But any creative (ie unsolved so far) problem does not have it in principle.

The first indicator – the collection of information on this topic or problem is one of the opportunities for the development of cognitive independence. To this end, it is necessary to develop the ability to work with various sources of information – children’s encyclopedias, dictionaries, books, newspapers, magazines, up to the Internet, as well as to establish contacts with experts in various fields. Given the opportunities provided by the teacher, the student is active in his choice and is guided by his skills and interest in working with a particular type of source of information. This is an opportunity to expand the range of skills to work with different databases, and related technical skills. In the process of finding a certain answer or solution to a problem, the ability to choose the most important, the most interesting in the sea of ​​facts for the placement and processing of information develops.

Students who did not use an additional source of information, but only a textbook, receive 1 point (low grade); those who used one information source receive 2 points (intermediate level); Everyone who has used more than one source of information – the Internet, encyclopedias, etc., receives 3 points, and it is possible to indicate a high degree in relation to this ability. In connection with the provision of positive results from the second indicator, it should be noted that the creation of learning problems during learning can be used in all parts of the lesson. When mastering new material, the teacher can use problems of a problematic nature, so that the information obtained is established or that the latter is used in solving this problem. Strengthening knowledge, regardless of which part of the lesson it is used, it is desirable to carry out in terms of their variable application, which includes problems of a problematic nature. Planning the implementation of a practical task also contains opportunities for problem-based learning. The very type of activity presupposes the presence of a problem and requires the manifestation of cognitive activity and independence.

Students are again evaluated by grades – low, medium and high, receiving 1, 2 or 3 points, respectively.

The third indicator examines the ability of students to make changes to a given structure or composition in order to improve. The tasks associated with the formation of these skills during a learning experiment usually involve a problem that requires creative thinking and non-standard solutions to improve or simply make changes to the product, project or design.

Students who do not make changes to the model are evaluated with 1 point (low grade). Students who have made minor changes to the model are rated 2 points (intermediate). Students who have shown imagination and made significant changes are evaluated with 3 points (high grade).

Tasks related to ensuring the effective work of the fourth indicator are aimed at the development of observation and logical thinking in students who demonstrate the richness of ideas and the nature of creative solutions.

Those who do not offer a solution receive 1 point (low grade). Those who offer another solution, not particularly rational or original, receive 2 points (intermediate degree). Students with the most original solutions are evaluated with 3 points (high degree). At this stage, ideas in the field of shaping are of interest.

Previous work on the fifth indicator is associated with solving problems for the development of creative thinking and imagination, ie the activity is innovative. The creation of a new object involves active thinking, personal attitude and expression of imagination, which are characteristic of cognitive activity and independence. It is normal to expect better results from senior students. Those who do not have time to complete the task are evaluated by 1 point (low grade). Students who cannot complete the task receive 2 points (intermediate level). Those who manage to design a product or at least design it, are evaluated above all – 3 points (high level).

To obtain values ​​that correspond to medium and high levels, it is expected that the teacher will periodically put his students in situations that require their active participation in learning new knowledge – whether working with a textbook or by reviewing additional popular or specialized literature, children’s encyclopedias, Internet, etc. If in the task at the initial level the student has time under such conditions to independently and successfully cope with the task, he is evaluated by 3 points, which shows a high degree of his intellectual potential in this area. The work of a teacher is considered successful even when students do not have time to cope with the task at all and have received additional help from the teacher. Their results are evaluated by 2 points, respectively, which corresponds to the average of this indicator. The low level is associated with the inability of children to cope with this type of task and shows that the teacher must look for other approaches in the learning process.

The second indicator is associated with the student’s ability to independently perform a practical task. This includes his knowledge and skills of planning a future task or work according to instructions (including graphics), which must be read and which must be followed, the creation of a suitable organization and technological implementation. Depending on the degree of independence, a three-point rating scale is used again.

The third indicator determines the number of clearly expressed compositional solutions. In the absence of proposals, the student is given 1 point (low grade). In the presence of one clear compositional solution – 2 points (intermediate degree). If a student presents more than one solution to a composition problem, he is given 3 points (high grade).

I believe that it is impossible to create strictly fixed patterns in the work of the teacher, with which it would be possible to achieve positive results in the field of cognitive activity and independence of students, and not only in the process of technological learning. In this area, you can only give recommendations and outline some ways.

Every teacher who wants to use his pedagogical experience and has a desire to improve, can try to contribute to the formation of personalities who not only know how but also think. And this inevitably refers to the teacher to the active participants in the implementation of the idea of ​​creating a modern effective education.

Author: J. Peycheva

12/26/2008

In 98% of people, creative abilities suddenly fade

In 1970, a group of American psychologists conducted a fundamental study to assess the impact of age on a person’s ability to think outside the box.

The issue of the magazine where their report was published has been declared wanted worldwide. We called the most famous libraries – and the answer is one: “We remember such a magazine, it was available, but now it is not listed in the file.” There are miracles. The specimens disappeared in 1970. The same! The Internet did not save: it was too long ago. However, people who read the missing issue in the Russian State Library with their own eyes helped.

The cult of the unambiguous answer. It is said that in science this was a sporadic case: a test of almost 200 questions was compiled by the authors in such a way that everyone could cope with it: both adults and children. It turns out that all known methods of testing intelligence, including IQ, are addressed to people who are able to read tasks. And put the answer on paper. To do this, you probably need to have some school classes behind you. And here – not necessarily! In addition, IQ implies an unambiguous and always known to the authors answer. But any creative (ie unsolved so far) problem does not have it in principle. It is always new, non-trivial and unpredictably mysterious in its very essence. It turns out that she has at least one solution. And all, if they are successful, correct!

How we are spoiled by the class-lesson procedure, if we do not see that it has penetrated into all times of society, inseparably prevailed, even in the field of entertainment and leisure. Turn on the TV: the harmful school principle “right – wrong” works on all programs. I didn’t guess, I didn’t say what the manager of “Smart men and smart women”, “Fields of Miracles”, “Who wants to become a millionaire”, “Weak link” expects from you – everything, you fly , is blue. It turns out that even the main friend of the housewife and children quietly, imperceptibly, for the sake of laughter, but sifts, divides and scatters every night – on the “standard” and “non-standard”. With all their power, the strength of the audience’s favorites, pop stars and meters of the stage, our wonderful media literally trample on the cult of compatriots unambiguous, unique, standard answer. But they could develop … instead of cloning minds like in a school classroom.

Now it is clear why overseas psychologists in the sweat of their brow worked to come up with questions to which you can pick up as many homemade keys-solutions. No, this time the Americans did not fly to the moon. But they may have done something no less in terms of influencing the fate of the world, the development of a giant pedagogical civilization. They invented tasks that can be done by anyone of any age, able to think independently. Tasks with open answers. Here, for example. “How do you get up to see a man standing upside down without taking his feet off the floor?” One of the possible answers: you must first return to the “object” with your back, then bend over and look at it from the bottom up. What they did – in silence! – the smallest subjects. But almost never – adults. This is an unruly pattern.

Step by step, students offered their set of questions to people aged 70 and younger. 69, 68, 67 … And the result is the same all the way: only two out of a 123helpme.me hundred coped with the test. Only two percent of those tested. 65, 64, 63, 62 … Unfortunately, all the same two percent. How stuck. Psychologists expected a jump. Or at least deviations – in one direction or another. And waited. The first “explosion” was carried out by seven-year-old young men, who endowed scientists with 17 percent of sophisticated, unobvious decisions. The second is even more impressive – as much as 37 percent of creative luck! This breakthrough in the study was made by six-year-old children. The experiment is over. Five-year-olds were never included in it, and it is not easy to find a common language with the youngest.

But what does all this mean? Researchers gave other, unbiased experts to summarize and draw hypotheses from unusual figures.