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Scientific and technical creativity. Program for the development of technical creativity "transformer"

REPORT

to the methodological meeting within the week of the Cyclic Commission

“General characteristics and methods of technical creativity”

In our search for various means of increasing students' readiness for productive work, we cannot do without creativity. Today, few people doubt that creativity is a very reliable reserve of labor activity, development of thinking, and in general one of the powerful means of forming a comprehensively developed, harmonious personality - a personality without which it is impossible to imagine our tomorrow's successes. But this problem is not as simple as it might seem at first glance. In fact, it would seem that nothing could be simpler; take and teach students creativity - technical, scientific, artistic. But teaching creativity is a very complex process that requires a systematic and thoughtful approach.

Technical creativity is, first of all, a means of education. Fostering such important qualities as respect and love for work, inquisitiveness, determination, and the will to win. In definitions of creativity, we are talking about creating something new, different from what already exists.

Let's consider aspects of the development of students' technical creativity.

The complex mechanism of creative thinking is characterized by intuition and logic. Thinking begins where there is a problem situation that involves searching for a solution in the face of a lack of information. Intuition is a quick decision obtained as a result of long-term accumulation of knowledge in a certain area.

One of the problems of creativity is its motivational structure. Motivations (drives) are related to human needs.Slide 2.

The most important type of thinking for creativity is imagination. Creative imagination and fantasy play a decisive role in the creation of something new and the development of society. This ability must be constantly developed, stimulated and trained.Slide 3.

Activation of creative thinking presupposes knowledge of factors that negatively affect it.Slide 4.

Strategy plays a crucial role in students' creative activity. The strategy of creative activity is a general program of action, the main direction of search and development.

There are five main strategies, namely:Slide 5.

1 Search strategy for analogues. Associated with the use of a previously known structure or part thereof, a separate function when creating a new device.

2. Combination strategy. It implies the combined use of a wide variety of mechanisms and their functions to build a new structure.

3. Reconstruction strategy. Associated with the reconstruction of existing structures.

4. Universal strategy. Cknitted with equal use of the three strategies listed above.

5. Strategy of random substitutions. Applicable in situations where it is difficult to choose a specific procedure and the correct option is selected through trial and error.

Conclusion: Based on all of the above, we can derive a number of tasks that should confront the teacher when intensifying the creative activity of students:Slide 6

Determine the student’s vital needs, taking into account the factors inhibiting the creative process, and form a motivational component for him

Determine the strategy for further activities

Select the necessary methods for developing technical thinking as the basis of technical creativity

To develop technical thinking in students, the most important thing is to create a mindset for creative exploration in the student.

For example, you can invite students to visit a technical exhibition and find a device there that can be used in a new solution. You can recommend viewing technical literature (magazines, books, certain websites), watching certain TV shows, etc.

A very important psychological characteristic of the development of technical thinking is learning using challenging conditions. For the successful implementation of students’ creative activities and obtaining any final result (obtaining a model, product or sketch, etc.), it is necessary to rely on a variety of methods for solving problematic technical problems.

To obtain the result of creative activity, students can rely on methods of technical creativitySlide 7

Experienced teachers believe that it is advisable to teach one method or to direct students to master all available approaches and methods at once. Students must first become fluent in a small set of three to five techniques. For example, these may be methods widely used in creative activities

Slide 8

Let's look at a brief description of some methods for developing students' technical thinking and implementing technical creativity.Slide 9

Sudden ban method (MVZ) - lies in the fact that the subject at one stage or another is prohibited from using any standard actions in his constructions.

Speed sketching method (MSE) - in such cases, the student is required to draw as often as possible everything that he imagines mentally at one time or another. It may be suggested to continuously “draw” the process of thinking - depict all the designs that come to mind. Thanks to this technique, it becomes possible to more accurately judge the transformation of images, to establish the meaning that the concept and visual image of any design have.

New Options Method (MNV) - lies in the requirement to solve a problem differently, to find new options and solutions.

Information deficiency method (MIN) - is used when the task is to specifically intensify activity in the first stages of the solution. In that In this case, the initial condition of the problem is presented with a clear lack of data necessary to begin the solution.

Absurd method (MA) – lies in the fact that it is proposed to solve a obviously impossible task. Typical variants of absurd problems are problems to build a perpetual motion machine.

Slide 10 Brainstorming method (MMSH) - lies in the fact that a group of students is asked to solve a problem, and at the first stage of solving they put forward various hypotheses, sometimes even absurd ones. Having collected a significant number of proposals, each of them is studied in detail. This method develops group thinking (teamwork) and allows the sharing of personal experience in solving similar problems between group members.

A modern modification of brainstorming was proposed by the American naval officer Osborne, who was the captain of a transport ship during the Second World War.

One day, fearing an attack by German submarines on the ship, he gathered the entire crew on deck and asked everyone to express their thoughts on how to protect an unarmed ship from a torpedo. One of the sailors suggested that the whole crew line up along the side and when the torpedo approaches, they should all blow their minds at it. The torpedo should go off course and pass by. The team laughed and went to the cockpits, but Osborne thought the idea was fruitful and he installed a powerful fan on board and, during a torpedo attack, blew the torpedo away with the wave flow created by the fan. After the war, Osborne began a detailed study of this method and his book was widely used in educational institutions and companies in the United States.

The essence of brainstorming is to give a free outlet to thoughts from the subconscious. According to Freud's theory, the controlled consciousness is a thin layer on top of the mass of the uncontrollable subconscious. When brainstorming, you need to create conditions to unchain the subconscious.

The ability to see something that does not fit within the framework of what was previously learned. The ability to encode information by the nervous system. The ability to curtail mental operations. A person has the ability to collapse a long chain of reasoning and replace it with one generalizing operation.

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Lecture 4. Features

scientific and technical creativity

The peculiarity of scientific and technical creativity is:

1. Vigilance in finding problems.The ability to see what does not fit within the framework of what was previously learned. The ability to encode information by the nervous system. The task of developing creative abilities is to help a person find himself, i.e. understand which symbols, which code. Information is accessible and acceptable to him. Then his thinking will be as productive as possible and will bring the highest satisfaction.

2. The ability to curtail mental operations.A person has the ability to collapse a long chain of reasoning and replace it with one generalizing operation. The process of collapsing mental operations is a special case of manifestation of the creative ability to replace several concepts with one, to use symbols that are more information-capacious.

3. Ability to transfer experience, the ability to apply the skill acquired in solving one problem to solving another, as well as the ability to develop generalizing strategies and the ability to see analogies.

4. Lateral thinking.Lateral thinking turns out to be effective and helps to find a solution to a problem under one indispensable condition: it must become a sustainable goal of scientific and technical activity, the dominant of the creative process. The ability of the brain to form and maintain for a long time in a state of excitation a neural model of a goal that directs the movement of thought is, apparently, one of the components of talent.

5.Integrity of perception.This is the ability to perceive reality as a whole, without fragmenting it (as opposed to perception in small independent portions). The ability to recognize images and respond to similar objects regardless of individual differences is one of the fundamental properties of the brain; thinking begins with it. The physiological basis of the image is a neural model or a set of nerve cells and their connections, forming a group that is relatively stable over time. Neural model code designation of an object or event. The structure of the model is similar to the structure of the reflected object.

6. Convergence of concepts.The ease of association of concepts and their remoteness, the semantic distance between them. This ability is clearly manifested, for example, in the synthesis of witticisms. The thought process differs from free association in that thinking is a directed association. The factor that directs it and turns it into thinking is the goal.

7. Memory readiness.The readiness of memory to produce the necessary information at the right moment is one of the components of intelligence.

8. Flexibility of thinking.This is the ability to quickly and easily move from one class of phenomena to another, distant in content. This includes the ability to promptly abandon a compromised hypothesis.

9. Ability to evaluate.The ability to choose one of many alternatives after checking it.

10. Adhesion ability.The property of combining perceived stimuli.

11. Ease of generating ideas.The more ideas a person comes up with, the more likely it is that some of them will be valuable. In order for a thought to arise, at least two stored patterns in the brain must be excited. Thought, idea is not a neural model, but movement, sequential activation and comparison of models.

12. Ability of foresight.The generation of scientific and technical ideas is inseparable from human fantasy or imagination. It is customary to distinguish three types of imagination:

a) logical deduces the future from the present through logical transformations;

b) the critical seeks what exactly is in modern technology, the education system, and social life; c) intuitive based on life experience, a high degree of sensitivity to the development of certain objects.

13. Ability to refine.This is not just persistence, composure and a strong-willed attitude to complete what has been started, but the ability to finalize details, to painfully and painstakingly refine the original plan.

14. Willingness to take risksanother feature of creativity in scientific, technical, scientific and technical activities. A person who has many ideas must be able to boldly express and defend them.

15. Levels of scientific and technical activity.The field of scientific and technical creativity includes:

a) discoveries - these are the establishment of previously unknown objectively existing patterns, properties and phenomena of the material world, introducing fundamental changes in knowledge;

b) invention - a new and significantly different technical solution to a problem in any area of the economy, social development, culture and defense of the country, giving a positive effect;

c) rationalization proposal this is a technical solution that is new and useful for the enterprise, organization or institution to which it is submitted, and involves changing the production technology or design of products, the equipment used or the composition of the material.

Forms of creativity, to one degree or another, inherent in various types of scientific and technical activities to create new technology, are characterized by their scientific and technical content and correspond to different levels of novelty. They can be divided into several groups based on the development of qualitatively different principles or processes leading to a radical transformation of technology and, as a rule, to qualitative shifts in the development of science and technology.

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INTRODUCTION

In search of various means of increasing the readiness of school and technical college students for productive work, we cannot do without creativity. Today, few people doubt that creativity is a very reliable reserve of labor activity, development of thinking, and in general one of the powerful means of forming a comprehensively developed, harmonious personality - a personality without which it is impossible to imagine our tomorrow's successes. But this problem is not as simple as it might seem at first glance. In fact, it would seem that nothing could be simpler; take and teach students creativity - technical, scientific, artistic. But teaching creativity is a very complex process that requires a systematic and thoughtful approach.

The importance of technical creativity in the formation of personal qualities and the professional development of a young person is extremely great and multifaceted. Technical creativity is primarily a means of education. Fostering such important qualities as respect and love for work, inquisitiveness, determination, and the will to win.

The technical creativity of adults today is seen as a kind of “bridge” from science to production.

The purpose of this course work is to study scientific and methodological literature on the problem under consideration and analyze recommendations for the master of industrial training on technical creativity.

If we look in Dahl's dictionary, the word invention means a new, technical solution to a problem, which has a significant difference and gives an economic effect. Inventive activity makes it possible to quickly modernize old and create new equipment and technology, reduce costs and improve the quality of products. In 1989, the number of inventors who received copyright certificates (AC) in the country amounted to 97 thousand, and the economic effect from the introduction of inventions was 3.9 billion. rub. (at the rate of banknotes in 1989). During the period of the country's independence, these indicators decreased significantly.

The successes of leading foreign enterprises and firms are due to the presence of high-quality machinery and equipment and are the result of the creation of perfect conditions, truly creative mass activity in the field of technical invention, and the prompt implementation of results into practice. The country's failures in economic development are mainly due to the lack, along with other reasons: of a systematic approach to training, education and development of the inventive principles of the individual; conditions for mass creative activity, etc.

1. THEORETICAL PART

technical creativity student group

1.1 General characteristics of technical creativity

In the system of creativity, a certain range of objects of psychological study can be distinguished. This is the problem of the essence of creative activity, its specificity and features of manifestation; the problem of the creative process, its structure, peculiarities of its course; the problem of a creative personality, the characteristics of its formation, the manifestation of its creative abilities; the problem of collective creativity; the problem of the product of creative activity: the problem of teaching creativity, activating and stimulating creative activity and some others. Let us dwell in some detail on each of these problems, but we will try to at least in general terms touch on some of the most natural aspects of creative activity.

In passing, we note that at different times, the definitions of the essence of creativity and creative activity reflected changing ideas about this important phenomenon. In one of the most authoritative philosophical dictionaries of the early twentieth century, compiled by the famous idealist philosopher E. L. Radlov, it was noted that creativity is associated with the creation of something, that the ability to create is inherent in the deity to the greatest extent, and a person can only perform relatively creative actions . Along with statements of this kind, attention was drawn to the presence of unconscious processes in the structure of the creative process. Then, with the scientific study of various types of creativity, both the attitude towards it in general and the definitions given to creativity changed. Recently, most attention has been paid to the fact that creativity is associated with the creation of a fundamentally new product that has never existed before; creativity manifests itself in various spheres of human activity, when new material and spiritual values are created. “Creativity is a person’s ability, arising through work, to create from the material provided by reality (based on knowledge of the laws of the objective world) a new reality that satisfies diverse social needs. Types of creativity are determined by the nature of creative activity (creativity of an inventor, organizer, scientific and artistic creativity, etc.).”

In definitions of creativity, we are talking about creating something new, different from what already exists. Although from a psychological point of view some of the existing definitions are too categorical (when it comes to the creation of something “never before”), nevertheless, the main thing in the definition of creativity is associated precisely with the creation of a particular product (material or spiritual), which is characterized by originality, unusual, something significantly different in form and content from other products of the same purpose. Psychologically, it is of paramount importance that creativity, the creative process, is experienced as new subjectively. If from a philosophical, socio-economic point of view it makes sense to consider creativity only that which is associated with the creation of a product that has never been before, then from the psychological side it is important that we can talk about the creation of something new for a given subject, about subjective novelty. Indeed, in everyday practice, and especially in the practice of a preschool child, a schoolchild, a young worker mastering new concepts, solving problems that are new to him, we often deal with creativity, which reflects the process of creating new values for a given subject in the form of a concept , knowledge, skills, solving a problem, creating a part, etc. In this sense, we can talk about a person’s creativity, which is manifested in his playing, educational, and work activities.

Therefore, it is important that the psychological definition of creativity reflects precisely this moment of subjective significance: creativity is an activity that contributes to the creation, discovery of something previously unknown to a given subject.

Another point has to do with the scale of creative activity. In social practice, as a rule, creativity is measured by such categories of novelty as discovery, invention, rationalization. Lately there has been a lot of talk about innovative activities associated with the introduction of something new into organizational and technological processes. But this kind of activity can be classified as rationalization.

If we focus on this working definition of creativity, then it seems appropriate to associate it with solving new problems or finding new ways to solve previously solved problems, with solving various kinds of problems, situational difficulties that arise in production and everyday life.

Before moving on to considering the structure of a creative solution to a new problem, let us take a look at the types of technical creativity. Types of professional creativity include invention, construction, rationalization, and design.

There is a close relationship between all these types of technical creativity. In the first period of intensive development of technology, such a division was not observed, and the scientific literature dealt mainly with inventive activity. Nowadays there is a scientific-practical division of discovery, invention and rationalization proposal, which, moreover, is implemented not only in relation to technical objects. Thus, discovery means the establishment of a previously unknown objectively existing property or phenomenon. An invention is a substantially new solution to a problem or task that has a positive impact on production, culture, etc. Inventions are divided into constructive (devices), technological (methods) and related to the creation of new substances. A rationalization proposal is understood as a local (as opposed to an invention, which has universal significance) solution to a particular problem to improve the functioning of already known equipment in a new specific environment (for example, in some workshop of a plant, but not on the scale of the entire plant, and thus more than all production). It is clear that in certain cases, an innovation proposal can be an invention.

Design can be “woven” into both inventive and rationalization activities, if their implementation requires the creation of certain structures. The practical difference between invention, design and rationalization must be sought in the nature of the goals pursued by each type of activity. Invention is aimed at solving a technical problem, a task in general; design - to create a structure; rationalization - to improve the use of existing technology (we take only the aspect related to solving technical problems). Thus, we can say this: the inventor is primarily interested in the final effect, function, the designer is interested in the device that performs the function, and the innovator is interested in a more rational use of the finished device for some specific purposes.

There is another psychologically significant difference. As a rule, inventive and rationalization tasks are found and set for themselves by engineers and technicians; in this sense, inventors and innovators and, to some extent, spontaneous professionals. Designers receive the task (technical specifications) from the outside; They are organized professional workers with a certain regulation and hierarchical distribution of official roles.

As for design, this term means the same as artistic design. Design as a type of construction has become widespread in recent years and can be applied primarily to those types of construction (including technical engineering) where we are talking about creating an object with certain aesthetic characteristics. “Simple” technical design and artistic design cannot be completely identified. However, they always maintain a fundamental identity - both are aimed at creating structures with certain functions, but in artistic design the aesthetic factor plays a special role.

As for the concept of “constructive and technical activity”, which is widely used in the psychological literature, it practically coincides with the concept of “design and engineering activity”, but, as a rule, is related to the activities of students high school. The solution of structural and technical problems is associated with relatively simple forms of design.

Thus, by constructive and technical activity we understand a pre-professional form of technical creativity. From what has been said, it is not difficult to understand that in practice we most often deal not with “pure” types of technical creativity, but with “hybrids”. Thus, the implementation of an invention requires the creation of a certain design, or even the invention itself is reduced to one or another technical device, etc.

1.2 Methodological aspects of the development of scientific and technical creativity of students

The complex mechanism of creative thinking is characterized by intuition and logic. Thinking begins where there is a problem situation that involves searching for a solution in conditions of uncertainty and lack of information. Intuition has a materialistic explanation and is a quick solution obtained as a result of long-term accumulation of knowledge in a certain field. Intuition comes as a reward for work.

The specificity of the act of creativity lies in sudden insight, in the awareness of something that has emerged from the depths of the subconscious, in capturing the elements of the situation in those connections and relationships that guarantee the solution of problems. The search for a solution to a creative problem most often continues in the subconscious, and the process of processing information itself is not realized (only the result of the solution is reflected in awareness).

One of the problems of creativity is its motivational structure. Motivations (drives) are related to human needs (Fig. 1).

Activation of creative thinking presupposes knowledge of factors that negatively affect it (Fig. 3).

The opposite of creative imagination is the psychological inertia of thinking associated with the desire to act in accordance with past experience and knowledge, using standard methods, etc. The process of students' technical creativity can be represented as solving a specially selected system of educational and industrial technical problems. In this regard, tasks should be formulated in such a way as to exclude the possibility of psychological inertia and its negative impact on creativity. Without perseverance, perseverance and focus, creative achievements are unthinkable.

In technical creativity, materialistic dialectics and a systems approach constitute a single direction in the development of modern scientific knowledge. Elements of the theory of knowledge are the main methodological tools of technical creativity, which also include methods of engineering creativity (Fig. 4).

Given the relatively large variety of engineering creativity methods and the fact that their number continues to grow, the question arises: which method or method is recommended to teach students first. Experienced teachers and methodologists believe that it is advisable to teach one method or to direct students to master all available approaches and methods at once. Students must first become fluent in a small set of three to five techniques. For example, these could be methods widely used in creative activities: (Fig. 5).

Further increasing the effectiveness of a student’s creative activity is associated with acquiring one’s own experience and expanding the range of methods used to solve problematic technical problems.

Methodological means of creative search can be used by the researcher in different combinations and sequences, but there is a general scheme for solving technical problems.

Every new technical solution, rationalization proposal or invention is an irreplaceable step in the spiritual growth of a person as an individual, his self-affirmation in life. Scientific and technological progress and the economic power of the country are directly dependent on the creative potential of its workers and, first of all, on the contingent of creatively thinking and active students, therefore, at present, the training of such creative individuals is the most important task of technical colleges.

1.3 Strategies and tactics for students’ creative activity

Strategy is a general program of action, the main direction of search and development, subordinating all other actions. As in the art of war, strategy includes preparatory, planning and implementation actions. Studying the conditions of the problem is, in fact, preparatory actions; the formation of a project is planning actions, and its implementation is implementing actions.

Based on these dominant directions that organize activities to solve a specific problem, one or another strategy is judged. When studying creative design activity, five main strategies are identified, namely:

I - search for analogues (analogization strategy);

II - combinatorial actions (combination strategy);

III - reconstructive actions (reconstructing);

IV - universal;

V - random substitutions.

Let's briefly describe each of these strategies.

Search strategy for analogues associated with the use of a previously known design or part of it, a separate function when creating a new device. For example, a new car model is created based on the model of another car. In the same way, a student can apply the rotational motion transmission mechanism known to him, which was used in a lathe, in a completely different design - when developing a model of a car, airplane, etc. It should be borne in mind that since we are talking about creative activity, the question of completely copying what has already been created disappears. Anything newly created must necessarily contain something new or must be used in new conditions.

The strategy for searching for analogues implies a wide range of changes, ranging from minor to very significant. It is necessary to remember, for example, that the creation of a new design may be associated with analogues that exist in nature. This is how bionics arose at one time, based on the principles of the structure and functioning of living beings. Of course, artificially created structures can be very different from their living counterparts: despite all the similarities, a submarine with a fish has a very specific internal structure. In the same way, you can compare birds and airplanes, etc.

The strategy of combinatorial actions implies the combined use of a wide variety of mechanisms and their functions to build a new design. In everyday design we deal with this strategy at every step. Combinatorics is associated with a variety of permutations, decreasing and increasing sizes, changing the arrangement of parts in an existing structure. For example, replacing one part in a radio device can lead to significant changes in all its main indicators.

Redevelopment strategy is associated with perestroika, and, so to speak, of an antagonistic nature - this is redesign, or, more precisely, construction in reverse. If, for example, a rotational motion was performed in the structure, then when implementing a reconstructive strategy, the direction of rotation or even the type of transmission can be changed (reciprocating motion is used). A rectangular part can be replaced with a round one, etc. We can consider that reconstruction is the most creative approach; it is associated with the search for something truly new, different from what was used before. Of course, the range of creativity here will be different; Only one part of a device can change, or its entire structure can be completely rebuilt.

As its name suggests, universal strategy is associated with a relatively uniform use of analogization, combination and, to some extent, reconstruction. This refers to the option when the combination of actions is such that it is difficult to single out the predominance of any of them. (After all, this is how other strategies are defined: if the main thing is actions related to the search for analogues, then this will be a strategy for searching for analogues, etc.)

There are cases when it is generally difficult to find out the nature of the subject’s actions, when there is no dominant tendency and the search is carried out as if blindly, without a plan, or, at least, neither the subject himself nor an outside observer can establish such logical connections. It seems that the search is being conducted according to some random landmarks. How random it actually is is difficult to judge. However, let's call this kind of strategy random substitution strategy .

Each of these strategies is aimed at structural and functional transformations - the construction of structures with certain functions, which is the essence of design. All strategies have their own subtypes and include various tactics as smaller components. Thus, strategies can be aimed at searching for the desired structure (for example, a strategy for searching for a structure - an analogue) if the lime is a function of a structure, or vice versa at searching for a function (a strategy for searching for a similar function) if a structure is given. Each strategy can be implemented in the form of synthesis or analysis: finding a general principle, and then detailing, or vice versa - detailed development, and then integrating blocks and nodes.

Strategies are implemented with the help of specific actions, the combination of which constitutes a certain mental tactic. We can identify a number of tactics that characterize the activities of design engineers. Let us dwell on a brief description of each of them, bearing in mind that students implement only some tactics, so to speak, in spontaneous variants.

Interpolation tactics, provides for the inclusion of any new part in the device that will correspond to the desired function. The simplest example: a gear taken from another mechanism is installed in a gearbox. This means that the new element, the block, is inserted precisely inside the mechanism.

Respectively extrapolation tactics associated with the external addition of one or another element to the mechanism, literally - with external addition. Let's say, in the same gearbox a coupling or gearing is added to the output shaft.

Two other tactics are also based on opposite actions: tactics reduction is aimed at reducing sizes, speeds, etc., and tactics hyperbolization, on the contrary, involves an increase in sizes, shapes, speeds, and other parameters.

Duplication tactics is associated with the precise use of some part, assembly or function in a new mechanism. For example, a new car model uses an entire engine or body taken from another car (not necessarily the same car).

Reproduction tactics is implemented when a new device uses not one, but two or more identical parts or when several elements or assemblies perform the same function. For example, a model airplane includes not one engine, but two or four.

Somewhat related replacement and modernization tactics, but, as follows from their names, the first is aimed at completely replacing a certain part or assembly in the mechanism, and the second is at adapting the mechanism to new conditions.

The following three tactics are also related: convergence, deformation(transformation) and integration. The first is associated with transformations that are based on a combination in some part of two opposing features (or structures), for example, when the device uses reciprocating motion in combination with oscillatory motion or when the part is positioned vertically and horizontally (alternately), etc. . Deformation and transformation imply that a particular device undergoes certain changes, which, however, do not affect the essence of the structure or function (for example, the shape of a part changes, but not the principle of its use). The tactic of integrating blocks or parts means that a new device is built from already known parts, and several such parts are used.

Basic tactics parts implies the use of one part of the mechanism, which serves as the basis for the subsequent construction of all other parts. This part is highlighted as the main one either by its objective functional characteristics, or by some other characteristics specified in the task conditions.

Autonomation, in contrast to the tactics of the basic part, is associated with the isolation of a separate part in the whole mechanism and the subsequent restructuring of other parts. For example, in a model of an airliner the cockpit is taken as a basis; Initially, changes are made in it, and then in other parts.

The tactics of sequential subordination means actions along a chain in a certain sequence, when all parts of the mechanism are built (or rebuilt) one by one without skipping, i.e. in strict order in accordance with the “geography” of each part or each unit.

Displacement tactics, or rearrangement, is aimed at changing the location of any part within the same mechanism. For example, the engine in a car can be moved from the front to the body; any handle on the control panel moves vertically or horizontally, etc.

Differentiation tactics aims to specifically separate structures and functions in devices. For example, if a block simultaneously performs a number of movements, then it can be divided into independent blocks, each of which will perform only one movement.

Some tactics consist of a few simple operations, others of a larger or smaller system of operations and various actions. Often the implementation of one tactic requires the additional or intermediate use of another. Tactics can be found in a wide variety of combinations. But all of them are subject to strategic trends in finding design analogues, in combining nodes and blocks, in reconstructing structures and functions in various combinations.

The listed tactics are grouped, more or less related to certain strategies. For example, the tactics of interpolation, extrapolation, replacement, integration, block integration, displacement are typical of the strategy of combination; tactics of reduction, hyperbolization, duplication, and replacement are encountered when implementing the reconstruction strategy; Tactics of reproduction, autonomization, sequential subordination, integration, differentiation are used relatively evenly in various strategies

We can say that strategies are largely personal; they depend on stable trends in a person’s mental actions, while tactics are more situational.

Tactics– private design techniques; the same ones
same tactics are used by different designers in a wide variety of situations. Certain strategies are more characteristic of specific designers and are more correlated with the abilities and orientation of the individual in a particular activity.

After considering the strategies and tactics of design and engineering activities, we can move on to considering methods for developing technical thinking in students.

1.4 The nature of creative thinking

Creative thinking is a process, and, like any process, it is subject to certain laws. Even though the latter are very complex, we can ultimately discover them and, on this basis, foresee how creative thinking will develop depending on certain conditions.

At the initial stages of research, creative (or productive) thinking is usually characterized as a certain process that leads to the solution of new problems and tasks for a person, in contrast to reproductive thinking, which manifests itself in solving standard, similar problems, when the methods for solving them are known and worked out.

It has long been established in psychology that creative thinking originates in a problem situation, and thought processes are aimed at resolving it. The process of solving a problem begins with the formulation of a hypothesis, a mental anticipation of the desired result. The development of these hypotheses depends on how versatile, flexible and fluid knowledge a person has. Initially, hypotheses may not be well defined. But, having arisen, the hypothesis begins to guide actions (otherwise the latter would be blind and random). The results of the actions taken are compared with the created hypotheses, due to which the hypotheses are tested, clarified, transformed, getting closer and closer to the desired result. Creativity as a complex productive activity aimed at discovering something new. having great social significance, always purely individual and unique

In psychology, issues of the development of creative thinking are closely connected with the problem of abilities and giftedness, and this is natural, because they largely determine the success of a particular activity. Ability is an individual characteristic of a person, something special and unique that is characteristic of one person in contrast to another. That is why the types of abilities are diverse (musical, technical, organizational, design, pedagogical, etc.) and their varieties are even more diverse in different people.

The interaction of pedagogical and technical abilities became the subject of in-depth research by A.A. Tolmacheva. He substantiates that when formulating creative tasks, a teacher must have certain qualities:

1. Technical observation;

2. Criticality;

3. The ability to find critical problems;

4. See the shortcomings of technical objects;

5. Ability to associate;

6. Establishing analogies;

7. Generating new technical ideas.

The weakest quality of many technical creative leaders is criticality. But criticality, according to famous inventors (Tupolev, Dulchevsky, Loginov, etc.), should become not only a property of the mind, but also a property of the personality of the innovator. Critical thinking is manifested in the ability to analyze and evaluate the design features of mechanisms or features of a technical process, in the ability to analyze and evaluate one’s own work and the work of colleagues. However, a master, teacher, or circle leader can be an excellent inventor and innovator, but not be able to teach this to his students.

1.5 Methods for developing technical thinking in students

To develop technical thinking in students, the most important thing is to create a mindset for creative exploration in the student.

For example, you could have students visit a tech show and find a device that can be used (directly or indirectly) in a new solution. You can recommend viewing technical literature (magazines, books, certain websites), watching certain TV shows, etc.

A very important psychological characteristic of the development of technical thinking is learning using challenging conditions. For this purpose, special methods have been developed, a brief description of which is given below.

Time Limit Method(MVO) - is based on taking into account the significant influence of the time factor on mental activity (however, not only mental activity). Experiments have shown that with unlimited time to solve a problem, the subject can find several options, think through his actions in detail, as well as the desired qualities and structures of objects, etc. With limited time, as a rule, the decision can either be simplified - the subject is limited to using what he knows best (more often this is the use of a template option), or, in any case, the decision is deformed to a greater or lesser extent; By the nature of these deformations it is possible to judge the general trends in human mental activity. Different groups of subjects react differently to time constraints. For some, time restrictions cause an increase in activity and the achievement of even higher results than in a “calm” environment; others (the majority of them) change their behavior to varying degrees, reduce results and do not always achieve the final solution; For still others, time restrictions have an inhibitory, kind of shock effect; they become confused, succumb to panic, and more or less quickly give up solving the problem.

Brainstorming method(MMSH) - lies in the fact that a group of students is asked to solve a problem, and at the first stage of solving they put forward various hypotheses, sometimes even absurd ones. Having collected a significant number of proposals, each of them is studied in detail. This method develops group thinking (teamwork) and allows the sharing of personal experience in solving similar problems between group members.

Sudden ban method(MVZ) - lies in the fact that the subject at one stage or another is prohibited from using any mechanisms in his constructions (for example, when solving problems on constructing kinematic chains, use certain gears or a certain type - geared or only geared cylindrical, bevel , worm). This method also turns out to be very effective because it destroys stamps and the ability to use types of devices, components, and parts that are well known to the test subject. Thus, professional designers quite naturally develop certain levels of preferences, a style of activity that includes the use of certain techniques and specific mechanisms. To some extent, students may develop activity stereotypes. The use of cost centers will contribute to their “swaying” and destruction.

As the subjects adapt to the use of this method (as well as others), those tendencies in activity that are common and established for them begin to emerge again. In other words, as problems are solved, the existing style of activity, “absorbing” new techniques, appears again. In general, the use of cost centers contributes to the development of the important ability to change one’s activities depending on specific circumstances.

Speed sketching method(ITU) - one way or another, are included in all instructions when students are invited to solve new problems and the goal is to diagnose the features of their mental activity . In such cases, the instructions require drawing as often as possible everything that students imagine mentally at one time or another. It may be suggested to continuously “draw” the process of thinking - depict all the designs that come to mind. Thanks to this technique, it becomes possible to more accurately judge the transformation of images, to establish the meaning that the concept and visual image of any design have. This teaches the students themselves to more strictly control their activities and regulate the creative process through images.

New Options Method(MNV) - lies in the requirement to solve a problem differently, to find new options and solutions. This always causes additional intensification of activity and focuses on creative search, especially since you can ask to find a new option even when there are already five or six or more solutions. It should be noted that this methodological technique can be used at any stage - not necessarily only after the subject has reached a complete solution (in a draft version). Then this method can simultaneously become a variation of the method of sudden prohibitions.

Information deficiency method(MIN) - is used when the task is to specifically intensify activity in the first stages of the solution. In this case, the initial condition of the problem is presented with a clear lack of data necessary to begin the solution, so, in the condition of the problem, certain essential functional and structural characteristics of both the specified and the required data (directions of movement, shape, rotation speeds) may be omitted. An important modification of this technique is the use of various forms of presentation of the initial condition; in the most convenient form, the condition of the design problem includes text and a diagram (drawing). But you can specifically offer tasks whose initial conditions are presented only in graphic or only in text form. This can be especially effective when studying the characteristics of understanding, when identifying the real stock of knowledge of students.

Information overload method(MIP) – is based, accordingly, on the inclusion of obviously unnecessary information in the initial condition of the problem. A variation of this method is a hint given orally and containing unnecessary data that only obscures useful information. The teacher himself decides how to apply this method: he can ask students to choose the information they need or not say that there is an excess of information in the condition.

Absurd method(MA) – lies in the fact that it is proposed to solve a obviously impossible task. Typical variants of absurd problems are problems to build a perpetual motion machine. You can also use tasks that are, so to speak, relatively absurd (for example, propose to design a device that can be used for a completely different purpose than required by the condition). Here it is important to keep in mind that the activities of students, their specific actions, which characterize the specifics of thinking, only to a certain extent depend on the conditions, and mainly reflect the personal attitudes, strategies of a given subject, and his style of creative activity.

Method of situational dramatization(MSD) - lies in the fact that, depending on the specific pedagogical concept and the current solution to the problem, certain changes are introduced in the course of the solution. These changes are intended to impede the student's activities and can range from questions asked by the teacher (“disturbance questions”) to various requirements that are not provided for by the normal procedure. The sudden prohibition method is a variation of this method.

Each of these methods can be combined with others and have a number of modifications.

It goes without saying that these methods must be applied thoughtfully and dosed, taking into account the individual properties of students. Otherwise, you can only achieve the “effect of complete extinction” of both the activity itself and the desire to engage in it.

1.6 Circle as the main form of organizing technical creativity

A graduate of a vocational educational institution, in addition to professional knowledge, abilities and skills provided for by the requirements of the State Standard for the specialty, must also have such skills as competence and professional mobility, possession of self-education and professional development skills, initiative and self-discipline, enterprise and businesslikeness, the ability to introspect and making responsible decisions. Today, special attention is paid to a competent approach in education. For a teacher, this is a transition from the transfer of knowledge to the creation of conditions for active learning and practical experience for students. For students - a transition from passive assimilation of information to its active search, critical understanding, and use in practice. Solving these problems can only be facilitated by a transition to a new type of education - innovative.

The most common organizational form for the development of technical creativity among vocational school students is a circle. A circle is a voluntary association of students based on a common interest in a specific branch of technology or science.

Circles are most often created according to a problematic principle. This principle is gradually replacing the subject principle, on which circles are often still based.

It is known that any creative activity involves obtaining new, previously unknown data. But obtaining results that have objective novelty is, as a rule, characteristic of a creative person with a high level of general cultural development.

A technical creativity circle can be compared to a self-adjusting system, and the role of the circle leader can be compared to the role of an adjuster of this complex system. If the system is working correctly, the adjuster does not interfere, but carefully observes the work. In case of deviation from the accepted conditions, the adjuster adjusts, tightens, loosens, etc. At the same time, the more independence in the work of the circle, the more active the amateur activities of the circle members, the faster and more clearly the results of their education and self-education are manifested, the more efficient the actions of an adult specialist can be.

The activity of students can be reliably managed only if they themselves participate in creating conditions for the manifestation and development of their activity in the required direction. An indispensable condition for the development of student activity in scientific and technical creativity is the presence of a passionate and highly qualified specialist and logistical support for the activities of these enthusiasts. New programs for technical clubs for schools, technical colleges and out-of-school institutions provide ample opportunities for increasing the effectiveness of education in extracurricular and extracurricular work of students, for the further development of technical creativity.

2. PRACTICAL PART

2.1 Work plan of the radio circle “Radiotechnician”

The circle is held on Tuesdays and Thursdays. The club is designed for third- and fourth-year students who know the basics of radio engineering.

Didactic – help consolidate knowledge, improve students’ skills in the manufacture of LED displays.

Educational – to promote hard work, accuracy in work, and independence.

Developmental – develop technical thinking.

	the date of the	Responsible for the work	Notes
Organizational work		2. Club leader
I carry out organizational explanatory work
Goal: learn to design and manufacture LED displays Tasks: develop and manufacture LED display
Decoration of the premises: the circle is held in radio engineering workshops
Statement: operating mode; work plan for the circle; group asset selection		1. Head of the circle; 2. Master;
Theoretical work
Introductory lesson: Purpose: to familiarize students with the work of manufacturing LED displays Task: make an LED display		Head of the circle
Introducing the work plan of the circle
Conducting safety training I distribute literature I familiarize you with the rules for selecting materials
To familiarize yourself with the principles of operation of microcontrollers and memory chips		Head of the circle
Introduce the principles of programming microcontrollers		Head of the circle
Explain the features of developing the design of the printed circuit board of the product and the programmer		Head of the circle
Explain the features of checking elements and mounting them on a board		Head of the circle
Explain the principles of microcontroller programming		Head of the circle
Explain inspection and adjustment of the finished product		Head of the circle
Explain the principle of changing data in the product memory and switching program modes		Head of the circle
Practical work
Selection of materials and elements		Head of the circle
Develop a drawing of the programmer and product printed circuit board
Carry out the etching and tinning process
Check the elements and install them on printed circuit boards		Head of the circle
Program microcontrollers		Head of the circle
Configure the product		Head of the circle
Assemble the device into the housing		Head of the circle
Enter data into the device memory for display		Head of the circle
Equipment for the circle's work
Number of jobs 10	The master is responsible for the safety of equipment and tools.
Tools: 1. Tweezers – 10 2. Soldering irons – 10 3. Wire cutters – 10 4. Multimeters – 10 5. Computer (laptop) – 1 6. Stationery
Materials: 1. Roll of wire – 5 m. 2. Textolite – 2.5 m2. 3. Solder - 100 g. 4. Flux – 300 g. 5. Ferric chloride – 700 g.

On October 11, hold an exhibition of LED displays on performance and a creative approach to writing programs (various effects, displayed information, etc.).

1. The circle should begin to work after everything necessary has been prepared.

2. Serious attention must be paid to staffing the circle.

3. Strive to ensure that the members of the circle are the same age and have the same training. Only in this case is the correct pedagogical organization of all educational work in the circle possible.

Typically, clubs are created separately for junior students and separately for senior students.

4. There should be no more than 15 people in the circle. Classes are held once or twice a week for two hours.

5. When organizing a circle, the leader takes into account the employment of the circle members in a vocational school. Before the start of the sessions, he reduces the number of club activities, and during the holidays he increases them.

6. The circle, as a rule, begins its work in September and ends in April.

7. Before starting the circle, it is useful to hold a scientific and technical evening, gathering or excursion.

8. The result of the work of the circle - its public report - is an exhibition of the works of young technicians, which is organized at the end of the school year. It is important that the final exhibition clearly shows the results of the work of young technicians and gives prospects for the future work of the circle.

9. The work activities of students in the circle should not be of a craft nature. It is necessary that the technical circle broadens the horizons of students, awakens their creative thought, and sets feasible socially useful tasks for young technicians. It is very important that members of the circle see the results of their work and feel proud of their work.

Other circle leaders base their work entirely on modeling, on the production of devices and models according to recipe descriptions. Consequently, they replace all creative work in the circle with blind mechanical copying of samples. In an effort to make more models in order to show off at the final exhibition, members of such a circle work without understanding the principle of operation of the model or device being manufactured, without knowing why they should do it this way and not otherwise.

Such circles, in which students work blindly, without realizing the production process, cannot be approved: they do not expand the knowledge of the circle members and do not instill design skills in children.

10. The head of a technical circle must necessarily acquaint the members of the circle with basic theoretical issues, elements of model design and technical calculations of individual components; Moreover, in no case can the activities of the circle repeat the lesson program.

In circle classes, an inexperienced leader may stray onto the beaten path of lessons with slightly different educational content. Students quickly feel this, and their interest in classes wanes.

In the practice of technical circles, it also happens that the leader of the circle takes the path of entertainment. Interest in the work of the circle, especially in the first lessons, is needed. But you shouldn’t get too carried away with it. After two such classes, the leader “runs out of steam” and does not know what else he could do to “occupy” the children at the next club lesson.

Some managers organize circles of the so-called “verbal” type. Students prepare for reports, hold conferences, discuss reports. This arrangement of work relieves the circle leader from the hassle of selecting tools, materials, measuring instruments, organize a workshop or laboratory for practical training.

However, such “theoretical” classes do not satisfy young technicians. Students in the study group strive to show their ingenuity and want to make crafts. And in order to satisfy this need of children, the leader must correctly combine theory and practice in club activities.

11. Work in technical circles takes place according to programs or thematic plans, which, although they correspond to the curriculum, are in many ways different from them. Each program combines practical work in a circle with the necessary theoretical information that club members should know.

12. The circle program is not compulsory in all its parts. Each such program, depending on local conditions, on the skill of the leader, on the interests and training of the circle members, can be changed both in the theoretical and in the practical part. The leader of a circle can reduce material on one topic and increase it on another, and in some circles, exclude certain topics and introduce new ones. This also implies a convention in the time required to complete the program.

The main goal of the theoretical, educational part of the program is to explain to the circle members the principle of operation and structure of technical models, to acquaint students with the structure of real machines and their use in production conditions.

13. When instructing circle members to perform this or that technical task, the leader must remind the circle members about the physical or other laws underlying the design and operation of a given model or machine.

14. Members of circles should become familiar with the history of the branch of technology they are studying, its current state and scope, and the role of Russian and Soviet scientists in its development.

15. The program should provide for acquaintance of students with modern production, with characteristic technological processes, with mechanical science and energy, with the work of advanced production workers, with the organization of labor in enterprises.

Often the circle is ahead of the vocational school program. In this case, the leader informs the circle members of some information from the curriculum for senior courses, but only to the extent necessary for the intended practical work. In this case, it is necessary to take into account the age and knowledge of the circle members.

16. In the work of the circle, it is necessary to take into account the age characteristics of children.

17. Theoretical information in the circle is given in the form of conversations before practical work. But they can also be communicated during the implementation of practical work throughout the lesson.

18. In addition to theoretical information, the program also provides a large range of practical work. However, practical work cannot be an end in itself. By performing it, young technicians must acquire general labor skills, the ability to handle various metal processing tools, skills in installation work, learn to read a drawing well, perform basic calculations, understand the design of a model or machine and operate it.

19. In technical circles, a wide variety of homemade products can be made: working models and layouts, instruments and visual aids, laboratory equipment and utilitarian things.

In the shipbuilding clubs of the first year of classes, the simplest models of a yacht, boat, submarine, etc. are built; in radio circles - various simple receivers, visual aids and instruments; In carpentry and locksmith circles, mainly utilitarian things are made.

20. When carrying out practical work, the leader must take into account the capabilities of the circle: the availability of materials and tools, the interest and degree of training of the circle members. So, in the same circles, in addition to the listed models, you can build models seaport, lighthouse, radio stations, simple telephone exchanges, etc.

21. For a number of clubs, the program does not provide for mandatory practical work. In such circles, young technicians are asked to make for each topic those models and devices whose feasibility follows from the tasks of the circle.

22. When conducting practical work with circle members, the leader should not give them ready-made models. His task is to push young designers on the right path, help them in their independent work, warn them against mistakes, and give timely advice. The leader accustoms the members of the circle to work with books and reference books, awakens students’ interest in reading popular science literature.

23. Drawing, which is rightly called the language of technology, is of great importance in technology. The technical club provides a lot of scope for the practical application of drawing, the knowledge and skills of which young technicians gain in class.

It is very important that during the club classes, students learn how to correctly execute a drawing or sketch, correctly put down the dimensions of a product, and be able to work according to a drawing.

Drawing up a drawing involves precise measurements and calculations. Therefore, the leader of the circle should more often use measuring instruments and various measuring instruments in the classroom.

24. The correct selection of objects for work is crucial in circle classes. Often members of the circle tinker with a model for months and, without finishing it, take on another, because the work turned out to be too difficult, the rough processing operations became boring with their monotony.

In radio engineering circles, the leader’s source of pride is often the “creeping line”. Of course, the “running line” is an interesting and fascinating design, but not for junior students. Therefore, most of the work has to be done by the leader himself, and not by the circle members.

25. It must not be allowed that in the practical activities of the circle the design capabilities of the circle members themselves are not taken into account, so that the creativity of students is replaced by the work of adults, and the participation of young technicians is limited to “rough” work operations.

26. In the manufacture of instruments and models, it is necessary to accustom members of the circle to such types and forms of work that would help them understand production processes, modern methods of technology and labor organization.

27. It is very important for young technicians to learn to work in a team, to be able to correctly distribute work and organize collective work. In this regard, the experience of circles producing some products with a division of labor is of interest. The essence of this method of work is that the manufacture of the device is divided into separate operations and each member of the circle is entrusted with the implementation of one of them. With this method, the products are of good quality, since it is not the entire product that is rejected, but individual parts. To gain a variety of skills, members of the circle move from one operation to another. In such work, circle members especially strongly feel the dependence of their work on the work of their comrade.

This method of organizing work is used by some managers in the manufacture of similar devices in large quantities for front-line laboratory work.

28. The circle is a voluntary organization, but this does not mean that there should be no order in the circle, and the same serious educational work should not be carried out as in software lessons.

The manager is obliged to teach students work culture: to properly organize the workplace, plan work, use materials sparingly, and finish the product beautifully and well.

29. Pay attention to the technically competent execution of the model, its finishing and practical application.

Club classes begin an introductory conversation by the leader, which introduces young technicians to the content of the circle’s work and gives them an idea of the knowledge and practical skills that they will receive. The leader must pay the most serious attention to preparing this conversation. Only a lively, interesting conversation, accompanied by a demonstration of experiments and instruments, a screening of films and slides, will interest the circle members. It is advisable to end the lesson with a display of finished models and performances by senior students of the circle.

At the very first lesson, it is necessary to introduce the circle members to the schedule of classes, the order of work in the workshop and to choose the head of the circle.

In all subsequent classes, theoretical conversations should be allocated for the first 15-30 minutes. The leader must think carefully about each of them.

It is very important that the content of the conversations and their order correspond to the practical exercises. To do this, each manager, according to the program, draws up his own work plan: lists the topics, main practical work and outlines the time required to complete them. This plan provides for: organization of public events, group and individual consultations.

For each lesson of the circle, the leader draws up a short plan, as is done by the teacher during the lesson. After the lesson, the work completed is noted in this plan. This improves the quality of classes.

The plan should also include reports and abstracts of members of the circle. Such reports on individual issues programs are usually conducted in clubs for older students. In circles for young junior technicians, it is advisable to set aside time for reading popular science books and magazine articles.

In each circle, the leader gives the circle members the right to choose a topic for practical work within the program. It is quite easy to do this in radio engineering and electrical engineering clubs. In aircraft modeling and shipbuilding circles, it is more difficult to give such a list of topics, since in these circles the program provides for mandatory practical work. However, even here the manager can find various options for manufacturing a particular design.

Such work develops the creative initiative of circle members, allows members of the circle to clearly see the results of their work, deeply study the design, and more meaningfully apply the knowledge acquired at school in practice.

Practical work in the circle is carried out at each lesson after the conversation. The leader distributes tools and materials, explains how to work with them, and checks the availability of drawings from the circle members. After this, the circle members proceed to carry out the intended work. The leader of the circle monitors the correct reading of the drawing and working techniques, and in case of significant errors, typical of many circle members, suspends the lesson and provides additional instructions.

It is very important from the first steps of work to teach the circle members to work rationally and in an organized manner. Usually, a young novice technician, when performing a practical task, scatters tools and material on the work table, makes a lot of unnecessary movements and quickly gets tired of this. Noticing this, the leader explains to the circle members how to properly organize their workplace and talks about the work of advanced production workers.

The production of some homemade devices and models requires significantly more time than allotted according to the program. Therefore, students can complete some of the work at home in their free time. Some complex jobs are done collectively through division of labor.

The head of the circle carefully prepares for practical work, selects all the necessary materials and tools, and thinks through the organization of the work. Each manufactured model or device is tested and discussed at the circle. During the discussion, circle members should note the positive and negative aspects of the model and indicate what improvements can be made. Technical assessment and testing of the circle's products are of great educational importance, as they teach students to be responsible and accurate in their work.

It is necessary to ensure that the circle participants constantly improve the quality of their work and complicate the design of the model.

The work of the technical circle should be based on the initiative and initiative of students. It is necessary that young technicians feel full responsibility for the work of their circle. The person on duty is the first to attend the circle class. He checks the readiness of the premises and the order in the workplace, helps the manager prepare the experiments.

The duty officer is appointed by the head of the circle - the first assistant to the leader. The headman monitors the attendance and discipline of circle members, the safety of property, and the general work schedule.

The leader needs to listen to the proposals of the circle members, give them all possible community service, help members of the circle understand and correctly evaluate certain actions of their comrades.

The leader is obliged to cultivate and in every possible way support a sense of camaraderie and mutual assistance. The entire organization of the work of the circle must comply with the rule of young technicians: “If you learn it yourself, teach it to a friend.”

Raising young technician-activists with organizational and technical skills is one of the main educational tasks of the circle.

The circle of young technicians should not isolate themselves in their work. Each circle can provide real assistance to vocational schools in the production of visual aids.

Successful members of the circle should be encouraged and celebrated. So, when demonstrating a homemade device in class, the name of the student who made the device should be given. The work of the circle is also stimulated by the director’s order, noting the useful activities of individual members of the circle or the entire circle.

Among the forms of mass work on technology, we can recommend olympiads, competitions, excursions, competitions, exhibitions, etc. Each of these events is built on the basis of extensive student activity and an organic connection between theory and practice.

CONCLUSION

One of the most important tasks of a vocational school is to develop students’ creative initiative and independence, design and rationalization skills. In this regard, the role of technical creativity in the formation of an individual capable of highly productive work and technically intensive production activities in the future is increasing.

Extracurricular work on technical creativity in combination with academic activities helps students acquire deep and lasting knowledge in the field technical sciences, valuable practical skills; fosters hard work, discipline, work culture, and the ability to work in a team. By engaging in technical creativity, students can practically apply and use the acquired knowledge in various fields of technology, which in the future will facilitate their conscious choice of profession and subsequent mastery of a specialty.

Through the efforts of many teachers, extensive experience in working with young technicians has been accumulated, specific organizational forms of this link in the educational process have been developed, and the basics of working with vocational school students in various areas of technical creativity have been developed.

Technical creativity is the first, but very important step in the labor development of a young person’s personality.

Technical creativity acts as a means of improving production and developing the individual himself, therefore, a focus on creative activity should become the basis for the training of students and young professionals.

LIST OF SOURCES

1. Abdullaev A.B. “The system for the formation of technical invention of students in institutions of additional education” - Makhachkala, Education 2003 - 270 p.

2. Altshuller G.S. “Creativity as an exact science” - M.: Sov. radio, 1979 – 183 p.

3. Kaloshina I.P. “Structure and mechanism of creative activity” - M.: Moscow State University Publishing House, 1993 – 68 p.

4. Molyanko V.A. “Technical creativity and labor education” - M.: Znanie, 1988 – 256 p.

5. Smetanin B.M. “Technical creativity. A manual for leaders of technical circles" - M.: Young Guard, 1981 - 85 p.

6. www.kudr-phil.narod.ru

7. www.nauka-shop.com

Federal Agency for Education

State educational institution of higher education

vocational education

"Birsk State Social and Pedagogical Academy"

FACULTY OF TECHNOLOGY AND ENTREPRENEURSHIP

DEPARTMENT OF GENERAL TECHNICAL DISCIPLINES

KOLOTOV V.V.

5th year full-time student

Final qualifying work

SCIENTIFIC AND TECHNICAL CREATIVITY IN THE SYSTEM OF TECHNOLOGICAL TRAINING

Admitted to defense: Scientific supervisor

Head Department Ph.D., Associate Professor __________/ /

___________/ / "____" _________200…g

"____" _________200…g

Introduction. 3

Chapter I. Theoretical foundations of scientific and technical creativity in the system of technological training. 9

1.1 Creativity as a pedagogical problem. 9

1.2 System of technological preparation. 18

1.3 Scientific and technical creativity in secondary schools. 24

Conclusions on the first chapter. 26

Chapter II. Pedagogical conditions for scientific and technical creativity in the system of technological training. 28

2.2 Forms, methods and means of scientific and technical creativity in the system of technological training. 41

Conclusion. 53

Literature. 55

Introduction

One of the professional qualities of a teacher is his ability for pedagogical scientific and technical creativity in the system of technological training.

The content of the concept “creative component of pedagogical activity” includes the creative process itself - the product of the creative activity of the teacher’s personality, creative abilities. A distinctive feature of scientific and technical creativity is its productive result. The product of pedagogical creative activity is a person. Creative potential involves not only defining its elements, but also establishing the relationship between them and identifying a systematizing factor.

In the mass practice of teacher training, these connections are not sufficiently realized. As a rule, knowledge and skills acquired in courses do little to guide teachers towards creative search. All methodological work in courses and in the system of continuing education does not lead the teacher to the need for creative activity. The lack of awareness among some teachers of the need to learn creativity causes a contradiction between their requests for professional development and objective social needs. Positive motivation for creative activity is not always provided. In managing the educational and cognitive activities of teachers, there is no differentiation that takes into account their preparedness for the relevant activities. Neither age characteristics, nor practical experience, nor focus on the problem are taken into account.

The relevance of the study is determined by the contradiction between the established or traditional scientific and technical practice in secondary schools and the requirements of student-centered education, which have fundamentally changed the tasks of learning foreign languages not only in advanced educational institutions, but also in public schools.

The current situation has forced us to more deeply and fully use the didactic, educational and developmental capabilities of the subject, which is dictated by the possibility of graduates entering the global educational space.

These requirements relate both to changes in the content of the subject and to the organization of activities of subjects of the educational process: solving the problems of updating its study in general cultural and communicative contexts, intensifying the activities of students and teachers, the use of individual pedagogical technologies, and various systems for assessing the quality of technological training.

Obviously, the listed changes taking place in the school could not but affect the system of advanced training, since many teachers received higher pedagogical education in those years when the standard and curriculum (and, accordingly, programs) did not provide for such an approach.

The change in the system of advanced training as a whole has raised the problem of improving the basic education of a teacher, aimed, on the one hand, at a deeper use of the functions of the academic subject and educational field, and the integration of subjects from different fields.

The research carried out and the experience gained lead to the improvement of only individual areas and components of advanced training, while the development of creativity requires a holistic approach to considering the entire pedagogical system.

In the mass practice of teacher training, this system is not sufficiently implemented. The knowledge and skills acquired in the courses are not fully implemented in school practice. Creativity is not a logical development of course learning. The lack of awareness by a number of teachers of the need for a creative approach to their activities causes a contradiction between their requests for professional development and objective social needs. Positive motivation for studying in courses to demonstrate creativity is not always provided. In the management of educational and cognitive activities, there is no differentiation that takes into account their preparedness for the relevant activity. This determined the topic of our research: “Scientific and technical creativity in the system of technological training.”

The study was based on the idea: the construction of advanced training should be organized in the same way as the teacher himself should then work with students, i.e. from the perspective of his individual development in creative micro-groups, as well as by taking courses in two stages - invariant and variable - and selection into groups is carried out on the basis of diagnostics (testing, questionnaires, interviews).

Object of study: the process of development of professional scientific and technical activity of a teacher in the system of technological training.

The subject of the study is the features of the functioning and development of the technological training system.

Purpose of the study: theoretical justification, development and experimental testing of organizational and pedagogical conditions for the development of scientific and technical activities of teachers for the effective implementation of student-centered learning at school.

Research hypothesis: the process of developing a teacher’s pedagogical creativity will be effective if the following conditions are created for his activities:

create a pedagogical system, all components of which are aimed at self-identification and self-realization of the teacher’s personality;

use the invariant and variable parts of curricula and programs, including a set of theoretical and methodological knowledge on problems of creativity, integration of language and general cultural training;

organize independent activities that take into account the individual and personal qualities of the subjects of the educational process (solving problematic problems in a new pedagogical situation; modeling one’s own activities at school, taking into account the requirements of the humanistic concept of education).

Based on the goal and the hypothesis put forward, the following tasks had to be solved:

to find out the dependence of the levels and direction of motivation of readiness for creative pedagogical activity on the professional training and retraining of technology teachers;

identify content, procedural and activity components that contribute to the development of pedagogical creativity;

determine effective forms and methods for developing pedagogical creativity, taking into account a differentiated approach to improving the professional skills of teachers;

identify the effectiveness of the pedagogical system of interrelated components of advanced training in terms of the development of creativity, using appropriate criteria for assessing the creative nature of the activity.

The theoretical and methodological basis of the study are the ideas and views on the problem of creativity in pedagogical activity of the classics of pedagogy: Ya.A. Comenius, I.G., Pestalozzi, A. Disterweg, K.D. \. Ushinsky, L.N. Tolstoy, A.S. Makarenko. The basic provisions on the existence of pedagogical creativity, forms and ways of its development, contained in the works of Yu.K., have been studied and taken into account. Babansky, F.Yu. Gonobolina, V.I. Zagvyazinsky, V.A. Kan-Kalika, N.V. Kuzmina, A.Ya. Ponomareva, M.M. Potashnik, I.P. Rachenko, S.L. Rubinshtein et al., concepts of lifelong education, content and methodological aspects of training courses, considered by M.Yu. Krasovitsky, E.K. Turkina, O.S. Orlov, A.V. Elizbarshvili, principles and patterns of training and advanced training for adults.

The scientific novelty of the research performed consists of:

in clarifying the essence, revealing the content and features of the manifestation of scientific and technical creativity of technology teachers in the conditions of a differentiated approach to improving their qualifications;

in the study of the problem of optimizing the relationship between training in courses and the activities of creative groups, innovative and mobile platforms with the development of creativity of technology teachers;

in identifying organizational and pedagogical conditions for transforming the process of advanced training in order to develop professional needs and levels of teachers’ preparedness for educational and cognitive scientific and technical activities.

The theoretical significance of the study lies in the development of components of the teacher training system that contribute to the implementation and operation of humanistic pedagogy, in determining the conditions for involving teachers in scientific and technical activities, developing criteria for the selection of specific disciplines, components of the teaching content characteristic of technology teachers (description of ways to optimize professional development, variability models of interrelated teacher activities during courses and during the intercourse period).

Practical significance research is as follows:

The methodology for conducting classes is revealed to help stimulate students’ positive motives for scientific and technical activities, the formation of a comprehensive program of post-course activities, as well as rational cognitive skills.

Main provisions submitted for defense:

1. A two-stage model of advanced training, including organizational and pedagogical conditions that contribute to the implementation of content-targeted and personal-activity approaches to teacher training in technology.

2. Invariant and variable training programs for technology teachers, created on the basis of taking into account the conditions of their activities, professional needs, and readiness for creativity.

3. Programs of activity of scientific and technical associations, mobile platforms, which can act as a factor in the development of collective creativity of technology teachers.

Structure of the thesis: the thesis consists of an introduction, 2 chapters, a conclusion, a bibliography, and an appendix.

Chapter I. Theoretical foundations of scientific and technical creativity in the system of technological training

Creativity is a problem of the 20th century and one of the key problems of modern pedagogy. Its relevance is due to two main features: the social order for the education of an active creative personality, the influence and requirement for the implementation of the humanistic concept of education.

One of the professional qualities of a teacher is his ability for pedagogical creativity. The content of the concept of “creative component” of pedagogical activity is determined by the general structure of creative activity, in which the obligatory elements are the creative process itself, the product of creative activity, the personality of the teacher, creative abilities, and the conditions in which creativity occurs.

The purpose of this chapter is to reveal the leading features of creativity and pedagogy in particular, the ways of studying it in Russian and foreign pedagogy, the development of a teacher’s abilities for creative thinking, the ways of developing creative intuition, the role of creative abilities, the organization of a cultural creative environment in a secondary school that contributes to the development of creative abilities students. All this is reflected in the activities of technology teachers.

1.1 Creativity as a pedagogical problem

Creativity as a pedagogical problem is extremely multifaceted and complex. The great teachers of the past paid attention to the creative nature of pedagogical work: A.A. Disterweg, for example, wrote that without striving for scientific work An elementary school teacher falls under the influence of three demons: mechanicalness, routine, and banality. He grows stiff, turns to stone, and sinks. P.P. Blonsky wrote that the work of a teacher is more than a new school - it is a school of life and creativity of the teacher himself. S.T. Shatsky noted that the learning process, like children, should be living* active, moving from one form to another, moving, searching.

The creative nature of pedagogical activity determines the specifics of the development of certain categories in pedagogical work.

The creative individuality of the teacher, his instincts, tactical work in changing conditions - all this makes it possible to talk about pedagogical activity as a creative process. Modern pedagogical science plays an important role in developing the foundations of the theory of pedagogical creativity, exploring the basic patterns of the creative process in a wide variety of activities. Diversity lies in the characteristics of the object of their activity, which for the teacher is the pedagogical process, which functions as a change in the state of the “teacher-student” systems.

Consequently, the creative nature of pedagogical activity comes from the essence of the pedagogical process, the features of its management and operating conditions.

In the fundamental works of L.S. Vygotsky, A.N. Leontyeva, S.L. Rubinshteina, P.K. Engelmeyer, in the works of Kovalev L.T., A.M. Matyushkina, V.I. Andreeva, A.Ya. Ponomareva, V.A. Krutetsky, G.S. Sukhobskaya studied a variety of sections of the creative process, helping to comprehend its essence in pedagogical activity.

Ya.A. Ponomarev established and explored the connection between the psychology of creativity and the “pedagogy of creativity.” The author considers the psychology of creativity as part of pedagogy. “The inclusion of the psychology of creativity as an abstract science into the pedagogy of creativity as a concrete science is a necessary condition for the development of an effectively transformative type of knowledge about creative activity.” He examines creativity pedagogy as a fundamental science, the psychological aspect of creativity research and its significance for creativity pedagogy, as well as a number of other issues.

The English teacher T. Jones identifies four factors that signify and express the creative process: connection of elements, conflict, problem solution, environment.

The first “connection of elements” highlighted insights and implies the instantaneous generation of new ideas by an individual as a result of the convergence of “seemingly unrelated elements” at one point. The second factor recognizes the role of the conflict between the unconscious and the conscious in creative activity from the position of psychoanalysis. The third factor - “problem solution” - justifies the creative activity of theories of reflexive thinking. The fourth - “environment” emphasized the recognition of the role of the social in nurturing creativity.

T. Jones formulates a “flexible” working definition of creativity based on the four factors he identifies. “Creativity is a combination of flexibility, originality and sensitivity to ideas that enable the thinking person to move away from the usual order of thought to a productive one, the result of which is satisfying for himself and perhaps others.” In this definition, the author tried to present the selected factors in the form of a list of creative abilities and one general characteristic of the thought process. T. Jones understands the “creativity atmosphere” very broadly: purposeful learning based on the principles of creative learning, which are implemented in a variety of teaching methods, as well as education in school and outside it, which is carried out by the school together with society.

Russian scientists also reveal the difference and specificity of reproductive and productive teachings, however, they do not oppose them, but consider them as a two-pronged process. L.S. Vygotsky substantiates the psychological essence of two types of human activity, reproducing or reproductive and combining or creative. He emphasizes the close connection and dependence of the two types of activity: creative activity is impossible without reproductive activity. “The brain,” says Vygodsky, “is not only an organ that preserves and reproduces our previous experience, but also an organ that combines, creatively processes and creates new positions and new behavior from the elements of this previous experience. If human activity were only a reproduction of the old, then man would be a creature turned only to the past and would be able to adapt to the future only insofar as it reproduces this old. It is creative activity that makes a person a being turned to the future, creating it and modifying his present.”

P.I. Pidkasisty conducted an analysis of the process and structural reproduction of creativity. Based on the conducted didactic experiment and subsequent psychological analysis of a number of acts of cognitive activity, he came to the conviction that the elements of creativity and reproduction in the activity of a student, as in the activity of an adult, should be distinguished by two characteristic features: a) by the results of the activity; b) by the method of its application.

It is a well-known fact that the activities of a teacher at any school have always been distinguished by their creative nature and predictable results. In connection with the further democratization and humanization of society, the introduction of computer technology, the updating of the state's demographic policy, and entry into the global educational system, the expansion of credit-module education requires a mandatory scientific approach to the pedagogical creativity of all educational workers.

It is difficult to overestimate the role of teacher creativity in the spiritual life of secondary, special and higher schools. Awareness of the creative element in life and work immeasurably increases the strength of students in the fight against difficulties, encourages them to master more and more new knowledge, ennobles their spiritual appearance in the team and strengthens their will.

Teachers of this level are always characterized by the following features: independence of judgment, cognitive activity, criticality of thought, courage of imagination and forecasting. These qualities reveal the characteristics of a truly free, original and active personality. modern teacher.

The study and analysis of psychological, pedagogical, medical, technical and special literature on the problem of creativity indicates that in the literal sense of the word, creativity is the creation of spiritual and material values of high national significance. It is the pinnacle of a teacher’s spiritual life, an indicator of the highest stage of development of his intellect, feelings and will. We have established that creative activity is characteristic not only of scientists, writers, composers, inventors - there are elements of creativity in the work of workers, managers, doctors and, of course, teachers. After all, the teacher is the bearer highest values society, fulfilling the social order of the state. This is confirmed by the works of B. Teplov, V. Krutetsky, F. Gonobolin, N. Kuzmina, P. Yakobson. The traits of a creative personality were studied by Yu. Babansky, Z. Zeer, I. Rachenko, M. Potashnik.

The creativity of a teacher is the core of his professional skill. Success in such work is impossible without constant concentration, continuous search for new information, effective means of modern training and education, including educational television and computer technologies.

Genuine creativity always has features scientific research.

Pedagogical creativity cannot be conceived without foresight; routine, dullness, and formalism are always contraindicated for it. In such work, the activities of a teacher and a scientist, a director and an actor, a mentor and a professional organically merge. As L. Tolstoy rightly noted, completeness and perfection in pedagogical work “are unacceptable, but development and perfection are endless.”

Creative activity is the most important condition for establishing the moral dignity of an individual; thanks to creativity, it is enriched emotional life, inclinations, abilities and inclinations are revealed. Creative activity that corresponds to the aspirations and inclinations of students contributes to the fact that positive qualities predominate in their moral character, and, what is especially important, according to V. Sukhomlinsky, “negative ones are eliminated through personal, moral efforts.”

The content of the pedagogical process is largely determined by social orders. Society, developing, dictates an urgent need for training specialists who can be in demand in new socio-economic conditions. This affects the formulation of the tasks of teaching and upbringing, and the determination of the content of the pedagogical process, and the choice of adequate methods and means.

At the present stage of development of society, the need for specialists with a high level of development of creative potential and the ability to systematically set and solve various problems is quite clearly expressed. Creativity, as the most important adaptation mechanism, can be viewed in a broader sense not only as a professional characteristic, but also as a necessary personal quality that allows a person to adapt to rapidly changing social conditions and navigate an increasingly expanding information field. Consequently, creative systems thinking, as the most important characteristic of a creative personality, is a necessary quality of a person of the new era, a person of the 21st century.

The success of the formation of creative systemic thinking in the process of professional education is largely determined by the level of formation of the main components of creative thinking at the earlier stages of personality formation. These components include: the ability to analyze, synthesize, compare and establish cause-and-effect relationships; critical thinking (detection of various kinds of discrepancies, errors) and the ability to identify contradictions; forecasting the possible course of development; the ability to multi-screen see any system or object in the aspect of the past, present, future; build an algorithm of action, generate new ideas and present solutions in figurative and graphic form.

The development of creativity requires a systematic approach and can be successfully implemented at all levels of education, taking into account the age and individual characteristics of the individual. This is evidenced by research conducted within the framework of the concept of continuous formation of creative thinking and the problem-algorithmic approach (PATM) by M.M. Zinovkina. Preschool age can be considered as the first stage of such a system. Psychological and pedagogical research confirms the possibility of forming elements of creative systemic thinking at this initial stage of personality development.

The formation of creative systems thinking (CST) in preschoolers will be effective if:

TSM will be considered as a component of a creative personality;

the selection of ways, methods and means of forming SCI will correspond to the age characteristics of the preschooler and the specifics of the process being formed;

the substantive content of the process of formation of SCI in children will be developed.

We have identified the successive stages of the formation of SCI in children:

The preparatory stage, the purpose of which is to expand children's knowledge about the environment, to develop their research skills - the ability to observe, analyze, compare and model the processes of interaction of objects.

The algorithmic stage, the purpose of which is to develop in children practical skills in operating the acquired knowledge at the reproductive level, developing the ability to formulate an ideal final result, highlight and resolve contradictions at an elementary level, familiarity with the concept of “resources”, explained as unused opportunities.

The creative stage with access to the generation of ideas, the goal of which is to develop in children such qualities of thinking as flexibility, mobility, originality, consistency, etc.

In the course of our research, pedagogical conditions were identified under which the gradual development of SCI is ensured at the initial stage of personality development:

Re-equipment and retrofitting of group premises to increase the cognitive motivation of children (organization of mobile, mobile, interchangeable play areas - “tent”, “podium”, etc.).

The use of special equipment for psychological relief, relieving physical and emotional stress, switching attention, and activating the creative potential of children (dry pool, trampoline, etc.).

Creation of a system of increasingly complex creative tasks in various types of children's activities (visual, theatrical, speech, etc.).

Training of teachers (unlocking their creative potential, equipping them with didactic methods and techniques for developing intellectual creative abilities in children).

Active involvement of parents in the process of developing the intellectual and creative abilities of children (holding joint events, organizing exhibitions of creative works, consulting parents).

Of course, the process of formation of SCI in preschool age is determined by many factors. We include, first of all, the process of forming the means of creative thinking, the general level of intellectual development, a fairly high level of development of imagination and cognitive activity, and the specifics of the subject environment. An important role in this process is played by the personality of the teacher, his creative potential and level of professionalism. In the course of our research, we noted reserves for the intensity of development of creative systemic thinking in the process of children’s interaction with each other, the originality of individual and collective creativity.

Development of psychological support for the pedagogical process of targeted formation of TSM. Currently, practical material is being developed on the use of the empathy mechanism within the framework of the synectics method; the content of the corresponding section of psychological and pedagogical monitoring is created and tested.

Studying the possibility and effectiveness of using pedagogical technologies based on RTV and TRIZ for the development of children's speech speech therapy groups(with diagnoses of FFN and OHP).

Studying the role of TCM in the formation ecological culture, the ability to see and resolve contradictions that arise in the subject-object relationship “man-nature”.

Ensuring the continuity of the process of formation of TSM in preschool and school educational institutions in accordance with the concept of NFTM (M.M. Zinovkina).

1.2 Technological preparation system

The creation of a market in the country, the transition to a new economic policy, and a saturated information field pose the task of adapting the individual to new conditions, which the public education system must also solve.

Along with other academic subjects, the educational field of “Technology” also requires a new integrative and projective approach in the process of learning and self-design of a teacher’s professional activity. In this regard, it is necessary to place emphasis on training a new type of teacher. This should be not only a master - “golden hands” and a subject teacher who knows how to pass on experience to young people, but also a specialist with a broad general scientific and artistic outlook, who sees his subject in the context of culture, capable of implementing pedagogical technology in the mode of project activity. For this reason, the department sets itself the task of modifying the structure, improving the forms of organizing advanced training for teachers of this profile, taking into account the changed conditions in the country as a whole and in the educational field in particular. The problem is complicated by the fact that more than 70% of labor and technology teachers in the city and region do not have basic professional training. Most of them are specialists in a narrow technological profile.

In order to improve work efficiency and overcome emerging problems in this educational field, it is necessary to develop a new educational program for professional basic training and retraining of technology teachers with specialization in modules of this cycle. Create data banks, packages of normative documents in the educational field of “Technology”, library collections, educational and methodological complexes are being prepared for publication.

To improve the professional self-design skills of a modern teacher, problem-based courses, special courses, craft and methodological workshops, seminars, and teacher internships have been organized. Russian, regional, provincial and city conferences facilitate the exchange of experience. Creative workshops, master classes, publications, and teaching aids introduce practical teachers to a large arsenal of findings. Innovative teachers are developing original courses and methodological developments for all modules of the educational field “Technology”.

The program of the integrated course “Technology and Entrepreneurship”, developed by T.V., technology teacher at secondary school No. 78 of the Kalininsky district, is interesting. Pokrovskaya. Training is built through a block system of lessons, which is based on a project. The integrative course is based on knowledge of six modules of the “Technology” subject area - ecology, economics, computer science, graphics, professional self-determination, handicrafts (craft, household, technological). To enable the course to be used in the practice of other teachers, the department presents methodological recommendations. Educational film “Fundamentals of project-based learning in secondary education in technology lessons” created by T.V. Pokrovskaya, in collaboration with the staff of the department, was awarded a diploma from the educational exhibition “UchSib-2001”.

The work of the team of the young school No. 206 of the Oktyabrsky district deserves attention, the priority area of \u200b\u200bwork is the technological component of education. The school is an experimental site for the department and the pedagogical university, as well as the regional methodological office. The school director, candidate of pedagogical sciences S. A. Kleev, has his own position on the implementation of the content of the educational field “Technology”. The essence of his concept is to build a unified logical culture of educational content, ensuring complete interpenetration academic disciplines. A special place in overcoming the eclecticism of the set of blocks in the educational field “Technology” is assigned to the implementation of the project method. To confirm these postulates, under the guidance of technology teacher of the same school V.P. Kalinina, school students are carrying out a comprehensive project for decorating the premises of a residential building, which includes the entire range of work to ensure life support.

It is necessary to especially note the experience of technology teachers working in rural areas. So, teacher of drawing and technology of the highest category, Linevskaya secondary school No. 4, Iskitimsky district, S.A. Kislov developed the program and educational and methodological support for the training courses “Wood Carving”, “Graphics”, and equipped excellent workshops. He is not only a high-class master professional himself, but also an excellent production organizer.

Unique experience of working in the village of a teacher of the highest category of secondary school No. 3 of the Ordynsky district Yu.M. Kosenko is reflected in the author’s technology and the “Owner of a Rural Estate” program. An integrative approach to the implementation of the program content allows schoolchildren to develop a sustainable interest in the subject being studied, to reveal creative abilities in the learning process, and to master related specialties at the initial stage of professional training.

Issues of continuity in the development of spatial imagination and imaginative thinking are considered in the technology of drawing teacher of secondary school No. 77 of the Zaeltsovsky district V.D. Kostareva. A system of integrated lessons in fine arts and drawing allows students to develop rational methods of thinking when solving practical graphic work. Such problems are solved in their own way in the drawing developed by the technical lyceum teacher of the NSTU N.I. Kalnitskaya module-rating “Technologies for the development of spatial thinking in graphic training in lyceum classes of NSTU.” It allows you to achieve a qualitative increase in academic performance, up to full, activates the development of creative thinking of students and increases the efficiency of their graphic training.

Creative workshops of teachers V.N. Rechkina and S.M. Lukyanov in the section “Paper Plastics” present us with different approaches to solving three-dimensional forms through origami elements, strips of paper and a geometric module, which develops children’s skills in creating and designing an image, as well as all the technological skills for working with paper.

The experience of implementing the project method in the work of teachers in the central region is interesting. One of the first teachers in the city, secondary school No. 4 N.G. Nikitina began introducing the project method into the system of technological training for students. She developed her own technology and program “Fundamentals of Artistic Design. Design". One of the areas that the teacher is seriously working on today is “Standardization and monitoring of students’ technological training.” N.G. Nikitina developed and tested at the State Attestation Commission a collection of standard tasks for middle management. Secondary school teacher. No. 12 N.K. Shley, the author of the “Russian House” educational course, has repeatedly conducted craft workshops on working with leather, natural, textile and other materials at the department, revealing to her students the secrets of traditional processing of materials. V.V. Khalilov, a teacher at secondary school No. 156, pays great attention to the development of students’ creative abilities and creative thinking within the framework of project activities during his classes in artistic woodworking (turning, sawing, wood carving). His students are participants in student scientific conferences. Winners of regional project competitions, which allows us to judge the high level of technological training of students. The teacher himself is writing a dissertation research in this area.

In market conditions, interschool training centers occupy an important place in the initial professional training of school graduates. Work in this direction is constantly intensifying under the leadership of the Deputy Head of the City Education Department S.A. Nelyubova. On the initiative of the city Education Department, together with the NSPU, the city is holding a competition of creative projects for 11th grade students, which has become traditional over the past three years.

In 2003, the staff of the department, together with the regional Department of Education and the NSPU, developed a Regulation on holding a regional competition-exhibition of students’ creative projects as part of the educational exhibition “UchSib-2003”.

Within the framework of initial professional training, the “school - lyceum - college - university” model is becoming increasingly relevant today, subject to its methodological support. The joint activities of the department with the regional methodological service, the department of secondary vocational education of NIPKiPRO, and city universities allows us to build models of step-by-step training in the professional development of graduates.

A significant place in the formation of technological skills and general development personality is occupied by a system of additional education, presented in independent institutions, creative houses and studios. The work experience of the head of the creative laboratory of decorative and applied arts “Ivushka”, teacher N.N. is interesting. Karpova, author educational program“Working with natural materials as a means of developing a child’s creative personality,” as well as the investment project “Every Child is Talented.” The goal of the project is to revive children and adults’ pride in the beauty of the Siberian region through working with natural materials. It helps children with health problems develop communication skills and sustainable motivation for creativity; creates conditions for gifted children to further develop their talent. The implementation of the project will solve the problem of spiritual and emotional safety of children in arts and crafts classes, motivation for creativity in kindergartens, secondary schools, orphanages, and additional education institutions.

One of the most important areas of the content aspect of the educational field “Technology” is the “Graphics-Drawing” module. A creative group of teachers, methodologists of the department under the leadership research fellow Department of S.P. Shulyatyeva developed methodological support for this module; materials have been prepared for conducting an exam in drawing (graphics) in secondary schools of the city and region. In 2003, in collaboration with NSTU employees S.P. Shulyateva completed work on the creation of an adaptive curriculum “Graphics” for specialized education of students in grades 10-11 in educational institutions of various types (secondary schools, training centers, lyceums, pedagogical colleges). The program implements new approaches to graphic training from the point of view of information visualization, and allows solving the problems of developing graphic competence in the course of technological training of students.

Problems of pedagogical technology and methods of technology for converting materials and energies are studied in detail by associate professor of the department S.A. Kleev in collaboration with senior teacher O.V. Petrovskaya. In this area, associate professor of the department S.A. Kleev developed a methodological manual to help certified teachers “Teacher’s Pedagogical Technology”. Information technology is one of the leading and problematic modules, allowing a holistic interpretation of the content of the educational field “Technology”. Only interaction and joint efforts of all levels of the education system in the city, region and region can contribute to the successful implementation of new conceptual approaches in the technological preparation of a young person for professional activities, which form the basis of life.

1.3 Scientific and technical creativity in secondary schools

Recently, there has been a growing interest among psychologists, teachers and methodologists in the problems of scientific and technical creativity in educational activities. This is caused by the objective and socially recognized role of the development of creative thinking in the development of personality and its self-realization, the need to develop in a person the ability to overcome problems based on certain (sometimes non-standard) approaches and solutions, and to act productively based on one’s educational potential. The problem of revealing the scientific and technical creative capabilities of man, the solution of which determines the conditions for his effective life in an intensively changing world, receives a new vision. In other words, the modern socio-economic, cultural and historical situation requires the development of the creative potential of students - after all, creativity is the highest level of manifestation of abilities for a particular type of activity.

The last decade of the twentieth century was marked by the emergence of student-centered learning models designed to help students realize their personal scientific and technical creative potential. The idea of imparting a personal creative character to education is reflected in the views of the authors of a number of modern philosophical, psychological and pedagogical studies of the problems of scientific and technical creative self-realization of man. Among them are studies of the psychology of scientific and technical creativity, creatively oriented educational systems, systems for preparing teachers for creative activity. An analysis of these works indicates the need to develop a concept of education that defines the meaning of a person’s education through his creative activity and includes a system of pedagogical conditions that stimulate the creative manifestations of students.

Since the post-industrial information society, along with the acceleration of technical and information progress, is experiencing a deep crisis of ideals and values, overcoming which involves going beyond economic and rational considerations into the field of spirituality and morality, one of the goals of education in a modern school should be the development of human needs for spirituality. improvement. This, in turn, involves a movement from reproductive to creative activities.

The relevance of scientific and technical creative activity is substantiated and developed in their works by domestic psychologists: D.B. Bogoyavlenskaya (the idea of creative activity as the personal basis of all innovators, regardless of the type of activity), V.N. Druzhinin (definition of the ability to create as a general ability), V.P. Zinchenko (the idea of the creative nature of development as the main principle of pedagogy), etc.

As is known, the result and highest manifestation of spiritual, ideal human activity is humanitarian culture. It is the value-oriented, spiritual level of individual and social existence that, in the course of the gradual differentiation of entire areas of spiritual and practical activity, has become isolated into a set of specialized spheres - humanitarian culture. Ignoring the spiritual foundations of culture and abandoning its traditions are especially dangerous in conditions of continuous renewal of all elements of social structures, which are reflected in the educational process. Consequently, one of the most important conditions for improving educational activities in general and the development of a morally formed personality in particular is the stimulation of students’ creative activity in humanities lessons.

The problems of scientific and technical creative activity in pedagogy are associated with the answer to the question of whether creativity can be taught, and if so, then using what methods. Researchers believe that children have creative abilities, and the teacher’s task is to create incentives for constructive creative activity and encourage students’ creative expressions. Scientists agree that creative activity manifests itself and develops under certain conditions.

In our opinion, special attention should be paid to the consideration of the characteristics of the creative activity of high school students who have shown interest in the field of humanities. Here we are faced with the insufficient effectiveness of the methods of activity proposed today in the lessons of the humanities cycle, based mainly on relaying knowledge and achievements to students, which does not contribute to the individual creative self-realization of students and ultimately leads to the development of such negative phenomena as the lack of demand for creative potential of the younger generation.

The problem of pairing the creative activity of students in humanitarian specialized classes with the implementation of the Unified State Exam (USE) deserves special attention, since in the modern version of the Unified State Exam in literature, insufficient attention, in our opinion, is paid to checking the presence of creative abilities of high school students.

Conclusions on the first chapter

Based on the above material on the development and manufacture of a decorative fireplace, we can conclude that, in general, there is a contradictory situation: on the one hand, the tasks of liberal arts education in high school include the development of students’ creative activity, which is achieved by stimulating the creative activity of high school students; on the other hand, the technology for independent creative activity of students remains undeveloped. Despite the justification for the need for creative activity in humanities lessons, which is present in curricula on the Russian language, literature, and world artistic culture, there is still no developed system of pedagogical conditions that would facilitate the implementation of creative activity in the humanitarian sphere in practice.

The above considerations served as the basis for setting up a study aimed at finding pedagogical conditions for stimulating the creative activity of high school students (using the example of humanities disciplines). As part of the work it is planned:

to explore the possibilities of developing scientific and technical creative activities of high school students within the framework of the modern school education system,

determine the typology of scientific and technical creative activity of students (based on their interests),

to identify conditions that stimulate the creative activity of schoolchildren in senior humanities classes.

Chapter II. Pedagogical conditions for scientific and technical creativity in the system of technological training

2.1 Content of scientific and technical creativity in secondary school

Modern theories of learning are focused, first of all, on acquiring the skills of constructing a holistic ideological picture of existence. The accumulated knowledge base in a subject-oriented education system often becomes unclaimed in new market relations. Therefore, there was a need to reform the existing education system.

The concept of the content of the educational field “Technology” in a 12-year school notes that the new educational field in the general education system represents the dominant component of social practice. It solves the problems of labor training in a qualitatively new way in new socio-economic conditions, taking into account the trends in the technical and technological development of modern society and the world experience of technological education. In its content, it expresses the polytechnic and functional-applied components of the entire general education training of students, providing them with the opportunity to learn to consciously apply knowledge of the fundamentals of science in practical activities, and ensures the continuity of the transition from general to vocational education.

The main pedagogical purpose of the educational field “Technology” in the general education system is to ensure the effective social and labor development of the student; formation of his work culture; nurturing the labor, civic and patriotic qualities of his personality; formation of a humanistically oriented, nature-conforming worldview and transformative thinking.

The educational field “Technology” is based on the practical study of common technologies and is the basis for the social and labor development of a student’s personality in the general education system.

The main goal of the educational field “Technology” is the most complete development of students’ abilities for creative and transformative activities based on their natural inclinations, preparation on the basis of scientific knowledge to solve practical problems that they may encounter in real life.

The general task of the educational field “Technology” is to develop in schoolchildren the ability to master and master a variety of methods and means of converting materials, energy, information, biological objects, to take into account the possible environmental consequences of technological activities, and to determine their life and professional plans.

In this case, the following tasks of education and training must be solved:

the formation of an active humanistic, nature-conforming life position, a responsible attitude to the results of one’s work, the cultivation of technological discipline, diligence and work culture;

formation of technological knowledge, practical skills and safe work skills necessary for active participation in creative and transformative activities, including housekeeping and ensuring a culture of active leisure;

expansion of polytechnic horizons, application in practical activities of knowledge gained from studying the fundamentals of science;

development of skills in design, engineering and artistic and applied activities in combination with the formation of readiness for performing activities;

development of graphic literacy;

formation of skills of independent individual and coordinated collective work, development of business communication abilities;

training in elements of applied economic knowledge and the beginnings of entrepreneurial activity;

familiarization with the world of professions, the labor market, promotion of professional self-determination, formation of life and professional plans;

education of patriotism based on the study of advanced domestic creative achievements in the field of engineering, technology, arts and crafts.

Based on the need to take into account the cognitive interests of the student’s personality, his family and the needs of society, the achievements of pedagogical science, the selection and construction of content for the educational field “Technology” is based on the following principles:

the prevalence of technologies proposed for study in the sphere of production, service and home life and the presence of modern scientific and technical achievements in them;

polytechnic and practical orientation of training, clarity of presentation of methods and means of implementing technological processes;

clear specification of objects of creative and transformative activity based on the study of social, group or individual needs;

the opportunity for cognitive, intellectual, creative, spiritual, moral, aesthetic and physical development of students;

semantic consistency and subordination of career guidance, economic, entrepreneurial, information and environmental components of the content to the technologies and types of work being studied.

The content of training in the educational field “Technology” includes the following components: technological processes for the production of products using structural materials, textile materials, food products; technological processes of artistic and applied processing of materials; technological processes of production, processing and storage of agricultural products; technologies for energy conversion and use; technologies for obtaining, converting and using symbolic and graphic information; elements of applied economic knowledge and starting a business; information about the world of professions, behavior in the labor market; methods of creative activity; forms, methods and means of organizing rational life and meaningful and applied leisure; environmental characteristics of technological processes; elements of the history of the development of technology, technology and crafts.

As a result of mastering the educational field “Technology”, students master the following invariant skills:

justify the purpose of the activity taking into account the identified social, group or individual needs;

find, process and use the necessary information, read and execute simple design, engineering and technological documentation;

design an object of work in accordance with the expected functional properties, design or artistic design requirements, plan your practical activities taking into account the available conditions for the implementation of the technological process;

create labor products (material objects or services) that have aesthetic qualities and consumer value;

perform safe work practices using tools, technological machines and equipment;

independently find the necessary sources of information and with this help master labor, polytechnic and special knowledge and skills in performing operations, using labor tools that are necessary for the implementation of the technological process;

evaluate the possible economic efficiency of various methods of providing services, designs of material objects of labor and technologies for their production;

give a basic environmental assessment of technology and labor results;

generate and evaluate entrepreneurial ideas;

navigate the world of professions, assess your professional interests and aptitudes for the types of professional activities being studied, draw up life and professional plans;

perform work independently, as well as as part of a team based on business communication and cooperation.

Regardless of the technological focus of training, the study of the following cross-cutting educational lines is provided:

culture and aesthetics of work;

receiving, processing, storing and using information;

basics of drawing and graphics;

elements of applied economics and entrepreneurship;

acquaintance with the world of professions, the formation of life and professional plans;

the impact of technological processes on the ecology of the environment and humans;

creative, design activities.

The project of the educational and methodological set “Technology” (V.D. Simonenko) identifies the following through lines:

professional self-determination of schoolchildren;

application of information technologies and personal computers in technological processes;

formation of graphic culture by reading and completing sketches, technical drawings, drawings;

economic and environmental education students;

education of schoolchildren;

organization and labor protection.

The structure of the content of the Technology textbooks is based on the block-modular principle of constructing the material. All content of the material is compiled from logically completed elements - blocks that correspond to the age-related developmental characteristics of schoolchildren. Block-modular construction ensures a close semantic relationship and continuity of content for all stages of students’ technological training.

The structure of the Technology textbooks is conventionally composed of four blocks. The first block covers the period of primary school age (grades 1 - 4), the second - the period of adolescence (grades 5 - 7), the third - the period of early adolescence (grades 8 - 9), the fourth - the period of older adolescence (grades 10 - 11) .

In the first block, in the form of separate modules, technologies of manual artistic and applied processing of natural and artificial materials, which are technologically safe for students of this age, do not require significant physical effort and at the same time contribute to the intellectual, physical, aesthetic and cognitive-labor development of students.

Young schoolchildren learn to read and make sketches of objects of labor. The material being studied is given a certain environmental orientation. Particular attention is paid to cultivating a conscientious attitude towards work, studying the role of work in human life and society. Get acquainted with common professions from the immediate environment of schoolchildren.

The content of the second block is the most common technological processes in the areas of production, service, home life and meaningful and applied leisure. These are technologies for processing structural materials, assembling and controlling technical devices, methods and means of artistic and applied processing of materials, technologies for repair, finishing and sanitary works, technologies for converting and using energy, elements of mechanical engineering.

Adolescent schoolchildren acquire knowledge and skills in drawing and graphics in relation to the technologies being studied, basic information about applied economics and entrepreneurship, ecology, systematic material about the world of professions, and become familiar with the methods of creative and project activities. Students, in accordance with their interests and inclinations, are given a choice of possible areas of studied technologies in three areas: technical, agricultural (the authors have developed textbooks “Technology” for students in rural schools in Russia), service and others.

It is taken into account that during adolescence there is a rapid and rapid development of personality, manifested in the desire for creativity and design as the original human need. Creative activity during this period forms a central new formation - abstract-logical thinking, and voluntary regulation of behavior is actively formed: assessment, self-esteem, reflection. The social competence of adolescents is manifested in increasing independence, the desire for independence, and self-affirmation. I.S. Cohn considers the main line of development of adolescents to be self-knowledge of various aspects of self-awareness, as if “the second birth of personality.” And objective self-esteem is the main indicator of the formation of self-awareness.

The content of the third block is built on expanding the range of technological training of students and is aimed at making a reasonable choice of the direction of specialized training or initial vocational education. This block includes technologies that were not studied by students in the previous period or that represented in their content thematically not clearly expressed cross-cutting educational lines, including technologies of professional self-determination.

In the fourth block, associated with the completion of secondary school education, in-depth study one of the technologies corresponding to the selected training profile.

Based on taking into account the sensitive periods of development of schoolchildren in the younger group (grades 5 - 7), students are characterized by a small amount of knowledge, inability to assess their capabilities, inability to find the necessary information, operating with appearances, low ability to refine, relative ease in choosing objects of study, limited functional literacy, doing work with your hands.

The range of interests is reproduction and courage in choosing an object of interest, trial and error, substitution of activities, mastering new skills, expectation of personal success.

In the middle group (8th - 9th grades) students are observed, albeit underestimated, but already assessed their capabilities, the presence of criticism of setting tasks, refusal of help, work alone, caution in choosing an object and fear of failure, doing work with your hands, but already under control head.

The range of interests is the choice of a familiar or necessary object, attempts at originality of a solution, the desire to achieve success, curiosity, aiming at results.

In the older group (grades 10 - 11) there is a sufficient amount of knowledge and practical experience, saving time and effort, difficulties in choosing an object, dependence on the group, sufficient volitional preparedness, the possibility of refusing a task, preference for doing work with the head and checking with the hands.

The range of interests is targeting the comprehension of the process, the desire to test one’s capabilities, pragmatic value, the expectation of personal success, the anticipation of creativity, completing a task with solving a problem.

Thus, students from grades 5 to 11 go from acquaintance and representation of the external appearance of the object of study to the disclosure of its essence and generalizations.

Based on the above, the content of the textbook “Technology-5” finds a certain scientifically based place in the block-modular system of technological education for students.

In connection with the described features of psychological development and achievable opportunities for mastering knowledge and skills, adolescent students (grades 5 - 7) are planned to perform the simplest technical projects, related to the main processes of material production - processing of structural materials (wood, metals, plastics).

The applied project-based teaching method lays the kernel (sows the seed) of knowledge, skills, and abilities, which then grows, acquiring content that is close to ideal. The content of education is purposefully subordinated to the goals of information support for students’ project activities. The topics of the projects are also developed taking into account the age and individual characteristics of students.

In order to master project activities, a standard sequence of project implementation has been developed (substantiation of the problem, development of the project idea, options and selection of the design product, development of drawings, product manufacturing technology, product manufacturing process, testing and modification, economic and environmental justification, protection and evaluation of the project).

In connection with the above, in addition to the invariant content of the Technology textbooks, we, together with V.D. Simonenko developed the content of the variable profile “Technologies for processing structural materials”. These are technologies for processing wood, wood materials and metals, focused on initial vocational training in relevant professions and specialties. These profiles in content coincide with the types of technologies that are studied already in basic school (grades 5 - 7).

The main teaching methods are cognitive-labor exercises, solving applied problems, practical and laboratory-practical work, modeling and design, creative and transformative activities for the purposes of training and education, embodied in the project activities of schoolchildren. The goal of project activity is to obtain a product characterized by a threefold nature: the formation of the student’s personality as an ideal product, the objective result of the training stage - a real product.

Thus, in contrast to the subject-oriented system of educational content that existed in labor training, the design and creative system of the educational field “Technology” implemented in textbooks does not provide for the aimless mastery of basic operations in the processing of wood and metals, but the targeted production of design products, and implements the transition from practical methods and forms of training to laboratory-practical and design-practical.

The standard time for implementing the content of textbooks “Technology” is at least 2 hours per week, taking into account the need for training in “Drawing and Graphics” - at least 3 hours per week, and in order to increase the efficiency of labor training, additional time is expected through regional and school components Basic curriculum.

Education of schoolchildren is provided in specialized classrooms, workshops, laboratories created in schools or interschool educational centers.

In elementary schools, there is a technology room.

To implement technologies for processing structural materials, it is planned to use the training base of vocational, secondary specialized and even higher educational institutions, training centers of the employment service, training workshops and centers of manufacturing enterprises.

The constituent components, indicators and criteria of technological education are technological knowledge, technological skills and technologically important qualities of the emerging personality necessary for mastering creative world-transforming activities.

The content of technological education involves developing students' need for knowledge and self-education skills, rather than equipping them with knowledge and skills as an end in itself. Thus, problem-oriented learning is carried out, rather than subject-oriented learning. The role of the teacher as an organizer, consultant, and education manager in the joint creative educational and cognitive activities of students.

For the purpose of the most accessible and meaningful perception and development of technological processes, textbooks are illustrated with technological diagrams, maps, pictograms, and drawings. The illustrated material was developed in accordance with the psychophysiological characteristics of the age of schoolchildren - simplicity, brightness and conciseness of color, readability. Thus, from grades 5 to 7, the formation of the foundations of technological, graphic, economic and environmental literacy of students is laid.

The chapters of the textbooks consist of a number of topics according to the training programs, contain theoretical data about processes, objects, used structural materials, tools and equipment; end with a system of control and creative questions, provide for the implementation of practical or laboratory-practical work, creative tasks or projects. Their implementation is aimed at a more complete understanding and consolidation of the studied material, and the development of thinking.

Workbooks contain tests, crosswords, practice tasks, forms technological maps and creative projects, templates, sketches, drawings, guiding materials for solving specific technological problems and other data aimed at effectively conducting practical lessons.

The methodological recommendations provide the teacher with advice on the rational and scientific use of materials from textbooks and workbooks. More details about materials, tools, equipment and teaching methods are provided.

The content of each topic is presented from its title, leading questions, direct presentation of theoretical material with the necessary figures and tables, then practical or laboratory-practical, sometimes research work is provided (indicating the required materials, equipment, tools, devices, etc.), creative tasks (in a textbook or workbook), keywords (dictionary of words), test questions, creative projects.

The content of the second block of technological education for schoolchildren (grades 5 - 7), following the first block (grades 1 - 4), is the most common technological processes in the spheres of production, service, home life and meaningful and applied leisure. All of them constitute a social experience, adapted to the capabilities of students at a given period of their development (academician V.V. Kraevsky). These are technologies for processing structural materials, assembling and controlling technical devices, methods and means of artistic and applied processing of materials, technologies for repair, finishing and sanitary works, technologies for converting and using energy, elements of mechanical engineering.

It is taken into account that during adolescence there is a rapid and rapid development of personality, manifested in the desire for creativity and design as the original human need. Creative activity during this period forms a central new formation - abstract logical thinking. At the same time, voluntary regulation of behavior is actively formed: assessment, self-esteem, reflection. The social competence of adolescents is manifested in increasing independence, the desire for independence, and self-affirmation. I.S. Cohn considers the main line of development of adolescents to be self-knowledge of various aspects of self-awareness, as if “the second birth of personality.” And objective self-esteem is the main indicator of the formation of self-awareness.

Based on taking into account the sensitive periods of development of schoolchildren in the younger adolescent group (grades 5 - 7), they are characterized by the following qualities: a small amount of knowledge, inability to assess their capabilities, inability to find the necessary information, operating with appearances, low ability to refine, relative ease in choosing objects learning, limited functional literacy, doing work with hands.

The range of their interests is reproduction and courage in choosing an object of interest, trial and error, substitution of activities, mastering new skills, and expectation of personal success.

In connection with the above, adolescent students (grades 5 - 7) are planned to carry out simple technical projects related to the basic processes of material production - processing of structural materials (wood, metals, plastics) and manufacturing of products. Banks of projects, possible options and examples of implementation are provided, guiding project ideas are given with a brief description of the problem and graphic illustration.

2.2 Forms, methods and means of scientific and technical creativity in the system of technological training

The Concept of modernization of education for the period until 2010 defines the main goal of vocational education - the preparation of a qualified worker of the appropriate level and profile, competitive in the labor market, competent, responsible, fluent in his profession and oriented in related fields of activity, ready for constant professional growth, social and professional mobility.

The trend in updating professional education is a focus on developing the future specialist’s professional competence as a result of professional training; creating conditions during the learning process for students to acquire professional experience. This system should be reflected in the system of information technology training of specialists in any field, including technologists.

In accordance with the general provisions of the concept of “competence,” the professional technological competence of a specialist should be understood as the ability (readiness) to solve professional technological problems determined by his professional technological activities.

The content of the training is based on professional tasks that a lawyer will have to solve in the process of real practical activity;

The learning process is built on the basis of solving educational problems, which are models of real professional tasks and problems.

In each of the information technologies I study, I try to solve the following problems, for example:

The technology has a pronounced practical orientation, therefore the main forms of organizing educational work are:

Lecture (students receive theoretical knowledge);

Practical work (application of computer technologies as applied to professional activities).

We have developed and successfully used practical works of two types: instructive and methodological in nature, and research on the main topics of the course.

Carrying out practical work of an instructive and methodological nature, students, guided by clear and specific instructions given in the work, independently study and assimilate educational material, obtain the necessary knowledge and skills in using a technological product. As a result, they learn to plan their actions and organize their cognitive activity.

Research practical work is creative in nature and has complex content, is intended for independent work and involves the preparation of a final report.

Each topic ends with additional, gradually more complex, tasks for independent completion, by working on which students not only acquire knowledge, skills and abilities, but also develop the ability to independently acquire them. Thus, work on completing tasks includes reproductive and creative processes, i.e. involves both reproductive (training) and creative (search) levels of independent activity of students. Knowledge that the student did not receive in a ready-made form, but acquired himself in the process of work and tested in practice, is absorbed much more firmly.

This organization of classes allows for a student-centered, differentiated approach to teaching and achieves the required level of student training.

One of the effective methods for developing key competencies in students is the method of educational projects as an innovative, student-oriented technology, as a way of organizing students’ independent activities, integrating a problem-based approach, group methods, reflective, research, search and other techniques.

It is difficult to create a project only within class hours, so students complete projects mainly outside of class time. To complete the project, I select the appropriate material and technical equipment, teaching aids, and information support. The adequacy of the project's goals to individual abilities and capabilities largely determines its success.

A strong motivational basis for students is working on projects with an applied and interdisciplinary focus. We organized the project work in the Power Point environment. This is a powerful tool that allows you to combine text, graphic, and video information. Students, while developing a project, process a huge amount of information, including mastering a wide range of modern information technologies, developing an approach to mastering new information technologies on their own. The task assigned to students to create a presentation is very labor-intensive and requires fairly good skills in working with programs such as MS Word (word processor), FineReader (text scanning), ACDSee (graphics scanning), audio file processing programs; ability to transmit information over a local network. In addition, students used Internet resources when working on projects. At the same time, they learned to formulate a question; build a query to Internet search tools; Using these tools, find the information you need. As a result, the students saw the results of their educational activities in the complex use of various software products.

We believe that a shift from the one-sided activity of the teacher to independent learning, responsibility and activity of students makes it possible to direct education towards the development of competence.

Modern reforms in the education system cannot be carried out without comprehending deep, global ideas that reflect the new paradigm of the scientific picture of the world and the sociocultural transformation experienced by society towards the formation of a post-industrial civilization.

At the All-Russian Meeting of Education Workers, held on January 14-15, 2000 in the Moscow Kremlin Palace, the National Doctrine of Education in the Russian Federation and the Concept of the structure and content of general secondary education were adopted.

The Doctrine defines the goals of education and training, ways to achieve them through state policy in the field of education, and the expected results of the development of the education system for the period until 2025.

The strategic goals of education are linked to the problems of the development of Russian society, including: overcoming the social, economic and spiritual crisis, ensuring a high quality of life for the people and national security; assertion of Russia's status in the world community as a great power in the fields of education, culture, high technology and economics; creating the basis for Russia's sustainable development potential.

The doctrine reflects the interests of citizens of the multinational Russian state and is intended to create conditions in the country for universal education of the population, real equality of rights of citizens and the possible/!, for everyone to improve their educational level throughout their lives.

Education is recognized as a priority area, reflecting the modern conditions of its functioning, determining the responsibility of social partners in matters of the quality of general and vocational education, and the upbringing of the younger generation. The doctrine provides the main directions for improving legislation in the field of education and is the basis for developing programs for the development of education, technological training and labor training, in particular.

The main goals and objectives of education defined in the Doctrine correspond to the goals and objectives of the educational field “Technology”.

The concept of the structure and content of secondary education and 12-year school determined the main goal of education - the formation of a well-rounded PERSONALITY, capable of realizing creative potential in dynamic socio-economic conditions, both in their own interests and in the interests of society (continuation of traditions, development of science, culture , technology, strengthening the historical continuity of generations).

The goals and objectives of the school as a social institution in modern conditions have been determined, and measures have been taken to implement them.

The “Concept of the structure and content of general secondary education (in a 12-year school)” is based on a periodization of personality development, the content of which is a typology of leading activities characteristic of different age periods.

The educational field “Technology” is defined as a technology course that synthesizes scientific, technical, technological and economic knowledge and reveals ways of their application in various fields of human activity. The basis of the course is independent project activity of students.

The federal component ensures the unity of the educational space in the country and is an invariant part of the content of general secondary education, including training courses of general cultural and national significance.

The national-regional component meets the needs and interests in the field of education and allows you to organize classes aimed at learning the national (native) language, as well as natural ones. economic and sociocultural characteristics of the region.

The school component allows us to more fully take into account local conditions, the capabilities of a particular educational institution, and ensure variability and personal orientation of education.

In the concept of the structure and content of general secondary education, much attention is paid to the issues of training and advanced training of teaching staff.

Modern professional pedagogical activity requires a teacher whose value systems are the priority of the personal development of schoolchildren, the ability to freely navigate complex sociocultural circumstances, and the willingness to participate in innovative and creative processes.

Currently, the role of the education system is changing - the main institution for the reproduction of the intellectual and cultural potential of society, its transmission from generation to generation.

A spiritualized, patriotic, harmoniously developed personality must be inextricably linked with his people, have knowledge native language, customs, culture, which are the basis of the mentality of the ethnic group. In this regard, there is a need to develop a concept for creating theoretical foundations for technological education of various groups of the population of the Russian Federation, taking into account their mentality. regional living conditions and social status.

The problem of forming new educational content is considered at various levels. In this study, the content of technological education and labor training is considered at the level of a school subject, methodological recommendations, programs for secondary schools and additional education institutions.

We find a practical solution to the problem of the content of education in concepts, programs and textbooks on the subject “Technology”. Analysis of the content of concepts and new programs revealed that the methodological foundations of technological education and labor training for schoolchildren, taking into account the requirements of ethnopedagogy, are still not sufficiently developed. This allows draw a conclusion that there is a contradiction between the existing education system and the requirements of the modern Russian school. Methods for using elements of ethnopedagogy, improving the areas of processing structural materials, forms, organizing additional education in the field of scientific and technical creativity, advanced training and certification of teachers of the subject “Technology” have not been developed. in multiethnic regions of Russia.

The problem of developing the content of technological education is associated with a number of particular problems:

determining the content and structure of the national-regional component of the educational field “Technology”;

correlation of the structure and content of the federal component of the educational standard with the content of the national-regional component of the subject.

The factors determining the need to develop theoretical foundations for the content of technological education and labor training include scientific research in recent years in the field of education.

The current new social, political, economic situation dictates the need to develop a new concept of technological education and labor training in Kabardino-Balkaria in accordance with the real state and prospects for the development of the republic.

The analysis revealed contradictions in technological education and labor training, which allowed us to draw a conclusion about the relevance of the study and formulate its problem - the substantiation of the methodological foundations of teaching schoolchildren in the educational field of “Technology”, taking into account the national-regional component (using the example of Kabardino-Balkaria).

The most promising of the developed models for ensuring humanitarianism and cultural-dialogical productivity seems to be the model of a culturally consistent school.

Subjects of education are interested in supporting innovative activities, since it is through its mechanisms that the development of pedagogical thought and practice, educational relations and technologies, culture and society as a whole is ensured.

The educational field of “Technology” is a multidimensional field of innovative activity within the regional framework for the development of self-awareness, culture, language, mentality of ethnic groups of the population and is a connecting link in the education system.

In this regard, the experience of the regional education system of Kabardino-Balkaria, its analysis, in our opinion, is of certain practical and methodological interest. The Republic is a multinational region with limited energy resources. There are problems of development of the mining complex in combination with the balance of environmental requirements for the preservation of the recreational complex, as well as a large number of socio-economic problems.

This situation, typical for many regions, places very specific demands on technological education and its strategy, which can be formulated as a necessity:

correlation of the structure and content of the federal component with the structure and content of the national-regional component of the school;

development of a federal component to improve the structure and forms of work of interschool educational centers (IUC). educational mechanical workshops aimed at reducing training costs by saving the consumption of cutting tools:

development of a system of additional education based on the use of the content of the educational field “Technology”, the use of modern means and methods of teaching;

taking into account the general educational field “Technology” as an integrative field within the framework of regional, including elements of ethnoculture, national applied creativity, crafts and trades.

The scientific foundations of the methodology of technological education in secondary schools and additional education institutions have been the subject of many studies. Issues of educating the younger generation can be found in the works of pre-revolutionary researchers of the Caucasian ethnic group A. Kovetsky, Khan-Gpreya.N. Danilevsky, Sh. Nogmov and others.

The topic of education of the Circassians (Kabardians, Circassians) was addressed by Soviet researchers G.A. Kokiev, Ya.S. Smirnova, Yu.K. Namitokov, V.V. Humility, I.A. Shorov, E.N. Studenetskaya, S.S. Kirzhapov and others.

Issues of labor training are considered in a number of dissertations. Labor training in Great Britain was studied by M.B. Pavlova (1992). .

The development of technical creativity in design (using the example of technical cybernetics) was studied by A.N. Bogatyrev (1967). Methods for activating the technical thinking of students when solving design and technical problems in the process of labor training in secondary school are considered by V.V. Evdokimov (1969), . Issues of cultivating a creative attitude towards work in students during classes in educational workshops were studied by D.I. Kupov (1964), . Social aspects of technical creativity are considered by B.I. Eremeev (1965). .

Issues of teaching methods in school workshops have been studied by many scientists, however, the most significant contribution was made by D.A. Tkhorzhevsky.

The didactic foundations for the development of technical creativity in labor training were considered by G.Ya. Bush et al.

The concept of out-of-school (additional) education, methodology, programs for technical creativity and education of schoolchildren and youth were developed by V.A. Gorsky. The work of Zh. Sadykov (1982) is devoted to the development of amateur technical creativity in the club. The principles, forms and methods of organizing the use of free time for young people are discussed in the work of N.P. Pishchulin and A.A. Betuganova (1989).

The fundamentals of the theory of inventive problem solving (TRIZ) were developed by G.S. Altshuller. The problems of technical creativity of inventors and innovators are reflected in the work of Yu.A. Dmitrieva (1967). .

The basics of labor education of the Circassians in the 19th - early 20th centuries were studied in the monograph by S.Kh. Mafedzeva (1984). . The weaving technology of the Circassians was studied by A.S. Kishev (1986).

The revival of folk arts and crafts (arts and crafts) as a means of aesthetic and professional development personality on the example of the additional education system of Kabardino-Balkaria is considered in the dissertation of Kh.M. Dikinova (1997), .

Problems of the development of regional education systems are reflected in the doctoral dissertation of Kh.G. Thagapsoeva (1997), .

Due to temporary factors, the above works could not consider issues of technological education and labor training.

According to Yu.P. Gromyko, the region can be represented as a natural scale for the functioning of education in the form of an expanded and self-sufficient socio-cultural technology. There are known regional programs, for example, “Capital Education,” the authors of which focus on the specifics, reflecting the cultural identity of Moscow. Approaches to the analysis of regional education are widespread, when all the specifics are reduced to the ethnic and ethnocultural aspects of the tasks of the “national revival plan.”

Currently, research is needed that reveals the features of technological education in the regions. Gumerova G.S. (1999) examined the issues of developing a methodological basis for introducing elements of national culture into the labor training of students within the educational field of “Technology” (using the example of Bashkir culture). However, all the work raised questions regarding the sections of service labor. In our opinion, additional development is required sections of technical labor and other areas, taking into account the national-regional component.

Conclusion

The purpose of the thesis was: theoretical justification, development and experimental testing of organizational and pedagogical conditions for the development of scientific and technical activities of teachers for the effective implementation of student-centered learning at school.

The objectives of this qualifying work were:

clarification of the dependence of the levels and direction of motivation of readiness for creative pedagogical activity on the professional training and retraining of technology teachers;

identification of content and procedural components that contribute to the development of pedagogical creativity;

identifying effective forms and methods for developing pedagogical creativity, taking into account a differentiated approach to improving the professional skills of teachers;

identifying the effectiveness of the pedagogical system of interrelated components of advanced training in terms of the development of creativity, using appropriate criteria for assessing the creative nature of the activity.

The basic provisions on the existence of pedagogical creativity, forms and ways of its development, contained in the works of Yu.K., were studied and taken into account. Babansky, F.Yu. Gonobolina, V.I. Zagvyazinsky, V.A. Kan-Kalika, N.V. Kuzmina, A.Ya. Ponomareva, M.M. Potashnik, I.P. Rachenko, S.L. Rubinshtein et al., concepts of lifelong education, content and methodological aspects of training courses, considered by M.Yu. Krasovitsky, E.K. Turkina, O.S. Orlov, A.V. Elizbarshvili, principles and patterns of training and advanced training for adults.

When performing the work, we used the following research methods:

analysis of literature on the topic of research, work experience of teachers, institutes for advanced training, methodological classrooms;

conversations with teachers, questionnaires and interviews of course and seminar participants;

expert assessment method, self-assessment, generalization of independent characteristics, experimental work;

introduction into the system of advanced training of forms and methods that promote the development of creative initiative of technology teachers.

providing targeted, scientific, theoretical and methodological training for technology teachers.

Based on the study, we formulate the following conclusions: as a result of the thesis, recommendations were developed for diagnosing the levels of teachers’ preparedness for scientific and technical activities, selecting the content of course preparation, and revealed a methodology for conducting classes that help stimulate students’ positive motives for scientific and technical activities, developing in them a comprehensive program of post-course activities, as well as rational cognitive skills.

Literature

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2. Anisimov N.M. Modern ideas about inventive and innovative activities / N.M. Anisimov // School technologies. - 1998. - No. 5. - P.49-75.

3. Barabanshchikov A.V. Problems of pedagogical culture / A.V. Barabanshchikov, S.S. Mutsynov. - M., 1980 - Issue 1. - 206 s.

4. Bogoyavlenskaya D.B. Psychology of creativity. - M., 2002.

5. Bordovskaya N.V. Pedagogy: textbook. for universities / N.V. Bordovskaya, A.A. Rean. - St. Petersburg: Peter, 2000. - 130 p.

6. Gorovaya V.A. Creative individuality of a teacher and its development in conditions of professional development / V.A. Gorovaya, N.V. Antonova, L.V. Kharchenko-Stavropol: Service School, 2005. - 120 p.

7. Zinchenko V.P., Morgunov E.B. A developing person. - M., 1994.

8. Kiyashchenko N.I. Aesthetics of life. 9-11 grades // Programs for secondary schools, gymnasiums, lyceums. - M.: Education, 2003.

9. Levin V.A. Nurturing creativity. - M., 1977.

10. Morozov A.V., Chernilevsky D.V. Creative pedagogy and psychology. - M., 2004.

11. Plotnikov P.V. Teachers by vocation / P.V. Plotnikov. - Donetsk, 2007. - 346 p.

12. Ponomarev Ya.A. Psychology of creativity and pedagogy. - M., 1976.

13. Rubinshtein S.L. Fundamentals of general psychology. - St. Petersburg, 1998.

14. Sukhomlinsky V.A. Selected works: in 5 volumes, - K.: Radyanska School, 1979. - T.1. - 685 s.

15. Filatova L.O. Development of continuity of school and university education in the context of the introduction of specialized training in senior secondary schools. - M., 2005.

16. Fokin Yu. Teaching and education in higher education: Methodology, goals and content, creativity / Yu. Fokin. - M.: Academy, 2002. - 130 p.

17. Cherkova M.A., Chibizova A.M. Creative activity as a means of developing students' personality. - Kemerovo, 1995.

18. Linda A.S. Methods of labor training. - M.: Enlightenment. 1977.

19. Muravyov E.M., Simonenko V.D. General fundamentals of technology teaching methods. - Bryansk, 2001.

20. Muravyov E.I. General principles of technology teaching methods in educational institutions. - Shuya, 1996.

21. Erofeeva N.I. Project management in education / N.I. Erofeeva // Public education. - 2002. - No. 5. - p.94.

22. Zagvyazinsky V.I. Innovative processes in education and pedagogical science / V.I. Zagvyazinsky // Innovation processes in education: Collection of scientific papers. - Tyumen, 1990. - p.8.

23. Kochetova A.N. Collective pedagogical creativity is a priority of intra-school management, the basis for school development / A.N. Kochetova // Public education. - 2004. - No. 2. - p.72.

24. Levin V.N. Pedagogical workshop of Boris Zakhoder / V.N. Levin // School management. - 2001. - No. 6. - p. 24.

25. Lukyanova M.I. Non-traditional methods that ensure the creation of a personality-oriented situation in the classroom / M.I. Lukyanova // Head teacher. - 2006. - No. 2. - p. 35.

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Methodological development

“Organization of students’ work in technical creativity classes”

Content

Page

Introduction

1. Main part

1.1. Goals of technical creativity

1.2. Tasks of technical creativity

1.5. Types of control

2. Study of mass transfer processes in technical creativity lessons

2.2. Progress of the technical creativity lesson

Conclusion

Information sources

Application

INTRODUCTION

Technical thought cannot be stopped just as history cannot be reversed.

Technical creativity of students in the specialty 240107.01 Operator for the production of inorganic substances is a “bridge” to the special knowledge acquired in technical creativity classes, to technical experience and to the profession.

Much attention has been paid in recent years to issues of technical creativity. At the same time, technical creativity is not reduced to circles of “skillful hands”, but is understood as a process of searching for new ideas and solutions in various areas of human activity, taking into account not only the procedure for setting and solving a problem, but also various aspects related to the organization of search groups , management of their activities, development of the creative abilities of each specific solver.

Scientific and technical creativity- one of the most important areas of work with students in the field of education, which allows you to most fully implement a comprehensive solution to the problems of training, education and personal development.

The system of scientific and technical creativity of students is designed to promote an effective solution to the problem of reproduction of engineering and technical personnel with the ability to accelerate development and create conditions for the formation and development of students’ basic competencies in design and modeling in the field of technical creativity, rationalization and inventive activities.

Scientific and technical creativity, inventive and rationalization activities are also a school for the formation of high moral qualities of a person, the basis of innovative activity and the most important component of education.

Technical creativity is one of the wonderful types of leisure activities.

1. Main part

1.1. Goals technical creativity are the formation of:

Students have technical knowledge,

Technological skills and abilities,

Abstract thinking in extracurricular activities for professional training;

1.2. Tasks technical creativity are:

(consistent with standard tasks according to GOST)

Give the concept of technical creativity as a special creative and design activity in the field of technology;

Ensure that students receive new knowledge in the field of technology and technical creativity;

To familiarize students with the main tasks and problems

creative and technical activities, types, directions and methods of creative technical design;

To familiarize students with the basics of rationalization and invention, the possibilities of obtaining scientific, technical and patent information;

To familiarize students with methods for solving technical, creative, design and inventive problems;

1.3. Principles for selecting content and organizing educational material

The basic principles for selecting content and organizing educational material are:

- principle humanization , which involves the formation of the student’s position as a subject of his educational and professional activities;

- priority principle - the importance of the fundamental principles of technical creativity, technical sciences, technologies and production;

- principle of continuity – the use of interdisciplinary connections with training courses studied by students previously (processes and apparatus of chemical technology, production technology chemical products, materials science and metalwork);

- principle of practical orientation – the demand for acquired knowledge and skills in future practical activities;

- scientific principle – compliance of the content of training and the knowledge acquired by students with the level of scientific, technical and social progress, building it on the basis of the latest achievements of science, technology and technology; the use of methods of scientific knowledge that develop students’ thinking, leading to search and creative work;

- principle modularity – consolidation of didactic units.

The structuring of educational material is based on the logic of a systematic and consistent disclosure of the theoretical foundations of technical creativity.

The methodological feature of teaching students is: the use of various pedagogical technologies and role-playing games, elements of creative design in the classroom.

To realize the creative potential of students, the use of traditional forms of education is provided:

Lectures and practical classes,

Final creative projects completed in the process of students’ independent work.

1.4. Requirements for students to prepare creative skills

As a result of studying the course, the studentmust

know:

- theoretical foundations and features of technical creativity and creative design activities;

The main types of creativity,

Directions of creative technical activity;

Design methods;

Search capabilities;

Accumulation of scientific, technical and patent information;

Fundamentals of rationalization and invention;

Methods for solving technical creative-design and design-technological problems;

be able to:

- independently solve technical, creative and design problems of various directions;

Independently design and organize technical creative activities in lessons and extracurricular activities;

Use special and reference literature, scientific, technical and patent information;

own:

- creative design methods;

Methods for solving technical, creative, design and inventive problems and applying them in practical activities;

1.5. Types of control

Incoming control - testing.

Current control knowledge and skills of students are carried out:

In oral and written forms, based on the results of creative work;

Designing and conducting lessons (making stands, layouts, presentations);

Note-taking, analysis and abstracting of scientific, methodological and educational literature;

Selection of teaching materials; presentations at practical classes (reports);

Collection of materials for the methodological portfolio, technical creative work.

Frontier control carried out between modules - testing,

interviews, control sections, reports, creative works, checking the results of assignments.

Intermediate control – participation in an exhibition of technical creativity.

Final control - test.

2. Topic: “Study of mass transfer processes” (absorption, adsorption, extraction, rectification, etc.)

2.1. Technical Creativity Lesson Plan

Goals:

summarize knowledge and skills on the topic of the section;

develop the ability to evaluate students’ work;

cultivate interest in the profession.

Lesson method :

Independent work students.

Object of labor:

Production of color stands for chemical technology processes;

Production of three-dimensional models of individual units and installations of technological processes;

Layout of individual equipment.

Interdisciplinary connections:

processes and apparatus of chemical technology;

technology for the production of chemical products;

general chemical technology.

Visual aids:

Technological diagrams of the basic production of OAO Nizhnekamskneftekhim

Equipment:

Cardboard, plywood, colored paper, markers, felt-tip pens, plastic, templates.

Information sources:

1. Sugak A.V. Processes and apparatus of chemical technology. M.: "Academy", 2005.

2. Baranov D.A., Kutepov A.M. Processes and devices. M.: "Academy", 2005.

3. Zakharova A.A. Processes and apparatus of Chemical technology. M.: "Academy", 2006.

2.2. During the classes technical creativity

1. Organizational part (3 min.)

1.1. Attendance control.

1.2. Checking students' readiness for lessons.

2. Repetition of the material covered

2.1 Screening of the film “Rectification”

Text by the teacher about the importance of mass transfer processes in the chemical industry.

Mass transfer and diffusion processes are characterized by the transfer of components of the initial mixture from one phase to another through diffusion. This group includes the processes of absorption, distillation, extraction, crystallization, adsorption, and drying. Their occurrence is determined by the laws of mass transfer and depends on hydromechanical and temperature conditions.

Rectification is a process in which the evaporation of the initial mixture and the condensation of the resulting vapors is carried out repeatedly in column devices called rectification columns. At each contact of liquid and vapor, predominantly the highly volatile component evaporates from the liquid, and mainly the high-boiling component condenses from the vapor phase. As a result of this interaction, the vapors rising through the column are enriched in the low-boiling component. The vapor that is removed from the top of the column and condensed consists mainly of NC only and is called distillate. The liquid removed from the bottom of the column is close in composition to pure VC and is called bottoms.

3. Creative practical work in groups (4 groups)

3.1. “Art Modeling”

Study of technological schemes (Appendix No. 1);

Selection of material for the manufacture of stands and mock-ups (Appendix No. 2);

Students complete blanks (fragments) of the future model (Appendix No. 3);

Collection of the model in full (Appendix No. 4);

Model protection (Appendix No. 5).

4. Summing up. Awarding a prize for making the best layout.

Appendix No. 1

Technological diagram of the rectification process

Appendix No. 2

Appendix No. 3

Appendix No. 4

Scheme for producing butyl rubber in methyl chloride environment

Absorption and desorption process bench

Rectification of a three-component mixture

Territory of the CGFU (Gas Fractionation Unit)

Rectification of a multicomponent mixture

Layout o equipment for chemical plants

Conclusion

Technical creativity is closely related to preparing students for future profession. It gives an idea of modern methods of development of science and technology.

Nurturing creative personality traits, characteristic of modern production workers, is inextricably linked with the organization and targeted pedagogical guidance of students’ technical creativity, which is considered as the most effective means of developing such components as technical thinking, spatial imagination and presentation, inventive ingenuity, and the ability to apply knowledge in a specific problem situation.

In the process of creative activity, students gradually develop a tendency to think about the question of where, what needs to be changed, improved, improved.

The production of technical objects is a practical activity of students, which involves the meaningful application of knowledge acquired in the study of subjects of the vocational cycle.

The relevance of developing creative abilities in students not only provides theoretical knowledge of chemical technology processes, but also provides practical skills in reading process flow diagrams and designing models of the chemical industry.

“Products” of technical creativity are used in production and production lessons. theoretical training. They directly influence the increase in the level of assimilation of knowledge and skills among students in mastering the profession.

Information sources

1. V.A.Besekersky, E.E. Popov.Theory of automatic control systems. Ed.Profession - L.,2007.

2. A. I. Voyachek, Fundamentals of design and construction of machines
Ed.PGU – M., 2008.

3. A.V. Mikhailov, D.A. Rastorguev, A.G. Skhirtladze. Fundamentals of designing technological processes of machine-building industries.
Ed. TNT – M., 2010.

4. V.E. Seleznev, V.V. Aleshin, S.N. Pryalov, Mathematical modeling of pipeline networks and canal systems Ed. Max-Press -M., 2007.

5. A.G. Skhirtladze, S.I. Dvoretsky, Yu.L. Muromtsev, V.A. Pogonin.Modeling of systems, Ed. Academy-M., 2009.

Scientific and technical creativity. Program for the development of technical creativity "transformer"

Introduction

Chapter I. Theoretical foundations of scientific and technical creativity in the system of technological training

1.1 Creativity as a pedagogical problem

1.2 Technological preparation system

1.3 Scientific and technical creativity in secondary schools

Conclusions on the first chapter

Chapter II. Pedagogical conditions for scientific and technical creativity in the system of technological training

2.1 Content of scientific and technical creativity in secondary school

2.2 Forms, methods and means of scientific and technical creativity in the system of technological training

Conclusion

Literature

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