This article discusses the ways and means of developing the creative abilities of younger students in the educational process.
Key words : creativity, creativity, educational process.
В настоящей статье рассматриваются пути и способы развития творческих способностей младших школьников в учебно-воспитательном процессе.
Ключевые слова: креативность, творчество, учебно-воспитательный процесс.
At present, in the context of the implementation of the updated education system of the Republic of Kazakhstan, the primary school teacher faces the task of developing the child, his creative abilities, and educating a creative personality as a whole. The development of creative abilities is the most important task of primary education, because this process permeates all stages of the development of the child's personality, awakens initiative and independence of decisions, the habit of free expression, self-confidence.
Exploring the nature of creativity, scientists proposed to call the ability corresponding to creative activity creativity. Creativity, as Khutorskoy A. V. writes, is the main, but not the only ability that provides heuristic educational activities. Since, as a result of creativity, the process of cognition necessarily occurs in the student, then, along with creative activity, cognitive (cognitive) activity is also carried out [1].
In order for creative and cognitive processes to have a common structural basis and be expressed in the general educational results of the student, organizational activity is necessary, carried out on the basis of such abilities as goal-setting, purposefulness, planning, self-determination, reflection, etc.
Thus, the student interacts with external educational areas through three main activities:
1) knowledge (development) of objects of the surrounding world and existing knowledge about it;
2) creation by the student of a personal product of education as the equivalent of his own educational increment;
3) self-organization of previous activities — knowledge and creation.
In the implementation of these types of educational activities, the corresponding personality traits are manifested:
1) cognitive qualities necessary in the process of cognition of the external world by the student;
2) creative qualities that provide the conditions for the student to create a creative product of activity;
3) methodological qualities.
Each group of personal qualities corresponds to certain abilities, with the help of which the student's self-realization takes place. A clear definition of the minimum set of heuristic qualities of a student will make it possible to purposefully design curricula, choose the best pedagogical technologies, and select the educational material that will help organize the creation of creative educational products by children.
As they say I. V. Levitskaya and S. K. Turchak, the renewal of the modern education system, associated with the humanization of the educational process, necessitates pedagogical conditions that ensure the development of the creative abilities of each child. Of particular importance, in this regard, is the organization of pedagogical support aimed at creating a creative environment for the educational process of the institution. It is built around the interests of the child and performs the function of adapting the school to the individual characteristics and subjective needs of students [2].
One of the main tasks of a modern school is to help students fully demonstrate their abilities, develop initiative, independence, and creativity. The successful implementation of this task largely depends on the use of methods and techniques to enhance the creative activity of students. They are very diverse and have a wide application in the educational process.
Teaching methods are a set of techniques and approaches that reflect the form of interaction between students and teachers in the learning process. In the modern understanding of learning, the learning process is seen as a process of interaction between the teacher and students (lesson) in order to familiarize students with certain knowledge, skills, abilities and values. There are three forms of interaction between teachers and students.
The passive method is a form of interaction between students and the teacher, in which the teacher is the main actor and manager of the lesson, and students act as passive listeners, subject to the teacher's directives. Communication between the teacher and students in passive lessons is carried out through surveys, self-study, tests, tests, etc.
The active method is a form of interaction between students and the teacher, in which the teacher and students interact with each other during the lesson and the students here are not passive listeners, but active participants in the lesson.
Interactive method — means to interact, is in the mode of conversation, dialogue with someone. The place of the teacher in interactive lessons is reduced to the direction of students' activities to achieve the goals of the lesson. The teacher also develops a lesson plan (usually, these are interactive exercises and assignments during which the student studies the material). Therefore, the main components of interactive lessons are interactive exercises and tasks that are performed by students. An important difference between interactive exercises and tasks from the usual ones is that by doing them, students not only and not so much reinforce the already studied material, but learn new ones.
Practical, visual and verbal methods are used to develop creative abilities. These teaching methods and techniques allow students to form creative abilities, and therefore develop the personality, individuality of each student, which is in demand by society in their future activities [3].
Exercises — repeated repetition by the child of practical and mental given actions. Exercises are divided into constructive, imitative-performing, creative.
The game method involves the use of various components of game activity in combination with other techniques.
To implement the development of creative abilities, such methodological techniques are used as setting creative tasks; solving developmental problems; solving creative problems; performance of complex tasks; use of visual aids; appeal to the life experience of students; asking questions and looking for answers in class.
You can also use the following methods:
— brainstorming;
— key terms;
— mixed up logical chains;
— breakdown into clusters;
— ZUH mechanism (I know, I know, I want to know);
— reception «Marks in the margins»;
— compiling a syncwine;
— method of control questions.
Thus, in children it is necessary to form a positive motivation for learning, which implies the manifestation of strong-willed efforts in the process of mastering knowledge, which is the development of the creative abilities of schoolchildren.
The methods of creativity chosen by the teacher when performing tasks characterize the corresponding levels of development of creative thinking, creative imagination. And the transition to a new level of development of creative abilities of younger students occurs in the process of accumulation of experience in creative activity by each student.
An important point in the development of abilities in children is the complexity, that is, the simultaneous improvement of several mutually complementary abilities. It is practically impossible to develop any one of the abilities without taking care of increasing the level of development of other abilities related to it. Skill as an organic part is included in the intellectual, interpersonal, many creative abilities, enriching them.
References:
- Khutorsky A. V. Development of creative abilities. // Primary school-2021. — No. 10 — P.12–13.
- Levitskaya I. V., Turchak S. K. Study of the factors that determine individual differences in the manifestation of creative activity // Psychology of creativity. — M.: «Academy», 2020. — S. 117–130.
- Parshina S. V. Creativity is the source of goodness, truth and beauty. // Elementary school: plus — minus. — 2021. — No. 2. — P.3–8.
