Based on the definition of the strategy, we consider as the leading one: 1) the activity approach, on the basis of which it is traditionally and technologically carried out professional education; 2) a personality-oriented approach that guarantees the humanistic nature of education, enshrined in its legislative framework, ensuring, by definition, self-determination and self-realization of the individual. Let us consider in more detail the approaches underlying the theoretical and methodological research strategy, starting with the activity-based one.
The activity approach was developed in the works of V.A. Belikov, A.V. Brushlinsky, L.S.Vygotsky, P.Ya. Galperin, N.S. Glukhanyuk, N.V. Kuzmina, S.L. Rubinstein, N.F. Talyzina, D. I. Feldshtein, V. D. Shadrikov, VS Shvyreva and others. It is: a set of theoretical-methodological and concrete-empirical research, in which the psyche and consciousness, their formation and development are studied in various forms of the subject's objective activity; a theory based on the category of objective activity; the theory that as a result of learning, the student acquires the knowledge necessary to master the professional skills that are set by the learning objectives.
Since the first definition connects activity with the consciousness of the individual, and creative independence is an integral characteristic of scientific and pedagogical consciousness, we will take the first definition as a working one. The goal of the approach is to transfer the student into the position of the subject of cognition, labor and communication, which, in turn, is impossible without goal-setting and planning of activities, its regulation, control and introspection. Thus, the very purpose of using the activity approach in research dictates its prognostic nature. In our study, the purpose of using the activity approach is to study creative independence as a type of activity, which allows us to reveal its essence, content, structure. The approach provides a theoretical and methodological basis for building a technology for the formation of creative independence in university students - future teachers.
The core category of the approach is the category of activity around which the main provisions of the approach are built. Activity is understood as a form of mental activity of a person, aimed at cognition and transformation of the world and the person himself; the highest form of personality activity based on consciousness. The main provisions of the activity approach make it possible to apply the approach as a methodological research toolkit and include the following: student personal learning independence
- 1) the main type of human activity is labor. Other types of human activity (play, study, etc.) are genetically related with difficulty. Creative independence is considered in the context of the activity approach as a type of activity. Creative independence as a component is generally a part of any kind of activity, but considering the creative independence of the future teacher as a professional function allows us to classify him as a subtype of labor activity;
- 2) the central system-forming component of the psychological system of activity is its goal. In creative independence, the target component is highlighted, consisting in the determination of the future teacher's tendencies professional development, self-realization, as well as helping students in determining the tendencies of their self-development;
- 3) the macro- and microstructure of activity is different. The macrostructure of activity is described in conceptual schemes and presupposes: motive, goal, process, result (A. N. Leontiev); motive, goal, means, social situation, result, assessment (S.L. Rubinstein); need, motive, task, mode of action (V.V. Davydov); motive, goal, program, informational basis, decision-making, professionally important qualities (V.D. Shadrikov).
Microstructure includes activity - actions - operations. The microstructure of creative independence includes the following units: activity - creativity; actions - creative orientation; operations - observation of the creative process. The macrostructure of creative independence as an activity consists of the above goal, its decomposition into tasks, a process, the component parts of which are a chain of actions for creative independence, a result corresponding to the goal;
4). there are two types of structure of activity: constant, implying one sequence of actions, and variable, allowing differences in the sequence of their execution. For creative independence, the subject of which is a student of a pedagogical university, we consider it necessary to somewhat reduce the structure of creative independence and allow its variable nature. Reducing the structure of creative independence presupposes the preservation of a personal and creative orientation in it. Reduction of the structure of creative independence changes its type.
Creative independence, its formation, carried out in the process of preparation for this function, can be based on a variable structure.
A variable structure is characterized by creative independence at a naive-intuitive level: it contains a pre-creative orientation (for example, collecting material for creative work), a predictive nature (formulation of a topic), writing a work. Changing the structure of creative independence at its different levels is a feature of preparation for creative activity. Thus, in the process of preparing a future teacher for creativity - from the naive-intuitive to the scientific-hypothetical level - the activity approach is implemented as a theoretical and methodological principle.
The result of the application of the activity approach to the formation of the creative independence of university students - future teachers is: 1) in organizing the creative activity of students; 2) in the organization of educational cognitive activities future teachers in the process of preparing for creative activity.
Thus, the activity approach will be applied in the research: as a methodological tool in the process of cognition of creative activity and independence (its essence, content and structure), ensuring the transition of future teachers to the position of the subject of cognition; as a theoretical and methodological principle requiring the consideration of creative independence as an activity in the unity of its structural elements (actions, operations); as a methodological condition for the process of forming the creative independence of future teachers, providing an indicative basis for actions in the implementation of various aspects of creative activity.
However, the activity-based approach, revealing the structure of the process of forming the creative independence of future teachers, orients the researcher towards the formation of only creative abilities and skills, not considering creative independence as a stable quality of a teacher.
The formation of the creative independence of university students pursues the goal of professional and personal development and self-development of the future teacher and his teaching to guide the self-improvement of students' activities. This goal determined the need to analyze the formation of creative independence from the standpoint of a personality-oriented approach. The personality-oriented approach was considered in the works of E.V. Bondarevskaya, G.N. Ermokhin, E.F. Zeer, A.V. Kiryakova, M.V. Klarin, A.V. Korzhuev and others. of the educational system, the personality of the student, the development of his individual abilities. The main goal of the approach is to help a person to know himself, to self-determine and self-actualize, and not to form predetermined properties. Its main difference from personality-oriented education, therefore, is that it is not engaged in the formation of a personality with given properties, but creates conditions for the full manifestation and, accordingly, the development of the personal functions of subjects. educational process... Thus, the purpose of applying the personality-oriented approach in this study is to apply the creative independence of future teachers to their self-knowledge, self-determination and self-realization.
A personality-oriented approach is characterized by personality functions. V.V. Serikov singles out the function of motivation (acceptance and justification of activity), mediation (in relation to external influences and internal impulses of behavior), collisions (vision of hidden contradictions of reality), criticism (in relation to values and norms proposed from the outside), reflection (design and retention of a certain image of "I"), meaning creation (defining the system of life meanings up to the most important - the essence of life), orientation (building a personal picture of the world - an individual worldview), ensuring autonomy and stability inner peace, creatively transforming (ensuring the creative nature of any personally significant activity), self-realization (striving for knowledge of one's self-image by others), ensuring the level of spirituality of life in accordance with personal aspirations (preventing the reduction of life to utilitarian goals). Let us consider the possibility of realizing these personal functions in the process of forming the creative independence of students of a teacher training university.
The procedural basis of creative independence not only does not contradict the selected functions, but also repeats their logic. The motivation function is realized in the process of pre-creative orientation. The function of mediation is included in the process of collecting material for creativity. The collision function is updated before developing a creative product. The function of criticism is manifested to a greater extent as self-criticism and is directly related to the function of motivation. Further, starting with the function of reflection, independent creative activity is aimed at functions selectively, that is, different aspects of creative independence help the implementation of different personal functions.
The next important question, to what extent the student's personality can participate in defining the goals, the content of his education, finds the following answer from V.V. Serikov. To the extent that it is assumed the formation of a personality, and not of some functional activity components of the individual, the standard of which is different historical era set by society. Personally, what is initially self-determined by a person is built like his own world. Optimal, therefore, is education that presupposes harmony of state standards and personal self-development.
To consider the formation of creative independence on the basis of a personality-oriented approach, let us consider the provisions of this approach from the works of E.F. Zeer and I.S. Yakimanskaya:
- 1) the personal and professional development of the student is considered as the main goal, which changes the place of the subject of learning at all stages of the educational process. This presupposes the subjective activity of the student who creates the teaching and himself. The learner does not become, but is initially a subject of cognition. The formation of creative independence presupposes that future teacher acts as a subject of cognition. He sets a goal for himself, he selects the ways to achieve it, he fixes the results of his progress in educational activities.
- 2) the design of the educational process should provide for the ability to reproduce teaching as an individual activity for the transformation (transformation) of socially significant standards (patterns) of assimilation, given in teaching. Social and professional characteristics of the teacher's personality are integrated into the content and technology of teaching. The formation of creative independence of students of a pedagogical university is a rather flexible process: a) thanks to training options in various basic components of training a future teacher; b) due to the fact that intermediate standards on the way to the goal determined by the teacher, according to the requirements state standard, are set by the trainee himself;
- 3) education is the unity of two interrelated components: teaching and learning. At the same time, there is an orientation towards the individual trajectory of the student's personality development. The formation of creative independence of students of a pedagogical university helps to more adequately build an individual educational trajectory;
- 4) in the design and implementation of the educational process: a) special work is needed to identify the subject-object experience of each student, his socialization; b) control over folding ways educational work; c) cooperation between the student and the teacher, aimed at the exchange of experience of various content; d) a special organization of collectively distributed activities between all participants in the educational process.
The formation of creative independence is aimed at identifying subject-object relations. The cooperation of students and the teacher, as well as the distribution and organization of activities, are carried out throughout the entire process of forming creative independence.
- 4) in the educational process, there is a "meeting" between the socio-historical experience set by the teaching and the given (subjective) experience of the student, which he implements in teaching. The interaction of the two types of experience should go not along the line of displacing the individual, filling it with social experience, but through their constant coordination, using everything that is accumulated by the student as a subject of cognition in his own life; teaching is therefore not a direct projection of teaching. This provision is applicable to the professional aspect of creative independence as a function of the future teacher. In this aspect, the interaction of the two experiences is extremely important. It is not only experience that acts as a socio-historical experience educational activities teacher, but also modern requirements for the professional activity of a teacher. The repression of the individual would lead to an unconscious copying of professional activity, the observance of its formal features and norms. Coordination of activities helps to “pass” the taught experience “through oneself”, which increases the quality and effectiveness of training future specialists;
- 5) the criteria for the effectiveness of the organization and vocational education are the parameters of personal and professional development. The development of the learner as a person goes not only through mastering normative activities, but also through constant enrichment, transformation of subjective experience as an important source of one's own development. Success in mastering creative independence is possible on condition of reliance on subjective experience. Subjective experience as a source of personality development plays an important role in the professional aspect of creative independence. Of course, professional activity is subject to norms, but one's own experience plays an important role here;
- 6) a personality-oriented approach creates conditions for the full-fledged co-development of all subjects of the educational process. The system of preparing a future teacher presupposes not just the implementation of creative independent activity, but the preparation of future teachers for creative independence. Since creative independence structurally includes not only knowledge and skills, but also qualities that ensure its effectiveness, the process of forming the creative independence of future teachers ensures the development of students in terms of their professionally significant qualities.
We regard the personality-oriented approach as an important methodological basis, part of the theoretical and methodological strategy of our research. As a methodological tool, the personality-oriented approach makes it possible to study the influence of creative independence in the context of professional and personal formation and growth of future teachers in the basic components of the system teacher education... As a theoretical and methodological principle, it contributes to the construction of the foundations of the interaction "teacher - student" and "student - student" on the basis of the priority of the individuality of the future teacher, cooperation between the student and the teacher. As a methodological condition, a personality-oriented approach contributes to the formation of creative independence of future teachers based on the interpretation of teaching as an individual activity to transform socially significant standards and on the basis of a vision of the main learning outcome not in the knowledge component, but in the rational organization of activity.
Bibliography
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T.P. Poedinkova
student of the Faculty of Art and Graphics, GOU VPO "Shadrinsk State Pedagogical Institute"
S. V. Sidorov
Candidate of Pedagogy, Associate Professor, Shadrinsk State Pedagogical Institute, Shadrinsk, Russia
Summary: The article reveals the essence and structure of the artistic-creative activities, identifies opportunities for its development in the educational-creative process. Keywords: self-activity of pupils; artistic-creative activity; visual arts.
The development of students' skills for independent creative work is one of the central tasks of teaching, which falls on the shoulders of a teacher of fine arts. In fine arts classes, where practical work is mainly taking place, it is impossible to achieve success without the activity and consciousness of the student.
In understanding the essence of artistic and creative activity, we are based on the interpretation of the most recognized interpretations of activity and creativity. According to S. L. Rubinstein's definition, activity is a type of human activity aimed at cognition and creative transformation of the world around him, including himself and the conditions of his existence. In turn, creativity as a process that creates qualitatively new material and spiritual values or the result of creating a subjectively new one is impossible without active transformative activity, marked by a high degree of individuality and independence. Thus, creative activity is a person's activity aimed at cognizing and transforming the world around him and himself in it by creating new products of material and spiritual social value. An example of such a product can be the creation of a work of art, and in this case we are already talking about artistic and creative activity, which is reflected in various genres and types of arts.
The artistic, creative and independent activities of students have a close relationship. Conscious, active and independent work of students is an excellent prerequisite for deepening and expanding the knowledge gained, develops interest in business, and fosters creative pursuits.
Let us turn to the meaning of the concept of "independence". Self-reliance - personal quality, expressed in the ability to think, analyze situations, develop their own opinions, make decisions and act on their own initiative, regardless of the imposed views and methods of resolving certain problems. In the pedagogical encyclopedic dictionary independence is defined as one of the leading qualities of a personality, expressed in the ability to set certain goals for oneself, to achieve their achievement on their own. Independence means a responsible attitude of a person to his actions, the ability to act consciously in any conditions, to make unconventional decisions. These definitions once again emphasize important role independence in creative activity and lead us to the conclusion that the concepts of artistic and creative and independent activity have common feature- initiative and purposefulness of students' actions in solving the assigned educational tasks - and serve to meet their individual needs. Consequently, independent artistic and creative activity is a student's proactive, purposeful activity aimed at cognizing and transforming the world around him by choosing a creative form of implementation and the ability to independently solve the assigned tasks in the changing conditions of the educational process.
Based on the general structure of activity, we present the structure of independent artistic and creative activity as follows:
The purpose of the activity is the formation of a conscious image of the anticipated result, towards the achievement of which the activity is directed;
The subjects of activity can be: teachers, students, schools, government agencies; - the objects of activity can be: nature and natural materials, objects (things), phenomena, processes, students, student collective, artistic and creative sphere, the inner state of a person;
The motive for activity can be: needs, social attitudes, beliefs, interests, drives and emotions, ideals;
Material and spiritual tools (objects, phenomena, processes) can be used as means of activity, i.e. everything that, due to its properties, serves as an instrument of action;
Activity process - actions aimed at achieving the set goal;
The result of the activity is the result (product) that the subject was striving for.
Speaking about the manifestation of the creative independence of schoolchildren in teaching, we adhere to the point of view of F.Ya. Baikov. In his opinion, creative independence is manifested in the fact that the student:
Actively participates in the awareness and research of the raised problem;
Skillfully applies his knowledge, life experience to establish new connections and relationships;
Having mentally established new connections between objects and phenomena of reality, he strives to be the first to formulate these connections in the form of a new law;
Having listened to the inaccurate wording of the law, he instantly discovers and eliminates its shortcomings;
Having formulated the law, it seeks to independently determine the consequences;
Opening new law, independently finds a practical application for it;
When solving a problem, he offers reasonable ways to solve it.
One of the central tasks of teaching is to develop students' skills for independent creative work. To further reveal the essence of the development of independence in creative activity, we will introduce the definition of creative cognitive activity, which means the presence of the student's intellectual ability and his skills to independently isolate the essential and secondary signs of objects, phenomena and processes of reality and, through abstraction and generalization, reveal the essence of new concepts. Accordingly, the creative cognitive activity of students is an independent search and creation or construction of some new product (in the student's individual experience - a new scientific knowledge or method unknown to him, but known, as a rule, in social experience). Consequently, the main criteria of creativity in the cognitive activity of a student are: independence (full or partial); search and enumeration of possible options for moving towards the goal (in full or in part); creation in the process of moving towards the goal of a new product (in full or in part).
Children love artistic activities, and often do it on their own initiative. Independent activity arises here, satisfying their individual needs. The task of the teacher, without violating the child's plan, is to help create conditions for independent activity. The independence of creative activity is conditional, since the very subjectivity of students' cognition of a new one bears in itself the obligatory control on the part of the teacher. The teacher should stimulate and guide the creative cognitive activity of students, developing their skills and abilities of independent work. So, in the composition classes conducted by us at the Kargapol children's art school (Kargapolye settlement, Kurgan region), using the method of drawing from life, students independently organized observation and analysis of nature when performing homework- making sketches and sketches.
In organizing a fine arts lesson, an important role is played by the organization of collective activity, which determines the direction of individual independent work of students. In the organization of independent work, the leading is the procedural basis of the activity. The individual form of organizing independent work is secondary. If the atmosphere of collective creativity is not created in the class, then the use of individual independent creative work may not give the desired results. If such an atmosphere is created, then students begin to work at the level of their capabilities, that is, when performing only frontal tasks, they reach a high level of creative activity. From this it follows that in the fine arts classes we propose to use the following forms of organizing independent work: frontal, individual and group. In particular, in classes on the subject of art history, to develop the independence of schoolchildren in artistic and creative activities, we used the group form of organizing classes. For this purpose, we divided schoolchildren of grade 4 (14-15 years old) into two groups for studying and preparing home reports on the work of the French impressionist artists E. Manet and C. Monet. Then the students continued to work in groups, performing various tasks in the classroom, while their activity stimulated competition between the groups.
Since one of the aspects of creativity is activity in the field of creating and implementing projects, in organizing the development of the independence of schoolchildren in artistic and creative activity, we turned to the technology of project education. According to N.I. Lazareva, creative project activity most contributes to the creative self-realization of schoolchildren, if the school project is not so much educational as creative and practical in nature.
Creative project activity is understood as the cooperation of a teacher and a student aimed at mastering universal values through the development of an emotionally sensitive sphere, aesthetic activity and the creation of a personal educational product that ensures the student's creative self-realization in other areas of activity. In the context of our research, we attributed to the structural components of creative project activity: goal-setting, educational co-creation, emotional and research activity, reflection, which contribute to the creation of a personal creative educational product - a creative project. A creative project involves the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, works of fine or decorative-applied art, etc.
The possibilities for the development of students' cognitive independence are significantly expanded when using various sources in project activities, in particular, cognitive Internet resources that can be found on the pages of sites on various topics. Thus, children will gradually develop a holistic vision of beauty, in which history and modernity, classical art and everyday life are interconnected.
Let us consider the application of the technology of project activity in the classroom on the depiction of landscape painting, revealing the content of each stage of the technology of project education described in the manual by T.I. Shamova and others.
The first stage takes place in the form of a discussion of the upcoming topic of artistic and creative work. The teacher suggests general theme(and thus a form of expressing the results of project activities) of a future creative project is the creation of an image of a landscape of water space in the technique of oil painting.
The second stage consists in the teacher's choice of the form of organizing classes. In particular, for the implementation of a creative project, we have already chosen an integrated form of organizing independent artistic and creative activities, combining: frontal, individual and group. At each specific stage of the project, a different combination of these forms will be used: frontal and individual, group and frontal, etc. depending on the goals of the lesson.
The third stage involves the preparation of materials for creative work, the issuance of the necessary theoretical material to students (stimulating students at this stage when using the video method - showing a slide show of paintings by artists, a visual-illustrative method), conducting practical exercises to develop students' skills in the oil technique painting.
The 4th stage covers the very development of the project. When students carry out independent search activities when working in open-air classes (drawing from nature), the development of the necessary sketches. The result of this search will be a reference sketch that determines the further tasks of creating a creative project. Independent creative activity carries with it the obligation of supervision by the teacher, therefore the teacher consults, supervises the work of students, and stimulates the activities of students.
The 5th stage is to formalize the results of students of their creative product. The work of schoolchildren is to create the very image of the landscape of water space using the oil painting technique. The teacher, in turn, performs the same functions as in the above stage.
The 6th stage takes place in the form of an open discussion of the creative projects of schoolchildren. The experts are the students themselves and the project manager - the drawing teacher. Then an exhibition of creative projects is organized, in preparation for which the students are divided into groups and perform a specific task. At the considered stage, we used the possibilities of reflection and self-assessment.
We agree with M. Povolyaeva that for development creativity schoolchildren require that in the process of pedagogical communication between a teacher and a student, the student is actively involved in educational activities, freely manifests his attitude and overcomes the difficulties that have arisen. In this case, a contradiction arises, which, with competent pedagogical management of the child's activities, becomes driving force creative independence. This contradiction manifests itself between the need for independent solutions in changing conditions and the lack of development of the child's independence to solve problems without ready-made algorithms in the educational process. In this regard, the following pedagogical conditions are distinguished, which are necessary for the development of creative abilities. First, the content teaching material should be such that schoolchildren are able to go beyond the model. Secondly, the very process of teaching aimed at mastering this material should stimulate the development of the creative abilities of schoolchildren. In other words, in the organization of the educational process, it is necessary to provide for the possibility of cognitive activity at various levels, a gradual transition from performing tasks of a reproductive nature to creative ones.
Article"Development of creative independence of students in the process of teaching Russian language and literature"
Each lesson should be effective, and this can be achieved only if you instill in students the desire for active independent creative activity. By how independent the student is in solving the tasks assigned to him, one can judge the strength of his knowledge. The internal need for creative activity, for creative independence is considered by psychologists and teachers as an objective law of personality development.
This important problem is devoted to theoretical articles by L. Shcherba, A. Potebnya, L. Doblaev on the development of creative independence in the lessons of the Russian language and literature, on the methods of independent work with a linguistic text; about some forms and methods of enhancing the creative abilities of students, about rational methods of independent work with a textbook, the ability to independently extract and assimilate linguistic information, freely use it. The experience of T.Ya. Frolova - "The method of intensive teaching spelling", which allows you to achieve the goals of a personality-oriented approach, to direct the child on the path of self-knowledge, self-development, self-realization.
The main goal of my work is the formation of creative independence of students in the lessons of the Russian language and literature.
The main task - create conditions for the lasting assimilation of the system of philological knowledge and skills, for creativity, cooperation and self-realization of children; show the prospects for personal self-development.
The development of creative linguistic abilities is the main principle of the developmental teaching of the Russian language.
In instilling the independence of acquiring knowledge and skills, several sequential and interrelated stages can be distinguished from grades 5 to 8:
the formation of communicative and socio-cultural competencies - understanding the linguistic text (the ability to divide the educational text into parts, identify the main thing in each of them, highlight logical connections) Grade 5;
increasing the efficiency of the educational process by introducing innovative technologies: self-raising questions, self-examination, mutual examination (grade 6);
collapsing linguistic information to key (key) words and expanding to full volume (grades 7-8);
retelling of a linguistic text based on key words (grade 7-8)
Self-determination of the goals and objectives of the lesson (using key words, exercise "Finish the sentence").
Use of linguistic tasks and problematic issues. For example, are the minor members of the sentence? What is the main member of the proposal?
Dictations by analogy.
Writing linguistic fairy tales.
Self-design by students of folders by sections and topics.
Self-selection of linguistic material to explain the consolidation and control of punctuation and spelling rules.
Test cards by topic.
The release of the linguistic almanac "Spring" with the headings: "Seasons", "Pets", "Everything is in me, and I am in everything", "The great and mighty Russian language."
Creative works:
musical;
reader's;
vital;
fancy.
on this beginning"One day in early spring I visited the park and did not recognize him ..."
for this ending"This is the story that happened to me in the summer at the dacha ..."
by key words
"Study of the text" - the search for the peculiarities of the text in the unity of form and content, idea and style. Guys love to be "explorers": to find artistic means which the author uses to create this or that picture; ask questions about the text; work on the interpretation of words; indicate the scope of their use; work on difficult spelling and punctogram. This type of work not only develops communication skills, enriches vocabulary, but also forms "vigilance", independence, carries out intersubject connections. What texts are used? Miniatures by K. Paustovsky, M. Prishvin, texts from the collection of Frolova, developing the communicative and socio-cultural competence of students.
Literature lessons are a constant process of empathy, contemplation, "humanity".
Starting from grade 5, I pay special attention to the study of theoretical information aimed at developing students' abilities to discuss and analyze certain aspects of a literary text.
Elements of technology help to develop creative independence in literature lessons problem learning... In my practice, I widely use problematic questions that create a situation requiring research activity of students. For example, when studying the story of V.G. Korolenko "In a bad society" I use a problematic question: "How do you understand the words of Tyburtsia:" Everyone follows his own path, and who knows, maybe it’s good that your path ran through ours? "
When studying Pushkin's novel Eugene Onegin, I give preliminary problematic questions that set up modern students to read a classic work:
In the novel, the main character experiences a state of first love and commits an ill-considered act that would cause condemnation from others if they knew about him. How do you rate it?
What should a young man do if he is not ready to respond to the girl's feelings? Is there a similar situation in the novel?
Whom to choose: an unloved spouse or a dear person? What did the heroine do? Are other solutions possible, in your opinion?
Theatrical and game tasks: independently compose a script for a small episode, think over the elements of the heroes' costumes, prepare a staged performance, musical accompaniment.
An essay-story on behalf of the hero: a story about events on behalf of Vyrin, Dunyasha, the hussar Minsky (based on the story of A. Pushkin “The Station Keeper).
Letter to a literary hero: Juliet, Lisa (girls write); Romeo, Erastu (boys write).
Creative works: creation of a cover for a work, electronic presentations of the life and work of writers.
I actively use the elements of project activities, for the lesson “N.М. Karamzin "Poor Liza" through the eyes of modern readers "the children prepared presentations of the product of their activity in different forms: tables, diagrams, essays in different genres.
Competence-oriented tasks in literature lessons allow to form educational, cognitive, informational and communicative competence. Studying the ballad of A.S. Pushkin's "Song of the Prophetic Oleg", I ask the children at home to find outdated words in the text and explain the meanings of these words using an electronic dictionary or dictionaries on the Internet. This is necessary for the most complete and meaningful perception of a work of art, text analysis, immersion in the era, and enrichment of one's own vocabulary. To solve this problem, children are invited to use step-by-step instructions:
2. Enter the desired word in the search box.
3. In the information field, read the definition of the word.
At the middle level, children learn to use various sources of information and process them into models, diagrams, graphs, make and present their own product: a project, presentation, essay.
Literary works have a deeper aesthetic impact if they are combined with artistic creativity and artistic performance of students. Extracurricular work on the subject presents great opportunities for this.
The creation of a literary composition is a form of organizing not only educational and cognitive, but also the creative activity of students, because it is based on the interconnection of three types of art: literature, music, painting. To create a composition, students are united in creative groups: some compose a composition, others prepare a performance, and still others are engaged in design activities. In the senior grades, compositions were prepared and conducted: "The whole world from beauty ..." (according to the lyrics of Fet and Tyutchev), "We were music on ice ..." (about the fate of M. Tsvetaeva, A. Akhmatova, B. Pasternak), "Let's pass around the world, like children ... "(about M. Voloshin's personality)
Every year I use musical and literary compositions at parents' meetings.
I spend the final lesson in literature as a celebration of the creative thought of students, checking how great the need in each of them is to go beyond the work, to look at it, to give an independent assessment. In grades 5-7, this is a ball of literary heroes: the students, either united in a group, or individually, present episodes of the heroes of their favorite work. In grades 8-9, this is a memory lesson. Preparing for it, the students write the essay "My Favorite Writer". (When and how did I get acquainted with the work of the writer? What attracts me most of all in his books? How are his heroes close to me? How did this work help in the formation of my character? What flowers would I choose as a symbol of the writer's creativity?)
The stage of preparing a performance (collective or individual) is a moment of creativity that cannot be overestimated. Let not everyone want to speak, but wouldn't such a lesson make everyone think, bow to the memory of the writer!
I dwelled on some forms of work that I use to develop the creative independence of students, awaken their imagination, create conditions for self-expression in the classroom. This is just an integral, but extremely necessary part of the lessons of the Russian language and literature, which, together with the traditional one, will provide the necessary result and help us prepare graduates with a high level of culture who successfully use the acquired knowledge and skills in practical activities and everyday life.
UDC 378: 37.026.9
SOUTH. Reznikova
DEVELOPMENT OF CREATIVE INDEPENDENCE OF FUTURE TEACHERS
The article analyzes the problem of the formation of students' creative independence as the basis for the professional competence of a future teacher, considers structural components creative independence, conditions, methods and forms that contribute to its development.
Key words: competence-based approach, independence, creative independence, structure of creative independence, conditions, methods, forms of development of creative independence.
The article deals with the problem of creative independence development which is viewed as the basis for the professional competence of future teachers. The article gives the description of the structure of creative independence, conditions, methods and forms of its development.
Keywords: competence approach, independence, creative independence, the stucture of creative independence; conditions, methods, forms of creative independence development.
The changes taking place in all spheres of the development of modern society, as well as the entry of Russia into the Bologna process, initiated the transition of higher education from a knowledge-oriented to a competence-based paradigm. Modern system education should contribute to the development of such qualities of a graduate as independence, initiative, mobility, constructiveness. A future specialist should have a desire for self-education throughout his life, be able to make independent conclusions, be ready to solve problems, be responsible for them. In this regard, one of the tasks of preparing a future teacher is the formation of students' independence as a character trait, as the basis of the competence of a future professional, which allows “without outside help, based on knowledge, skills, beliefs, life experience, to set tasks, to control the will and persistence for achieving the goal ". A highly qualified teacher is a teacher who is able to independently find non-standard, innovative solutions to professional pedagogical problems. Today, as never before, the idea of developing the creative independence of the future teacher is being actualized in the process of professional training.
According to scientists, for the development of pedagogical creativity, it is important for a future teacher from the very beginning to provide maximum independence, which is recognized by researchers as both a quality of a professional's personality and a means of achieving professionalism.
A.K. Markova, E.A. Klimova, et al. Prove that full-fledged professional activity is expressed in the absolute independence of a person as a subject of labor.
This statement is directly related to the work of the teacher. V.A. Kan-Kalik, E.I. Rogov et al. Correlate independence with pedagogical creativity and define this level as personally independent. Creativity itself is an independent solution to a problem (Stone, 1984).
An analysis of scientific works (S.V. Akmanova, N.V. Bochkina, P.I. Pidkasisty, N.P. Chanilova, etc.) showed that many scientists consider independence as a personality trait, which largely determines not only the effectiveness of professional duties, but also reflecting the individual's ability to self-regulate their thinking. Self-reliance acts as a condition for productive thought processes. Its presence can be considered an indicator of high cognitive abilities.
Human independence always expresses the personality as a whole, in the unity of its intellectual, emotional and volitional sides (Danilov, 1972). This quality gives the personality stability, largely determines the process of adaptation of a person to stress, increased intellectual and emotional stress (Rostovetskaya, 1975).
As a personal property, independence lies in the ability to draw up and implement a program of activities in accordance with objectively changing conditions in relative independence from group and individual pressure (Petrovsky, 1973). People with a high level of independence are independent and responsible. They show a tendency towards creative activities, continuous deepening of knowledge, and a desire to teach others. Independent people are distinguished by contact, interest in people, intellectual and emotional protection.
shyness, self-control, sobriety of thinking.
Having analyzed the diversity of points of view on the essence of independence, we came to the conclusion that creative independence can be understood in two aspects: as a quality of a person and as an activity. Consequently, creative independence is an integral concept, which we consider as the ability to navigate in a situation of independent problem solving, the ability to generate new ideas, non-traditional ways of solving problems. Applied to teaching activities you can clarify the characteristics inherent in creative independence: the constant expansion of existing knowledge, a conscious desire for self-education; the ability to set a certain pedagogical task before oneself, an orientation towards a creative search for its solution, the ability to make a pedagogical analysis of one's own actions and give them an assessment; a meaningful need to enrich their teaching experience.
Based on pedagogical research (I.K.Kondaurova, I.Ya. Lerner, N.A. Polovnikova, etc.), in the structure of creative independence, we consider the following components: motivational, cognitive
active and reflective.
The motivational component of creative independence is a system for the development of motivational-value, emotional-volitional relationships, which in general can be designated as the need for awareness of oneself as a person and a subject of educational and professional activities, which is the main line of development of the incentive forces of creative independence, positioning towards creative activities, formation positive attitude to creative activity, an orientation towards the development of independence as a personality trait, awareness of the significance and personal value of having the skills of creative activity.
The cognitive-activity component includes knowledge of the techniques of creative activity, methods of generating non-standard ideas and the ability to use them to solve non-standard pedagogical situations, the ability to plan and design independent creative activities.
The reflexive component presupposes the possession of the evaluative skills of the results of one's activity, the experience of independent creative activity, the assessment of self-movement in the development of creative skills. A similar approach to
the structure of cognitive independence allows you to build a system of measures for the development of different levels of creative independence of students. Among them, we consider the presence of some pedagogical conditions that ensure the success of the formation of creative independence.
An important, in our opinion, is the way of organizing educational interaction between teachers and students. Effective in this case is the provision of subject-subject relations and dialogical communication. Pedagogical interaction between a student and a teacher should be built in a facilitation mode. Only in this case, students perceive the teacher's goals as their own, which significantly affects success, ensures high level activity, awareness and motivation of their actions. This situation presupposes a state of creative emancipation of students, allows them to accept the role of a subject of activity.
It significantly stimulates the independence of educational or scientific co-creation, jointly with the teacher the solution of a real scientific or professional problem. In this case, the teacher can no longer lead the process of professional development, only provide assistance, and the student becomes an equal partner in joint activities, takes on the role of an assistant, who is responsible for the course and result of the work. "Dyad in the assimilation of knowledge" (A. Kachalov) activates the independent and meaningful participation of students in activities, significantly increases the motivation of independence
The effectiveness of the development of creative independence depends on the inclusion of students in various forms and types of creative activities, suggesting that students are involved in educational, cognitive activities associated with creative search and the creation of a creative result.
The use of problematic methods in teaching also stimulates the mindset to independently discover new knowledge. The educational material included in the content of education and used for the development of independence should be problematized not only in terms of presentation methods, but also in content. Moreover, this knowledge should have personal value for students. One of the options for problem-based learning can be a task-based approach, in which the development of creative self-
value is carried out by introducing students to future professional activities through the analysis of tasks that simulate real pedagogical situations... The analysis of pedagogical reality allows students to see themselves in the role of a teacher, to acquire a certain experience of finding pedagogically expedient solutions, and helps in the future to quickly and reasonably navigate such situations. Situational tasks are the connecting link between theory and practice. The saturation of the educational and cognitive process with creative tasks is significant: tasks for reflexive guess, intellectual search, creative interpretation, etc. When solving them, the proportion of research and evaluative operations increases. Such tasks involve the development and adoption of their own decisions both in the educational situation and in real school practice, the translation of knowledge into a means of new cognition is carried out.
The effectiveness of the formation of creative independence is associated with self-control, the ability to self-analysis, self-assessment of their actions, personality traits. In this case, the student's educational activity in the process of forming creative independence will be meaningful, conscious, will allow him to independently find and prevent mistakes made in the course of solving creative problems.
Essential in the development of independence is the creation of a favorable psychological climate in the educational process, situations of success that form students' confidence in their abilities, support the desire for independent action, significantly increase the originality of thinking, emancipation of behavior.
One of the ways to solve the problem under consideration can be special development of students within the framework of selective courses of imagination, fantasy, intuition, non-traditional thinking (for example, "Development of students' fantasy", "TRIZ-pedagogy", etc.).
Summing up, we can state that only pedagogically correctly instrumented independent work of students can develop independence not only as a set of certain intellectual abilities and skills, but also as a personality trait.
This list is a traditional lecture course, it is only necessary to transfer the emphasis from the information function to the function of developing thinking, search skills, self-awareness. In the practice of university education, problem lectures have long been known, in which knowledge is introduced as an "unknown" that needs to be "discovered". The problematic nature of the lecture is understood quite broadly: this is a problem statement by the lecturer of the educational material, the posing of problematic questions of the audience, the solution of problematic problems, the comparison of different points of view, the connection of the educational material with the life experience of students, the proposal to formulate some definitions or concepts, choose one of several definitions and justify the choice, draw conclusions, etc. A problematic lecture encourages an independent search, includes creative thinking, and ensures the successful assimilation of knowledge.
Provocative lectures are used in the educational process, i.e. lectures with planned errors that students should detect. This type of lecture activates the attention of students, develops their thinking activity, the ability to act as experts, reviewers, etc. Lectures-press conferences and lectures-discussions involve a free conversation between the teacher and students on the topic of the lecture, mutual exchange of information, opinions, views on the problem under discussion, which seriously actualizes the subject position of students, increases their self-esteem.
Due to the fact that training should be carried out in conditions of constant, active interaction of all subjects of the educational process, the use of interactive teaching methods is the most promising. Among the methods interactive learning one can distinguish heuristic conversations, discussions, round tables, the "Delphi" method, simulation trainings, etc. The method of role-playing (business) games is actively used in the educational process. In the game, the student's position changes from cognitive and personal egocentrism to consistent decentration, due to which one's own “I” is more deeply realized and the measure of professional competence and ability to solve problem situations increases. In the game, real partnership relations of cooperation and cooperation are formed, providing the opportunity for positive personal development of the student, creative independence. Business game in mi-
niature is a case method (from the English saes - case, situation, case) - one of the popular active teaching methods. This method is based on a real event from professional life and involves an active search by students for a solution to the proposed problem, followed by a discussion of the process and the result of joint actions of all participants.
Methods of collective stimulation of creative searches are very effective in the context of the problem under consideration. These include the method of brainstorming, which teaches you to freely discuss a problem, make assumptions about ways to solve it, and express as many ideas as possible; the method of synectics, which allows students to learn how to formulate the problems that make up its elements, highlight the main goal of the search, look for analogies in solving problems of the most diverse nature; TRIZ methods contribute to the development of imagination and fantasy. Critical thinking, etc.
One of the most promising is the project method, which involves a combination of research, search, problematic methods that are creative in nature. Study project is a joint activity of a teacher and students aimed at solving a complex educational and scientific problem and creating a socially significant product, in the process of which conditions are created for the development of creative independence.
The application of the project method is distinguished by a number of didactic possibilities (E.V. Burtse-
va), the main of which are that the project has a specific goal, which involves the use of knowledge in the context of the future professional activities of students; independent search for educational and scientific information, independent research, which contributes to a more durable assimilation of knowledge; obtaining a professionally significant end product of activity; promotes the study and development of experience in solving professional problems; allows you to suggest your own way to solve the problem and discuss its effectiveness with fellow students. The method of projects contributes to the formation of a creative personality of a future specialist, allows him to be included in practical activities for mastering professional knowledge and skills. The idea of project-based training is aimed at shaping students' deep knowledge and developing creative thinking, the formation of activities to solve professional and practical problems.
Thus, an increase in the share of problematic, search, reflective, creative methods and forms of work in the university seriously increases the initiative and activity of students in the educational process, develops a propensity for creative activities, forms creative skills, professional experience. In our opinion, the combination of these conditions, methods and forms of organizing educational activities ensures the effectiveness of the development of creative independence in students.
Literature
1. Andreev V.I. Pedagogy of creative self-development. - Kazan, 1998.
2. Ban'ko N.A. Formation of professional and pedagogical competence as a component of professional training of managers. - Volgograd, 2004.
3. Zeer E.F. Personally oriented professional education: theoretical and methodological aspect. - Yekaterinburg, 2001.
4. Zinovkina M. Creative technology of education // Higher education in Russia. 1999. - No. 3.
5. Kachalov A.V. Pedagogical conditions formation of creative independence of students of a teacher training university // Izvestia Ural. state un-that. -2009. -№ 1/2 (62). - S. 212-217.
6. Kovalevsky I. Organization of independent work of students // Higher education in Russia. - 2000. - No. 1.
7. Levina M. M. Technologies of professional pedagogical education. - M .: Academy, 2001.
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Reznikova Yulia Gennadievna, Candidate of Pedagogy, Associate Professor of the Department of Pedagogy, Buryat State University
Reznikova Yulya Gennadyevna, candidate of education sciences, associate professor of the department of pedagogy, Buryat State University.
Chapter I. Psychological and pedagogical aspects of the study of creative independence of adolescents
§one. The essence of the concept of "creative independence".
§2. Psychological and pedagogical prerequisites for the formation of creative independence of adolescents.
§3. Institutions of additional education for children as a factor in the formation of creative independence of adolescents
chapter ii. experimental work on the formation of creative independence of adolescents in institutions of additional education for children.
§one. Criteria and technology for the formation of creative independence of adolescents.
§2. Diagnostics of revealing the creative independence of adolescents.
§3. Pedagogical conditions for the effectiveness of the formation of creative independence of adolescents.
Dissertation introduction in pedagogy, on the topic "Formation of creative independence of adolescents in institutions of additional education for children"
The relevance of research. The modern socio-economic situation in Russia has put forward a number of problems associated with the formation of creative individuals capable of independent socially significant activities. Transformative tasks can only be solved by people who are spiritually liberated, capable of thinking proactively and independently, actively participating in the creation of material and cultural values, in the management of production, in the improvement of social relations, i.e. people who are creatively independent.
The active development of the relevant aspects of the implementation of the indicated fundamental problem is currently under way in institutions for additional education for children (hereinafter sometimes referred to as “institutions of preschool education”). Functioning as open socio-pedagogical systems in the structure of a single cultural and educational space, they concentrate their efforts on deepening the motivation of children and adolescents to learn and create, promote their self-determination, form independence in the organization and implementation of various types of activities.
In the Laws and Regulations of the Ministry of Education Russian Federation(The Law "On Education" as amended and supplemented thereto / 1992, 1996 /; Model Regulations on the Institution of Continuing Education for Children / 1995 /) the listed areas of activity of DOD institutions are defined as social institutions that ensure personal self-determination. They emphasize that these institutions should contribute to the formation of a general culture of a growing person, his adaptation to life in modern society, the identification and implementation of his potential capabilities.
Psychological and pedagogical works of L. S. Vygotsky, N. K. Krupskaya, A. S. Makarenko, S. T. Shatsky and others are of great importance for the methodological substantiation of the named problem.
The problem of the development of creative giftedness of children was reflected in the studies of A. Gasmolov, A.M. Matyushkin, A.V. Petrovsky, A.V. Usova and others.
The works of M.A. Galaguzova, O.M.Dyachenko are devoted to the development of creative activity and individual independence. S.E. Matushkin, N.A. Tomina, A.N. Tubelsky.
The pedagogical ideas of the development of creative abilities and independence as a personality trait have been studied in many aspects in the works of T.V. Abramova, A.Ya. Nain, S.N. Serikov, N.M. Yakovleva and others.
The method of diagnosing initiative, independence, and creative potential of a person is being developed by scientists T.G. Bogdanova, A.Z. Iogolevich, A.N. Luk, and others.
The problem of the social orientation of creativity is revealed by the philosophers and sociologists V.G. Afanasyev, L.P.Bueva, R.G. Gurova and others.
The works of psychologists K.A. Abulkhanova-Slavskaya, B.G. Ananyev, L.I. Bozhovich, B.M. Teplova and others provide a broad basis for the analysis of the conceptual-categorical system of the problems under study.
The study of the philosophical and psychological-pedagogical literature shows that science has paid and continues to pay close attention to the issues of education of independence and the development of the creative potential of the individual. However, the problem of the formation of creative independence of children in the conditions of institutions of additional education has not yet been the subject of special scientific research. Meanwhile, today, as emphasized above, these institutions play an important role in its solution. This is explained as follows.
First, as our research has shown, a significant number of children and adolescents (up to 60% of the total number of schoolchildren) are engaged in additional education for children.
Secondly, the research materials show that the need of children to realize their interests is not fully satisfied by the family and the school. Institutions of additional education, providing the child with the opportunity to actively participate in various types of activities, opening up scope for him to perform various social roles, including it in diverse relationships with the outside world, can and should become full-fledged factors in the realization of children's interests.
Thirdly, institutions of additional education, having qualified personnel and a material base, are able not only to satisfy, but also to develop the needs and interests of the child.
At the same time, an analysis of the practical activities of children's institutions of additional education showed that, within these institutions, conceptual ideas on the formation of creative independence of children and adolescents, the structure of this process, the criteria for its success, its content and implementation technology have insufficient scientific substantiation. This led us to the contradictions between:
The developing system of additional education for children and the insufficient development at its level of the structural and content-technological components of activities to develop the creative independence of the younger generation;
The growing need of society for the formation of an active, creatively independent personality and an insufficient opportunity for its productive satisfaction in the conditions of institutions of additional education for children;
Numerous types and types of institutions for additional education of children and insufficient certainty of the socio-pedagogical essence of their activities in the formation and development of creative independence of a growing person.
The revealed contradictions helped to identify the research problem: how, in modern conditions, to make the activities of children's institutions of additional education to form the creative independence of children and adolescents effective, meeting the needs of society, maximizing the possibilities and predispositions of each child.
The urgency of this problem determined the choice of the topic of our research: "Formation of creative independence of adolescents in institutions of additional education for children."
The study is subject to limitations.
1. Considering the problem of the formation of creative independence of children in children's institutions of additional education, we limited ourselves to activities related to arts and crafts.
2. In the study, we consider the younger adolescence (10-12 years). This is largely due to the fact that younger adolescence is characterized by the ability to emotionally respond to events that occur. In addition, during this period of the child's life, according to L.A. Venger, the correlation of the motives of his behavior with the motives of the behavior of his peers is observed. Due to this, it is this age that is most favorable for the intensive involvement of the child in the process of forming his positive qualities.
The purpose of the study is to substantiate a complex of pedagogical conditions that ensure the effectiveness of the process of forming creative independence of adolescents in institutions of additional education for children.
The object of the research is the creative independence of adolescents.
The subject of the research is the process of forming the creative independence of adolescents in institutions of additional education for children.
The conceptual idea of the study is reflected in the following hypothesis.
The formation of creative independence of adolescents in institutions of additional education for children will be effective if creative independence is viewed as an integral quality of a personality, including intellectual, motivational and volitional components and manifested in personality-oriented, socially transforming activities; if the features of the formation of creative independence of adolescents in institutions of preschool education are identified and taken into account, which are a set of sequential actions that involve: free choice of activity; the formation of a developing microenvironment in the paradigm of personified, independent creative activity; organization of interaction between children and teachers; focus on the all-round development of the abilities of adolescents based on their high level in one or several areas of activity; organization of activities in accordance with the set goals; implementation of the attitude towards socially transformative activity; providing a variety of social contacts for children; if the criteria for the formation of the creative independence of adolescents are defined as: the development of their creative and organizational abilities; the presence of a stable need to engage in the type of activity being mastered; creative activity; the severity of the skills of independent achievement of the set creative goals; the ability for independent transformative activity in the chosen field of creativity; the ability to critically assess the results of their work; if the pedagogical conditions that ensure the effectiveness of the process of forming the creative independence of adolescents in institutions of preschool education include: taking into account the peculiarities of adolescence; placing a teenager in the position of a creative subject of collective life and social environment by organizing his participation in the field of creativity; presenting to the adolescent the possibility of independent creative activity, which has a personality-oriented and socially transformative orientation; if the socio-pedagogical potential of children's institutions of additional education has been identified and is being implemented, which has real opportunities to provide a personality-oriented and socially transformative orientation of the activities of children and teachers.
Based on the definition of the goal and the formulation of the hypothesis, the following tasks were set in the study:
1. To study the state of the problem in pedagogical science and practice.
2. Clarify the essence of the concept of "creative independence of the individual."
3. To reveal the peculiarities of the process of formation of creative independence of adolescents in institutions of additional education for children.
4. Determine the criteria for the formed ™ creative independence of adolescents.
5. Determine, substantiate and experimentally test the pedagogical conditions conducive to the effective formation of creative independence of adolescents in institutions of additional education for children.
6. To develop programs for the formation of creative independence of adolescents in institutions of additional education for children.
7. Based on the results of the research, develop scientific guidelines on the formation of creative independence of adolescents in institutions of additional education for children.
The methodological basis of the study was the philosophical, psychological and pedagogical concepts of the natural, social and cultural conditioning of personality development (L.I. Antsiferova, B.M. Kedrov, I.S. Kon, V.S. Yurkevich), about the leading role of activity as a source formation of a person (AABodalev, V.A. Krutetsky, A.N. Leontiev, etc.), the fundamental ideas of sociologists and psychologists about the need to prepare the younger generation for creative, conscious participation in socially transformative activities (V.T. Lisovsky, S.L. Rubinstein, E. Fromm, etc.), as well as the works of domestic and foreign researchers, which analyze various aspects of the process of forming the creative independence of the individual (E.A. Golubeva, M. James, I.V. Dubrovina, T.N. Malkovskaya).
The general scientific methods of the systemic, synergetic and personal-activity approaches were of methodological importance for the study.
Research methods. The complex of methods used in the study is represented by such components as: theoretical methods (analysis, synthesis, generalization, comparison, operations with concepts, modeling), empirical methods(observation, study of the results of activities, documents), survey methods (interviewing, questioning, methods of assessment and self-assessment), mathematical and statistical methods of data processing.
Organization, base and stages of research. The chosen methodological basis and the tasks set determined the course of theoretical and experimental research, which was carried out in several stages.
The first stage (1989-1991) was devoted to the study of the state of the problem of the formation of creative independence of adolescents in pedagogical theory and practice. At the same time, the ascertaining stage of the experiment was carried out, the conceptual apparatus of the study was developed, a working hypothesis was determined, organizational and substantive forms of pedagogical interaction were developed in the conditions of preschool educational institutions, aimed at revealing the personal potential of a teenager.
At the second stage (1991-1994), the concept of the formation of creative independence of adolescents in institutions of additional education for children was built; comprehension and correction of the put forward theoretical provisions were made; programs for the activities of adolescents in institutions of additional education were developed; the pedagogical conditions of the effectiveness of the process under study and the criteria for the formation of the creative independence of the individual in adolescence were determined. In the course of the formative experiment, the design options for the implementation of the problem under consideration, the improvement of the most optimal of them, the analysis of the effectiveness of the experimental activity were carried out.
At the third stage (1994-1997), the research results were analyzed and summarized; their introduction into the practice of the institutions of additional education for children was carried out; scientific and methodological recommendations for the formation of creative independence of adolescents were developed, the materials developed were published in the scientific and methodological press, the dissertation research was prepared for defense.
The experimental work was carried out on the basis of the Palace of Creativity of Students. NK Krupskaya in Chelyabinsk and in institutions of additional education for children in Zelenograd. In some types of experiment, teenagers and teachers of the Orlyonok RDC, teenagers of out-of-school institutions took part Chelyabinsk region(the city of Korkino, Kopeysk, Kyshtym). In total, the study covered 1200 children and 400 teachers.
The practical experience of the applicant as a member of the "Luch" pedagogical detachment of the Chelyabinsk State Pedagogical Institute and a teacher-methodologist at the Palace of Children and Youth Creativity in Zelenograd contributed to the effectiveness of the problem development.
The scientific novelty of the research is as follows:
The features of the formation of creative independence of adolescents in institutions of additional education for children have been determined and substantiated, suggesting: free choice of activity; the formation of a developing microenvironment in the paradigm of personified, independent creative activity; organization of interaction between children and teachers; orientation towards the all-round development of the abilities of adolescents, based on their high level in one or several areas of activity; organization of activities in accordance with the set goals; implementation of the attitude towards socially transformative activity; providing a variety of social contacts for children;
The criteria for the formation of the creative independence of adolescents are identified, defined as: the development of their creative and organizational abilities; the presence of a stable need for a certain type of activity; creative activity; the severity of the skills of independent achievement of the set creative goals; the ability for independent transformative activity in the chosen field of creativity, for independent forecasting and implementation of original solutions; the ability to critically evaluate the results of their work.
The theoretical significance of the study is that:
The concept of "creative independence" is concretized and developed, which defines the personality quality it denotes as integral, including intellectual, motivational and volitional components and manifests itself in personality-oriented, socially transforming activity;
A complex of pedagogical conditions has been developed and theoretically substantiated, ensuring the effectiveness of the formation of creative independence of adolescents in institutions of additional education for children. The main of these conditions include: taking into account the characteristics of adolescence; placing a teenager in the position of a creative subject of collective life and social environment by organizing his participation in the sphere of creativity; providing the adolescent with the opportunity for independent creative activity, which has a personal orientation and a socially transformative orientation.
Reasonable pedagogical conditions make it possible to develop programs and scientific and methodological recommendations for the formation of creative independence of adolescents in the conditions of any educational and educational institutions.
The practical significance of the study is due to the implementation in the process of its implementation of the following positions:
On the basis of the revealed pedagogical conditions of effective formation and criteria for the formation of creative independence of adolescents, the program "Formation of creative independence of adolescents by means of arts and crafts" was developed and tested; methodological recommendations for its implementation for parents and teachers have been developed, which are used in the activities of institutions of additional education for children of the city. Chelyabinsk and Zelenograd.
A special course "Pedagogical conditions for the formation of creative independence of adolescents" was developed and read for teachers of institutions of additional education for children, which received a positive assessment of the audience in the city. Chelyabinsk and Zelenograd.
The validity and reliability of the results and scientific conclusions of the study are provided by the initial methodological and theoretical provisions; using a set of methods adequate to the object under study; relying on similar positions and conclusions of other researchers; the representativeness of the experimental data, their quantitative and qualitative analysis; confirmation by the results of the study of the correctness of his hypothesis; positive changes in the activities of institutions of additional education for children in the city of Chelyabinsk and Zelenograd on the formation of creative independence of adolescents.
Approbation and implementation of the research results were carried out:
Through the publication of research results in the scientific and methodological press;
Through the introduction of the developed programs and methodological recommendations into the practice of the activities of the institutions of additional education for children in the city. Chelyabinsk and Zelenograd;
During the participation of the author of the study in the annual scientific conferences teachers of the Chelyabinsk State Pedagogical University (1991-1997), in international, republican and regional scientific conferences in the city. Barnaul, Moscow, Chelyabinsk (1991-1996);
The main results of the study are used in the work of scientific and practical seminars in the system of advanced training for teachers of institutions of additional education for children.
The following provisions are submitted to the defense:
1. The activities of institutions of additional education for children on the formation of creative independence of adolescents should be based on the concretized and developed concept of "creative independence", which defines the personality quality it denotes as integral, including intellectual, motivational and volitional components and manifested in personality-oriented, socially transformative activity.
2. Peculiarities of the process of formation of creative independence of adolescents in institutions of additional education for children presuppose: free choice of activity; the formation of a developing microenvironment in the paradigm of personified, independent creative activity; organization of interaction between children and teachers; orientation towards the all-round development of the abilities of adolescents, based on their high level in one or several areas of activity; organization of activities in accordance with the set goals; implementation of the attitude towards socially transformative activity; providing a variety of social contacts for children.
3. The criteria for the formation of the creative independence of adolescents are: the development of their creative and organizational abilities; the presence of a stable need for a certain type of activity; creative activity; the severity of the skills of independent achievement of the set creative goals; the ability for independent transformational activity in the chosen field of creativity, for independent forecasting and implementation of non-standard solutions; the ability to critically evaluate the results of their work.
4. The main pedagogical conditions ensuring the effectiveness of the process of forming the creative independence of adolescents in institutions of additional education for children include: taking into account the peculiarities of adolescence; placing the adolescent in the position of a creative subject of the life of the collective and the social environment by organizing his participation in the mastered sphere of creativity; providing the adolescent with the opportunity for independent creative activity, which has a personal orientation and a socially transformative orientation.
The structure and scope of the thesis. The dissertation consists of an introduction, two chapters, a conclusion and a bibliography.
The introduction substantiates the choice of the research topic, its relevance; the main contradictions in the field of the formation of creative independence of adolescents and the reasons that caused them are revealed; the purpose, object and subject of research, its hypothesis, objectives, methodological basis are determined; the stages and methods of research are revealed; outlines the factors of novelty, theoretical and practical significance of the work; provides data on approbation of research results; provisions for defense are formulated.
In the first chapter - "Psychological and pedagogical aspects of the study of creative independence of adolescents" - considered the main approaches to the definition of the creative independence of the individual in the psychological and pedagogical literature; the choice of a working definition is justified; the psychological and pedagogical prerequisites for the creative independence of adolescents are revealed; the specificity of the activities of the teaching staff of institutions of additional education on the formation of this key and common qualities of the personality of a teenager is characterized.
The second chapter - "Experimental and experimental work on the formation of creative independence of adolescents in institutions of additional education for children" - describes the organization of experimental work; the identified criteria for the formation of creative independence of adolescents are substantiated; the technology of the formation of this personality quality in institutions of additional education for children is considered; reveals the diagnosis of creative independence of adolescents; the analysis of the pedagogical conditions of the effectiveness of the formation of the studied personality quality in the institutions of preschool education is given; the results of the experiment are summarized.
In the conclusion, the main conclusions of the research are formulated and the prospects for further research work are outlined.
Conclusion of the thesis scientific article on the topic "General pedagogy, history of pedagogy and education"
Conclusions on the second chapter
1. In the second chapter of this study, the content of the experimental work is disclosed.
Starting to implement the content of the experiment, we identified the main criteria for the formation of creative independence of adolescents, which included: the development of their creative and organizational abilities; the presence of stable needs in pursuing the type of activity being mastered; creative activity; the severity of the skills of independent achievement of the set creative goals, the ability to self-transformative activities in the chosen field of creativity, the ability to critically evaluate the results of their work.
2. The technologies used in the course of the experiment for the formation of creative independence of adolescents made it possible to organize their intellectual-play activity in order to identify and realize their capabilities and predispositions.
The experiment showed that the expansion of the sphere interpersonal communication adolescents in a creative association (studio, center, circle), providing them with the opportunity to proactively independent activity with its subsequent analysis and assessment, the consistent complication of this activity significantly increase the effectiveness of the process of forming creative independence.
3. Reviewed diagnostic techniques revealing creative independence made it possible to generalize the material, draw conclusions and develop programs for the formation of the studied personality quality of adolescents.
4. The analysis of psychological and pedagogical literature and the complex of diagnostic methods used in the experiment made it possible to determine the pedagogical conditions for the effectiveness of the formation of creative independence of adolescents. These conditions should be built taking into account the peculiarities of adolescence and based on the observance of such factors as: 1) placing the adolescent in the position of a creative subject of the life of the collective and the social environment; 2) providing the adolescent with the opportunity for independent creative activity, which has a personal orientation and a socially transformative orientation.
Conclusion
In accordance with the purpose and objectives of the study, we studied and analyzed the state of the problem of the formation of creative independence of adolescents in pedagogical theory and practice.
The development of the essential characteristics of creative independence is based on the fundamental ideas of the systemic and personal-activity approaches, taking into account the requirements of the modern level of development of psychological and pedagogical theory and practice.
The research carried out has a theoretical and applied character.
The work performed has confirmed the hypothesis put forward and made it possible to draw the following conclusions.
1. In the course of the research, the degree of elaboration of the problem in the scientific and methodological literature was studied and revealed. The study showed that the formation of creative independence of adolescents in the conditions of institutions of additional education requires serious theoretical understanding.
2. The essence of the concept “creative independence of the individual” has been clarified. The personality quality designated by him is defined as integral, including intellectual, motivational and volitional components and manifested in personality-oriented, socially transforming activity.
3. The features of the process of formation of creative independence of adolescents in institutions of additional education for children, which represent a set of sequential actions, suggesting: free choice of activity; the formation of a developing microenvironment in the paradigm of personified, independent creative activity; organization of interaction between children and teachers; orientation towards the all-round development of the abilities of adolescents, based on their high level in one or several areas of activity; organization of activities in accordance with the set goals; implementation of the attitude towards socially transformative activity; providing a variety of social contacts for children.
4. On the basis of theoretical provisions, the criteria for the formation of the creative independence of adolescents, such as the development of their creative and organizational abilities, were determined and tested during the experiment; the presence of a stable need for classes in a certain type of art; creative activity; the severity of the skills of independent achievement of the set creative goals; the ability for independent transformational activity in the chosen field of creativity, for independent forecasting and implementation of non-standard solutions; the ability to critically evaluate the results of their work.
5. Pedagogical conditions have been developed and experimentally tested to ensure the effectiveness of the process of forming the creative independence of adolescents in institutions of additional education for children. The most significant of them were put forward: taking into account the peculiarities of adolescence; placing the adolescent in the position of a creative subject of the life of the collective and the social environment by organizing his participation in the mastered sphere of creativity; providing the adolescent with the opportunity for independent creative activity, which has a personal orientation and a socially transformative orientation.
6. As a leading factor in the significance of the social and pedagogical potential of children's institutions of additional education, the factor of the real possibility of providing this institution with personally oriented and socially transforming parity activities of children and teachers, aimed at the development and self-determination of adolescents in creativity, was determined.
7. On the basis of the identified pedagogical conditions that ensure the effectiveness of the formation of creative independence of adolescents in institutions of preschool education, the program "Formation of creative independence of adolescents by means of arts and crafts" was developed and tested; methodological recommendations for its implementation for parents and teachers have been developed, which are used in the activities of institutions of additional education for children in the cities of Chelyabinsk and Zelenograd. A special course "Pedagogical conditions for the formation of creative independence of adolescents" was developed and read for teachers of institutions of additional education for children, which received a positive assessment of listeners in Chelyabinsk and Zelenograd.
The study reflects the prospects for the development of further scientific research on the indicated problem:
Development of design technology educational programs on the formation of creative independence in the conditions of institutions of additional education for children;
Identification and substantiation of scientific and practical aspects of the interaction of institutions of additional education with other social institutions in the field of the formation of creative independence of children and adolescents, etc.
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