The use of methods and techniques of triz in classes in children's creative associations; methodological development on the topic. Methods and techniques of triz technology in kindergarten Methods and techniques of triz in the classroom

Development of TRIZ thinking, TRIZ contradictions, tasks of TRIZ technology, TRIZ fundamentals, TRIZ methods and techniques, TRIZ ideas, the essence of TRIZ | Design company Vys ">

TRIZ example 1.
A company producing bearings was faced with the task of controlling the roundness of balls that are installed in bearings. To solve this problem, a request was made to suppliers of special equipment and a response was received in the form of a special machine, which cost several million dollars. Another solution was proposed by the TRIZ method: if a ball with ideal roundness is dropped from a certain height, it will bounce exactly to a certain height, balls with poor roundness will either bounce to the side or will not reach the required height. Thus, an installation was developed where balls were dropped, the good ones reached the ball collection tank, the bad ones did not. Naturally, the cost of such a solution is a penny and further maintenance is also a penny. This solution is ideal or close to ideal.

TRIZ 2 example.
The little girl was offended and locked herself in the room. The task is how to get the girl out of the room. One of the solutions is to intimidate, scold, which can waste a lot of nerves and time, and most importantly, have psychological consequences. Her brother found a solution, he placed a stool on the other side and said, “That’s it, I closed you,” to which the girl immediately responded, “How did I close that?” and opened the door. Here's the perfect solution.

That is, TRIZ is a method of finding an ideal solution. The perfect solution is a solution that does not require the application of force and the attraction of additional resources, but only the use of available funds. The girl left the room herself, without additional force, and the balls were checked themselves, without the involvement of additional complex, expensive equipment costing several million dollars. Strength is in simplicity!

The essence of TRIZ is that there is a perfect solution, a perfect idea, which the system tends to. For example, the ideal solution magic carpet, the system strives for this and the ideal solution is still an airplane, but it is expensive, not everyone can buy it, the solution of a flying car appears, this solution is already closer to the ideal idea, i.e. the system strives for an ideal idea with available means. The means have appeared to make an airplane, we’ve made it, now the means to create flying cars have appeared, let’s do it, and then we’ll get to teleportation).

Another law revealing the essence of TRIZ is that At the heart of any invention is a contradiction that must be resolved. For example, strengthening an airplane wing leads to an increase in weight, and a decrease in weight, on the contrary, leads to a loss of wing strength. How to resolve this contradiction? TRIZ contradictions suggests solving using special techniques. TRIZ identifies 40 similar techniques. Solving the problem with the wing led to the development of the wings and tail of the MS-21 passenger aircraft from a composite material that has sufficient strength and lightness.

The system develops according to certain laws, so you need to understand general patterns and use them in solving problems. This is the approach. In this way you can generate ideas in new product development process.

The most important thing is to understand what TRIZ is, what its essence is and you don’t need to read a lot about it, you need to start studying. To learn to invent, you need to invent; to master TRIZ, you need to master and apply TRIZ in your life, and not read about it. You don’t want to learn how to read, right?

A little history of TRIZ

The founder of TRIZ is Genrikh Saulovich Altshuller, who from 1946 to 1971 examined more than 40 thousand different patents and identified the basic principles of all inventions. He identified 5 levels of ingenuity and 40 standard techniques, thanks to which you can create all kinds of inventions, regardless of your field of activity.

This theory excludes elements of chance, insight, inspiration, mood, and even blind enumeration of options and the like. TRIZ makes invention natural. In addition, it increases the quality and level of inventions by removing psychological inertia, as well as by enhancing creative imagination.

Today, TRIZ theory is being developed by Altshuller’s students, they are applying it to various fields, etc. I think that's enough history, let's get down to business.

Let's look at some of the 40 techniques and you will understand how it works, and this is the main thing that you should take away from this article. How does this work?! At the same time, we will begin the development of TRIZ.

TRIZ methods and techniques

1. Crushing principle. Divide the object into independent parts, make the object collapsible, increase the degree of fragmentation of the object. Examples: Pneumatic tire with 12 independent sections (US patent), which made the tires reliable. An excavator bucket with a replaceable attachment, which made it possible to quickly change buckets, since only the attachment is changed; it is made in the form of a removable section.

2. The principle of adjudication. Separate the interfering part, property, from the object, or vice versa, select the only necessary part, property. Examples: Scaring away birds to prevent them from colliding with aircraft. The best solution is to reproduce the cries of frightened birds. Bird calls from birds are heard here.

3. Local quality principle. Move from one structure of an object, external environment, external influence to a heterogeneous one. Different parts of an object must have or perform different functions. Each part of the facility must be in conditions most favorable for its operation. Example: drying rice grain, dividing it into fractions by size and using different drying modes. This way the grains don’t crack. Cars are constantly being improved in the direction that each of its parts begins to work in more favorable conditions, thus reducing consumption, increasing durability, and improving performance.

4. The principle of asymmetry. Move from a symmetrical shape of an object to an asymmetrical one. If the object is asymmetrical, increase the degree of asymmetry. Examples: a vice with offset jaws, unlike a symmetrical vice, can clamp long workpieces in a vertical position. The headlights in the car shine in different ways and in different directions, so as not to blind oncoming drivers and illuminate the road when entering a turn. Although the headlights were always installed the same, symmetrical, which had disadvantages.

5. The principle of unification. Connect objects that are homogeneous or intended for related operations. Combine homogeneous or related operations in time. Examples: An excavator equipped with a pipe connected to a bucket to supply soil heating, so you don’t have to stop the excavator to heat the soil, everything happens at the same time.

6. The principle of universality. The object performs several different functions, eliminating the need for other objects.

7. Matryoshka principle. One object is placed inside another object, which, in turn, is inside a third, etc. One object passes through a cavity in another object.

8. Anti-weight principle. Compensate for the weight of an object by connecting to other objects that have lifting force. Compensate for the weight of an object by interacting with the environment due to aero, hydrodynamic and other forces.

And so it is necessary to master all 40 techniques, this TRIZ basics, and we have already made a start. Theory is good, of course, but without practical application it makes no sense, so finish mastering 40 techniques and try to apply them every day in any area of ​​your activity. To learn to invent, you need to invent something every day and soon you will begin to reap the benefits in the form of new inventions, excellent solutions, new products.

There is a lot of information about TRIZ - TRIZ functions, TRIZ structure, etc., try not to get buried in this information, so as not to discourage all desire to master TRIZ, choose only practical things in the form of 40 techniques, for example. Remember, brevity is the sister of talent.

TRIZ is used by many well-known companies to improve products and release new products, among them: Siemens, Gillette, Ford, Intel, Samsung Electronics, Boeing ABB, Delphi, LG Electronics Inc., Colgate Palmolive and many others. And we all know that their products have been leading the way on the market for many years..

You may also be interested in:

In the implementation of TRIZ technology, a circle lesson is the main form of training because This form determines the organization of training with a group of permanent students and according to a fixed schedule. Of the different types of activities, combined ones are the most acceptable, because they solve several pedagogical goals: mastery of new knowledge, formation and improvement of skills, generalization and systematization of knowledge.

TRIZ technology (the theory of solving inventive problems) involves various forms of classes with children: frontal, individual, group. The first involves the joint actions of all students of the association under the guidance of a teacher. The second means independent work of each student. The most effective is the organization of group work, when 4-7 people work in a group or in pairs. Tasks for groups can be the same or different. The results of the groups' work are reported and evaluated. The composition of the groups can be homogeneous in preparation or heterogeneous. Working in groups stimulates student activity, interaction, mutual learning, and creates psychological comfort.

TRIZ teaching methods (the theory of inventive problem solving)

Verbal methods

Among the verbal teaching methods used in the TRIZ program classes are: lecture, story, explanation, conversation, discussion, work with a book (to compile formal logical models and a matrix of ideas).

Explanation of how the monologue form of presentation is used in studying theoretical material various sciences, when revealing the root causes and consequences in natural phenomena and social life, what students need to know or remember to solve a particular problem. Explanation requires an accurate and clear formulation of the task, the essence of the problem, the question, consistent disclosure of cause-and-effect relationships, argumentation and evidence, the use of comparison, comparison, analogy, the use of vivid examples and impeccable logic of presentation.

Conversation as a dialogical teaching method, in which the teacher, by posing a carefully thought-out system of questions, leads students to understand new material, is the main verbal method of realizing the goals of TRIZ technology. During a heuristic conversation, the teacher, relying on the students’ existing knowledge and practical experience, leads them to understand and assimilate new knowledge, formulate rules and conclusions. With the guiding role of the teacher, conversations can be translated into the form of scientific discussion. Special attention is paid to such forms of discussions as “trial and error method” (MT&E), “brainstorming” (brainstorming), since these concepts are included in the training plan on the theory of solving inventive problems.

Working with information sources

When studying TRIZ technology, a number of techniques for independent work with information sources are used. The main ones are: taking notes, drawing up an outline of the text, citing (the output data must be indicated (author, title of the work, place of publication, publisher, year of publication, page, number of the author's certificate or patent), annotation (a short summary of the content of what was read without losing the essential meaning , reviewing (writing short review with an expression of one’s attitude about what was read), drawing up a formal logical model - a verbal-schematic representation of what was read, drawing up a thematic thesaurus (an ordered set of basic concepts for a section, topic), drawing up a matrix of ideas ( comparative characteristics homogeneous objects, phenomena in the works of different authors), drawing up a certificate (information about something obtained after searching). References are made static, biographical, terminological (TRIZ requires knowledge of new terminology).

Visual teaching methods

Among the visual teaching methods when studying the course “TRIZ - Theories of Solving Inventive Problems,” it is expected that students will be shown illustrative aids (posters, tables, paintings, reproductions of artistic objects, sketches on the board, etc.).

The demonstration method involves the demonstration of instruments, experiments, technical installations, films, presentations, etc., related to the topic being studied and the content of inventive problems. To formulate inventive problems, the students themselves should be involved in finding the desired information when the teacher demonstrates a technical device, visual aid, video, biological object, etc.

Practical teaching methods

From practical methods highest value acquire exercises - repeated performance of actions in order to improve their quality. The emphasis is on mental exercises using a specific algorithm (ARIZ). The choice of the form of exercise (oral, written, graphic, educational and labor) depends on the content of the topic being studied or the problem being solved and the prevailing form of the child’s memory (visual, auditory, mechanical, logical). Before starting to study TRIZ technology, it is advisable to invite children (in a playful way) to find out their psychological type using psychological tests (visual, auditory, kinesthetic). This will help them choose the optimal methods for solving inventive problems.

Oral exercises contribute to the development of logical thinking, memory, speech and attention of students. They are dynamic and do not require time-consuming record keeping.

Written exercises are used to consolidate knowledge and develop skills in its application. Their use contributes to the development of logical thinking, written language culture, and independence in work. Written exercises can be combined with oral and graphic exercises.

Graphic exercises in TRIZ include students’ work on drawing up diagrams, drawings, graphs, technological maps, making albums, posters, stands, making sketches. All this is provided for by the content of TRIZ technology. Their use helps students better perceive, comprehend and remember educational material, and contributes to the development of spatial imagination. Graphic work, depending on the degree of independence of students in their implementation, can be of a reproductive, training or creative nature.

A special role in the implementation of TRIZ technology is played by problem-search exercises, which develop students’ ability for systemic logical thinking (topic “ARIZ”, “Su-field analysis”, etc.).

Laboratory work

A variety of research laboratory work There may be long-term observations by students of individual natural phenomena or the effects of various disciplines. In any case, the teacher draws up instructions, and students record the results of the work in the form of reports, numerical indicators, graphs, diagrams, tables, etc., which are used in the future to study the content of the technology or to solve inventive problems.

Any method - lecture, demonstration, practical work - can be structured traditionally and problematically. The content of TRIZ technology in the majority requires a problem presentation, which consists in the fact that the teacher poses a problem (task), shows the way to solve it, and the student learns the logic of the solution.

Partial search method involves students in solving the problem posed by the teacher at separate stages.

Research method involves students, under the guidance of a teacher, solving problems, organizing experiments, and using other means of educational exploration.

Activating and intensifying learning also means relying on emotions and the subconscious. With the help of psychological training techniques proposed by the program, the perception, processing, memorization and application of information is activated.

Among the intensive teaching methods, TRIZ technology involves the use of training didactic games, the essence of which is modeling and simulation. The game reproduces and simulates the reality and operations of the participants in a simplified form, simulating real actions. Advantages of the game: the material being studied becomes personally significant for the student, an attitude towards the material is formed; the game stimulates creative thinking; creates increased motivation to learn; forms communicative qualities. Limitations in the use of the game: requires a lot of teacher development costs; Often the excitement of the game to win overshadows cognitive goals for the student.

In addition to simulation games, it is possible to use conditionally competitive games (competitions, KVN, quizzes, “Knowledge Auctions”, etc.). Their use, in addition to solving the main goal of technology implementation (development of system-logical thinking), develops interest in knowledge, forms the ability to obtain knowledge, and fosters collectivism.

TRIZ provides for the use of the scientific method of operating with concepts. New scientific knowledge of the course is reflected in concepts. Knowledge of concepts indicates mastery of the fundamentals of the science being studied. Working with pedagogical concepts develops conceptual, abstract, scientific thinking and frees you from everyday retelling. To master the subject, five operations with concepts are identified:

• Recognition of a term is its attribution to a specific area of ​​knowledge.
• The definition of a concept is its attribution to a genus of objects and an indication of essential features.
• Disclosure of the scope and content of the concept (scope - a list of classes of objects reflected by the concept; content - characteristics of the main features).
• Establishing connections of a given concept with others according to the principle of lower, higher, nearby and separate concept.
• Practical interpretation of a concept is the disclosure of practical actions reflected by the concept.

The technology of the theory of solving inventive problems attaches great importance to knowledge of scientific terminology and recommends drawing up a dictionary of terms on the subject being studied.

A special place when studying the topic “The Place of TRIZ in the history of the development of the science of creative thinking” is given to methods of developing creative thinking (trial and error method (T&E), brainstorming (brainstorming), synectics, MMC (little men method), empathy, morphological analysis and TRIZ (the theory of solving inventive problems). These methods are used to solve problems set by the teacher, and special time is devoted to studying them.

The choice of teaching methods is a creative matter. Optimized solution - based on scientific knowledge, the teacher is guided by the criteria for choosing methods. The criteria require that the methods be adequate to the goals and content of training, the topic of the lesson, level of knowledge, abilities, characteristics of students, capabilities, teacher preparedness, conditions and time of training.

Didactic material

The most important means of teaching, consolidating and monitoring TRIZ is didactic material. The main guiding material for creating a didactic complex for each lesson is the content of educational technology. Depending on the topic of the theoretical lesson and the content of inventive tasks, the technology involves the use of different types of didactic material:

practical (stands, models, simulators),

figurative (video and photographic materials, slides, electronic learning tools)

conceptual and logical (educational, technological and instructional maps, textbooks, reference books, diagrams, diagrams, tables, posters, reproductions, technical documentation (inventory certificates and patents), programmed materials).

The variety of modern child-rearing systems sometimes confuses many parents when choosing an educational paradigm for their child. All pedagogical systems currently support the idea of ​​harmonious development, equally paying attention to the intellectual, emotional, moral and other areas of the child’s personality. And the main task of developmental education is to adapt the child to the future life as effectively as possible, to teach him to cope with unpredictable situations in which he will find himself in the course of his life, and here the ability to quickly make effective and often non-standard decisions plays a decisive role.

One of the advanced pedagogical technologies, actively supported by many Russian practitioners and theorists of child education, is the so-called TRIZ or technology for solving inventive problems, created in 1946 by Heinrich Altshuller. Having spent considerable time analyzing data collected by numerous patent funds, he came to the conclusion that all inventions are based on the same premises. Having identified and systematized them, he was able to create his own theory, which is often called not the theory of solving inventive problems, but the theory of finding the right solutions, which much more accurately reflects the essence of the method.

The name of this system is associated more with scientific creativity than with raising children, however, even in raising children, the use of this technique gives very effective results. This does not prevent the use of TRIZ in “adult” life - in engineering, business, politics and even in creativity. In fact, the main content of the theory is to teach a child or adult not so much to invent, but to make the right decisions, guided by certain logic and algorithms for assessing the current situation. Currently, even analytical computer programs built on the basis of TRIZ technology are actively used, and have the ability to provide ready-made solutions for any area of ​​human activity.

The essence of TRIZ technology

Usually, when we find ourselves in a situation that requires us to make a decision, to find a way out of a difficult situation, we can begin to search for the optimal solution to the problem only by relying on our existing experience, using the trial and error method, and, of course, logic. This approach is not very effective and, if a non-standard solution is needed, it can take a long time and does not at all guarantee success. But what if we had universal principles for finding non-standard solutions applicable to any situation and field of activity? Principles that would allow you to approach the problem systemically, rather than situationally? This is exactly what TRIZ teaches.

The search for a solution, a way out of the situation based on TRIZ technology is based on standardized logical operations growing from the general laws of development of any technical systems. The main premise of TRIZ is that any, even the most technically complex, systems do not arise on their own, but on the basis of common patterns that can be cognized and used to create new systems, as well as to solve current problems. The theory of inventive problems makes it possible not to waste time on trial and error or waiting for creative insight, but to use a systematic approach and solve most of the routine work at the intellectual level, finding the optimal solution.

TRIZ in kindergarten

Although TRIZ technology is effectively used in almost all spheres of human activity, it is best to start developing systems thinking from early childhood. That is why many kindergartens and educational systems for preschoolers are increasingly using TRIZ elements, and in domestic pedagogical science we are increasingly hearing about the emergence of a new direction - TRIZ pedagogy.

The objectives of TRIZ in preschool education are:

1. To teach to see the objects of the surrounding world as multifunctional and versatile.
2. Teach your child to identify contradictions between objects in the surrounding world.
3. Teach your child to fantasize and invent new things.
4. Teach how to solve fantastic, fairy-tale, game problems using TRIZ techniques.
5. Learn to find a way out and effectively solve real situations.

These tasks are consistently implemented during the interaction between the teacher and the child, gradually accustoming him to systemic thinking and a non-standard approach to finding solutions to any situation.

We will not now go into detail about the intricacies of various options for educational programs for preschool age, created on the basis of TRIZ; it is not difficult to do this on your own by studying any of the books on the theory of inventive problems proposed at the end of this article. Let us only note that there are many of them, and each involves detailed methodological recommendations for educators on a specific implementation of the theory. TRIZ interaction with children is based on collective games and activities in which children are taught to identify contradictory properties of objects and phenomena and effectively resolve these contradictions based on the task set by the teacher. At the same time, TRIZ-oriented educational programs do not at all replace the main pedagogical program, but only reinforce it, making it possible to make the educational process interesting, entertaining and take it to a qualitatively new level.

The main tool used in TRIZ not only for preschoolers, but also for older children is pedagogical search. When a child is not offered ready-made solution, but give the opportunity to find it yourself, focusing not so much on the successful result of solving the problem, but on the effective use of the algorithm for finding it.

TRIZ methods

TRIZ classes with children and adults quite often use characteristic methods that make it possible to change the idea of ​​the initial situation. This makes it possible to identify new, hitherto unknown to the novice researcher, features of an object or system as a whole.

The most frequently used methods in TRIZ systems are:

• Little Men Method– for ease of understanding of complex, composite processes, they are depicted as little people who are in different relationships with each other. The little men method is especially often used when solving problems related to the molecular level. Thus, the little men-molecules of gas do not rock each other, liquids do not hold hands, and solid substances are tightly clasped with both arms and legs.
• Focal object method– properties are attributed to the original object that were not originally inherent to it, often fantastic. This breaks the stereotyped perception of the system and allows you to find unexpected solutions.
• System operator– for any system, subsystems (component parts) and supersystems (larger formations, for example, for a “tree” system, the supersystem will be “plant”) are also studied.
• Resources– the entire system is considered from the point of view of resources or their derivatives. This makes it possible to take a functional approach to solving the problem. In addition, the properties of resources can complement each other, thereby expanding the capabilities of the researcher-inventor.
• Controversies– any system has contradictory properties regarding the same function. That is, the property “A” of any system, which allows it to perform a useful function, necessarily presupposes the negative property “not-A”, which makes it possible not to perform a harmful function.
• Fantasizing- through combining parts of the whole (for example, a horse and a man are a centaur), reduction or increase, acceleration or deceleration, fragmentation or unification, statics or dynamics, revival and universalization of objects, and so on.

Combining these methods allows you to build a unified educational process, make it interesting, and most importantly, effective from the point of view of the development of the child’s personality and cognitive abilities, a systematic vision of the world and constructive solutions to life problems.

TRIZ games in kindergarten

First classes in kindergarten always wear a game uniform, and TRIZ training is no exception. The beginning of critical thinking is laid during simple games:

• "A lot and a little"- children are asked to quickly express with conventional gestures (closely spread palms - a lot, palms together - a little, one above the other - enough) their attitude to the phrases they hear, such as: “One leg for all people is ...”, “A bucket of water for an elephant - this is...", "A bucket of water for a sparrow is..." and so on.
• "Good-Bad"- children answer the question why this is good or bad in relation to the same situation, and the situations gradually follow from one another. For example, sweet candies are good and tasty, but they are also bad because they can cause toothache. Having a toothache is good, because it’s a signal that it’s time to go to the doctor, but it’s also bad, because you can go to the doctor in advance... and so on.
• "We ran away"- a group of children is asked to quickly scatter to the sides according to some sign that the teacher names. For example, those who have clothes with pockets - to the right, and those without pockets - to the left; Those who were brought to kindergarten by dad went to the right, and those who weren’t brought to kindergarten by dad went to the left.

Within the framework of this article, we were able to present only the most general aspects of the theory of inventive problems. To get to know this system better, you can read one of the many books on TRIZ, especially since in most cases this is not only educational, but also fascinating reading. We can recommend you the following books as must-read books:

• “Creativity as an exact science” Altshuller G.S.;
• “Kolobok and everything, everything, everything, or How to reveal the creator in a child” Shusterman Z.G., Shusterman M.N.;
• “Fundamentals of classical TRIZ. A practical guide for inventive thinking” Orlov M.;
• “Principles of survival, or Theory of creativity for every day” Kizevich G.;
• “New Adventures of the Kolobok or the Science of Thinking for Big and Small” Shusterman Z.G.;
• “And then the inventor appeared” Altov G.;
• “Denis is an inventor. A book for the development of inventive abilities of children of primary and secondary classes" Ivanov G.I.;
• “How to become a genius: Life strategy of a creative personality” Altshuller G.S., Vertkin I.M.;
• “TRIZ in kindergarten” Gin.S.;
• “World of Fantasy” series of books;
• "World of Mysteries" series of books.

Thus, TRIZ is an effective effective method used in all spheres of human activity and for all ages. It allows you to systematically approach problem solving, as well as develop critical thinking. Preschool age is the most best time to begin mastering this way of perceiving the world, since it is at this age that the foundations of future principles of interaction between man and the world are laid.

And finally, a video about how TRIZ methods are used and actively implemented in a Petravodsk kindergarten. Interesting)))

TRIZ as a means of developing the creative abilities of preschool children

1. TRIZ technology - technology for the development of creativity

Among new pedagogical technologies and methods used in preschool institutions, TRIZ occupies a special place.

TRIZ - the theory of solving inventive problems - was developed by the Baku scientist and science fiction writer Genrikh Saulovich Altshuller. Main idea his theories - technical solutions do not arise and develop spontaneously, but according to certain laws that can be known and used to consciously solve inventive problems without many empty trials. TRIZ turns the production of new technical ideas into an exact science, because the solution of inventive problems, instead of searching in vain, is based on a system of logical operations. It is unreasonable and wasteful to wait for “creative insights” when you can use a system tool that can think in the right direction and perform most of the routine and uninteresting work. In 1982, the International TRIZ Association was created, which in the late 1989s began holding special seminars, thanks to which TRIZ became widespread in schools and colleges. In 1987, TRIZ accidentally, due to a misunderstanding (the seminar for engineering and technical workers was held on the basis of a kindergarten) came to the kindergarten. So TRIZ first found application in a kindergarten in 1987 in the city of Nakhodka, where children preparatory group We gladly accepted the game for developing creative abilities “Little Men” (1, pp. 15 - 17). Acquaintance with inanimate nature (ice, steam, water) transferred the “little men” to other areas of knowledge, and they began to build fortresses, swim, and fly. The atmosphere of the classes is unusual: communication occurs freely, democratically, you can doubt, answer questions, guess, correct, reflect and make “discoveries”.

It turns out that TRIZ can be used in work with preschoolers and gives amazing results in terms of developing the imagination, fantasy, and creativity of children.

Childhood is a period of vigorous imagination and an important period for the development of this valuable quality. Imagination is one of the most important qualities of a creative person. The child’s need to express himself creatively is great. This is expressed in the desire to create something in drawing, music, play, work.

The most important goal that a TRIZ teacher sets for himself is to develop creative thinking in children, i.e. education of a creative personality prepared for stable solution of non-standard problems in various fields of activity. It requires a certain preparation of the teacher, his sincere desire to create, seek and find something new, unconventional, seemingly in the ordinary.

An invention is always a solution to some problem. Back in ancient world people tried to unravel the secrets of invention. Then the concept of heuristics appeared - the science of how discoveries are created. Centuries have passed. And many discoveries led to modern civilization. The inventor strives to surpass everything that has been created before him, tries to take, albeit small, his own step in the development of the field of interest to him. Life does not stand still. Today is the time to teach children to live in a changing world, to strengthen children with faith in the expediency of a creative life.

The TRIZ methodology can be called a school of creative personality, since its motto is “creativity in everything”: in posing a question, in methods of solving it, in presenting material. There are no methods in it in the usual sense of the word, there is a tool with the help of which educators and parents themselves “invent” their own pedagogy, illuminated by the light of children's ideas. There is no upbringing in its usual meaning; there is a way of mastering skills that allow everyone to live an interesting life together and create themselves: the teacher, the parents, and the children.

According to L.S. Vygotsky, the preschooler accepts the program to the extent that it becomes his own. We are returning to the well-known formula - starting from the child. Let a child be a genius, devoid of all stereotypes about his knowledge of the world.

The theory of solving inventive problems was intended primarily to help engineers-inventors. Today, avoiding the mechanical transfer of techniques from technical TRIZ, teachers of author's schools are beginning to effectively use it for the development of many non-technical systems. An example is a special section of TRIZ - the development of creative imagination (RTI) or creative characteristics (RTS), where the ability to apply TRIZ elements is practiced on non-technical tasks. The turn of the TRIZ authors from the “hardware” to the individual, the connection with creative pedagogy, the natural access to the little sages, for whom creativity is life itself, is fully justified. Gradually, TRIZ began to be used in a new field of knowledge - TRTL (theory of creative personality development).

Pedagogical credo of "TRIZ members"- every child is initially talented and even brilliant, but he must be taught to navigate the modern world in order to achieve maximum effect with a minimum of costs. It is necessary to teach preschoolers to analyze a specific situation and find original ways to resolve it. Training is carried out through classes, games, fairy tales, and various tests.

The motto of the Trizovites is “You can say anything.” And the children talk and invent. Everyone needs to be listened to. Let them learn to object to the teacher and each other, but in a reasoned manner, offering something in return or proving it. Children should only be given positive feedback: “interesting”, “unusual”, “curious”, “good”, “well done”, etc.

Classes to develop creative imagination include improvisation, play, and hoaxes. Here they teach you to come up with your own fairy tales, and not just one, but as many as there are people in the group and even more. Children learn and learn to compare physical and natural phenomena, but in a form where they do not notice that they are learning, but make discoveries for themselves every minute. Triz classes in visual arts include the use of various non-standard materials.

Classes using the TRIZ method in a complex (musical, speech development, familiarization with the environment) are planned in free time, in the afternoon, on a walk, in individual work. Elements of the methodology are used in working with children of all age groups. The principle of conducting classes is from simple to complex.

So, using TRIZ elements in working with children, you can implement the TRIZ creed: “Every child is initially talented and even brilliant, but he must be taught how to navigate the modern world in order to achieve maximum effect with a minimum of costs.”(G.S. Altshuller).

Children, playing TRIZ, see the world in all its colors, diversity and versatility. TRIZ teaches children to creatively find positive solutions to problems that arise, which will be very useful for the child both at school and in adult life. “Let there be as many creative people as possible, the creator will always understand the creator. And the world will change for the better” (L.E. Belousova).

2. TRIZ methods, their characteristics

To stimulate children's creative activity and eliminate the negative impact of psychological inertia, various methods and techniques are used in solving inventive problems (TRIZ). Here are some of them:

1.Brainstorm

Brainstorming involves posing an inventive problem and finding ways to solve it by searching through resources and choosing the ideal solution.

Inventive tasks should be accessible to children by age. Brainstorming topics could include:

how to protect food from mice;

how not to get wet in the rain;

how mice can get cheese from under a cat's nose;

how to drive the forest out of a bunny's hut;

how to put out a fire if there is no water in the house;

how to prevent a bear from climbing onto a mansion and destroying it;

how to leave a piece of summer into winter.

Let's remember the rules of brainstorming:

)exclusion of any criticism;

) encouragement of the most incredible ideas;

) a large number of answers, suggestions;

) other people's ideas can be improved.

The analysis of each idea is carried out according to the assessment “good - bad”, i.e. Some things in this sentence are good, but some are bad. Of all the solutions, the optimal one is selected, allowing the contradiction to be resolved with minimal costs and losses. The results of brainstorming must certainly be reflected in productive activities: draw your own piece of summer into winter; fashion products that have become inaccessible to mice, etc.

The teacher must offer children their own original solutions to the problem, which allows them to stimulate their imagination and arouse interest and desire for creative activity.

In the course of implementing this method, children develop their communication abilities: the ability to argue, hear each other, express their point of view without fear of criticism, tactfully evaluate the opinions of others, etc. This method allows children to develop their ability to analyze, stimulates creativity in finding a solution to a problem, and makes them realize that there are no hopeless situations in life.

2.Synectics

This is the so-called analogy method:

a) personal analogy (empathy). Invite the child to imagine himself as some object or phenomenon in a problem situation. Sample assignment options:

pretend to be an alarm clock that you forgot to turn off;

show the gait of a person whose shoes are pinching;

portray an angry pig, an alarmed cat, an enthusiastic rabbit;

Imagine that you are an animal that loves music, but cannot speak, but wants to sing a song. Grunt “A Christmas tree was born in the forest...”, meow “Sun circle...”, etc.;

b) direct analogy. It is based on the search for similar processes in other fields of knowledge (a helicopter is an analogy of a dragonfly, a submarine is an analogy of a fish, etc.). Let children find such analogies, make small discoveries in the similarities of natural and technical systems;

c) fantastic analogy. The solution to a problem or task is carried out as in a fairy tale, i.e. all existing laws are ignored (draw your joy - possible options: the sun, a flower; draw love - it could be a person, a plant), etc.

Synectics is always carried out in conjunction with brainstorming.

3. Morphological analysis

THE METHOD OF MORPHOLOGICAL ANALYSIS appeared in the mid-30s of the 20th century, thanks to the Swiss astrophysicist F. Zwicky, who used it exclusively to solve astrophysical problems. When working with preschoolers, this method is very effective for developing creative imagination, fantasy, and overcoming stereotypes. Its essence lies in combining different options for the characteristics of a certain object when creating a new image of this object.

The purpose of this method is to identify all possible facts for solving a given problem that could have been missed during a simple search.

Typically, a table (two axes) or a box (more than two axes) is constructed for morphological analysis. The main characteristics of the object under consideration are taken as axes and their possible options are recorded along each axis. For example, let's invent a new chair. On one (vertical) axis there are possible shapes, on the other (horizontal) - the possible material from which it can be made.

Then various combinations of elements of different axes are selected (a glass square chair is for a princess, it is beautiful, comfortable, but can easily break; an iron round chair is for a pianist, you can easily turn around on it, since it spins, but it is difficult to move, etc. .d.)

All possible options are considered. In a productive activity, children imitate each new chair invented. You can invite the children to come up with a new bed, carpet, game (in the latter, along one axis you can lay out a part of the body with which you can play, and on the other - devices for the game: ball, racket, jump rope, etc.).

Let us give an example of applying the method using a “box”, i.e. tables.

To create new image any object, you need to highlight as many criteria and characteristics of this object as possible for each of the criteria. As practice shows, it is best to start working on the method of morphological analysis with fairy-tale images. For example, it is necessary to create a new image of Ivan Tsarevich. Our imagination paints us an image young man, kind, brave, strong, beautiful, etc. Let's not abandon this image just yet. Let us highlight the main criteria by which this fairy-tale character can be characterized: age, place of residence, appearance, vehicle, clothing, etc. For convenience, you can enter these characteristics into a table

4. Possible options characteristics according to selected criteria

Age Place of residence Vehicle Style of clothing

Character

Child Palace Horse Tracksuit Kind Teenager Multi-storey building Car Festive outfit Harmful Young man Forest Roller skates Formal suit Whiner Old man Kindergarten Skis Shorts and T-shirt Merry fellows, etc. etc. etc. etc. etc.

The more criteria you select, the more detailed the new image will be described. These can include the hero’s habits, hobbies, communication habits, characteristics of body parts, hair color, eye color, etc. There can also be as many characteristics as desired for each of the criteria.

Let's randomly select one characteristic from each column and connect it together. It can turn out very interesting images. For example, Ivan Tsarevich is a mischievous teenager, dressed in a festive outfit, living in a kindergarten and skiing. Or a cheerful old man in a tracksuit who lives in the forest and roller skates. I immediately want to come up with a story about such a hero. There is so much room for children's imagination!

You can work similarly with man-made objects: come up with a new style of dress, brand of car, design a palace, develop a new model of watch, etc.

Difficulties are caused by the fact that preschoolers do not know how to read well and it is difficult for them to retain in memory a large number of characteristics of an object. In this case, the teacher needs to think about what symbols he will use to represent them.

Using a morphological table, you can combine heroes, places of events and plots of familiar fairy tales to create new magical stories. In this case, it is necessary to immediately determine who will be the evil and who will be the good hero, what evil the heroes will fight, what magical powers will help, what will hinder, etc.

The catalog method allows us to largely solve the problem of teaching preschoolers creative storytelling. It is no secret that creative storytelling is difficult for preschoolers due to their limited experience of monologue speech and poor active vocabulary. The catalog method was developed in the 20s of the 20th century by Professor at the University of Berlin E. Kunze. This method has been successfully adapted to work with preschoolers.

To work, you will need any children's book with a minimum number of illustrations. It is desirable that the text be prosaic. The adult asks the children questions on the basis of which the plot will be built, and the children look for the answer in the book, randomly pointing their finger anywhere on the page. The words come across very different, in no way connected with each other. The words chosen at random are connected into a story, a fairy tale. The teacher can transform some parts of speech into others. The lesson is conducted at a fast pace, different emotional reactions are used to each new phrase.

The main thing here is to correctly compose questions and arrange them in the right sequence. When writing questions, you should take into account some general features of constructing the structure of fairy tales:

the presence of positive and negative characters;

evil caused by a negative hero;

the struggle of a positive hero against evil; the presence of friends and helpers for both positive and negative heroes, the presence of magic.

The sequence of questions could be as follows:

Who are we writing a fairy tale about?

Is he a good or evil hero? What good (evil) did he do?

Who was he friends with?

Who was stopping them? How?

How did the good hero fight evil?

How did it all end?

Estimated course of action of the tale:

Once upon a time...

2.And what was he like?

Knew how to do what?

He did this because...

But at that time there lived...

She was...

One day it happened between them...

Helped them...

She did this in order to... etc.

Questions can vary depending on the development of the plot. This requires the teacher to have some skill in working with this method, the ability to navigate in a timely manner and formulate new questions that were not initially envisaged. As you compile it, it is necessary to record the invented plot using symbols, signs, diagrams, drawings, etc. You shouldn't expect children to come up with an interesting, beautiful story the first time. As practice shows, it is initially difficult for preschoolers to overcome psychological inertia and stereotypes: they repeat each other’s ideas, duplicate the events of familiar fairy tales, and sometimes are completely silent. The first stories invented by children are, as a rule, primitive, uninteresting and short. The teacher should help the children, suggest options for the development of events, and encourage successful discoveries. Gradually, stories become more common, interesting, magical, and fascinating.

This method is effective when working with a small number of children (from two to five).

4. Focal object method (MFO)proposed by the American psychologist C. Whiting. The essence of the method is that the properties and characteristics of other objects that are not related to it are “attached” to a certain object. Combinations of properties sometimes turn out to be very unexpected, but this is precisely what arouses interest.

This is an improved catalog method. It allows you to find ideas for new, original products of a wide range: various souvenirs, games, advertising. It has proven itself well as a way to relieve psychological inertia in adults and children.

The purpose of MFO is to establish associations with various random objects.

Initially, you need to select the object whose image we will work with. You can keep it secret from your children for the time being. Then the children are asked to name any three objects. It’s good if one of them is a representative of the natural world, the second is a man-made one, and the third is a generally intangible concept. But this condition is not necessary. Then children name as many properties and qualities of the named objects as possible. The named properties and qualities are attributed to the initially selected object, the children explain how it can look and under what conditions this happens.

Children are offered two or three words and the properties of each of the named objects or phenomena are quickly identified.

For example: meteorite table

round sparkling

kitchen hot

plastic swift

Then a new word is given, to which the already named properties are applied.

For example, a car:

swift - travels quickly;

hot - carries hot bread;

sparkling - flying saucer;

kitchen - from which they sell ready-made breakfast, lunch, dinner, etc.

Ideas invented by children are also reflected in drawing, modeling, and appliqué.

The focal object method is aimed at developing children's creative imagination, fantasy, and developing the ability to find cause-and-effect relationships between different objects of the surrounding world, which at first glance are unrelated to each other.

5. Yes - no - ka

This method makes it possible to teach children to find an essential feature in an object, classify objects and phenomena according to general characteristics, listen and hear the answers of others, build their own questions based on them, and accurately formulate their thoughts.

Rules of the game: an animal or man-made object is guessed at, children ask questions about this object. Questions can only be answered “yes” or “no”. The teacher draws the children’s attention to the fact that the first questions should be the most general, combining several characteristics at once. As a rule, the first question is: is it alive? Depending on the answer, general categories of objects and phenomena are sorted out. For example, if the hidden object is from the living world, then the following questions should reflect the categories of the living world: is this a person? Is this an animal? Is this a bird? Is this a fish? etc. Once a general category has been established, more specific questions are asked about the constituent characteristics of that category. For example, if the selected object is an animal, then you can ask if it is a pet? Predatory? Herbivore? etc. Guessing questions follow until the object is guessed.

6. Robinson method

Forms the ability to find a use for a seemingly completely unnecessary item. Can be played in the water of the game "Auction" in senior group and preparatory class. The teacher offers the children an object (for example, a chewing gum wrapper, a pen cap, etc.) and asks them to come up with as many uses for it as possible. The item is "sold" to the person who made the last offer.

The next option for using this method: the teacher invites the children to imagine themselves on a deserted island, where there is only... (possible options: jump ropes, broken light bulbs, chewing gum, empty cans, etc.). It is necessary to survive on this island using only this item. (Imagine that there is only a lot of chewing gum on the island. How can you survive for many years using only them? After all, you need housing, clothing, and food.) Children come up with clothing options from wrappers and candy wrappers, build houses from chewing gum, etc. .d.

7. Typical fantasy

This method is good to use when teaching children creative storytelling. You can invent and fantasize not blindly, but using specific techniques:

inventive task preschool creativity

a) decrease - increase in the object (the turnip has grown very small and very small. Continue the tale);

b) vice versa (the good Wolf and the evil Little Red Riding Hood);

c) crushing - combining (inventing a new toy from parts of old toys or an incredible living thing, the individual parts of which are parts of other animals);

d) time operator (deceleration - acceleration of time: draw yourself many years later, draw your future child or what your mother was like in childhood);

e) dynamics - statics (revitalization of inanimate objects and vice versa: Pinocchio - living tree; Snegurochka - living snow; Kolobok - living dough, etc.). Children can choose an object themselves, and then bring it to life and come up with a name.

8. System operator

The world is systemic. Any object can be considered as a single whole (system), you can mentally divide it into parts, each part can be divided into even smaller parts. All systems exist in time. They collide, interact with each other, influence each other.

One of the most important tasks of learning is the task of consolidating and systematizing acquired knowledge. In the theory of the formation of strong thinking (one of the TRIZ directions) there is such a concept: a system operator. Working with a system operator involves developing in a child the ability to analyze and describe the system of connections of any object in the material world: its purpose, the dynamics of development in a certain period of time, characteristics and structure, etc.

Every object in the material world has its own past, present and future. In addition, each object has its own set of properties and qualities that can change over time. If we consider an object of the material world as a system consisting of certain components that have certain properties and qualities, then this object, in turn, will be part of another system, broader in its structure. So, for example, a vacuum cleaner is a system consisting of such parts as a body, hose, brush, etc. In turn, the vacuum cleaner is part of the household appliance system. If we take into account that every object of the material world has a past, present and future, then its consideration and analysis can be presented using a table,

N / SN / SN / SSSSP / SP / SP / Past present future

where C is the system, i.e. the object that is in the center of consideration; N/S - supersystem, the immediate environment of an object, a system of which the object is a part; P/S is a subsystem, a structural unit of the system, the parts that make up the object itself.

Thus, when examining an object, children determine what parts it consists of, its type (transport, toy, clothing, structure, etc.). In addition, children find out the history of the origin of a given object, what object performed its functions before its appearance, this object is analyzed in a similar way. Next, children are given the opportunity to imagine what the object will become in the future: its functions, appearance, what it will be called, etc. The information is entered into a table.

It is advisable to invite children to consolidate the results obtained schematically or in a drawing (especially the future of the object)

Thus, children learn to make systematic layouts, analyze and describe the system of connections between objects of the surrounding reality, and build various types of classifications based on a selected attribute.

TRIZ technology uses many more methods and techniques (agglutination, hyperbolization, accentuation, synectics, etc.) that are successfully used in teaching preschool children. It allows you to develop the imagination and fantasy of children, allows you to present knowledge in a fun and interesting form for them, ensures their strong assimilation and systematization, stimulates the development of thinking in preschoolers, and the manifestation of creativity by both children and teachers. TRIZ works on the principles of cooperation pedagogy, puts children and teachers in the position of partners, stimulates the creation of a situation of success for children, thereby supporting their faith in their strengths and capabilities, and interest in understanding the world around them.

Stages of work on the use of TRIZ elements in the educational process of a preschool institution

Work using the TRIZ system with preschool children should be carried out gradually.

To solve TRIZ problems, the following stages of work can be distinguished:

The goal of the first stage is to teach the child to find and distinguish between contradictions that surround him everywhere. What do a flower and a tree have in common? What do a poster and a door have in common? etc.

The goal of the second stage is to teach children to fantasize and invent. For example, it was proposed to come up with a new chair, comfortable and beautiful. How to survive on a desert island where there are only boxes of chewing gum?

The content of the third stage is solving fairy tale problems and inventing different fairy tales using special TRIZ methods. For example, “Baba Yaga caught you and wants to eat you. What should I do?”

At the fourth stage, the child applies the acquired knowledge and, using non-standard, original solutions to problems, learns to find a way out of any difficult situation.

Let us consider in more detail the activities and possible methods at each stage.

At stage 1, you can teach children to find and formulate contradictory properties of the objects and phenomena under consideration using the game Good-Bad. To do this, we select an object and propose to find the positive and negative qualities of this object. You can start playing this game with children as young as 4 years old. First, we take an object that does not evoke positive or negative associations in children. Since children are more inclined to name the positive aspects of an object, at the 1st stage of the game we call it bad, children call it good. Children of the 5th year of life can be divided into two teams, one team calls it good, the other says bad, competing to see who can name the most qualities. When working with older preschoolers, we take objects that have social significance for children and learn to find contradictory properties (“Next year we will go to first grade - is this good or bad?”).

In the game "Vice versa" The technique of opposite meanings is well absorbed. This game is perceived by children as early as 3 years of age. First, we teach children to select words that are opposite in meaning (function).

The method of system analysis helps to gain a comprehensive understanding of a subject or phenomenon. It allows you to look into the history of the creation of an item, break down the item into details, and even look into the future of the item. The system operator can begin to be used in the 2nd younger group when getting to know everyday objects, the immediate environment, when describing toys. First, we take 3 screens out of 9. Over time, we move on to using the entire 9-screen system. The system is characterized by the RVS operator (size, time, cost). By changing one of these operators, you can change the properties and qualities of an item. For example, when solving the problem of saving Kolobok, we will change the size operator and increase the Kolobok so that the fox cannot swallow it. In the fairy tale about Cinderella, the operator cost changes.

When introducing children to different states of aggregation, the little men method is used (M.M. Ch.).M. M.Ch. - practical implementation of G.S.’s ideas Altshuller on world modeling. Introducing children to M.M.Ch. begins in a group of children of the 5th year of life on the simplest phenomena, when we introduce children to water, snow, ice: in the cold, water freezes, ice melts in warmth, and near a battery, water evaporates faster.

After children learn to identify contradictions and use the system operator, we begin the 2nd stage of work on TRIZ-RTV. Psychological inertia hinders the ability to find a fundamentally new solution; even children have it. The first answer to the question “How to save a bun” is to kill a fox. Therefore, it is necessary to liberate the children’s thinking, give free rein to their imagination, and at the same time pay attention to the moral side of resolving the issue. This is very important, since a powerful stream is directed at children from the outside aggressive information and the first answers are aggressive answers: kill, break, drive out, etc. In the problem statement, as a contradiction, we put the moral side of the question: How to save the bun without harming the fox.

One of the methods that helps relieve psychological inertia and develop imagination is the method of focal objects (M.F.O.).

Work according to M.F.O. You can start with children 4 years of age. In this case, the following tasks are solved:

come up with something new, modifying or improving a real object;

introduce children to a new object;

create a story or tale about the object in question using the found definitions;

analyze a work of art.

Another method that removes the inertia of thinking and allows you to increase the number of options being sorted out is morphological analysis. Using this method, it is easier to identify all possible solutions to a problem that may be missed with a simple search.

At the 3rd stage of working with children, we solve fairy-tale problems and compose fairy tales. Just don’t think that all fairy tales have been written or told. You can come up with as many new fairy tales as you like. But before composing fairy tales, it is advisable to teach children to solve fairytale problems.

We are trying to help fairy-tale heroes who find themselves in a difficult situation. Solving a problem often depends on identifying and using resources; children strive for an ideal end result.

Thus, relying on acquired knowledge and intuition, using non-standard, original solutions, kids find a way out of a difficult situation.

As a result of classes using TRIZ-RTV technology, children are relieved of the feeling of constraint, shyness is overcome, imagination, speech and general initiative are developed, the level of cognitive abilities increases, which helps children free themselves from the inertia of thinking.

“Use of TRIZ methods and techniques (the theory of inventive problem solving) for the development of schoolchildren.” Semenova Lyubov Ivanovna, teacher of mathematics and physics of the Starochemrovsky branch of the Municipal Budgetary Educational Institution “Pervomaiskaya Secondary School No. 2”.

According to the definition of Heinrich Altshuller (literary pseudonym - G. Altov), ​​the author of TRIZ (the theory of solving inventive problems): “Every child is initially talented and even brilliant, but he must be taught to navigate the modern world in order to achieve maximum effect with a minimum of costs.”

TRIZ methods, such as brainstorming, morphological analysis, algorithms, the method of focal objects and their varieties, form in children the ability to creatively solve problems that arise in various fields of activity.

This innovative technology gives students inspiration for discoveries, non-standard solutions, original ideas, and invites them to reason, think, and invent.

Here's the thread. A simple thing. Here's a regular node. Now let’s tie the threads with knots to create a network. We can use it to fish, or make a fence, make a hammock, or come up with something else. What is the use of just the fact that each thread is no longer just on its own. Techniques of TRIZ technology – network. They support each other, forming something whole, a system.

Principles of TRIZ technology:

Freedom of choice. The right to choose is always balanced by conscious responsibility for your choice! Students are given many problems, and they themselves choose to solve any of them.

Openness. The sad thing is that the graduate does not know the main thing: HE DOESN'T KNOW WHAT HE DOESN'T KNOW. He has a very vague idea of ​​the limits of his knowledge. Where then does curiosity come from, without which learning is only the training of performers! More open tasks! Which give different solutions, a set of probable answers.

Activities. “A student stuffed with knowledge, but unable to use it, resembles a stuffed fish that cannot swim,” said academician Alexander Lvovich Mints. A systematic and activity-based approach to learning is needed.

Feedback. The teacher has his own set of techniques that allow him to clearly navigate the situation, track the mood of the students, their level of understanding, and degree of interest.

Ideality (high efficiency). Let's match the pace, rhythm and complexity of learning with the capabilities of the students - then they will feel their success and THEMSELVES will want to reinforce it and teach each other. The ideal is probably unattainable, but it is useful to strive for it!

A well-organized life is like a safety net. Thanks to her, we can perform more complex tricks. And the result of using TRIZ techniques is a well-organized teacher’s work, a well-organized class, and well-organized knowledge.

LESSON CONSTRUCTOR (TECHNIQUESTRIZ)

Block 1

Motivation

Block 2

Contents

body part

Block 3

Psychologists-

cheskaya

unloading

Block 4

Training,

working off

skills

Block 5

Control

Block 6

Homemade

exercise

Block 7

Resume

Techniques

Intellect-

nal

warm-up

Attract-

objective goal

Physical

exercises

Catch the mistake !

"Traffic light"

Exercise

array

Poll-result

"Yes-no"

Surprise!

Physical

warm-ups

Press conference

Survey on

chain

Three levels

home

assignments

Delayed guess

Surprise!

Compilation

supports

UMS

Quiet

survey

Extraordinary

commonness

Role

"Summary

results"

Delayed guess

Practicality

theories

Business game

"Point of View"

Ideal

(exponential)

survey

Special

exercise

Role

"Psychologist"

"Traffic light"

Press conference

Business game

"Competent

ness"

Factual dictation

Perfect

exercise

Fantastic

additive

Question to the text

Business game

"NILE"

Blitz

control

Creation

works for

future

UMS

Frontally, with

whole class

Catch the mistake !

Repeat with extension

Selective control

Theatricalization

Report

Your examples

Repeat with control

Intersection

those

Interrogation

Relay

control

Job

Business game

"Point of View"

Go to another

measurement

Regular

control

Job

Business game

"NILE"

Applied

dialectics

Developmental

cooperation

Game of

accident

TRIZ methods and techniques

You can assemble a house from standard blocks of a children's construction set. To make a teacher's life easier, you can create a constructor for “assembling a lesson”, where the main sections of the lesson are indicated (the sequence is not so important). Any of the sections can be implemented using different techniques or a combination of them. TRIZ techniques, in fact, are the elements of our constructor. This is represented by a table. Everyone chooses what they need.

An attractive target. The student is given a simple, understandable and attractive goal, and by completing it, he will, willy-nilly, perform the educational activity that we plan. (Learn to use a protractor).

Surprise! It is well known that nothing attracts attention and stimulates the mind like something surprising. The material is presented in such a way that even the mundane becomes surprising.

Delayed answer. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key to understanding) will be discovered during the lesson when working on new material. A riddle (surprising fact) can be given at the end of the lesson to start the next lesson with.

Fantastic supplement. We complement the real situation with fantasy. We transfer the educational situation to a fantastic planet. We change the value of any parameter that usually remains constant or has a very specific value.

Catch the mistake! When explaining the material, we intentionally make mistakes. First, students are warned about this in advance. Sometimes they can be told “dangerous places” by intonation or gesture. We teach children to react instantly to mistakes, encourage attention and willingness to intervene! Will it happen that children will remember the mistake and repeat it? If we strive specifically to understand the “error-prone” part, and not to mechanically memorize the correct answer, this will not happen.

"Traffic light". It's just a long strip of cardboard, red on one side and green on the other. When questioned, students raise one side or the other to the teacher, signaling their readiness to answer.

Practicality of the theory. We introduce the theory through a practical task, the usefulness of which is obvious to the students.

Press conference. We deliberately do not fully disclose the topic, inviting students to ask questions that further reveal it. Along the way or at the end of the lesson, it is discussed with the children how successful their questions were and whether the topic was fully covered. There is only one thing that is contraindicated - scolding for an unsuccessful question. Developmental questions contain a research beginning. Additionally, you can: hold a competition for the most interesting, most difficult (problematic), most important, most original question; organize pairwise interrogation of students on their questions; use some questions as topics for future student reports.

Question to the text . The task is set: to compose a list of questions for the text. Their number can be specified. It is good to use open problems: this, children, is what we studied; but this, this and this remained outside the scope of our program; I don’t know this myself; but no one knows this yet... Natural curiosity survives only in the open space of knowledge.

Your own support. The student compiles his own supporting notes on the new material. Of course, we ourselves use such notes and teach students how to use them. As a result, we have “Own reference books”.

Repeat with control. The system of test questions compiled by students for the material studied in class completely covers the educational material. In pairs they answer each other’s questions.

Repeat with extension. Students create a series of questions to supplement their knowledge of the new material. However, it is not at all necessary that the teacher answer them! Let them remain as open problems on this topic.

Your own examples. Students prepare their examples for new materials, compose their own problems, put forward ideas for using the studied material, etc.

The intersection of topics. Students select (or come up with) their own examples, tasks, hypotheses, ideas, questions related to any previously studied topic indicated by the teacher. This intersection allows you to look at your knowledge from a slightly different angle each time.

A revealing answer. One student answers at the board, the rest listen. Polls on the board make sense when a brilliant answer is demonstrated - to give others an image of an answer to strive for. Or as a visual rehearsal for an exam.

UMS (educational brainstorming). Developing a creative thinking style is its main goal. Didactic values ​​of the UMS: participants are engaged in an active form of work; train the ability to briefly and clearly express their thoughts; learn to listen and hear each other; arouses great interest among students. UMS technology: Group(s) - 7-9 students. The main rule at the first stage of the assault is no criticism! A leader is selected or appointed by the teacher in the group, he monitors the implementation of the rules of the assault, and suggests directions for searching for ideas. The group selects a secretary to record emerging ideas ( keywords, drawing, sign...).

First stage: Creation of a bank of ideas. Develop as many possible solutions as possible, including those that seem “wild” at first glance.

Second stage: Analysis of ideas. The group considers all ideas expressed critically, adhering to the basic rule: in every idea it is desirable to find something useful, rational grain; find an opportunity to improve this idea, or at least apply it in other conditions.

Third stage: Processing the results. Possible options: the most practical proposal and the most “wild” or the most interesting solutions are selected. There is nothing wrong if this stage is carried out in another lesson. New ideas will appear - let them be discussed too. After all, the main thing is to provoke intense mental activity on a learning task, and not to put forward a certain number of ideas in a strictly allotted time.

Game "Competence". Participants: competitors – two teams of students; employers - a group of students who determine the winner, who is, as it were, hired for a job; arbiter - usually a teacher who resolves controversial issues.

Game "NIL". The Nile is the great African river. But in this case, the Research Laboratory is just a research laboratory. Participants: problem solver (teacher); inventors. either researchers or solvers - depending on the type of task; admissions committee (teacher and two more students). Before the game, we prepare the task and show how important it is to solve it!

Game "Point of View". Before the game: we announce the topic of the dispute in advance, provide students with the necessary knowledge and facts. Participants: opponents - two groups of students prove the correctness of opposing points of view, enter into a debate; Observers - a teacher with assistants - evaluate: who was more logical? Who is more emotionally convincing? who made mistakes, incorrectness in the dispute (getting personal...)?

A game of chance. We introduce elements of random selection into the lesson. Where chance rules the roost, there is excitement. Let's try to put him into service. Roulette, dice, tossing a coin (heads or tails), or drawing lots are suitable for this.

Game "Yes-no". We think of something (a number, an object, a device, a formula, a rule, a word, etc.), the students try to find the answer by asking questions. We answer only with the words: “yes”, “no”, “both yes and no”.

Quiet poll. The conversation with one student takes place in a half-whisper, while the class is busy with something else, such as a practice test.

Chain survey. Applicable when a detailed, logically coherent answer is expected. The story of one student is interrupted at any point and transferred to another by a gesture from the teacher. And so on several times until the answer is completed.

Mutual survey. Students quiz each other on the basic sheets. Topics are at your own discretion, or they are indicated by the teacher. Upon completion of work in pairs, several guys are called up and say a phrase like: “I had difficulties with such and such questions...”

Three levels of homework. Two or three levels of homework are assigned at the same time. The first level is a mandatory minimum. The task should be absolutely understandable and feasible for any student. The second level of the task is training. It is performed by students who want to know the subject well and master the program without much difficulty; they can be exempted from the first type of task. The third level is a creative task. It is usually performed on a voluntary basis and is stimulated by high evaluation and praise. The range of such tasks is wide: develop fairy tales, fantasy stories based on educational topics; crosswords, sudoku; thematic collections of interesting facts, examples and tasks; educational comics; reference signal posters; poems, etc.

Array assignment. Any level of homework can be specified as an array. For example, ten problems are given, of which the student must choose and solve at least three. As part of the repetition, for example, out of 60 tasks, you must solve at least -15, the rest - at will. And stimulate this desire with relay tests, composed of tasks from this array. The more you solve, the greater the likelihood of encountering a familiar task and saving time and effort. Such an array is not set for the next lesson, but for a longer period of time. An important psychological effect: independent choice of task provides an additional opportunity for self-realization, which is very important in adolescence. And the subject, in turn, becomes more interesting to them. And one more thing. From the array of tasks, the student chooses the level of difficulty that he is able to “swing” at, and thus monitors his level of competence.

Special task. Advanced students receive the right to complete a particularly difficult task. We strongly emphasize our respect for the student’s decision to exercise this right. It is performed in a special notebook and includes training and creative tasks of increased difficulty. RL (solved easily), RT (solved with difficulty), NR (not solved) are indicated in the margins. The assignment is checked and marks below “4” are not given.

Unusual ordinary. Homework is given in an unusual way. We bring into it some mystery, a riddle. We play a win-win lottery, children take task numbers out of the box.

The perfect assignment. Schoolchildren are invited to complete work at home according to their own choice and understanding. This can be any of the known types of tasks.

Creativity works for the future. Students do creative homework to develop teaching materials. Over the years of work, invaluable manuals accumulate in the office. It is more interesting for children to work with material made by their peers, because these are often someone’s brothers and sisters, or just acquaintances. The author-students themselves are pleased to compose these works if the works are used in real life. Moreover, each work is signed by the author, and this is a good memory.

Poll-result. At the end of the lesson, questions are asked to encourage reflection on the lesson. For example: what was the main thing in the lesson? What was interesting? (You should distinguish between the main and the interesting). What new did you learn today? What have you learned? Opinions may not coincide. It is important not to insist that what we consider to be the main thing is named as such.

Applied dialectics. Compiling a morphological box. Task: Three friends met in a cafe. Sculptor Belov, violinist Chernov and artist Ryzhov. It's interesting that one of us has white hair, one black and one red, but none of us has hair of the same color as the last name indicates, the black-haired one noted. You are right. Belov said What color is the artist's hair? (Black)

Friends

White

Redheads

Black

Belov

Ryzhov

Chernov

Transition to another dimension. How does the technique resolve contradictions? If difficulties arise when moving in a straight line, you can move along a curve, jump over obstacles, etc. (A Nanai came to his Eskimo friend. He saw a polar bear skin with an open mouth lying on the floor. He asked the Eskimo:

How many times did you shoot him?

10.

How many times did you hit?

Not a single one.

What did he die from?

From laughter).

There is a well-known story about how two people approached a wise man asking him to judge. The sage listened to one and said - You are right. He listened to another who gave arguments in defense of the opposite point of view, and again said - You are right. The third person present was indignant: “This is not correct, two people who claim the opposite cannot be right.” And you're right. Said the sage.

When we have to solve any problem, we will definitely be able to solve it, just look around.