INNOVATIVE ACTIVITY OF A TEACHER AS A BASIS FOR FORMING CREATIVE THINKING OF PRIMARY SCHOOL STUDENTS

ABSTRACT

This article discusses the problems of the formation of creative thinking of younger schoolchildren in conditions of continuous education. the one in which the main psychological neoplasms of this period are formed: theoretical forms of creativity, cognitive interests, the ability to control one's behavior, and at the same time the main role is played by the development of creativity that occurs in the course of mastering scientific knowledge.

In this cmambe, the problems of formative and creative thinking of younger schoolchildren in conditions of continuous education are considered as the features of this process, it is determined that the educational activity as a whole becomes the leading one in primary school age, me, in which the main psychological neoplasms of this period are formed: theoretical forms of creativity, cognitive interests, the ability to manage one's behavior, and at the same time, the main role is played by the development of creativity that occurs in the course of scientific stages.

Keywords: formation; creativity; creative thinking; creative thinking; ability; lifelong education; learning activities; teach a student; primary school age.

Today, in pedagogical theory and practice, the introduction and dissemination of pedagogical experience have begun to be considered as types of innovative processes, where a significant place is given to the study of innovative processes in education, the classification of innovations, the sources of ideas for innovative pedagogy, and the importance of regulatory support for innovation is also updated.

At the same time, the problem of creating and implementing innovations requires the study of issues that are not studied or studied to a small extent in pedagogy: the dependence of the spread of innovations on the characteristics of the environment, the patterns of perception of innovations by teachers, the technology of innovative training, the removal of psychological barriers, etc.

The democratization of all aspects of economic and social life significantly influenced the socio-cultural position of the teacher. The “mass introduction” of already existing pedagogical systems, individual methods, training courses, subjects, and disciplines began.

And here it should be noted that innovative groups are faced with problems generated by any innovation in the educational field: the combination of innovative programs with existing curricula and programs, the coexistence of representatives of various pedagogical concepts, the split of the pedagogical community, the inconsistency of new types of educational institutions with the requirements of parents, the need for new textbooks and programs, in a new type of teacher-innovator, etc.

The teacher as the subject of the pedagogical process is the main character of any transformations in the education system. The processes of any transformation of the school and society require the teacher to reorient the teacher to humanistic values ​​that are adequate to the nature of creative, innovative pedagogical activity. In this regard, contradictions were revealed between the traditional level of implementation of the teacher's activity and the modern needs of the school and society in an innovative teacher with creative, scientific and pedagogical thinking.

Of particular relevance is the problem of changing innovations at a time when it becomes clear that innovation is losing its role in the development of the school. Then there is a need to change it, to provide new options for its development, which in turn is associated with the formation of creative thinking of both teachers and students.

Thus, in the Law of the Republic of Kazakhstan "On Education" one of the tasks is the development of creative, spiritual and physical abilities of the individual, the formation of solid foundations of morality and a healthy lifestyle, enrichment of the intellect by creating conditions for the development of individuality [1].

In this regard, the teacher is given a number of tasks to develop students' life skills, competence, independence, and creative abilities; continuous improvement of their professional skills, intellectual, creative and general scientific level, because without the creativity of the teacher, the formation of creativity in students is impossible.

Today, one of the fundamental principles of updating the content of education in the Republic of Kazakhstan is becoming a personal orientation, which involves the development of creative thinking of students, the individualization of their education, taking into account the interests and inclinations for creative activity.

The issues of the formation of creative thinking were of interest to psychologists in all periods of the development of science in various schools and directions, which served as an impetus for the allocation of this type of thinking in the 60s of the XX century.

Creative thinking was studied by such well-known psychologists as J. Gilford, N. Marsh, F. Haddon, E.P. Torrance. It was they who began to call creative thinking - creativity, and began to study it, regardless of intelligence, as thinking associated with the discovery of something new.

 The concept of education of the Republic of Kazakhstan notes the activity nature of the new model of education, aimed at the formation of the desire for independent continuous education and the development of creative thinking. In modern conditions of development, a person is presented not just as an object of study, but, first of all, as a subject of creativity and cognition, creating the greatest samples of culture and captivating with his desire for creativity [2].

 In modern psychological and pedagogical literature (V.I. Andreev, G.S. Altshuller, M.I. Makhmutov, T.V. Kudryavtsev, A.M. Matyushkin, E.I. Mashbits, A.I. Uman, A. .V. Khutorsky and others) focuses on determining the means of increasing the productivity of students' cognitive activity, organizing their joint creative activity, discusses the organization of students' creative activity by creating problem situations, developing the methodological culture of schoolchildren in the process of performing creativeassignments.

 Studies of the features of the formation of creative thinking of a younger schoolchild were also carried out in the works of L.S. Vygotsky, B.M. Teplova, S.L. Rubinstein, N.S. Leites, teachers Sh.A. Amonashvili, G.I. Schukina, V.N. Druzhinina, V.D. Shadrikova, I.F. Kharlamov and others.

Kazakhstan scientists-researchers in the field of pedagogy and psychology (U.B. Zheksenbayeva, A.V. Ignatieva, S.V. Kuznetsova, E.V. Sautina, I.S. Stebletsova, N.N. Telepneva, N.N. Khan) are revising theoretical positions regarding the nature of creativity, searching for sources for the development of creative thinking, as well as conditions conducive to the development of the creative potential of the individual.

 Whether it is possible to teach a person to think creatively and develop his ability to think creatively has not yet been finally decided. Some scientists argue that the intellectual creative abilities of a person are innate, and if a person does not have them, then it is impossible to teach him this. Research by some scientists shows that it is possible to teach everyone to think creatively, especially if this work is started at a young age.

The younger school age remains the most favorable for the development of creative thinking. Children, unlike adults, are able to express themselves in various activities - educational, artistic. They are happy to perform on stage, participate in concerts, competitions, exhibitions and quizzes, subject Olympiads.

Teachers and adults should remember that the developed creative imagination, typical for children of primary school age, gradually decreases as a person grows up. Along with a decrease in the ability to fantasize, the personality “combines”, interest in art and science goes out [3].

In the classical system of education, curricula are built, as a rule, on memorization, the accumulation of facts, and other non-creative forms of activity. Therefore, most students, especially those who do well in school, show serious resistance if further study or work requires them to display creative abilities. Such conflicts can be avoided if training and encouragement of creative activity begins at the very beginning of the educational course.

Probably everyone has the ability to think creatively to some extent. Already at the beginning of life, a person manifests an urgent need for self-expression through creativity, a person learns to think creatively, although the ability for such thinking is not necessary for survival. Creative comprehension is one of the ways of active knowledge of the world, and it is precisely this that makes progress possible, both for an individual and for humanity as a whole. However, not every person we can call a creative person.

In this context, M. Montessori believes that it is the ability to be creative that makes a child a builder of the future, and the disclosure of his potential allows a person and humanity as a whole to fulfill their role in the “cosmic plan of creation”, which is one of the most important tasks of education [4].

Pedagogy and psychology study thinking as a cognitive activity, dividing it into types depending on the conditions of generalization and the nature of the means used, their novelty for the subject, the degree of his activity, and the adequacy of thinking to reality. “A generalized reflection of reality is one of the two signs of any thinking. Its second sign is mediation. It is through previously acquired knowledge that new knowledge is acquired, certain mental tasks are successfully solved” [5].

Thinking is interpreted by N.A. Menchinskaya as a complex integral formation, including various intellectual operations, the level of performance of which characterizes the mental development of students.

R.S. Nemov believes that thinking can also be understood as a creative transformation of ideas and images in memory [6].

In accordance with the objectives of our study, we consider this problem and clarify the essence of the concepts: "thinking", "creativity", "creative thinking".

The Pedagogical Dictionary describes mental activity. Thinking, we operate with the knowledge available to us, mental activity is carried out through a series of mental actions. Through analysis, we divide a complex whole into parts, highlighting its properties, connections and relationships; by synthesis we form this or that whole in its internal unity. The problem is solved by analyzing and synthesizing the relationships given in the problem situation. You need the ability to master the method of solving problems, the methods of mental work. Much depends on a person's abilities, perseverance, self-control, etc.

In the learning process, favorable conditions are created for the development of thinking. The transition from ignorance to knowledge occurs during various mental operations, from very simple to complex ones. The task of the teacher is to properly organize the feasible mental activity. At the same time, from the consideration of individual phenomena, they move on to generalizations (induction) and from generalizations to individual objects (deduction).

Reproductive thinking plays an important role in practical human activity. On its basis, the solution of problems of a structure familiar to the subject is carried out.

The problem of one or another specific type of thinking arises in the context of the relation “thinking and activity”.

Thinking is inherently a creative process. In fact, if it moved only along beaten paths, then progress would not be possible in any of the spheres of human activity. The concept of creative thinking emphasizes the moment of its productivity, the ability to formulate new problems and search for their solutions.

Creative thinking involves the ability to independently pose problems and solve them, while finding non-trivial methods of solution.

Today, in the context of updating the content of education, intensive research is being carried out on the problems of creativity - the creative properties of the personality of students and the process of creativity itself. Such methods of developing creative abilities as the method of "brainstorming", synectics, business games, etc. are considered.

The focus of researchers of creative thinking is the problem of correlation of intellectual abilities and creative qualities of an individual. The study of the problem is carried out in two directions: the analysis of life experience and individual characteristics of a creative person (personal factors) and the analysis of creative thinking and its products (creativity factors - fluency, clarity, flexibility of thinking, originality, ingenuity, sensitivity to problems and constructiveness in solving them and etc.).

Creativity is a process of activity, as a result of which qualitatively new objects and spiritual values ​​are created, or the result of the creation of an objectively new one.

It should be noted that elementary school, as the first stage of education, provides great opportunities for the formation of creative thinking in younger students.

An analysis of the main psychological and pedagogical neoplasms and the nature of the leading activity of this age period, modern requirements for the organization of learning as a creative process that the student and the teacher build themselves in a certain sense, orientation towards the subject of activity and ways to transform it suggest the possibility of accumulating creative experience not only in the process of cognition, but also in such activities as the creation and transformation of specific objects, situations, phenomena, the creative application of knowledge gained in the process of learning.

References:

1. Law of the Republic of Kazakhstan "On Education" (as amended and supplemented on July 17, 2009). - URL: http://www.zakon.kz/141156-zakon-respubliki-kazakhstan-ot-27.html
2. The concept of education in the system of continuous education of the Republic of Kazakhstan until 2015. – URL: http://uvp. akmol.kz/home/mp6.
3. Nikitina A.V. Development of creative abilities of students // Primary School - 2001. - No. 10.- P. 34-37.
4. Montessori M. Self-education and self-education in elementary school.- M., 1993.-p.145.
5. Scientific electronic library of monographs published by the publishing house of the Russian Academy of Natural Sciences - URL: http://www.monographies.ru/76-2774
6. Nemov R.S. Psychology. M.: Enlightenment, 1990. - 301 p.