MODERN TECHNOLOGIES FOR THE DEVELOPMENT OF THE CREATIVE ABILITY OF SCHOOLCHILDREN IN THE PROCESS OF LEARNING ENGLISH

СОВРЕМЕННЫЕ ТЕХНОЛОГИИ РАЗВИТИЯ КРЕАТИВНЫХ СПОСОБНОСТЕЙ ШКОЛЬНИКОВ В ПРОЦЕССЕ ИЗУЧЕНИЯ АНГЛИЙСКОГО ЯЗЫКА

Ибрагимова Жансая

магистрант, факультет иностранных языков: два иностранных языка, Казахский Национальный Педагогический Университет имени Абая,

Казахстан, Алматы

ABSTRACT

The main purpose of this article is to provide modern teaching methods that will help develop creative thinking of schoolchildren during an English lesson, because the upbringing of creative thinking of children will be effective only if it is a purposeful process in which a number of private pedagogical tasks aimed at achieving the ultimate goal are solved. Also, innovative teaching methods in primary school develop creative thinking of children as they must to systematize and generalize the material studied, find out the main idea of studying material and discuss it, also these methods contribute to the development of cognitive interest in children.

АННОТАЦИЯ

Основная цель данной статьи - предоставить современные методы обучения, которые помогут развить креативное мышление школьников на уроке английского языка, поскольку воспитание креативного мышления детей будет эффективным только в том случае, если это целенаправленный процесс, в котором решается ряд частных педагогических задач, направленных на достижение конечной цели. Также инновационные методы обучения в начальной школе развивают креативное мышление детей, так как они должны систематизировать и обобщать изученный материал, выяснять основную идею изучаемого материала и обсуждать ее, также эти методы способствуют развитию познавательного интереса у детей.

Keywords: creative insights, innovation and knowledge, development, formative assessment, thinking types.

Ключевые слова: креативные идеи, инновации и знания, развитие, формирующая оценка, типы мышления.

Working on the intellectual and creative abilities of the student's personality in foreign language lessons, it is necessary to rely on the following methodological foundations:

• the student as a subject of activity; game activities.
• training in collaboration.
• pedagogical technology: personal-oriented training, pedagogy of cooperation, information technologies, project technologies [1, p. 272].

Creative activity, motivation for research work can increase if a favorable atmosphere is created at the lesson, if the teacher is condescending to the evaluation of results [2, p. 45]. To productively develop children's creative thinking, their creative abilities, memory, cognitive interest, logic, attention, independence, organization in the classroom, it is better to use the following techniques, methods and technologies.

Game technologies, which include:

• Lexical games;
• Games to improve grammar skills;
• Games to train memory and attention;
• Spelling games;
• Outdoor games;
• Pantomime;
• Didactic games (puzzles, dominoes...);
• Role-playing games and others.

There are different ways to motivate and stimulate students to study, but the most effective are games, creativity and research. Nowadays, games are a major part of learning English. Games promote intense language practice. They are needed at the beginning of the lesson or at the end to stimulate, reduce tension after the control, to replace the activity in the lesson. It is important that the games deliver satisfaction helped in training of linguistic phenomena.

It should be remembered that for all the attractiveness and effectiveness of games, you need to observe certain psychological measures; otherwise, the games will tire students and lose the vigor of emotional action. Let's consider the concept of M.F Stronin, who in his own book "Educational games in English lessons" divides games into [3, p. 5]:

• lexical;
• grammatical;
• phonetic;
• spelling;
• creative.

For example, when learning to read, it is advisable to use games on cards, riddles, crosswords, chain words, games like "Find the word", "Find a proverb".

1. Guess who the great man is?

This game will help you to express your thoughts in a logical sequence, can help in the ability to find similar words in a difficult situation when the student's vocabulary is insufficient, and replace them with synonyms.

One student leaves the class, and others think and call the name of famous person. Student, who was standing outdoor would come back asks questions. For example:

• Is this a man or a woman?
• Is she/he a writer, (poet, actor, actress, singer)?
• Is she/he alive?
• -In what country does/did he/she live?
• When was she/he born?

 If this student asks a certain number of questions and does not guess what kind of person he/she is, he is out of the game.

If you use a game in the classroom, it can contribute to the activation of cognitive and creative activities of students, develops their thinking, memory, brings up initiative, and relieves fatigue. Games help to develop intelligence and attention, enrich the language and strengthen the vocabulary of students, fix attention on the shades of their meaning. The game helps you remember what you have learned and add it to your knowledge.

Drawing and illustrating. Drawing and illustrating develops imagination and creativity, as a person feels and perceives the world through the senses. You can use drawing elements in different lessons, for example, when studying grammar. If you present grammar not only in the form of printed or handwritten text, but also in the form of drawings, learning and material will be easier and turns into a game.  Excellent psychological atmosphere will be present in the classroom, if you use drawing when learning new vocabulary. The same technique helps in more successful assimilation of foreign words. The image of new English words through a drawing helps students move more easily from their native language to a foreign one [4, p. 9]. For example, you can offer children the following tasks:

1. You are a designer. Create prints on t-shirts that tell people about the current problems of ecology. Tell your classmates about the problems you have depicted.
2. Draw the characters of the story that you have read recently and describe them to your classmates.

Use of Internet resources. Students can take part in tests, quizzes, competitions, Olympiads held on the Internet, correspond with peers from other countries, participate in chats, video conferences, webinars, and get information about the problem that is currently being worked on within the project. Using Internet resources in my lessons, I saw the following results: a real increase in the volume of knowledge about the socio-cultural specifics of English speaking countries; the formation of positive motivation to learn English through the use of modern authentic materials in the educational process, which directly contributes to the development of  foreign language communicative competence of students ; creative work with poems and songs at the initial stage of training, namely, their performance by roles.

References:

1. Broughton, Geoffrey (1978). “Teaching English as a Foreign Language”. London: Routledge and Kegan Paul, p. 272
2. Phillips S. (1993) “Young learners”, Oxford: Oxford University Press, p. 45
3. M.F Stronin (1972) "Educational games in English lessons", p. 5
4. Shorrocks D (1991) “The development of children's thinking and understanding”, p. 9