Main directions of technical creativity. Current students

Ilnitsky K.M. 1

Varaksin V.N. 1

1 Municipal budgetary institution of additional education Center for Technical Creativity of Taganrog

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Introduction

The topic of our research - “Technical creativity of children and adolescents as a method of interactive development of an emerging personality” was not determined by chance, but with the help of our own choice and technical creativity.

We first met my supervisor at class hour, where it was announced the start of work in the field of ship modeling in school workshops. The drawings that were presented to us at first frightened us with many lines and were incomprehensible, but later, when we began building simple models, we began to understand the concept and connection of the drawings with the manufactured part (see Photo 1).

Considering contradiction , which we put into our research topic, as the desire to move forward says that technical creativity, when creating certain conditions, will contribute to the formation of a developing personality.

Problem Our research is that society needs engineering personnel, but at the same time, technical children's associations are being destroyed, therefore, it is necessary to determine how to intensify the behavior of children and adolescents aimed at increasing their curiosity in the process of immersion in technical creativity.

Relevance The research is justified by the fact that modern society needs engineering personnel, and interest in technology must be developed with early age in associations with a technical focus.

Target The research is aimed at studying the method of interactive development of an emerging personality in specially created conditions for children and adolescents.

An object Our research is that it is aimed at the process of interactive development of the emerging personality within the framework of technical creativity of children and adolescents.

Item Our research is aimed at directly studying the main parts of the object of study, at social relationships, at the process of development and cognition of children and adolescents, which is indicated in the content of technical creativity.

Hypothesis The research is formulated in such a way that if in the process of technical creativity of children and adolescents the method of interactive personality development is used, then the result of such development will be more effective in specially created conditions.

Tasks research is aimed at achieving the set goal, solving the problem and confirming the formulated research hypothesis:

To study the problem of reducing the interest of children and adolescents in technical creativity;

To develop a socio-pedagogical system that reveals the content of technical creativity of children and adolescents;

Develop conditions for the interactive development of children and adolescents;

Formulate the type of joint activity, which is an important condition for the formation of personality;

Present the results of interactive components in technical creativity.

Methodology The research will contribute to the creation of a holistic system of personality development for children and adolescents within the framework of technical creativity.

Thus, we will consider the internal content of technical creativity and its influence on the formation of an interactive personality when modeling and constructing models, involving family and school in the process of learning children's technical creativity.

Chapter 1.

Technical creativity of children and adolescents at the present stage

1.1.The problem of reducing the interest of children and adolescents in technical creativity

Technical creativity is a type of activity through which a person acquires the ability to overcome existing patterns and standards in engineering and technology, develop creative thinking and engage in self-realization.

The end of the twentieth century was marked in domestic education by the abandonment of labor training and studies in technical circles and sections. They were replaced by computer games, which slowed down the development of personality and set it back. Young children are passionate about being creative and experience boundless joy and satisfaction from the created object with your own hands.

Considering modern technical creativity, we can note the following:

The teaching staff of institutions engaged in technical creativity is mainly based on age-related teachers;

The existing insufficiency of material and technical support for institutions additional education;

Reduction, consolidation, merger of additional education institutions and their transformation into Centers for technical creativity;

Insufficient funding for additional education institutions;

Destruction of school workshops and labor training classes.

Technical creativity, being a special type, serves as the initial stage in the development of inventive, innovative, engineering and design activities. The ability for technical creativity is an innate ability, but it lends itself well to development with an effective learning process and specially created conditions that promote the activation of creativity, the technical abilities of the individual, and the formation of technical solutions.

The implementation of the identified directions for studying ways of developing professional and labor skills in the process of engaging in technical creativity for children and adolescents will be facilitated by the aspects formulated above.

By focusing on them, children and adolescents acquire professional and work skills, while simultaneously studying the world around them and developing creative thinking.

Now Russian society begins to think about attracting children and teenagers to technical activities, but does it unwisely, that is, it increases budget places in the country’s technical universities, but at the same time destroys additional education institutions, which currently survive only on the enthusiasm of the leaders of subject associations.

A.B. Abdulaev, a researcher of technical creativity, says: “Technical invention is a complex sphere of a person’s creative relationship to the surrounding natural world and society, the most perfect form self-affirmation creative personality…» .

It is safe to say that interest in any creativity manifests itself in early childhood and it must be supported and developed in order to later become a competent and enthusiastic modeler, engineer, or designer. This requires materials, equipment, a decent salary that stimulates the search for scientific and design solutions, premises and free access to such activities for all categories of children. If you could see what a line in the association stands behind a jigsaw to cut and see how a part appears from an ordinary piece of plywood, so necessary for the object being created. Why the queue? Yes, because many cannot buy a jigsaw, the family does not have enough finances for such a purchase, and school workshops were destroyed as they were no longer needed.

V.N. Varaksin, analyzes what is happening in technical creativity as follows: “It is sad to look at the changes taking place in the 21st century, drawing a parallel with historical chronicles, when clubs and rooms were created at the place of residence...”.

Consequently, by solving formulated tasks step by step, we specify our activities, filling them with new skills and bringing closer the effect of effectiveness in the form of a manufactured model. This gives the following:

The first abstract explanation of the manufacture of an object is implemented in the modeling process by concretizing technical problems into a real object of a technical solution;

Secondly, the technical solutions used in the design are converted into professional and labor skills, which can then be used in the manufacture of other technical structures;

Third - develop technical ability personality and skills of technical solutions and engineering creativity are formed.

Thus, work activity in the process of engaging in technical creativity gradually acquires professional features and broadens the horizons of students, and the results of technical creativity are manifested in the final exhibition, where there is a collective assessment of what young model designers have produced.

1.2. Socio-pedagogical system that reveals technical creativity

The lack of integrity of the educational space in the technical creativity of children and adolescents makes it possible to look at it from the side of children, parents and specialists who cannot specify the educational impact of additional education institutions, families and schools in the process of forming the child’s personality. This is due to the fact that there is a deliberate destruction of institutions of additional education focused on the development of technical creativity of children and adolescents. Merging or connecting several stations young technicians, clubs for young technicians in the so-called Centers for Technical Creativity lead to a decline in the interest of those passionate about technical creativity, firstly, due to poor funding, low salaries teachers, poor material supplies, underfunding of exhibitions, competitions and other activities in different types and areas of technical creativity.

The current situation requires the development of a socio-pedagogical system that reveals and develops the technical creativity of children and adolescents. For example, training in technical creativity is the most popular in terms of popularity, but satisfaction with such a service is insufficient.

Observation can be carried out systematically, using specially prepared forms that reflect the main signs of the creative development of a particular child’s personality (see Table 1).

“Form for observing the degree of creative expression of a child.”

Table 1

	child	Creative Union	Degree of creative expression
			Sign	Often	Sometimes	Never

Date of observation Time Teacher

The most reliable will be an observation form that indicates several specific signs. In this case, it is best to turn to the works of L. Hollingworth and John Whitmore, who discovered the following social problems inherent in creatively gifted children.

Leta Hollingworth is an American psychologist who focuses the attention of researchers on the following “personal problems of gifted children: - dislike of school; conformity (adaptability); immersion in philosophical problems."

J. Whitmore, in his studies of gifted children, noted such “personal qualities as: - perfectionism is the belief that the best result can (or should) be achieved; feeling of one's own inferiority; unrealistic goals; hypersensitivity; need for adult attention; intolerance" .

A teacher working with creative children must pay close attention to the development personal qualities child, such as: “I - concepts”, self-esteem, motivation of activity, since they have an effective influence on the formation of giftedness.

Identifying these qualities, we met with parents studying in the Ship Modeling association from the Center for Technical Creativity, which occupies sites in schools No. 22 and No. 26 in Taganrog. The teacher working with these modellers relies on the “Program of design-modular activities in the system of additional education in the direction of “Ship Modeling”” developed by him at the Taganrog Central Technical Center. For this purpose, we conducted the following test among parents (see Table 2).

Test “Do you love your children?”

table 2

		"Yes"	"No"	Total
	Do you love your child?
	Do you often use obscene language when communicating with your family?
	When something doesn't work out for your child, do you hit him?
	Do you know which Internet sites are most preferable for your child?
	Do you know what your child does in his free time?
	Do you often spend time with your child?
	Do you often tell your child the story of your family?
	When something doesn’t work out for you, do you try to blame your failures on your household?
	Do you often use physical violence against your household?
	Have you ever thought about how your attitude towards your child will affect you in a few years?
	Would you like your child to be a failure?
	Have you tried to change your attitude towards family life after domestic troubles?
	Are you familiar with pedagogy?
	Are you familiar with childhood psychology?
	Do you want your child to be successful in their adult life?

The data obtained indicate that it is currently necessary to develop additional education services by expanding them, rather than reducing technical creativity, as well as developing model sports (see Photo 2).

Based on the above facts, we have identified a contradiction between the region’s need to prepare a technically competent and creatively thinking shift, the high demand for the services of children’s technical creativity associations and inertia educational system on the other side.

A socio-pedagogical system that reveals technical creativity as a means of social adaptation and personal development was developed by V.N. Varaksin has his own emphasis in creative activities - “Program of design-modular activities in the system of additional education in the direction of ship modeling.” Personal development occurs in the process of joint activity in conditions conducive to such effective movement forward.

Chapter 2 Interactive development of an emerging personality

2.1.Creating conditions for interactive development

Creating conditions for interactive development, we developed a conceptual block in which we tried to comprehend the formulated tasks of developing technical creativity in modern system additional education.

In the context of this direction, the mission of an additional education institution is to create conditions for presenting the results of its work, preparing methodological material for all participants in technical modeling on site. One of the most important directions in creating conditions for interactive development is the organization of technical creativity sites in schools, at places of residence, improving the work on software and methodological support and strengthening connections between newly created sites. In order to achieve an effective result in creating such conditions, the Center for Technical Creativity must be a fairly open social and pedagogical system, supported by all partners on whom the functioning of additional education institutions depends. Involving public, commercial, government and other types of organizations, as well as parents of participants in technical creativity, in the activities of creative platforms.

We assume that research and invention work should be carried out under the guidance of representatives of the highest educational institutions who organize work with children and adolescents from the very first days of technical creativity classes. This requires the help of a leading institution, whose authority should have a direct influence on all participants in the development of a technical direction, effectively influencing the social order of society to prepare them for independent and technically sound actions to acquire labor skills.

As the main directions for implementing the creation of conditions for interactive personal development, we assumed that:

Wide involvement of children and adolescents in the field of information technology;

Special training of teachers for modern requirements for the development of technical creativity;

Continuous psychological and pedagogical support of the process of professional self-determination;

Ensuring social partnership in the development of the scientific and innovative sphere of technical creativity;

Creating a network of creative platforms and providing them with material and technical equipment.

Such a set of measures will increase the intellectual potential of children and adolescents in the field of technical creativity, expand additional education and change public opinion towards it, and increase connections with scientific centers of higher technical institutions.

Thus, interactive personal development will fit well into the large-scale project of modern Russia, called the “New model of the system of additional education for children in Russia.” It is necessary to understand that in technical creativity the skill cannot come to children and adolescents without the help of a specially trained teacher. The joint activity of a participant in technical creativity and a teacher will ultimately lead to autonomy cognitive activity, as well as personal formation and development of children and adolescents.

2.2. Joint activity as a condition for personality formation

Cooperation between a teacher and children presupposes the teacher’s ability to guide and skillfully dose independence, leading to high-quality knowledge of new technological ideas. Consequently, creating motivation and a set of skills in learning is the main direction in creating conditions for joint activities. With interactive personal development, the basis of the teacher’s activity is a personal-oriented approach.

Many researchers call group interaction interactive, since direct interpersonal communication provides pedagogically effective cognitive communication. As an acquisition of competence in the field of shipbuilding, we became familiar with the design and construction of model ships. We started with the simplest, that is, using templates, we transferred parts of the models onto cardboard, cut them out with scissors and glued the resulting parts together. Then we gradually moved on to more complex structures made of wood, plywood, tin, fabric and various materials (see Photo 3).

In the process of teaching ship modeling, we try to use all its components to form joint actions: first of all, we determine the goal, which is a specific result, then we plan and organize the modeller’s activities before conducting reflection.

Having analyzed joint activities, we identified the following criteria for assessing the activities of the creator:

The participant, choosing one or another model, sets a goal

Carrying out the planned activity, the novice modeler tries to work independently,

The project participant is trying to determine the method of personal actions aimed at solving practical problems formulated by a specific task,

A participant in interpersonal interaction produces reflection with the help of which he analyzes his actions step by step and understands the reasons for his difficulties,

The result of the transformation is activity and creativity.

Thus, the project method contributes to the formation of key competencies, which are based on acquired skills, abilities and life experience.

Our main thesis when making the model was the following motto: “All my knowledge that I gain in the process of project activities, I can subsequently apply in my life growth.”

When performing joint activities in a projective direction, the requirements that are discussed in advance are met:

1. Let's get acquainted with the drawings and model for manufacturing.

2. We arrange the stages and deadlines for the manufacture of structural parts in a logical sequence.

3.Acquaintance with materials and manufacturing methods.

4.The final result of the project is an assembled, painted model.

Each personal project carried out in the association has its own duration of production. The first model is made in one session. The second and third models are completed in 5-7 lessons. The first models take part in a school exhibition organized by the association, the winners and prize-winners take part in city exhibitions.

More complex models, produced within 6-7 months, are prepared for serious exhibitions (see Photo 4).

Reflection occurs when the results of the project are presented to the rest of the association participants in the form of an exhibition and discussion about the merits of the assembled structures.

2.3. Results of interactive components in technical creativity

At purposeful education this process takes on a complete form of creative activity. Children make a model according to drawings made by another person, but at the same time they introduce their own elements into the finished structure, which give a more original look to the manufactured model.

L.S. Vygotsky said on this occasion that creativity is an activity - “Which creates something new...”.

In order to organize the necessary diagnostics to identify a child’s creative orientation, first of all, it is necessary to take practical steps towards understanding the nature of human creative development and to reveal some basic concepts.

I.V. Khromova, M.S. Kogan, they say that: “The diagnosis of creative personality development is still not a fully resolved problem.”

An experiment is a method of cognition that differs from observation by active intervention in the situation on the part of the researcher. As an example, you can use the diagnostics proposed by I.V. Khromova, M.S. Kogan et al. (see Table 3).

“How developed is your child’s imagination?”

Table 3

		The answer is "Yes"	The answer is "No"	Points for answer		Note
	Is your child interested in drawing?
	Does he often feel sad?
	When he tells a true story, does he resort to fictitious details for decoration?
	Does he show initiative in his studies?
	Does his handwriting flow?
	Does he argue with you about clothes based on his own taste?
	When he's bored, does he draw the same figures "out of boredom"?
	Does he like to improvise dances and poetry to music?
	Does he write long essays on literature?
	Does he have unusual dreams?
	Does he easily navigate in an environment that is familiar only from description?
	Does he cry under the influence of a movie he watched or a book he read?

The resulting score will indicate the following:

14-16 points: The child has a wild imagination.

9-12 points: The child’s imagination is not the weakest, however, it needs training and additional development.

5-8 points: Most likely, the child is a realist, he does not have his head in the clouds.

V.N. Varaksin says that: “Modern socio-psychological diagnostics are focused on the study of personality...”.

Most effective form organizing experimental situations with children is a game. The advantage of a play situation is that it allows one to observe creativity in temporal development.

The creative activities suggested below can be offered to children in a wide variety of learning situations.

Task 1. Show and tell us about your favorite toy. What needs to be changed in it to make it funny? Scary? Incomprehensible? New? Old?

Task 2. What do you think an old teapot can tell about its life? Come up with it and tell me. If you want, draw pictures about it.

Task 3. What professions do you know? What professions do you think fairy-tale heroes would choose if they lived today?

We examined the methods and means of a child’s creative orientation, used in the daily work of a teacher, and some areas of the diagnostic apparatus that help to timely identify the presence of creative activity in children and adolescents. Exercises and practical tasks to promote development creativity in the process of gaming and experimental activities.

Conclusion

Our study examines the technical creativity of children and adolescents, which has an effective influence on the development of their labor and professional skills and abilities. We reveal and give explanations of some methods, techniques, technologies and methods that contribute to the development of engineering, innovative and inventive activities that arise in the process of systematic exercise in technical creativity, modeling and participation in exhibitions of various levels, debates and discussions regarding completed modeling work and design of various models.

Thus, we create a unique opportunity to promote children and adolescents from the simplest acquaintance with technical devices to a high level of development of technical creativity.

Bibliography:

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. Varaksin V.N. “The role of “optimization” of additional education in the development of professional skills in children and adolescents.” // Materials of the International scientific-practical conference in Prague on May 16, 2017.

3. Varaksin V.N. Socio-psychological diagnostics. Taganrog. Publishing house of the Taganrog Institute named after A.P. Chekhov. 2014. - 160 p.

4. Vygotsky L.S. Psychology of art. Moscow. - 1997.

5. Whitmore J. High performance coaching. / Per. from English - M.: International Academy of Corporate Management and Business. 2005.

6. Hollingworth L.S. Special talents and defects. 1926.

7. Khromova I.V., Kogan M.S. Diagnostics of creative personality development: Methodological manual: - Novosibirsk, 2003. - 44 p.

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Introduction

In modern conditions of rapid development of scientific and technological progress, intensive increase in the volume of scientific and scientific and technical information, rapid turnover and updating of knowledge, training in higher school highly qualified specialists with high general scientific and professional training, capable of independent creative work, and the introduction of the latest and progressive results into the production process.

To this end, in educational plans Many university specialties include the discipline “Methodology of Scientific Research”; elements of scientific research are widely introduced into educational process. During extracurricular time, students take part in research work conducted at departments, in scientific institutions of universities, and in scientific associations.

In the new socio-economic conditions, there is an increase in interest in scientific research. Meanwhile, the desire for scientific work is increasingly encountering students’ insufficient mastery of the system of methodological knowledge. This significantly reduces the quality of student performance scientific works, preventing them from fully realizing their potential. In this regard, in the lecture materials special attention is paid to: analysis of methodological and theoretical aspects scientific research; consideration of problems of the essence, features and logic of the scientific research process; revealing the methodological concept of the study and its main stages.

Introducing students to scientific knowledge, their readiness and ability to conduct research work is an objective prerequisite for the successful solution of educational and scientific problems. In turn, an important direction for improving the theoretical and practical training of students is their performance of various scientific works that give the following results:

Helps students deepen and consolidate existing theoretical knowledge of the disciplines and branches of science being studied;

Develops practical skills of students in conducting scientific research, analyzing the results obtained and developing recommendations for improving this or that type of activity;

Improves the methodological skills of students in independent work with sources of information and relevant software and hardware;

Opens up wide opportunities for students to learn additional theoretical material and accumulated practical experience in the area of ​​activity that interests them;

Promotes vocational training students to perform their duties in the future and helps them master research methodology.

science knowledge creativity

1. Scientifically- technical creativity. General information

Science - uh it is a continuously developing system of knowledge of the objective laws of nature, society and thinking, obtained and transformed into the direct productive force of society as a result of the special activities of people.

The dialectical development of science proceeds from the collection of facts, their study and systematization, generalization and disclosure of individual patterns to a logically coherent system of scientific knowledge that can explain already known facts and predict new ones. Moreover, according to the nature of the results obtained, all scientific research is divided into the following main groups: exploratory, fundamental, applied and development.

Search work are produced to find fundamentally new areas of research in order to create new technology. They are based on well-known theoretical developments and ideas, although during the search the latter can be critically reviewed and significantly modified. Let us remember that if the results are positive, the conclusions of the search work are used in scientific research of an applied nature with a certain economic effect.

Fundamental works are aimed at discovering new fundamental laws of nature, revealing connections between phenomena and explaining phenomena, processes, and facts. This work is mainly carried out in academic institutions and parent universities. Let us note that the immediate results of fundamental work are often of an abstract nature, although the subsequent practical application of this research overwhelmingly produces a significant economic effect. Classic examples of fundamental work include, for example, A. Einstein’s theory of relativity or the theory of differential and integral calculus.

Applied work are directly aimed at creating new or significantly improving known methods, on the basis of which new equipment, machines, materials, production methods, etc. are developed. These works are of a specific nature, they are carried out mainly in industry institutes and universities. An example of applied work that has made a certain contribution to the development of not only the domestic sewing machine industry, but also to the theory of mechanisms and machines.

Development - the use of scientific knowledge in the process of experimental design work (R&D) aimed at creating samples of new technology products, complexes and systems of machines, units, machine tools, as well as devices and mechanisms.

Developments are carried out in design and engineering, design and technology institutes, design and technological departments and bureaus of enterprises, in universities (when performing contractual work, as well as in course and diploma design), in student design bureaus. Developments often pay for themselves relatively quickly and provide a tangible economic effect.

Applied work consists of the following stages:

- preparatory, including compiling a bibliography on the topic, studying literature on the main and related topics, studying the experience of other organizations, drawing up a review document, development and approval of technical specifications, calendar plan, costing of work;

- theoretical part of the topic, consisting of the development and calculation of new schemes, theoretical justification, searches for new types of materials, etc., improvement of technological processes;

- design and manufacturing experimental (prototype) samples of mechanisms, machine design, design and manufacture or purchase of equipment, testing and control means;

- experimental work, which are carried out in laboratory and factory conditions according to theoretical developments and include perform mathematical processing of the experimental results, checking the compliance of the adopted model with the real process;

- tests(laboratory and production) on theoretical and experimental research;

- adjustments, which includes recommendations for improving the adopted design, making appropriate adjustments and developed schemes, calculations, projects, installations, taking into account completed test cycles;

- implementation development results at individual enterprises selected as experimental ones, or in the educational process;

- conclusions andproposals, in which the results of tests and experimental implementations are summarized, their expected or real economic effect is determined;

- final, consisting of preparation of reporting documentation approved by representatives of the contractor and the customer.

Development work has the following stages:

- preparatory(compilation of a bibliography, study of literature and existing structures, development of technical specifications for designing a sample, costing of work, development and approval of a preliminary design);

- technical design(development and approval of a technical project, carrying out the necessary calculations);

- detailed design(development of a set of working documentation);

- production of a prototype, its assembly, finishing and adjustment work;

- factory tests;

- modification of the prototype according to test results;

- interdepartmental testing;

- adjustment and fine-tuning based on the results of an interdepartmental test;

- mass production.

2. Featuresscientific and technical creativity

IN modern era In connection with the rapid development of science and technology, one of the most important tasks facing higher education is training future specialists in technical creativity National economy. In scientific research work (R&D) there are three types of creativity: scientific, scientific and technical and technical.

Under scientific creativity is understood as work designed to directly satisfy the needs of understanding the world around us and to expediently change and improve it.

Scientific and technical -- creativity in which each achievement of inventive thought is based on the previous one and, in turn, serves as the basis for subsequent achievements.

Technical creativity is designed to satisfy the utilitarian needs of society associated with the production of material goods.

Practice shows that it is most effective to attract undergraduates within the framework of research work to participate in scientific, technical and technical creativity, and especially in invention.

Now let’s look at the characteristic features common to all types of creativity.

Novelty and authenticity speaks of knowledge of the hitherto unknown essence of an object, phenomenon, or process. Note that this is not necessary scientific discovery, certainly new, significant to one degree or another, knowledge of something that we did not know until now.

Probability and risk. In scientific and technical creativity, an element of uncertainty is inevitable, especially in its initial stage, since it is almost impossible to predict in advance the final results of the research being carried out or to guarantee the successful operation of the design being developed. In scientific and technical creativity, there are often cases of obtaining a negative result, both at intermediate and final stages of research. We must always remember that creativity is a tireless search. It should be said that in scientific and technical creativity a negative result cannot be neglected, since this is also a result that allows oneself or other researchers to choose the right search path.

Planning-- a necessary factor in scientific and technical creativity, especially considering that scientific research at the present stage is characterized by complexity and labor-intensive implementation, requiring the organizing power of a plan:

There are several forms of research plans.

Preliminary the research plan determines its task and goals, general content and national economic significance, its concept, principle of solving the problem, methodology, scope of work and deadlines, preliminary feasibility study. A distinctive feature of drawing up the specified plan for part of the work is the necessary participation of all performers of this study.

Compilation preliminary plan research represents the final element in the process of specifying the topic.

Individual plan - this is a list, content and complexity of work, indicating the sequence and timing of all of its stages. A properly drawn up plan should also take into account the synchronization of work between performers and the possibility of control and self-control. This is especially important because in modern science Collective labor plays an increasingly important role.

Work plan - this is a list of a set of measures to test and develop the accepted hypothesis, which in turn is reasonably put forward on the basis of studying the history of the issue, clarifying the theoretical and experimental prerequisites of the topic under study. Distinctive feature the work plan is that it indicates the ways, methods and means of performing all the main stages of the work.

It is necessary to warn, especially a young researcher, that all types of plans cannot be viewed as a dogma, that in the process of work, individual parts of the plan, as well as the timing of its implementation, can and should be adjusted and even significantly modified, depending on specific situations that arise. If the work is important and the deadlines are tight, it is advisable to provide for the parallel execution of its stages.

In all cases, it is useful for the researcher to use the experience of other workers, and before performing each subsequent stage, deeply and comprehensively analyze the progress and results of the previous stage, and make the necessary adjustments. For a novice researcher, it would also not be superfluous to draw up, on the basis of work and individual plans, daily and weekly schedules, the strict implementation of which on time for the purpose of self-discipline should become the rule.

3. Levels creative process

The highest form of scientific and technical creativity within the framework of research is invention, which is conventionally characterized by five levels.

1st level - use of a ready-made object with almost no choice;

2nd level - selection of one object from several;

3rd level - partial change of the selected object;

4th level - creation of a new object or complete change of the original one;

Level 5 - creation of a new complex of objects.

For a better understanding of what has been said, we will give examples of inventions at various levels.

Level 1. The design of the needle bar mechanism of a sewing machine is proposed. To prevent synthetic fabrics from caking when stitching, the needle is sprayed with an air-water mixture.

A ready-made task was taken, since the need to cool the machine needle when stitching materials with synthetic fibers at high speeds is well known. A ready-made search concept is used - it is necessary to remove part of the heat, and no special search for information is required, since there are more than enough ways to do this. A trivial solution was chosen: to cool the needle with an air-water mass; the designs of the sprayers are known and do not require fine-tuning for implementation.

Level 2. In the rack and pinion mechanism, a deflecting needle is used for transporting sewing machine parts in order to prevent the top material from getting stuck, working synchronously with the bottom rack.

In this problem, the search concept is obvious; the authors chose one of several (needle deflecting along the line, differential mechanism, etc.) solution options.

3 level. In order to obtain conditions and operating modes adequate for operational use, a device for wear testing is proposed, which allows, on the tested kinematic pairs of rotational, rocking and translational movements create complex, non-stationary and alternating loads both from cycle to cycle and within each cycle, repeating with almost any frequency.

The well-known solution has been changed, which made it possible to simulate on stands the conditions and operating modes of kinematic pairs of mechanisms, for example, sewing machines, in which inertial loads have a predominant importance compared to the useful resistance forces.

Level 4. A fundamentally new method for obtaining a non-opening chain stitch for clothing parts has been proposed and a new design solution has been developed for the implementation of this method.

Level 5. A method has been proposed for obtaining ultra-high pressures using a pulsed electric discharge inside the volume of any conductive or non-conducting liquid. As a result of this invention, a new effect- electrohydraulic shock.

Approximately 80% of all inventions belong to the first two levels, while inventions of the highest levels, which determine a qualitative change in technology, account for only about 20%. A student who has mastered the basics of general scientific and general engineering disciplines, as practice shows, can very well work fruitfully on inventions of levels 1 and 2.

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The relationship between creativity and research activity of an individual as a philosophical and psychological problem. The issue of developing students' creativity in research activities. The state of pedagogical support for the development of students' creativity.

course work, added 11/01/2008


Characteristics of the additional education institution "Center for the Development of Creativity of Children and Youth": charter, student population, areas of activity. Personnel, scientific-methodological and material-technical support of the educational process.

practice report, added 09/13/2013


The concept of "creativity" and its features in junior school age. Origami as a form of creativity. Historical aspects of the development of origami. Types of origami and teaching methods junior schoolchildren. Criteria and levels of development of children's artistic creativity.

course work, added 08/21/2015


The essence and main directions of students' research activities, its importance in improving the quality of personnel produced by universities. Classification of scientific research works and their distinctive features, the degree of student employment in them.

test, added 01/14/2010


Requirements for higher education from the rapidly developing science, technology, production, the importance of the school of scientific and technical creativity in pedagogical process. Forms and methods of attracting students to scientific creativity, their meaning.

abstract, added 10/15/2014


History of pedagogy as a science of human upbringing and training. Becoming preschool institutions. Functions and conceptual apparatus of preschool pedagogy, its connection with other sciences. Signs and specifics of education. Logic of scientific and pedagogical research.

In the process of creativity, something qualitatively new is born, distinguished by uniqueness, originality, and socio-historical uniqueness. Technical creativity as one of the most important components of human culture, it is aimed at creating new, more efficient means of production. The types of technical creativity are invention, innovation, planning, construction, and design.

If the final product, the crown of creative activity in science is a discovery, then in technology it is an invention. Opening concerns a phenomenon, a law, a living being that already existed, but which was not previously known. Columbus discovered America, but it existed before him. Franklin invented a lightning rod that did not previously exist. Nowadays, a discovery is rarely not accompanied by inventions, and vice versa, since any advancement into the depths of matter, expansion of the sphere of knowledge requires more and more new technical means, and the creation of such has its limit when using only old reserves of knowledge. Therefore, scientific research is inextricably linked with engineering activities.

Invention a technical solution to a problem that is novel, non-obvious, and industrially applicable is recognized. The objects of inventions may be a device, method (including microbiological, as well as methods of treatment, diagnosis and prevention), substance (including chemical and medicinal), a strain of microorganism, as well as the use of a previously known device, method, substance, strain of microorganism for a new purpose. Not recognized as inventions scientific theories, methods of organizing and managing the economy, symbols, schedules, rules, schemes and methods for performing mental actions, algorithms and programs for computers, projects and layout schemes for structures, buildings, territories, proposals relating only to the appearance of buildings, aimed at satisfying aesthetic needs.

A special type of technical creativity is rationalization activity. Rationalization does not claim fundamental novelty when the created object is not known at the previous level of science and technology, or non-obviousness associated with a radical restructuring of the object, as a result of which its description does not follow from the description of the previous level of science and technology. The meaning of rationalization is to improve and introduce a more expedient organization of the production process in accordance with social demands. The need for rationalization arises, as a rule, when the capabilities of a technical object are insufficiently used.

Design - engineering activities to create a project, i.e. prototype of the proposed technical object (system). During the design process, preliminary research and development of the future technical object takes place at the level of the drawing and other design symbolic means without directly turning to the manufacture of the product in the material and testing its prototypes.

Construction - engineering activity, which consists in creating, testing and testing prototypes of various options for a future technical object (system). It is accompanied by calculations, analysis and synthesis operations, taking into account such requirements as simplicity and cost-effectiveness of manufacturing, ease of use, compliance with certain dimensions and existing structural elements. Based on the prototype, the designer, who gets involved in the design at its final stage, calculates specific characteristics that take into account the specifics of manufacturing the object in a given production facility.

Design - design and artistic activity to create technical objects with aesthetic properties. Design integrates the artistic design of industrial products, modeling the life activity of the user of these products, and modeling the “person-culture” connections (fashion, style, consumer values, etc.). Because of this, the activity of a designer is directly related to the widespread use of achievements in technical, natural and human sciences.

Every engineer must master the methods of technical creativity. Of course, it would be naive to hope for finding a reliable and universal way to solve technical problems, constructing some kind of algorithm that would allow discoveries and inventions to be made without much difficulty. At the same time, methods of exploratory design and construction are being developed. A new scientific discipline is emerging - technical eurylogy. It convincingly illustrates the fact that technical creativity is a dialectical process, the description of which requires mastery of such concepts as dialectical contradiction, thought experiment, idealized object, etc.

Methods

Method as a set of rules, techniques and operations for the practical and theoretical development of reality serves primarily to obtain and substantiate objectively true knowledge. The methods used in science are a measure of its maturity and perfection, an indicator of the relationships that have developed in it. The history of its development and the psychology of creativity indicate that new things in knowledge were born not so much through the improvement of the psychological qualities of individuals, but through the invention and improvement of reliable methods of work. "At good method and a not very talented person can do a lot. And when bad method and a brilliant person will work in vain and will not receive valuable accurate data,” wrote I.P. Pavlov (36. P. 16). According to the fair remark of Leonardo da Vinci, methods warn inventors and researchers from promising themselves and others things that are impossible .

The nature of the methods is significantly determined by the subject of the study, the degree of generality of the tasks, accumulated experience and other factors. Methods that are suitable for one area of ​​scientific research turn out to be unsuitable for achieving the goals in the areas. At the same time, we are witnessing many outstanding achievements as a consequence of the transfer of methods that have proven themselves in some sciences to other sciences to solve their specific problems. Thus, opposing trends in the differentiation and integration of sciences based on the methods used are observed.

The doctrine of methods is called methodology. It seeks to streamline, systematize them, establish the suitability of application in various fields, answer the question of what kind of conditions, means and actions are necessary and sufficient to implement certain scientific purposes and ultimately obtain new objectively true and substantiated knowledge.

Rules occupy a central place in the structure of the method. Rule there is a prescription that establishes the procedure for achieving a certain goal. According to Hegel, the rule consists in subsuming the particular under the general. A rule is a statement that reflects a pattern in a certain subject area. This pattern forms basic knowledge rules. In addition, the rule includes a certain system of operational norms that ensure “summation”, i.e. connecting means and conditions with human activity.

Basic knowledge integrates the results of a wide variety of sciences. One can distinguish the philosophical, general scientific, and specific scientific content of the scientific method. A special place in basic knowledge belongs to its object-shaped component, enshrined in various kinds of techniques.

Philosophical content constitute the provisions of logic (dialectical and formal), ethics, and aesthetics. All of them, with the possible exception of the laws of formal logic, do not exist in the form of a rigid system of norms, recipes or technical instructions and are fixed in the most general guidelines scientific knowledge. Figuratively speaking, philosophy is a compass that helps determine the right direction, but not a map on which the path to ultimate goal. The methodological value of philosophy is directly dependent on the extent to which it is based on knowledge of universal essential connections in the objective world.

Concepts, the provisions of which are valid in relation to a number of fundamental and private scientific disciplines, constitute basic knowledge of a general scientific nature. These are the provisions of mathematics, theoretical cybernetics, semiotics, systems theory, synergetics and other sciences that operate with the concepts of information, complexity, system, structure, self-organization, model, control, element, sign, algorithm, probability, diversity, homomorphism, etc. The methods of these sciences have deeply penetrated into the most diverse branches of modern knowledge.

Knowledge about the set of principles and methods used in a particular specialization scientific discipline, form the core specific scientific methodology. For example, research in biology, physics, chemistry, etc. has a specific set of methodological tools. At the same time, the results of these sciences can be translated into the methods of more specific sciences. For example, for technical knowledge, the law of conservation and transformation of energy, the second law of thermodynamics, which prohibit work on the invention of a “perpetual motion machine,” are of great regulatory importance. Close connection engineering activities with practical needs necessitates timely consideration in the technical sciences of diverse and rapidly changing regulations of a socio-economic nature.

Knowledge applied at the objective-sensory level of some scientific research forms the basis of its techniques. IN In empirical research, the methodology ensures the collection and primary processing of experimental data, regulates the practice of scientific research work - experimental and production activities. Theoretical work also requires its own methodology. Here its prescriptions relate to activities with objects expressed in symbolic form. For example, there are methods for various types of calculations, deciphering Rostov, conducting thought experiments, etc. At the time stage of the development of science, both at its empirical and theoretical levels, exclusively important role belongs to computer technology. Without it, modern experiment and modeling of various computational procedures are unthinkable.

Any technique is created on the basis of more high levels knowledge, but is a set of highly specialized installations, which includes fairly strict restrictions - instructions, projects, standards, technical specifications, etc. At the level of methodology, installations that exist ideally, in a person’s thoughts, seem to merge with practical operations, completing the formation of the method. Without them, the method is something speculative and has no way out. external world. In turn, the practice of research is impossible without control from ideal settings. Good command of the technique is an indicator of high professionalism.

Scientific methods can be divided on different grounds - depending on the tasks involved in their use. It is permissible, in particular, to talk about the methods of general and specific, practical and logical, empirical and theoretical, used in discovery and justification. General we call methods that are used in human cognition in general, while specific - those that are used only by science. The first include analysis, synthesis, abstraction, comparison, induction, deduction, analogy, etc.; to the second - scientific observation, experiment, idealization, formalization, axiomatization, ascent from the abstract to the concrete, etc. Practical are methods applied practically, i.e. objective-sensory level of scientific knowledge, while brain teaser methods are logical “figures” that are the result of a generalization of practical actions repeated billions of times. The first include observation, measurement, practical experiment, subject modeling, the second include proof, explanation, derivation of consequences, justification, thought experiment, symbolic modeling, etc. At the same time, observation, measurement, practical experiment, subject modeling refer to empirical methods, as well as the evidence or conclusions that accompany them and are “merged” with them. The same methods as idealization, thought experiment, ascent from the abstract to the concrete are theoretical. There are methods adapted primarily to substantiate knowledge (experiment, proof, explanation, interpretation), while others “work” more for discovery (observation, inductive generalization, analogy).

They deserve a special conversation methods of scientific and technical creativity, during which Scientific research, the discovery of a new thing is connected with its creation, invention. The subject of scientific and technical creativity synthesizes the qualities of a scientist and an engineer. Its most important task is to subject the knowledge that records the actions of fundamental natural forces to rigid targeted processing and create an artificial technical device (artifact) capable of performing some of the operational duties of a person.

If in discovery such methods as analysis, abstraction, explanation, experiment are of decisive importance, then in invention observation, measurement, modeling, synthesis (construction) come to the fore. Concretization replaces abstraction, limitation replaces generalization. The process of idealization is replaced by the opposite process - the elimination of idealized objects, replacing them with abstractions that have an objective-visual content. At this level there is no room for approximation, wandering of the mind and speculation, because thought is tested by practice. directly confirmed or refuted in the most obvious way.

Creativity is a process of human activity, as a result of which qualitatively new material and spiritual values ​​are created. All the spiritual powers of a person take part in the creative process, including imagination, as well as the skill acquired in training and practice, necessary for the implementation of a creative plan. In the study of creativity and creative thinking today there are still many mysteries awaiting their thoughtful researcher.

Creative studies in our time, in a difficult economic and social situation, are especially relevant and can give humanity new strength on the path of economic, social and spiritual development.

Types of creativity are determined by the nature of human creative activity (for example, the creativity of an inventor and innovator, an organizer, scientific and artistic creativity).

The creativity of an inventor and innovator, scientific and scientific-technical creativity, and organizational abilities to implement the achievements of scientific and technological revolution are especially in demand in the current period of economic crises and social upheavals. But no less important in modern life and the role of artistic creativity as a source for spiritual uplift, harmonization and improvement of the individual and society as a whole.

All types of creativity have a deep relationship with each other. For example, an inventor and innovator, a scientist, also needs to have organizational creativity in order to successfully organize research in his field.

The future is undoubtedly in integration various types creative activity. At all times, individuals talented in various fields of knowledge were especially valued (versatility distinguished Leonardo da Vinci, M. Lomonosov and many other great people who successfully worked in science, technology, and in the field of artistic creativity).

Topic: Technical creativity is one of the priority areas of additional education.

The current system of technical creativity for students in our country was created over many decades.

The development of students' technical creativity is considered today as one of the priority areas in pedagogy. The development of modern society is increasingly pressing for additional education and out-of-school institutions to improve the quality of practical preparation of students for work after leaving school. Taking these conditions into account, one of the first places in education is the task of preparing students for creative work, the development of creative abilities, which is a catalyst for the assimilation of new scientific and technical information. There is a need, from the first school years To instill in students the ability to think creatively, navigate the growing flow of scientific information, and the desire for self-education. In the world, technology is rapidly being created and improved, science is developing, and new knowledge about nature is emerging. Thus, one of the most important tasks of additional education is the development of 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.

The concept of “creativity” covers all types of creative activity, artistic creativity, musical, scientific, technical and many other types.

The concept of “technical creativity” is dependent on the concept of “creativity”, like a species from a genus, and is relatively independent due to the existence of an independent object at which it is aimed this type activities. This object is defined by the concept of “technical solution”.

A technical solution is a practical means of satisfying certain needs.

So, technical creativity is a type of creativity, the purpose of which is to create technical solutions that have objective (world) novelty and social significance.

The result of the interaction of technical and artistic creativity are industrial designs, artistic and design solutions of the appearance of well-known technical solutions, which is now commonly called design. As elements of one system, all types of creativity develop in interconnection and interaction. It is therefore clear that, while having common features with other types of creativity, each type separately, as an independent process, has its own peculiarities inherent only to it, manifested in the variety of forms, content and structures of the creative process.

The main and primary form of organizing the collective creative work of students in one or another field of science, technology, or technical work is a circle. An indispensable condition for its existence is voluntariness. This applies not only to the fact of schoolchildren joining a circle, but also to determining the specific content of their activities, choosing a topic, joining groups, etc.

With all the diversity of work content, the activities of each technical circle contribute to the solution of certain pedagogical tasks. Functionally, they can be divided into three groups - educational, educational and practical.

The solution to the problems of the first group is to familiarize students in a form understandable to them with the importance of technology in human life, with the main directions of scientific and technological progress, with the leading branches of industrial and agricultural production for a given economic region. On specific examples The significance of science, its laws and patterns as the foundation of modern technology and the basis for predicting the technology of the future (scientifically based foresight) is revealed. Students get acquainted with the main mass professions, with the organization and culture of work, with the working methods of innovators and inventors, and learn about possible ways to further increase labor productivity and production efficiency. In addition, in the process of search and design activities, schoolchildren intensively develop technical thinking.

The tasks of the second group include instilling in students respect for work, the desire to follow the example of working people, etc. At the same time, participation in technical creativity contributes to the development of patriotic feelings in the younger generation, pride in the achievements of their people, their glorious history, outstanding the contribution of domestic scientists and inventors to world science, technology, and culture. Technical amateur performance serves as an effective means of developing and improving the moral qualities of an individual in accordance with the ethical standards accepted in our society, a conscious and responsible attitude to learning and work.