THE CONCEPT OF CREATIVE INDEPENDENCE IN THE CONTEXT OF A DESIGNER'S PROFESSIONAL ACTIVITY
Daskova Yulia Viktorovna 1 , Daskova Kristina Eduardovna 2
1 Penza State University of Architecture and Construction, Lecturer at the Department of Design and KhPI
2 Penza State University of Architecture and Construction, student of group DS-41
annotation
The article considers the creative independence of a design student as an important factor in social, professional and personal self-realization. Based on the analysis of scientific research on the concept of "creative independence", essential features and characteristics have been identified. Taking into account the peculiarities of the future profession for designers, structural components were identified, the development of which should be emphasized in the process of professional training of students.
CONCEPT OF CREATIVE INDEPENDENCE OF A CONTEXT OF PROFESSIONAL ACTIVITY OF THE DESIGNER
Daskova Yulia Viktorovna 1 , Daskova Christina Eduardovna 2
1 Penza state University of architecture and construction, Teacher of the chair of design and art design of interior
2 Penza state University of architecture and construction, student gr. DS-41
Abstract
Article considers creative independence of the student "s designer as an important factor of social, professional and personal self-realization. On the basis of the analysis of scientific researches of the concept "creative independence is shown" essential signs and features. In view of feature of future profession for designers structural components on which development it is necessary to place emphasis during a vocational education of students, were assigned.
Bibliographic link to the article:
Daskova Yu.V., Daskova K.E. The concept of creative independence in the context of the professional activity of a designer // Modern scientific research and innovation. 2014. No. 4. Part 2 [Electronic resource]..03.2019).
The current stage of development of design education in Russia is associated with fundamental changes in social and economic life as a result of these changes with a social order for the training of specialists in the field of design. The priority of the creative personality of the designer is affirmed, capable of finding innovative approaches to solving design problems and critically evaluating activities, possessing initiative and independence, able to flexibly apply knowledge and experience. In this regard, of particular importance in the training of designers is the formation and development of creative independence. Creative independence in the process of training and professional activity of a designer is considered by us as one of the leading professionally important qualities. The purpose of this study is to consider the creative independence of design students in the educational process of the university as an important factor that allows them to become a social, professional and personally self-fulfilling person in the future. The main objectives of the study are to determine the concept and structure of creative independence.
The problem of creative independence is one of the most pressing issues of study. The psychological and pedagogical literature covers various aspects on the problem of the formation of students' creative independence (B.M. Teplov, V.V. Serikov, S. Mednik, I.Ya. Lerner, M.N. Bazhin, etc.), structure and component composition of creative independence (P. I. Pidkasisty, V. B. Bondarevsky, N. V. Bordovskaya, M. G. Garunov, P. Kravchuk, V. I. Orlov, etc.); the problem of criteria and indicators of the formation of an independent creative professional orientation (V.Ya. Vilensky, A.M. Novikov, V.D. Chepik, etc.); the process of formation of creative independence (V. I. Andreeva, V. A. Gorsky, Ya. A. Ponomarev, etc.).
Studies of the formation and development of creative activity give a definition of creativity, taking into account the unity of intellectual and special abilities, and emphasize that creativity is closely related without the activity and independence of a person in activity.
There are a number of approaches to the definition of the concept of "creative independence". Let's take a look at some of them.
Creative independence:
Not only the possession of a certain system of knowledge, skills and abilities, but also the ability to think independently, find non-standard solutions to creative problems, the ability to foresee the final results of one's activities.
The ability to independently carry out near and far, intra-system and inter-system transfer of knowledge and skills to a new situation, vision of a new function of an object in contrast to the traditional one, construction of a fundamentally new method of solution, different from those known to the subject, etc. .
An integral quality of a person, characterized by the ability to independently set the goal of educational and professional activity and predict its creative solution, update the necessary knowledge and ways to achieve it, plan and adjust their actions, correlate the result with the goal.
Creative activity, which includes both the results of activity (concrete products, ideas), and the process itself, in which a specific style of activity is activated (Drozina V.V., Kachalov A.V., etc.).
Creativity is considered as a style of student activity, coinciding with his abilities in this subject, aimed at extrapolating and self-development of creative abilities, and not just at acquiring it. The formation and development of creative independence implies the formation and development of creativity in the regular activities of students, considering the formation of creative creative activity. The structure and component composition of creative independence was developed by P.I. Drozina and others. As part of creative independence, they distinguish the following elements: goal setting, determination of the subject of activity, choice of means of activity, execution of planned actions, self-control and self-analysis of results. If in the process of independent activity at least one of the elements is absent (i.e., it is not independent), then this indicates that the activity of students does not have a creative independent character. Karnaukhova I.B. in his dissertation research, he formulates creative independence as an integral quality of a person, including the intellectual-reflexive, motivational-value and emotional-volitional components of its structure and manifested in a personality-oriented, socially transformative activity. The essential features of creative independence are: the need for new knowledge, the desire to master the methods and means of obtaining it; critical approach to independent activity and activity and judgments of other people; the opportunity to express their own point of view; the ability to think independently; the ability to independently acquire new knowledge and use it for further self-development and practical activities.
V.V. Drozina, I.P. Kaloshina, M.G. Garunov, A.V. Kachalov and others distinguish the following structural components of creative independence: scientific knowledge, cognitive-independent creativity, creative thinking, creative independent activity.
N.Yu. Ermilova interprets creative independence as an integral system of his personal and professional qualities, manifested by him in the course of professional self-development (self-creation). L.Yu. Kruglova formulates creative independence as an integral quality of a personality, including the intellectual, motivational and volitional components of its structure and manifested in a personality-oriented, socially transformative activity.
Based on the analysis of the above definitions of the concept of "creative independence", we believe that creative independence must be considered in two aspects: firstly, as a creative creative activity; secondly, as a personality trait characterized by the quality of creative thinking, the presence of formed professional knowledge, the desire and motivation to deviate from traditional ways of solving a project problem. In this regard, it becomes necessary to expand the concept of "creative independence", to substantiate its content in the context of designer activities.
Design emerged as an independent type of artistic activity during the period of the formation of industrial production of objects that had previously been the work of handicraft industries (dishes, furniture, carpet weaving, jewelry, exterior and interior decoration, etc.). Design pioneers were architects and artists who came into industrial production. Modern design, being an influential type of design and artistic creativity, focused on the latest technologies and materials, not only creates a comfortable and attractive environment for a person, but also changes it, existing communications, the inner world of a person, cultivating aesthetic taste.
E.A. Klimov proposed a psychological classification of professions. He singled out five classes of relations: 1) "man - living nature"; 2) "man - technology and inanimate nature"; 3) "man - man"; 4) "man - sign system"; 5) "a person is an artistic image". A designer is a person immersed in the world of artistic images. The activity of a designer is a complex synthesis of the work of an inventor, scientist and artist, where thinking plays a very important role. It is aimed at developing and designing the subject-spatial environment surrounding a person. The orientation of the designer's activity allowed us to classify his profession in accordance with the above classification by E.A. Klimov to the type “man is an artistic image”. A necessary condition for the successful professional activity of a designer is the ability to imagine and remember in the mind an image that meets the original task, as well as the ability to present it in an accessible way for other members of the professional team so that it can be discussed and developed further. The designer as a specialist interacts with a huge system of the surrounding world, ranging from the environmental organization of this world to building psychological and communicative relations within human society. He not only interacts, but is also a central link in the system of relations with the outside world. The creative activity of a designer lies in the field of design and involves the passage of a number of successive stages: the accumulation of information, the search for an idea-concept, the choice of a problem and the development of a project. The design process in design involves the passage of the following stages: the formation of a mental image, comprehension of the future composition, preceding the direct work on its embodiment in the material. Creative independence of a designer is a cross-cutting component of professional activity, i.e. takes place at all stages of design, reflects the functions and tasks of these stages. The designer does not just design a thing (or process), starting from the function or form of the future product, but at the same time sees the whole problem from different angles, sees the connections between its parts, is able to identify a technical contradiction and consciously initially orient the thought towards the ideal solution, when the main function object is carried out as if by itself, without the expenditure of energy and means, it is able to consciously boost creative imagination and overcome stereotypes.
Thus, the designer is given a large field of freedom for creativity, but design creativity is a methodically organized process that has a certain content and sequence of actions. The creative nature of design design lies in the nature of its content, in which there is a goal, there are means, there is a technology of project activity, and the result of each project is unexpected and unpredictable. The result is formed each time from a set of initial conditions, as an author's concept. Design engineering is based on scientific research and artistically creative methods. The professional creativity of a designer is based on his professional and normative experience - relevant knowledge, skills and abilities. Based on this, creative independence is a specific characteristic of the designer's project activity and is characterized by the presence of creative thinking, the ability of a design student to plan, organize and coordinate project activities, critically analyze, process and use the information received, in constantly changing professional conditions. In accordance with the stages of project activity, the following skills can be distinguished as part of the creative independence of design students: the ability to enter into a problem (obtain, analyze information), the ability to solve a problem (predict, organize, critically evaluate activities, find new solutions), the ability to present the end result (the desire for originality, novelty, the ability to identify rational ways to solve a problem). The formation of creative independence of design students is one of the important conditions for the formation of a professional specialist in the field of design. Mastering the creative profession of a designer takes place not only while studying at a university, but also continues in the process of further practical work. Design training at the university is primarily aimed at developing the student's personality, combined thinking skills and the ability to generate many creative ideas.
Based on the definition of the strategy, we consider as the leading one: 1) an activity approach, on the basis of which vocational education is traditionally and technologically carried out; 2) a personality-oriented approach that guarantees the humanistic nature of education, enshrined in its legislative framework, providing, by definition, self-determination and self-realization of the individual. Let us consider in more detail the approaches underlying the theoretical and methodological strategy of research, starting with the activity one.
The activity approach was developed in the works of V.A.Belikov, A.V.Brushlinsky, L.S.Vygotsky, P.Ya.Galperin, N.S.Glukhanyuk, N.V.Kuzmina, S.L. .Talyzina, D.I. Feldstein, V.D. Shadrikova, V.S. Shvyreva and others. It is: a set of theoretical, methodological and concrete empirical studies in which the psyche and consciousness, their formation and development are studied in various forms of subject activity of the subject; a theory based on the category of objective activity; theory, which consists in the fact that as a result of teaching, the student acquires the knowledge necessary to master the professional skills that are set by the learning objectives.
Since the first definition connects activity with the consciousness of the individual, and creative independence is an integral characteristic of the scientific and pedagogical consciousness, we will take the first definition as a working one. The purpose of the approach is to transfer the student to the position of the subject of knowledge, labor and communication, which, in turn, is impossible without goal-setting and planning activities, its regulation, control and introspection. Thus, the very purpose of applying the activity approach in research dictates its prognostic nature. In our study, the purpose of applying the activity approach is to study creative independence as a type of activity, which allows us to reveal its essence, content, structure. The approach provides a theoretical and methodological basis for building a technology for the formation of creative independence among university students - future teachers.
The core category of the approach is the category of activity around which the main provisions of the approach are built. Under the activity is understood a form of mental activity of the individual, aimed at the knowledge and transformation of the world and the person himself; the highest form of personality activity based on consciousness. The main provisions of the activity approach make it possible to apply the approach as a methodological research toolkit and include the following: student personal learning independence
- 1) the main type of human activity is labor. Labor is genetically related to other types of human activity (play, study, etc.). Creative independence is considered in the context of the activity approach as a type of activity. Creative independence as a component is generally a part of any type of activity, but considering the creative independence of the future teacher as a professional function allows us to classify it as a subspecies of labor activity;
- 2) the central backbone component of the psychological system of activity is its goal. In creative independence, a target component is distinguished, which consists in determining by the future teacher the trends of his professional development, self-realization, as well as helping students in determining the trends of their self-development;
- 3) the macro- and microstructure of activity differ. The macrostructure of activity is described in conceptual schemes and implies: motive, goal, process, result (A.N. Leontiev); motive, goal, means, social situation, result, evaluation (S.L. Rubinshtein); need, motive, task, mode of action (V.V. Davydov); motive, goal, program, information basis, decision-making, professionally important qualities (V.D. Shadrikov).
The microstructure includes activities - actions - operations. The microstructure of creative independence includes the following units: activity - creativity; actions - creative orientation; operations - observation of the creative process. The macrostructure of creative independence as an activity consists of the above goal, its decomposition into tasks, a process, the components of which are a chain of actions for creative independence, a result corresponding to the goal;
4). There are two types of activity structure: constant, which assumes one sequence of actions, and variable, which allows differences in the sequence of their execution. For creative independence, the subject of which is a student of a pedagogical university, we consider it necessary to somewhat reduce the structure of creative independence and allow for its variable character. The reduction of the structure of creative independence presupposes the preservation of a personal-creative orientation in it. The reduction of the structure of creative independence changes its type.
Creative independence, its formation, carried out in the process of preparing for a given function, can be based on a variable structure.
A variable structure characterizes creative independence at a naive-intuitive level: it has a pre-creative orientation (for example, collecting material for creative work), a predictive nature (formulation of a topic), and writing a work. Changing the structure of creative independence at its different levels is a feature of preparation for creative activity. Thus, in the process of preparing a future teacher for creativity - from the naive-intuitive to the scientific-hypothetical level - the activity approach is implemented as a theoretical and methodological principle.
The result of applying the activity approach to the formation of creative independence of university students - future teachers is: 1) in the organization of students' creative activity; 2) in the organization of educational and cognitive activities of future teachers in the process of preparing for creative activity.
Thus, the activity approach will be applied in the study: as a methodological tool in the process of cognition of creative activity and independence (its essence, content and structure), ensuring the transition of future teachers to the position of the subject of cognition; as a theoretical and methodological principle requiring consideration of creative independence as an activity in the unity of its structural elements (actions, operations); as a methodological condition for the process of forming the creative independence of future teachers, providing an indicative basis for actions in the implementation of various aspects of creative activity.
However, the activity approach, revealing the structure of the process of formation of the creative independence of future teachers, orients the researcher towards the formation of only creative skills and abilities, without considering creative independence as a stable quality of the teacher.
The formation of creative independence of university students pursues the goal of professional and personal development and self-development of the future teacher and his training in the management of self-improvement of students' activities. This goal determined the need to analyze the formation of creative independence from the standpoint of a personality-oriented approach. The personality-oriented approach was considered in the works of E.V. Bondarevskaya, G.N. Ermokhina, E.F. Zeer, A.V. Kiryakova, M.V. Klarin, A.V. educational system, the personality of the student, the development of his individual abilities. The main goal of the approach is to help the individual to know himself, to self-determine and fulfill himself, and not to form predetermined properties. Its main difference from personality-oriented education, therefore, is that it is not engaged in the formation of a personality with given properties, but creates conditions for the full manifestation and, accordingly, the development of personal functions of the subjects of the educational process. Thus, the purpose of applying a student-centered approach in this study is to apply the creative independence of future teachers to their self-knowledge, self-determination and self-realization.
Personally oriented approach is characterized by personal functions. V.V. Serikov singles out the function of motivation (acceptance and justification of activity), mediation (in relation to external influences and internal impulses of behavior), collisions (vision of hidden contradictions of reality), criticism (in relation to values and norms proposed from outside), reflection (construction and retention of a certain image of the "I"), meaning creation (defining the system of life meanings up to the most important - the essence of life), orientation (building a personal picture of the world - an individual worldview), ensuring the autonomy and stability of the inner world, creatively transforming (ensuring the creative nature of any personal meaningful activity), self-realization (the desire to know one’s image of “I” by others), ensuring the level of spirituality of life activity in accordance with personal claims (preventing the reduction of life activity to utilitarian goals). Let us consider the possibility of implementing these personal functions in the process of forming the creative independence of students of a pedagogical university.
The procedural basis of creative independence not only does not contradict the selected functions, but also repeats their logic. The function of motivation is realized in the process of pre-creative orientation. The mediation function is activated in the process of collecting material for creativity. The collision function is updated before the development of a creative product. The function of criticism manifests itself to a greater extent as self-criticism and is directly related to the function of motivation. Further, starting from the function of reflection, independent creative activity is aimed at functions selectively, that is, different aspects of creative independence help the implementation of various personal functions.
The next important question, to what extent the personality of the student can participate in determining the goals, the content of his education, finds the following answer from V.V. Serikov. To the extent that it is supposed to form the personality, and not some functional activity components of the individual, the standard of which in different historical epochs is set by the society. Personally, what is initially self-determined by a person is built as his own world. Optimal, therefore, is education, which implies the harmony of state standards and personal self-developing principles.
To consider the formation of creative independence based on a personality-oriented approach, consider the provisions of this approach from the works of E.F. Zeer and I.S. Yakimanskaya:
- 1) the personal and professional development of the student is considered as the main goal, which changes the place of the subject of learning at all stages of the educational process. This presupposes the subjective activity of the learner, who creates the teaching and himself. The learner does not become, but initially is the subject of knowledge. The formation of creative independence implies that the future teacher acts as a subject of knowledge. He sets a goal for himself, he selects ways to achieve it, he fixes the results of his progress in educational activities.
- 2) the design of the educational process should provide for the possibility of reproducing the teaching as an individual activity for the transformation (transformation) of socially significant standards (patterns) of assimilation set in training. Socio-professional features of the teacher's personality are integrated into the content and technology of education. The formation of creative independence of students of a pedagogical university is a rather flexible process: a) thanks to the training options in various basic components of the training of a future teacher; b) due to the fact that the intermediate standards on the way to the goal determined by the teacher, according to the requirements of the state standard, are set by the student himself;
- 3) education is the unity of two interrelated components: teaching and learning. At the same time, there is an orientation towards the individual trajectory of the development of the student's personality. Formation of creative independence of students of a pedagogical university helps to more adequately build an individual educational trajectory;
- 4) when designing and implementing the educational process: a) special work is needed to identify the subject-object experience of each student, his socialization; b) control over the emerging methods of educational work; c) cooperation between the student and the teacher, aimed at the exchange of experience of various content; d) a special organization of collectively distributed activities among all participants in the educational process.
The formation of creative independence is aimed at identifying subject-object relations. Cooperation between students and the teacher, as well as the distribution and organization of activities are carried out throughout the entire process of the formation of creative independence.
- 4) in the educational process there is a "meeting" of the socio-historical experience given by the training and the given (subjective) experience of the student, realized by him in the teaching. The interaction of two types of experience should not go along the line of crowding out the individual, filling it with social experience, but by constantly harmonizing them, using everything that has been accumulated by the student as a subject of knowledge in his own life; teaching is therefore not a direct projection of learning. This provision is applicable to the professional aspect of creative independence as a function of the future teacher. In this aspect, the interaction of the two types of experience is extremely important. The socio-historical experience is not only the experience of the teacher's educational activity, but also the modern requirements for the teacher's professional activity. The displacement of the individual would lead to unconscious copying of professional activity, compliance with its formal features and norms. Coordination of activities helps to “pass” the taught experience “through oneself”, which improves the quality and effectiveness of the training of future specialists;
- 5) the criteria for the effectiveness of the organization and professional education are the parameters of personal and professional development. The development of the student as a person goes not only through mastering normative activities, but also through constant enrichment, the transformation of subjective experience as an important source of one's own development. Success in mastering creative independence is possible if one leans on subjective experience. Subjective experience as a source of personal development plays an important role in the professional aspect of creative independence. Of course, professional activity is subject to norms, but one's own experience plays an important role here;
- 6) a personality-oriented approach creates conditions for the full co-development of all subjects of the educational process. The future teacher training system involves not just the implementation of creative independent activity, but the preparation of future teachers for creative independence. Since creative independence structurally includes not only knowledge and skills, but also qualities that ensure its effectiveness, the process of forming the creative independence of future teachers ensures the development of students in terms of their professionally significant qualities.
The personality-oriented approach is considered by us as an important methodological basis, part of the theoretical and methodological strategy of our research. As a methodological tool, the student-centered approach makes it possible to explore the impact of creative independence in the context of the professional and personal development and growth of future teachers in the basic components of the system of teacher education. As a theoretical and methodological principle, it contributes to the construction of the foundations of interaction "teacher - student" and "student - student" based on the priority of the individuality of the future teacher, cooperation between the student and the teacher. As a methodological condition, a personality-oriented approach contributes to the formation of creative independence of future teachers based on the interpretation of teaching as an individual activity for the transformation of socially significant standards and on the basis of seeing the main result of learning not in the knowledge component, but in the rational organization of activity.
Bibliography
- 1. Belkin, A.S. Dissertation council on pedagogy (experience, problems, prospects) / A.S. Belkin, E.V. Tkachenko. - Ekaterinburg: USPU; RGPU, 2005. - 298 p.
- 2. Big psychological dictionary / comp. and general ed. B. Meshcheryakov, V. Zinchenko. - St. Petersburg: Prime-EVROZNAK, 2004. - 672 p.
- 3. Pedagogy: Great modern encyclopedia / comp. E.S. Rapatsevich. - Minsk: Modern Word, 2005. - 720 p.
- 4. Pedagogical encyclopedia: current concepts of modern pedagogy / ed. N.N. Tulkibaeva, L.V. Trubaichuk. - M.: Vostok, 2003. -274 p.
- 5. Serikov, V.V. Personally oriented education / V.V. Serikov // Personality-oriented education: textbook. allowance / under the scientific editorship of L.M. Kustova. - Chelyabinsk: CHIRPO, 2003.
- 6. Dictionary-reference book of pedagogical innovations in the educational process / comp. L.V. Trubaichuk. - M.: Vostok, 2001. - 81 p.
IRINA Sitdikova
Development of creative activity and independence of thinking of children of senior preschool age
DEVELOPMENT OF CREATIVE ACTIVITY AND INDEPENDENCE OF THINKING OF OLDER PRESCHOOL CHILDREN THROUGH THE ORGANIZATION OF RESEARCH ACTIVITIES
Sitdikova Irina Anatolievna
Municipal Autonomous preschool educational institution kindergarten general developmental type No. 79 g. Tomsk
e-mail: [email protected]
Modern life in all its manifestations is becoming more diverse and complex. What is required of a person is not stereotyped, habitual actions, but mobility thinking, quick orientation, creative approach to solving big and small problems.
After the age of five, children realize that everything can be learned on one's own, and meaningfully use this method to acquire new knowledge. But parents and teachers who did not realize the importance children's independent initiative for the formation of the personality of the child, often follow the easiest way: forbidden and punished. As the psychologist N.N. Podyakov: "Deprivation of the opportunity to experiment, permanent restrictions independent activities in early and preschool age lead to serious mental disorders that persist for life, adversely affect development and self-development of the child on the ability to learn in the future.
More often in cognitive classes development children are given a passive role "recipient of information" Therefore, they are deprived of the opportunity to show their own cognitive initiative. Classes are built in the form of a teacher's story and questions to children to consolidate their knowledge, and their own experience children remains unattended.
From work experience I know that children are not developed enough own cognitive experience, children are not given much opportunity to express independence in the knowledge of the surrounding world. Diagnostics confirms the above. Yes, 96% children from older groups of preschool educational institutions, it is difficult to put forward hypotheses and even more so to find ways to solve the proposed non-standard situations. 75% children- highlight the essential features of objects and compare various facts. Only 7% children were able to analyze the object (phenomenon) and give the correct answer with reasoning.
It should be noted that the generated intellectual passivity, when knowledge is given ready-made, leads to limited intellectual impressions, the interests of the child, and to insufficient development own cognitive experience. Of course, children put forward hypotheses, and finding ways to solve them baffles them. On the one hand, they do not know how to solve the problem, and on the other hand, the teacher does not give them the opportunity to express themselves.
At the same time, research activity as a form of search activity in practice DOE is not yet widely used, although it is the most important means development basic personality traits such as creativity and independence. In my opinion, this is due to reasons:
Educators experience difficulties in modeling the lessons of the cognitive cycle with elements of experimentation and the research method;
The technology for organizing children's experimentation and the research method for everyone has not been sufficiently developed. age groups; methods and techniques that contribute to mastering the skills of research activities and development of creative activity and independence of thinking of children.
Currently insufficient development of creative activity and independence of children of senior preschool age in the classroom for cognitive development using the research method is still a problem. Modern children should get real ideas about the various aspects of the object being studied; formulate discovered patterns and conclusions; be independent, active, creative and healthy. Creativity doesn't develop on its own., but to give the child a try in any field is our task, this is the relevance.
The purpose of the pedagogical work of the preschool educational institution became: development of creative activity and independent thinking in children of senior preschool age through research activities.
« The best discovery is which the child makes himself, - these words of Ralph Wemerson, like no other, are suitable for the method of children's experimentation and research, because it allows the child to make small discoveries. The use of this teaching method was advocated by such classic teachers as Ya. A. Komensky, I. G. Pestalozzi, J. J. Rousseau, K. D. Ushinsky and many others. In the studies of L. M. Manevtsova, the influence of search and research activities on the formation of cognitive interest in preschooler, which manifests itself in active inclusion in any activity, in the appearance of a large number of questions, in independent setting and solving cognitive tasks by children.
For example, according to the psychologist N. N. Poddyakov, children's experimentation claims to be the leading activity in the period preschool child development: “The fundamental fact is that the activity of experimentation permeates all spheres of children's life, all children's activities, including play. The latter arises much later than the activity of experimentation.
To maintain and further children's interest development we apply the algorithm of exploratory behavior to children's experimentation children.
Exploratory Behavior Algorithm
1. At the first stage, first the teacher poses a problem, offers solutions, and the children on one's own select and find the necessary material and equipment (picture 1). Then they perform the simplest actions, draw a conclusion, thereby develops own research children activity. Interest appears because a problem-hypothesis is being solved, which is based on experience. children. The purpose of this stage: interest children. for example: in the classroom, specially modeled problem situations are offered on behalf of the fairy-tale character Karkusha, who introduce children in a play situation.
Figure 1. Algorithm of exploratory behavior at stage I.
2. At this stage of training, the teacher formulates the problem, and the children are looking for a method for solving it on one's own(Picture 2). We only teach children finding a solution to the problem in different ways is a complication of the second stage. At the same time, we set questions: "What need to do?", "How can I check?", “What happens if. ?. This creates the conditions for practices interpersonal communication and cooperation. Yes, in class "Scientific Answers to Common Questions", Karkusha asked a question about how "teach" float raisins. The children made assumptions, examined the water in the vessels, and found a way to solve the problem.
Figure 2 Algorithm of exploratory behavior at stage II.
3. At this stage, children pose the problem on their own find a method and develop ways to solve the problem (Figure 3):
1) children make cards with a symbolic image of the task (themes) experiment;
2) keep diaries of observations, where they graphically record the beginning of the experiment and its final result.
In class "The mind is our commander", Karkusha, together with the teacher, doubted all the time whether it is necessary to study the brain, how to study it, what is the brain for? A variety of forms of activities, both traditional and non-traditional, motivate children for intellectual reasoning.
Figure 3 Algorithm of exploratory behavior at stage III.
Most often, children themselves pose a problem and find ways to solve it, this is facilitated by cognitive (thinking) exercises "Find the error during the experiment", "Encrypt actions", "Before and after". As a result, they learn to compare, generalize, analyze.
The experiments are accompanied by the advancement of many hypotheses-guesses and pronunciation of actions. This has a positive effect on speech development of preschoolers: the vocabulary of words expands and deepens, the ability to competently build complex sentences, communication communication skills is formed.
The method of mutual learning, introduced into the structure of the lesson, allows older preschoolers not be afraid to speak to younger children, teach them in a simple and fun way.
In our work we use integrated classes, which include preschool teachers.
IZO studio: We observe objects of animate and inanimate nature. We consider the works of great artists such as Shishkin I.I., Grabar I.E., Levitan I.I. We play art games "Associations", « co-creation» , "Colors of nature".
Music lessons: With music worker developed didactic experimentation games "Noise Boxes", "Do you know what it sounds like?".
Physical development: Together with a physical instructor development picked up outdoor games, psycho-gymnastics, developed joint classes with elements of experimentation and research activities Why do we need arms and legs?, "As We Hear".
Parents: To promote research activities children a plan was drawn up for interaction with parents who help children look for information about the objects being studied, take part in various competitions. In the parental corners, the necessary information is displayed to increase the competence of parents on this issue.
One of the areas of work on development cognitive abilities children through research activities have become the development and implementation of research projects "Journey of a Droplet", "Rainbow of colors", "Chocolate" which contributed development own learning experience children, developed the initiative, ingenuity, inquisitiveness, independence. Such a system of work of the preschool educational institution allows achieving positive results. Encouraging children's curiosity, quenching the thirst for knowledge of little "why" and guiding them active mental activity, encourage development children's abilities in the process of experimentation and research activities. It is important for us that the child begins to think, reason.
Bibliography:
1. Kulikovskaya I. E., Sovgir N. N. Children's experimentation. Senior preschool age / Study guide. - M .: Pedagogical Society of Russia, 2003.
2. Loseva E. V. Development cognitive research activities preschoolers / St.Petersburg.: Publishing House LLC "Childhood-Press", 2013
3. The world of nature and the child. Methodology of ecological education preschoolers: textbook for pedagogical schools / Kameneva L. A., Kondratieva N. N., Manevtsova L. M., Terenteva E. F.; edited by L. M. Manevtsova, Samorukov P. G. - St. Petersburg: Accident, 1998.
4. Pod'yakov N. N. Sensation: the opening of a new leading activity. \\ Pedagogical Bulletin. 1997, No. 1. S. 6.,
5. Pod'yakov N. N. Features of the mental development of preschool children / M.: 1996.
6. Rousseau J.-J. Emil, or About education // History preschool foreign pedagogy: Anthology. M., 1974. S. 120.
7. Savenkov A. I. Research teaching methodology preschoolers / Samara: publishing house "Educational Literature", 2010 - 20-68 p.
8. Savenkov A. I. Little researcher. How to teach preschooler to get knowledge / Yaroslavl: Academy development, 2002
“Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. How the child will feel, climbing the first rung of the ladder of knowledge, what he will experience, depends on his entire further path to knowledge.
V.A. Sukhomlinsky.
Our time is a time of change. Now Russia needs people who are able to make non-standard decisions, who can think creatively. The school should prepare children for life. Therefore, the development of creative independence of students is the most important task of the modern school. This process permeates all stages of the development of the child's personality, awakens initiative and independence of decisions, the habit of free self-expression, and self-confidence.
In order for the rich creative potential of children to be actualized, it is necessary to create certain conditions, first of all, to introduce the child into real creative activity. After all, it is in it, as psychology has long asserted, that abilities are born and develop from prerequisites.
The federal component of the state standard of primary general education is aimed at implementing a qualitatively newpersonality-oriented developing mass elementary school models, and one of the objectives of the GEF is development personality of the student, his creative independence.
V.A. Sukhomlinsky wrote: “The teaching should not be reduced to the continuous accumulation of knowledge, to the training of memory ... I want children to be travelers, discoverers and creators in this world.”
We fulfill the order of society and the state. Educational standards give us a guideline for the development of the system of education and training that family, society and the state expect from us. For this purpose, the model of the primary school graduate is proposed in the second generation standards. This model has become my reference point. And the key areas of work were such personal characteristics of the student ascuriosity, activity, interest in knowing the world, the ability to organize one's own activities, readiness to act independently.
Modern education should be guided by the interests and needs of students and based on the personal experience of the child. The main task of education is the actual study of the surrounding reality. Teacher and students walk this path together, from project to project.
Creativity presupposes that a person has certain abilities. Creative independence does not develop spontaneously, but requires a special organized process of training and education, revision of the content of curricula, creation of pedagogical conditions for self-expression in creative activity.
The learning process can proceed with a different application of forces, cognitive activity and independence of schoolchildren. In some cases, it is imitative in nature, in others - search, creative. It is the nature of the educational process that affects its final result - the level of acquired knowledge, skills and abilities. The development of creative independence of schoolchildren cannot occur without setting and solving a wide variety of tasks.
Develop creative independence? What does it mean?
- First, it development of observation, speech and general activity, sociability, well-trained memory, the habit of analyzing and comprehending facts, will, and imagination.
- Secondly, it systematic creation of situations allowing the individuality of the student to be expressed.
- Thirdly, this organization of research activities in the cognitive process.
With the development of needs and interests in creativity, we use various forms of educational and extracurricular work, striving to teach the child purposefully, purposefully, repeatedly consolidate the acquired knowledge and skills. Lesson - remains the main form of education and upbringing of primary school students. It is within the framework of the educational activity of a younger student that the tasks of developing his imagination and thinking, fantasy, ability to analyze and synthesize are first of all solved. At the same time, the lessons should be distinguished by a variety of activities, the material being studied, and the ways of working. This encourages children to be creative.
For the development of creative thinking and creative imagination of primary school students, the following tasks are offered:
classify objects, situations, phenomena on various grounds;
establish causal relationships;
see interconnections and identify new connections between systems;
consider the system in development;
make forward-looking assumptions;
highlight the opposite features of the object;
identify and form contradictions;
to separate conflicting properties of objects in space and time;
represent spatial objects.
I attach great importance to the implementation of creative tasks in various lessons:
perform the task by analogy;
complete the task with a partial prompt from the teacher;
prove the correctness of the decision;
perform a non-standard task;
independently compose a creative task;
perform diagnostic (test) work.
Creativity is the creation of something new and beautiful, it resists destruction, patterns, banality, it fills life with joy, arouses the need for knowledge, the work of thought, introduces a person into an atmosphere of eternal search.
Every child is more or less capable of creativity, it is a constant and natural companion of personality formation. The ability to create, ultimately, develops in a child by adults: teachers and parents, and this is a very subtle and delicate area of education: it is possible to raise a creatively capable child only on the basis of a very deep knowledge of his personality, on the basis of a careful and tactful attitude to the originality of these traits. .
A teacher can develop creative independence in children only if he himself is not alien to creativity, constant search, and creation.
BUT creative teacher the one who:
Teaches enthusiastically, creatively plans his work, strives to rationalize thematic and lesson planning;
- freely oriented in modern pedagogical ideas, concepts and teaching technologies;
- respects the personality of the student;
- differentiates the volume and complexity of tasks;
Encourages students to raise cognitive questions, knows how to simultaneously keep all students in the class in sight;
Develops the child, adapting to his zone of proximal development, the development guide is aimed at the student;
The teacher assists the child in the formation of a positive self-concept, self-knowledge and creative self-manifestation;
Thus, we can conclude that the development of creative independence of younger students and their creativity should take place both in educational and extracurricular activities, and this activity should be coordinated.
UDC 378:37.026.9
SOUTH. Reznikova
DEVELOPMENT OF CREATIVE INDEPENDENCE OF FUTURE TEACHERS
The article analyzes the problem of the formation of students' creative independence as the basis of the future teacher's professional competence, considers the structural components of creative independence, conditions, methods and forms that contribute to its development.
Key words: competence-based approach, independence, creative independence, structure of creative independence, conditions, methods, forms of development of creative independence.
The article deals with the problem of creative development independence which is viewed as the basis for the professional competence of future teachers. The article gives the description of the structure of creative independence, conditions, methods and forms of its development.
Keywords: competence approach, independence, creative independence, the stucture of creative independence; conditions, methods, forms of creative independence development.
The changes taking place in all spheres of the development of modern society, as well as Russia's entry into the Bologna process, initiated the transition of higher education from a knowledge-oriented to a competency-based paradigm. The modern education system should contribute to the development of such qualities of a graduate as independence, initiative, mobility, and constructiveness. A future specialist should have a desire for self-education throughout his life, be able to make independent conclusions, be ready to solve problems, and be responsible for them. In this regard, one of the tasks of preparing a future teacher is to develop students' independence as a trait of character, as the basis of the competence of a future professional, which allows "without outside help, based on knowledge, skills, beliefs, life experience, to set goals, control the will and perseverance for goal achievement". A highly qualified teacher is a teacher who is able to independently find non-standard, innovative solutions to professional pedagogical problems. Today, more than ever, the idea of developing the creative independence of the future teacher is being updated in the process of professional training.
According to scientists, for the development of pedagogical creativity, it is important for the future teacher to provide maximum independence from the very beginning, which is recognized by researchers as both the quality of a professional’s personality and a means of achieving professionalism.
Research by A.K. Markova, E.A. Klimova, and others prove that a full-fledged professional activity is expressed in the absolute independence of a person as a subject of labor.
This statement is directly related to the work of the teacher. V.A. Kan-Kalik, E.I. Rogov and others correlate independence with pedagogical creativity and define this level as personally independent. Creativity itself is an independent solution to a problem (Stoune, 1984).
Analysis of scientific works (S.V. Akmanova, N.V. Bochkina, P.I. Pidkasisty, N.P. Chanilova, etc.) showed that many scientists consider independence as a quality of a person, which largely determines not only the effectiveness of professional duties, but also reflecting the ability of the individual to self-regulate their thinking. Self-reliance acts as a condition for productive thought processes. Its presence can be considered an indicator of high abilities for cognitive activity.
The independence of a person always expresses the personality as a whole, in the unity of its intellectual, emotional and volitional sides (Danilov, 1972). This quality gives stability to the personality, largely determines the process of a person's adaptation to stress, increased intellectual and emotional stress (Rotovetskaya, 1975).
As a personal property, independence consists in the ability to draw up and implement an activity program in accordance with objectively changing conditions in relative independence from group and individual pressure (Petrovsky, 1973). People with a high level of autonomy are independent and responsible. They show a penchant for creative activities, continuous deepening of knowledge, and a desire to teach others. Independent people are distinguished by contact, interest in people, intellectual and emotional protection.
schennost, self-control, sobriety of thinking.
After analyzing the variety of points of view on the essence of independence, we came to the conclusion that creative independence can be understood in two aspects: as a quality of a person and as an activity. Consequently, creative independence is an integral concept, which we consider as the ability to navigate in a situation of independent problem solving, the ability to generate new ideas, non-traditional ways of solving problems. With regard to pedagogical activity, it is possible to clarify the characteristics inherent in creative independence: the constant expansion of existing knowledge, a conscious desire for self-education; the ability to set a specific pedagogical task, focus on the creative search for its solution, the ability to make a pedagogical analysis of one's own actions and evaluate them; a meaningful need to enrich their pedagogical experience.
Based on pedagogical research (I.K. Kondaurova, I.Ya. Lerner, N.A. Polovnikova, etc.), we consider the following components in the structure of creative independence: motivational, cognitive-
active and reflective.
The motivational component of creative independence is a system for the development of motivational-value, emotional-volitional relations, which in general can be described as the need for awareness of oneself as a person and a subject of educational and professional activity, which is the main line for the development of the motivating forces of creative independence, positioning towards creative activities, the formation of a positive attitude towards creative activity, an attitude towards the development of independence as a personality trait, awareness of the significance and personal value of having the skills of creative activity.
The cognitive-activity component includes knowledge of the techniques of creative activity, ways of generating non-standard ideas and the ability to use them to solve non-standard pedagogical situations, the ability to plan and design independent creative activity.
The reflexive component involves the possession of evaluative skills of the results of one's activity, the experience of independent creative activity, the assessment of self-promotion in the development of creative skills. A similar approach to
the structure of cognitive independence allows to build a system of measures for the development of different levels of creative independence of students. Among them, we consider the presence of some pedagogical conditions that ensure the success of the formation of creative independence.
Important, in our opinion, is the way of organizing educational interaction between teachers and students. Effective in this case is the provision of subject-subject relations and dialogic communication. Pedagogical interaction between a student and a teacher should be built in a facilitative mode. Only in this case, students perceive the teacher's goals as their own, which significantly affects success, provides a high level of activity, awareness and motivation of their actions. This situation presupposes a state of creative emancipation of students, allows them to accept the role of the subject of activity.
The independence of educational or scientific co-creation, the solution of a real scientific or professional problem jointly with the teacher, is significantly stimulated. In this case, the teacher can no longer manage the process of professional development, only provide assistance, and the student becomes an equal partner in joint activities, takes on the role of an assistant responsible for the progress and results of the work. "Diadality in the assimilation of knowledge" (A.V. Kachalov) activates the independent and meaningful participation of students in activities, significantly increases the motivation for independence
The effectiveness of the development of creative independence depends on the inclusion of students in various forms and types of creative activity, suggesting that students are involved in educational, cognitive activities related to creative search and the creation of a creative result.
The use of problematic methods in teaching also stimulates the attitude towards the independent discovery of new knowledge. The educational material included in the content of education and used for the development of independence should be problematized not only in terms of presentation methods, but also in terms of content. Moreover, this knowledge should have personal value for students. One of the options for problem-based learning can be a task approach, in which the development of creative self-
value is carried out by introducing students to future professional activities through the analysis of tasks that simulate real pedagogical situations. The analysis of pedagogical reality allows students to see themselves in the role of a teacher, gain some experience in finding pedagogically appropriate solutions, and helps in the future to quickly and reasonably navigate in such situations. Situational tasks are a connecting link between theory and practice. It is significant to saturate the educational and cognitive process with creative tasks: assignments for reflective conjecture, intellectual search, creative interpretation, etc. When they are solved, the proportion of research and evaluation operations increases. Such tasks involve the development and adoption of one's own decisions both in the educational situation and in real school practice; knowledge is translated into a means of new cognition.
The effectiveness of the formation of creative independence is associated with self-control, the ability to introspection, self-assessment of one's actions, personality traits. In this case, the student's educational activity in the process of forming creative independence will be meaningful, conscious, will allow him to independently find and prevent mistakes made in the course of solving creative problems.
Essential in the development of independence is the creation of a favorable psychological climate in the educational process, situations of success that form students' self-confidence, support the desire for independent actions, significantly increase the originality of thinking, emancipation of behavior.
One of the ways to solve the problem under consideration can be a special development of students within the framework of selective courses of imagination, fantasy, intuition, non-traditional thinking (for example, “Development of fantasy among students”, “TRIZ pedagogy”, etc.).
Summing up, it can be stated that only pedagogically correctly instrumented independent work of students can develop independence not only as a set of certain intellectual skills and abilities, but also as a quality of personality.
This list is a traditional lecture course, it is only necessary to shift the emphasis from the information function to the function of developing thinking, search skills, self-analysis. In the practice of university education, problematic lectures have long been known, in which knowledge is introduced as an “unknown” that needs to be “discovered”. Problematicness at a lecture is understood quite broadly: it is a problematic presentation of educational material by a lecturer, posing problematic questions to the audience, solving problematic problems, comparing different points of view, connecting educational material with students' life experience, a proposal to formulate some definitions or concepts, choose one and the same definition from several definitions. argue the choice, draw conclusions, etc. A problematic lecture encourages independent search, includes creative thinking, and ensures the successful assimilation of knowledge.
Provocative lectures are used in the educational process, i.e. lectures with planned errors for students to discover. This type of lecture activates the attention of students, develops their mental activity, the ability to act as experts, reviewers, etc. Lectures-press conferences and lecture-discussions involve a free conversation between the teacher and students on the topic of the lecture, mutual exchange of information, opinions, views on the problem under discussion, which seriously actualizes the subjective position of students, increases their self-esteem.
Due to the fact that training should be carried out in conditions of constant, active interaction of all subjects of the educational process, the use of interactive teaching methods is the most promising. Among the methods of interactive learning are heuristic conversations, discussions, round tables, the Delphi method, simulation trainings, etc. The method of role-playing (business) games is actively used in the educational process. In the game, the student's position changes from cognitive and personal egocentrism to consistent decentration, due to which one's own "I" is more deeply realized and the measure of professional competence and ability to solve problem situations increases. The game forms real partnerships of cooperation and cooperation, providing the possibility of positive personal development of the student, creative independence. Business game in mi-
Niature is a case method (from the English saes - case, situation, case) - one of the most popular active learning methods. This method is based on a real event from professional life and involves an active search by students for a solution to the proposed problem, followed by a discussion of the process and the result of the joint actions of all participants.
In the context of the problem under consideration, methods of collective stimulation of creative searches are very effective. These include the brainstorming method, which teaches you to freely discuss the problem, make assumptions about how to solve it, express as many ideas as possible; the method of synectics, which allows students to learn how to formulate the problems that make up its elements, highlight the main goal of the search, look for analogies for solving problems of the most diverse nature; TRIZ methods contribute to the development of imagination and fantasy. Critical thinking, etc.
One of the most promising is the method of projects, which involves a combination of research, search, problem methods, creative in nature. An educational project is a joint activity of a teacher and students aimed at solving a complex educational and scientific problem and creating a socially significant product, in the process of which conditions are created for the development of creative independence.
The application of the project method is distinguished by a number of didactic possibilities (E.V. Burtse-
va), the main of which are that the project has a specific goal, which involves the use of knowledge in the context of the future professional activities of students; independent search for educational and scientific information, independent research, which contributes to a stronger assimilation of knowledge; obtaining a professionally significant final product of activity; promotes the study and development of experience in solving professional problems; allows you to offer your own way to solve the problem and discuss its effectiveness with classmates. The project method contributes to the formation of the creative personality of the future specialist, allows him to be included in practical activities to master professional knowledge and skills. The idea of project-based learning is aimed at the formation of students' deep knowledge and development of creative thinking, the formation of activities to solve professional and practical problems.
Thus, an increase in the proportion of problematic, exploratory, reflective, creative methods and forms of work at a university seriously increases the initiative and activity of students in the educational process, develops a propensity for creative activities, and forms creative skills and professional experience. In our opinion, the combination of these conditions, methods and forms of organization of educational activities ensures the effectiveness of the development of students' creative independence.
Literature
1. Andreev V.I. Pedagogy of creative self-development. - Kazan, 1998.
2. Banko N.A. Formation of professional and pedagogical competence as a component of professional training of managers. - Volgograd, 2004.
3. Zeer E.F. Person-oriented professional education: theoretical and methodological aspect. - Yekaterinburg, 2001.
4. Zinovkina M. Creative technology of education // Higher education in Russia. 1999. - No. 3.
5. Kachalov A.V. Pedagogical Conditions for the Formation of Creative Independence of Pedagogical University Students // Izvestia Ural. state university -2009. -No. 1/2(62). - S. 212-217.
6. Kovalevsky I. Organization of independent work of students // Higher education in Russia. - 2000. - No. 1.
7. Levina M. M. Technologies of professional pedagogical education. - M.: Academy, 2001.
8. Titova G.Yu. On the technology of organization of independent work of students // Bulletin of the TSPU. - 2010. - No. 1.
Reznikova Yuliya Gennadievna, Candidate of Pedagogical Sciences, Associate Professor, Department of Pedagogy, Buryat State University
Reznikova Yulya Gennadyevna, candidate of education sciences, associate professor of the department of pedagogy, Buryat State University.
