvin, V. V. Davydov). The basis of the principle of coupled psychophysical development of junior schoolchildren in physical education lessons includes not only the development of a particular movement and skill, but also cognitive and personal aspects (realization of one's own "I" in conditions of constant physical and mental development). The same exercise can be used both for teaching a motor skill and for developing motor abilities, as well as for intellectual development. With the appropriate selection of games and exercises, physical education contributes to the formation of healthy habits, allows self-control in stressful situations, and is accompanied by a tendency to abandon aggressive behavior.

To enrich the experience of younger schoolchildren, the technology "Principles and methods of directed conjugate effects" was developed. This technology is based on the conceptual features of the systems of well-known specialists in the field of theory and methodology of sports training (V. M. Dyachkov, V. K. Balsevich):

The principle of convection (use of creative possibilities);

The principle of harmony in the development of the student's personality (mastering the intellectual, moral, ethical, aesthetic, mobilization, communicative values ​​of physical and sports culture);

The principle of active health formation (timely formation of the child's muscular system and skeleton):

• timely formation of components and types of coordination abilities and motor skills;

  obligatory compliance of training and educative influences with the rhythm of age-related development;

The principle of accumulating the potential of social activity (the process of accumulating the values ​​of physical and sports culture);

Creation of models of unity of rivalry and cooperation to achieve the goals of the individual and the team.

The principle of freedom of choice.

The indispensable and most effective means of ensuring the necessary accuracy of the studied movements is feedback. It is important to note that for the teacher, the presence of feedback allows you to evaluate not only the success of the student, but their own pedagogical effectiveness. We build the entire learning process through joint activities: teacher - student, student - student, student - group, teacher - group, mutual learning. These forms of organization of educational activity help to form and develop certain psychological qualities and forms of behavior in a younger student (the ability to communicate with each other, help in completing a task, individual responsibility, etc.).

Creation of an emotional mood that motivates the creative activity of each student, the inclusion of feelings, the subconscious, the formation of a personal attitude to objects. The ratio of their activities with the activities of others. Work in small groups results in the presentation of the intermediate, and then the final result of their work.

In order to accumulate creative experience, the student must be aware (reflect) of the process of performing creative tasks. By reflexive actions we mean:

Willingness and ability of students to creatively comprehend and overcome problem situations;

Ability to acquire new meaning and values;

Ability to set and solve non-standard tasks in conditions of collective and individual activities;

Ability to adapt to unusual interpersonal systems of relationships.

The organization of students' awareness of their own creative activity involves current and final reflection. Current reflection is implemented in the process of students completing assignments in a workbook and involves independent fixation of the level of students' achievement (emotional mood, acquisition of new information and practical experience, the degree of personal advancement, taking into account previous experience). Final reflection involves the periodic performance of thematic control work.

Both at the current and at the final stage of reflection, the teacher fixes what methods for solving creative tasks students use, and draws a conclusion about the progress of students about the level of development of creative thinking and imagination.

The Fantasy scale includes five indicators:

- novelty(assessed on a 4-level scale: copying an object (situation, phenomenon), minor changes in the original object (situation, phenomenon), qualitative change in the prototype, obtaining a fundamentally new object (situation, phenomenon));

- persuasiveness(convincing is a reasonable idea described by the child with sufficient certainty);

humanity(determined by a positive transformation aimed at creation);

- artistic value(assessed by the degree of use of expressive means when presenting an idea);

- subjective assessment(given without substantiation and evidence, at the level of likes or dislikes). This methodology can be supplemented with an indicator of the level of the method used.

To determine the level of creative thinking, you can use the method of S.I. Gin. To avoid one-sided subjective assessment creativity of students, it is necessary to apply psychological and pedagogical methods of diagnosing in a complex. To evaluate such indicators as creative thinking and creative imagination, it is necessary to take into account the results of psychological diagnostics, carried out, for example, using the methods of E.P. Torrens, E. Tunik.

The system of criteria for the development of creative abilities

junior schoolchildren

Criteria

Criteria indicators

Creative thinking

Fluency
Originality
Elaboration
Short circuit resistance
Name abstract

creative imagination

Productivity
Ability to work with images in space

Controllability

Application of creative methods

Using heuristic and algorithmic methods of creativity

To evaluate the results obtained, three levels of development of creative abilities can be distinguished: I - low, II - medium, III - high. The assessment of the level of each student is carried out according to three criteria: creative thinking, creative imagination, the level of creativity, each of which is assigned a certain number of points.

Illumination, a new vision of the subject, an internal awareness of the incompleteness or inconsistency of one's old knowledge with the new, prompting one to go deeper into the problem, to search for answers. As a result, an information request appears, each has its own. There is a need to acquire knowledge under the guidance of a teacher or with the help of parents.

It is possible to fully implement the system of creative tasks within the framework of the primary school disciplines only in the first grade. Starting from the second grade, the absence of tasks containing contradictions in the subjects and the lack of time to master the methods of organizing the creative activity of students can compensate for the optional course, extracurricular work.

The main objectives of the optional course and extracurricular activities:

Development of systematic, dialectical thinking;

Development of a productive, spatial, controlled imagination;

Training in the purposeful use of heuristic and algorithmic methods to perform creative tasks.

Thus, the organization of creative activity of younger schoolchildren, taking into account the chosen strategy, involves the introduction of the following changes in studying proccess:

Involving students in systematic joint creative activity based on personal-activity interaction, focused on cognition, creation, transformation, use of objects of material and spiritual culture in a new capacity, the obligatory result of which should be the receipt of a creative product;

Systematic use of creative methods that ensure the advancement of students in the development of creative abilities by accumulating experience in creative activity when performing gradually more complex creative tasks within the framework of an additional curriculum;

Intermediate and final diagnosis of creative abilities of younger students.

conclusions

At present, due to the humanization and humanitarization of education, teachers have received great opportunities for the implementation of creative ideas. Particular attention is paid to creating conditions for the development of creativity in the activities of the child, the formation of positive motivation for educational work.

In Russian education, the principle of variability has been proclaimed today, which makes it possible to develop and test author's programs and pedagogical technologies. The main evaluation criterion pedagogical technology is its efficiency and effectiveness, the creation of conditions for the development of creative abilities of students. It is in creativity that there is a source of self-realization and self-development of a person who is able to analyze emerging problems, establish systemic connections, identify contradictions, find their optimal solution, and predict the possible consequences of the implementation of such decisions.

Purposeful, intensive development becomes one of the central tasks of education, the most important problem of its theory and practice. Developmental learning is learning in which students not only memorize facts, learn rules and definitions, but also learn rational methods of applying knowledge in practice, transferring their skills and knowledge both to similar and changed conditions.

The optimal condition for the intensive development of the creative abilities of schoolchildren is their systematic, purposeful presentation in a system that meets the following requirements:

Cognitive tasks should be built on an interdisciplinary, integrative basis, contribute to the development of the mental properties of the individual - 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, then to actually creative, allowing to consider the studied phenomena from different angles;

The system of cognitive tasks should lead to the formation of fluency of thinking, flexibility of the mind, curiosity, the ability to put forward and develop hypotheses.

It is generally accepted that creativity manifests itself in the creation of some product (material or mental - for example, solving a problem), if this product is new, original, that is, creative. There are technologies based on a new approach to understanding creativity. Creativity is a person's realization of his own individuality; it does not necessarily create a product.
The very concept of "individuality" has several meanings.
First, individuality indicates the fact of the existence of an individual; individuality is some kind of living integrity. This is how it is understood in the biological sciences. Secondly, the concept of individuality indicates that one individual is not like another; these differences between individuals are studied in psychology as individual. Thirdly, the concept of individuality indicates that each person is unique and unrepeatable.
Thus, individuality is unique and inimitable, its awareness by a person and presentation to other people is already a creative act.

In this case, a systematic appeal to the emotional sphere is the main condition for the development of creative talent in schoolchildren. In order to contribute to the realization of the child's creative potential and the development of his giftedness, an adult must contribute to his emotional self-expression. To do this, it is necessary to create such conditions in which the child lives, realizes and expresses various emotional states. Emotions should not be analyzed, but lived by the students.

The choice of this or that technology, tasks remains with the teacher, who composes the tasks depending on the age of the children and their level of preparation. It is important to bear in mind that when performing tasks, only the desire to work is evaluated, tasks are not evaluative, but developmental in nature.

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