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Triz in early childhood education. Work program on the topic: triz mug program

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

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

The name of this system is associated more with scientific creativity than with the upbringing of children, however, in the upbringing of children, the use of this technique gives very effective results. This does not prevent the use of TRIZ in "adult" life - in engineering, business, politics, and even in creativity. In fact, the main content of the theory is to teach a child or an adult not only to invent, but to make the right decisions, guided by certain logic and algorithms for assessing the current situation. At present, even analytical computer programs, built on the basis of TRIZ technology, and having the ability to provide ready-made solutions for any areas human activity.

The essence of TRIZ technology

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

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

TRIZ in kindergarten

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

The tasks of TRIZ in preschool education are:

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

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

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

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

TRIZ methods

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

The most frequently used methods in TRIZ systems are:

• The little man method- for ease of understanding of complex, composite processes, they are depicted as little people who are in different relationships with each other. Especially often the method of little men is used in solving problems related to the molecular level. So, the little men-molecules of gas do not swing each other, liquids - hold hands, and solid substances - are tightly linked with both hands and feet.
• Focal object method- the original object is assigned properties that are not originally inherent in it, often fantastic. This breaks the stereotyped perception of the system and allows you to find unexpected solutions.
• System Operator- for any system, subsystems (constituent parts) and supersystems (larger formations, for example, for the “tree” system, the “plant” will be the supersystem) are also worked out.
• Resources- the whole system is considered from the point of view of resources or their derivatives. This makes it possible to approach the solution of the problem in a functional way. In addition, the properties of resources can complement each other, thereby expanding the capabilities of the researcher-inventor.
• contradictions- any system has contradictory properties, with respect to the same function. That is, the “A” property of any system, which allows it to perform a useful function, necessarily implies a negative “non-A” property, which makes it possible not to perform a harmful function.
• fantasizing- through the unification of parts of the whole (for example, a horse and a man are a centaur), reduction or increase, acceleration or deceleration, fragmentation or unification, statics or dynamics, revival and universalization of objects, and so on.

Combining these techniques allows you to build a single educational process, make it interesting, and most importantly - effective in terms of the development of the personality and cognitive abilities of the child, the systemic vision of the world and constructive solution life tasks.

TRIZ games in kindergarten

The first classes in kindergarten are always worn game form, and TRIZ training is no exception. The beginning of critical thinking is laid in the course of simple games:

• "Many-Little"- children are offered to quickly express with conditional gestures (strongly spread palms - a lot, palms together - few, above each other - enough) their attitude to the phrases they heard, such as: “One leg for all people is ...”, “A bucket of water for an elephant - this is ... "," A bucket of water for a sparrow is ... "and so on.
• "Good bad"- children answer the question why it is good or bad in relation to the same situation, and the situations gradually follow one from the other. For example, sweet candy is good and tasty, but also bad, because it can make your teeth hurt. Teeth hurt - this is good, as it is a signal that it is time to go to the doctor, but also bad, because you can go to the doctor in advance ... and so on.
• "Ran away"- a group of children is offered to quickly scatter around according to some sign that the teacher calls. For example, who has clothes with pockets - to the right, and who has no pockets - to the left; who was brought to the kindergarten by dad - to the right, who not by dad - to the left.

In this article, we have been able to present only the most general points theory of inventive problems. To get to know this system better, you can read one of the numerous books on TRIZ, especially since in most cases it is not only informative, but also fascinating reading. As must-read books we can recommend you:

• "Creativity as an exact science" Altshuller G.S.;
• “Kolobok and everything-everything-everything, or How to reveal the creator in a child” Shusterman Z.G., Shusterman M.N.;
• “Fundamentals of Classical TRIZ. A Practical Guide for Inventive Thinking” M. Orlov;
• "Principles of Survival, or Theory of Creativity for Every Day" Kizevich G.;
• "New Adventures of the Kolobok or the Science of Thinking for Big and Small" Shusterman Z.G.;
• “And then an inventor appeared” Altov G.;
• “Denis is an inventor. A book for the development of inventive abilities of children of primary and secondary grades "Ivanov G.I.;
• "How to become a genius: Life strategy of a creative personality" Altshuller G.S., Vertkin I.M.;
• "TRIZ in Kindergarten" Gin.S.;
• "World of Fantasy" series of books;
• "World of Mysteries" series of books.

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

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

This program is aimed at developing logical, creative thinking in students aged 8-11 (designed for three years of study). Contains educational (annual) thematic planning, an explanatory note (done in accordance with the requirements for writing an additional educational work program)

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municipal budgetary educational institution

"Average comprehensive school No. 13"

Considered at the methodological council "I approve"

Protocol No._1_dated_30.08.11. Director of MBOU secondary school No. 13

E.A. Krainev

Educational program

additional education for children

"TRIZ"

Age of students 8-11 years old

Implementation period 3 years

compiler:

Sidorova E.I.

Samenkova O.V.

Arzamas, 2014

Explanatory note.

Relevance of the program in, to ensure the development of the creative personality of the child. Creative activity is aimed at mastering knowledge through the introduction of creative tasks into the learning process.

The program contributes to the manifestation of the child's independence, self-realization, the embodiment of his own ideas, which are aimed at creating something new.

The curriculum is calculated3 years of 76 hours each. Class schedule: 2 times a week. The duration of each lesson is 45 minutes.

This program is adapted to the conditions of the school and is associated with primary education programs and extracurricular activities according to the Federal State Educational Standard, contributes to the optimal and intensive development of higher mental functions, such as memory, thinking, perception, attention. The program takes into account the age and individual psychophysiological characteristics of children.

The purpose of this program- development of creative and cognitive abilities of the child, to make the learning process exciting and interesting.

Tasks :

Development of productivity of thinking

Development of criticality mental capacity(ability to analyze possible solutions and choose the one that best matches the Ideal End Result (IFR)

Teaching children the skills of creative thinking and guided imagination

Development of cognitive interests in children

Formation in the child of the desire for reflection and search

Expected results of the 1st year of study:

The implementation of this program is focused on:

To include children in constant search activities

Strengthening independent practical and creative activity,

Development of control and self-control skills.

The implementation of this program of the 2nd year of study is focused on:

On the development and improvement of attention, perception, imagination, various types of memory, thinking. These qualities of the child are important for the formation of a full-fledged independent thinking personality.

Expected results of the 3rd year of study.

The implementation of this program of the 3rd year of study is focused on:

to improve the level of general education of students;

on the formation of a positive attitude of children to the educational process;

The formation of inventive abilities - the development of observation, curiosity, inquisitiveness of thinking, quick wit, activity, the development of independence in children, self-confidence, the feeling that they can cope with the solution of any problem.

1. Educational - thematic planning. 1st year of study

No. p / p		Theory	Practice	Total
	The concept of fantasy.		1 hour	2 hours
			1 hour	2 hours
	The development of associativity.	1 hour		1 hour
	novelty criteria.	1 hour		1 hour
	Associative riddles.	1 hour	1 hour	2 hours
9-11	Metaphors.	1 hour	2 hours	3 o'clock
12-13	Associativity value.	1 hour	1 hour	2 hours
14-16	The development of associativity. Generalization.	1 hour	2 hours	3 o'clock
17-19	Reception "Unification".	1 hour	2 hours	3 o'clock
20-22		1 hour	2 hours	3 o'clock
23-25	Word games.	1 hour	2 hours	3 o'clock
26-27	Game constructor.	1 hour	1 hour	2 hours
28-30	Inventing fairy tales.	1 hour	2 hours	3 o'clock
31-33	Reception "Morphological analysis". Generalization	1 hour	2 hours	3 o'clock
34-36	Features of objects.	1 hour	2 hours	3 o'clock
37-39	Object actions.	1 hour	2 hours	3 o'clock
40-42	Method of focal objects.	1 hour	2 hours	3 o'clock
43-45	Techniques of fantasy J. Rodari "Circles on the water".	1 hour	2 hours	3h.
46-48	Techniques of fantasizing J. Rodari "Bynom fantasy"	1 hour	2 hours	3 o'clock
49-51	Reception "What's next."	1 hour	2 hours	3 o'clock
52-54	Reception "Creative error"	1 hour	2 hours	3 o'clock
55-58		1 hour	3 o'clock	4 hours
59-61	Reception "Revitalization".	1 hour	2 hours	3 o'clock
62-64	Reception "Increase-decrease".	1 hour	2h.	3 o'clock
65-67	Reception "Acceleration-deceleration"	1 hour	2 hours	3 o'clock
68-70	Robinson method.	1 hour	2 hours	3 o'clock
71-73	Generalization of fantasy techniques	1 hour	2 hours	3 o'clock
74-75	Animal Tales		2 hours	2 hours
	Learning Outcomes	1 hour		1 hour

Total: 76 hours

2. Educational and thematic planning 2nd year of study

No. P.P.		Theory	Practice	Total
	"Voproshanka": stereotype of thinking; clarity of expression.	1 hour	1 hour	2 hours
	Logical search tasks. Antonyms.	1 hour	1 hour	2 hours
	"Drawing up a proposal", the establishment of integral: images, connections, generalizations.	1 hour	1 hour	2 hours
	"Auger analogues", highlighting the properties of objects: the ability to classify by features.	1 hour	1 hour	2 hours
10-11	"Search for opposite objects." Palindrome.	1 hour	1 hour	2 hours
12-13	"Search for objects by given functions." Synonyms.	1 hour	1 hour	2 hours
14-15	"Expression of thought", the ability to accurately express one's thought. Search for patterns.	1 hour	1 hour	2 hours
16-17	"Scattered" sentence (word).	1 hour	1 hour	2 hours
18-19	Depriving an object of its usual functions and endowing it with new ones. Draw without an object.	1 hour	1 hour	2 hours
20-21	Transformation of riddles and fairy tales.	1 hour	1 hour	2 hours
22-23	Change from a habitual activity to an unusual one. Development of speed of reaction, thinking.	1 hour	1 hour	2 hours
24-25		1 hour	1 hour	2 hours
36-27		1 hour	1 hour	2 hours
28-29		1 hour	1 hour	2 hours
30-31	Visual memory training. Logical search tasks.	1 hour	1 hour	2 hours
32-33	Search for patterns.	1 hour	1 hour	2 hours
34-35	Game "Associations". Development of spatial imagination.	1 hour	1 hour	2 hours
36-37	The development of concentration. Logical search tasks.	1 hour	1 hour	2 hours
38-39	Psihorosovanie - the ability to understand the intention of another. Attention training.	1 hour	1 hour	2 hours
40-41		1 hour	1 hour	2 hours
42-43	symbolic analogy. Visual memory training.	1 hour	1 hour	2 hours
44-45	Search for patterns.	1 hour	1 hour	2 hours
46-47		1 hour	1 hour	2 hours
48-49	Using human feelings as a resource for solving problems.	1 hour	1 hour	2 hours
50-51	Attention training. Search for patterns.	1 hour	1 hour	2 hours
52-53	Auditory memory training. non-standard tasks.	1 hour	1 hour	2 hours
54-55	Search for patterns.	1 hour	1 hour	2 hours
56-57 58-59 60-61 62-63 64-65 67-68 69-70 72-72 74-75 Total:	Improvement of the imagination. Development of speed of reaction of thinking. The development of concentration. Logical search tasks. Attention training. non-standard tasks. Auditory memory training. Logical search tasks. Visual memory training. non-standard tasks. Search for patterns. Improvement of the imagination. Development of spatial imagination Identification of the level of development of cognitive processes	1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 76 hours	1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour 1 hour	2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 1 hour

Educational and thematic planning - 3rd year of study

No. p / p		Theory	Practice	Total
	Traveling with a friend. The most exciting place in our city. (method selection, idea selection, methodology steps) Drawing or story to complement the idea	1 hour	2 h
	Fantasy scale. Questioning (novelty, persuasiveness, human value, artistic value, subjective assessment) Evaluation of one's own work and the work of a neighbor. Ability to compare, analyze, draw conclusions, reason.	1 hour	2 h
	Problem solving technique. Contradictions.	1 hour	2 h
	Problem solving technique. Ideality.	1 hour	2 h
	Problem solving technique. Resources.	1 hour	2 h
	Techniques for resolving contradictions separation of contradictory properties in space	1 hour	2 h
	Conflict resolution techniques continued Separation of conflicting properties in time	1 hour	2 h
	Separation of conflicting properties between system and subsystem.	1 hour	2 h
	Separation of contradictory properties between system and supersystem	1 hour	2 h
	Separation of contradictory properties between system and anti-system.	1 hour	2 h
	Problem solving scheme.	1 hour	2 h
	Card file (synthesis of tasks) Make up questions using contradictions	1 hour	2 h
	Synthesis of tasks. Complete your tasks with the necessary information	1 hour	2 h
	Compilation of tasks	1 hour	2 h
	Problem solving technique. Contradictions, resources.	1 hour	2 h
	Problem solving technique. Ideality, resources.	1 hour	2 h
	The method of inventing proverbs	1 hour	2 h
	Riddles technique	1 hour	2 h
	Fairy tale writing technique	1 hour	2 h
	Fantasy techniques. Increase decrease.	1 hour	2 h
	Fantasy techniques. What is good, what is bad.	1 hour	2 h
	Fantasy techniques. Vice versa.	1 hour	2 h
	Fantasy techniques. Acceleration-deceleration	1 hour	2 h
	Fantasy techniques. Making up metaphors	1 hour	2 h
	Fantasy techniques. Drafting creative stories by picture.		2 h
	Fantasy techniques. Morphological analysis		1 hour	1 hour
	Summing up the results of TRIZ-RTV training	1 hour
	TOTAL:	76 hours

Methodological support:

Classes are structured in such a way that one type of activity is replaced by another. This allows you to make the work of children dynamic, rich and less tiring. With each lesson, the tasks become more difficult: the volume of material increases, the proposed drawings become more difficult.

The methodological basis of the 1st year of study of this program is the methods of developing creative imagination (according to S. I. GIN). The main idea (S. I. Gin) is: teaching children the skills of creative thinking and controlled imagination. The methodological basis of the 2nd year of study of this program is methods and techniques (according to Kholodova O.A.), focused on strengthening independent practical and mental activity, as well as cognitive activity of children.

The methodological basis of the 3rd year of teaching inventive problem solving (TRIZ) is the developed and tested "Program for the development of creative imagination for elementary school." (Rubina N.V.) Controlled fantasy allows a person to quickly and easily adapt to rapidly changing conditions. therefore, the RTV course is actively used by psychologists for the diagnosis and psychological correction of primary school children.

When selecting the content and organizing the educational process, I relied on the following principles:

naturalness

scientific

Availability

The principle of complexity

The principle of an active approach

Program implementation formand organization of training sessions - group, individual, collective.

Forms of organization of training sessions in this course are:

Creative workshops

Didactic and plot - role-playing games

Excursions, observations;

1. The concept of fantasy.

The bottom line: fantasy can be learned. At the first lesson, the children, together with the teacher, remake a well-known fairy tale into a story. Example: A hen laid an egg. And my grandfather and grandmother had delicious scrambled eggs for breakfast.

In the second lesson there is a test. Approximate content of the work:

Draw the figures and write what happened

Write a story about school

Draw a fantasy animal

2. The concept of psychological inertia.

The main idea is that in order to be interesting in inventing, one must fight psychological inertia. The teacher gives a task - a situation, the children must guess it by asking questions that can only be answered yes or no (Yes-No).

3. Development of associativity. novelty criteria.

The main idea: there are techniques for inventing what drawings and objects look like. There is a diagram on the board. There are options for what it looks like. Options are written in a column. It is proposed to name 3-4 any objects, as varied and dissimilar as possible to this figure (written in the second column). It is necessary to prove that the drawing is similar to each of the listed objects (indicate how it is similar). Variants of words from 1 and 2 columns are compared: where the solution is more interesting and why.

4. Associative riddles.

Main idea: you can come up with riddles, describing what the object looks like. Select object. Fill in the left side of the table by answering the question: What does it look like? (3-4 comparisons in total). Fill in the right side of the table: How is it different? Insert linking words "how", "but not". Read the completed puzzle. For example: What is it: like a fence, but not climb over; like a saw, but does not saw; like grass but not growing?

5. Metaphors.

The main idea: there are rules for inventing metaphors. The sequence of writing metaphors:

What? (select object)

What is he doing? (name of the object's action).

What does it look like? (choose another object that performs the same action).

Where? (name the place where one object is located or its action takes place).

Verb 4 + noun 3 = metaphor

6. Associativity value.

The main idea: the use of associations helps to remember better. With the help of associations, you can easily memorize vocabulary words. To do this, you need to link the original word with the graphic image of the letter. Which must be remembered.

7 . The development of associativity. Generalization.

8. Reception "Unification".

The main idea: to invent unusual animals, you can use the "association" technique.

9. Reception "Morphological analysis".

Work sequence:

Select object

Fill in the left side of the table "parts"

Fill in the right side of the table - "part options"

Create new objects of combinations of different options.

10 . Word games.Main idea: analysis of the structure of the word allows you to play with it. The exercise "Names in numbers and words" is being performed. Group work "Why don't they say?"

11 . Game constructor.

The main idea: with the help of "Morphological analysis" you can invent new games. Game: "what, with whom, where, when ...". The teacher calls the question, the children write down the answer to it, after which they fold the top edge of the sheet away from themselves in such a way as to close the written word and pass the sheet to another. After the work is completed, the sheet is unfolded and read then. What happened. Interesting.

12 . Inventing fairy tales.

Main thought : using the "Morphological analysis" technique, you can invent fairy tales. The structure of a fairy tale, the characteristic features of a fairy tale (heroes, villains, purpose, magical objects, magic, transformations, scene of action) are explained.

13 . Features of objects.

Main idea: You can compose riddles, describing the features of the object.

Select object

Fill in the left side of the table by answering the question "Which one?"

Fill in the right side of the table: "What is the same?"

14. Object actions.

The main idea: you can compose riddles and absurdities, describing the actions of the subject.

Composing sequence:

Select object

Fill in the left side of the table, what actions it performs

Fill in the right side of the table, what other objects perform the same actions.

Insert linking words "... but not ..."

15 . Method of focal objects.

Main idea: you can come up with something new. Using the focal object method.

Work sequence:

Select an item to upgrade.

Name 3-4 any (random) objects, as far as possible in meaning.

Come up with signs and actions of random objects

Transfer properties of random objects to focal object

Idea development (ex: hot board - board class heating battery)

16. Techniques of fantasy "Circles on the water"

Choose the word "stone" from 5-6 letters that do not contain d, s, b, b

Write down all the letters of the word on the board, then next to this letter write the noun. Write a story with these words.

17. Techniques of fantasizing "Arbitrary prefix".

Two students on the blackboard write one word each so as not to see what the other is writing. One to the question - who ?, the other - what? With the help of various prepositions, phrases are compiled - development topics - essay with the appropriate title.

18. Reception "What's next."

You can learn to invent a continuation of fairy tales.

19 . Reception "Creative error".

You can use mistakes in words to invent a fairy tale. For a sample, you can use B. Zakhoder's fairy tale "The Whale and the Cat".

20. Generalization of fantasy techniques.

21. Reception "Revitalization".

What do the subjects think? It is necessary on behalf of these subjects, after reading their thoughts, to answer the questions: “What do I love? Who am I friends with? What don't I like? What do I dream about? ... Guess by the questions of the object.

22. Reception "Increase - decrease".

Using fantasy techniques related to changing the number of object properties.

23. Reception "Acceleration-deceleration".

Using fantasy techniques related to the transformation of time.

24. Robinson method.

When fantasizing, you can use resources. How would modern Robinsons decide if they ended up on a desert island with those items that are on the desk, in briefcases?...

25. Generalization of fantasy techniques.

26. Tales about animals.

You can learn to invent fairy tales about the features of animals.

27. Results of training.

Activities for the implementation of the system of creative tasks are represented by four areas focused on;

1) knowledge of objects, situations, phenomena;

2) creation of new objects, situations, phenomena;

3) transformation of objects, situations, phenomena;

4) the use of objects, situations, phenomena in a new quality.

Let us dwell on the main points of the implementation of the selected areas at various levels of complexity.

TRIZ has been implemented in the following areas.

"Knowledge".

The implementation of the first direction of work involves the implementation by students of creative tasks focused on the knowledge of objects, situations, phenomena in order to accumulate experience in creative activity. They are represented by the following thematic series: “Yes-No”, “Signs”, “Natural world”, “Technical world”, “Human organism”, “Theatrical”, “Fantastic stories”, “What is good?” These tasks involve the use of dichotomy methods, control questions, and individual fantasizing techniques.

“Object Transformation”

To create the experience of creative activity, students were asked to perform the following tasks on the transformation of objects, situations, phenomena:

• "The Rover on Mars";
• “Fruit Packing Problem”;
• “The problem of drying gunpowder”;
• “Problem about separation of a microbe”;
• “Come up with a label for a bottle of poison”, etc.;

As a result of the implementation, the students have expanded the possibilities of transforming objects, situations, phenomena by changing intra-system relationships, replacing system properties, and identifying additional system resources.

“Use in a new capacity”

A feature of the organization of work on creative tasks is the use of a resource approach in combination with previously used methods. Students do the following creative tasks:

• “Find a use for the discovery of the ancients in our days”;
• “Baboons and tangerines”;
• “Problem about the publicity stunt”;
• “The problem of the first people on the moon”;
• Series of tasks “Problems of the third millennium”;
• “Winnie the Pooh decides out loud”;
• "Narnia" etc.

"Creating a New"

When implementing the second direction, students perform creative tasks focused on creating a new one:

• "My business card";
• "Compose a riddle";
• “Come up with your own color (shape, material, sign)”;
• “Picture your memory”;
• “Come up with a fairy tale (story) about……..”;
• “Come up with a new balloon(shoes, clothes)”;
• “Invent a telephone for the deaf”, etc.

To complete these tasks, we used separate fantasizing techniques (splitting, combining, shifting in time, increasing, decreasing, vice versa) and methods of activating thinking - synectics, the method of focal objects, morphological analysis, control questions. The mastering of the methods took place mainly in group activities, followed by collective discussion.

The second year of study is focused on the development of cognitive abilities. Methods and techniques in the RPS classes are aimed at developing children's cognitive interests, forms the child's desire for reflection and search, makes him feel confident in his strength, in the capabilities of his intellect. During classes, children develop developed forms of self-awareness and self-control, anxiety and unreasonable anxiety decrease. Assignments are educational and developmental in nature.

Classes are structured in such a way that one type of activity is replaced by another. This allows you to make the work dynamic, rich and less tiring.

With each lesson, the tasks become more complicated: the volume of material increases, the pace of tasks execution increases, the proposed drawings become more difficult.

The system of tasks and exercises presented in the RPS classes allows solving all three aspects of the goal: cognitive, developing, educating.

Cognitive aspect:

The development of various types of memory, attention, imagination.

Development of general educational skills and abilities.

Formation of the ability to find unusual ways achieving the required result.

Development aspect:

The development of speech.

Development of mental abilities.

Development of the sensory sphere.

Development of the motor sphere.

Educational aspect:

Education of the system of moral interpersonal relations (to form the "I-concept")

RPS lesson model.

1. "Brain gymnastics" -2 min.
2. Warm-up-3-5 min.
3. Training of mental mechanisms 10 min.
4. Exercises to relieve eye strain.-2 min.
5. Logical search tasks.-10 min.
6. Cheerful break -3 min.
7. Non-standard tasks-10-15 min.

Expected results of the 2nd year of study.

The implementation of this program is focused on the development and improvement of attention, perception, imagination, various types of memory, and thinking. These qualities of the child are important for the formation of a full-fledged independent thinking personality.

Methodological support:

Topic: Composing riddles based on signs.

Goal: development of the child's creative abilities

Tasks: - to teach the child to compose riddles according to signs

Development of observation, concentration of attention, ability to generalize knowledge.

Development communicative qualities child.

Equipment: notebooks, cards, presentation.

Lesson plan.

1. Game "Yes-no" (cat) (4 min)
2. This is an amazing pet. How can it surprise? (children's answers, from their observations) (3 min)
3. Showing a video about a cat (Murka). (1 min)
4. Assignment: Let's try to notice and shoot everything that strikes and collect under the heading "Amazing nearby" (1 min)
5. What qualities does this animal have? Depends on the character, but a stubborn animal, proud, touchy, playful, devoted. The nature of cats freedom-loving, and these are practically the only animals that have not lost their wild instincts in captivity, and behave independently and freely. As the saying goes, “A dog loves its owner, but a cat lets him love himself.”
6. Word games.

CAT

Porridge Fire Shadow

Whale deer fabric

Stone autumn seal

Task: make up sentences from the words of each line.

On the fabric there was an image of a whale and a deer.

In autumn, the seal likes to rest on the stone.

In the shade of the bushes, passers-by found a fire where porridge was cooked on the fire.

3. Or Game "Chain" (5 min)

The teacher throws the ball to the student and calls any word (noun). The student returns the ball, naming the attribute of this object (adjective). The teacher comes up with another object that has the same attribute and throws the ball to another student. This student names a new feature and returns the ball, etc.

For example: cloud-white-cotton-soft-grass-smooth-paper-easy-task-long-rope-wet-ground-dirty-clothes-expensive-glass vase, etc.

4. Writing riddles. (7-10 min)

With the help of signs, you can come up with riddles.

(table on the board in advance)

Which? What is the same?

Select object.

Complete the left side of the table.

Complete the right side of the table.

Insert linking words (….but not…)

5. Work in groups to compose riddles. (10-12 min.)

Bicycle, lightning, tooth, fly, clown,

1. Summing up (2 min)

Work on TRIZRT technology

Purpose of work on TRIZRT technology:

Development of attention, imagination, logical thinking of students.

The third year of study sets the following tasks:

1. Educational:

– formation in children of the right attitude to the world around them,

fundamentals of reality analysis;

- the development in children of independence, self-confidence, the feeling that they can cope with the solution of any problem.

2. Educational:

- increasing the level of general education of students;

- the formation of a positive attitude of children to the educational process;

– the ability to analyze and solve inventive, practical and

social tasks;

– purposeful development of systemic dialectical thinking.

3. Developing:

- development of memory, attention, logic and intelligence in general;

– development of creative abilities (fluency, flexibility, originality

thinking);

– development of spatial thinking;

- development of speech;

– the ability to analyze, synthesize, combine;

- development of creative imagination.

Work on TRIZRT technology using the following

methods:

1) system operator;

2) typical fantasizing techniques;

3) Lull rings;

4) morphological analysis ("magic path");

5) methods for creating speech creative products (limericks, riddles,

metaphors, creative essays on

picture).

On the basis of the theory of inventive problem solving (TRIZ), the "Creative Imagination Development Course Program for Primary School" was developed and tested. psychologists for the diagnosis and psychological correction of primary school children.

Algorithm for solving inventive problems:

• Setting an innovative socially significant goal (system of goals).
• The path to the result (research, inventive activity).
• The result of activity (product).
• Implementation (application).

But it is necessary to start working on TRIZ with young children not with setting a goal, but in the first place it is necessary to put the child's activity. First, not creative, but reproductive (representative, imitating) activity, during which creativity, original solutions, and then new ideas are manifested.

One of the main tasks in the formation of inventive abilities is the development of observation, curiosity, inquisitiveness of thinking, ingenuity, activity, independence.

Methodological support:

Typical fantasy techniques

Helps develop creative imagination Lull rings . The device consists of 2-3 cardboard circles on a rod, divided into sectors. An arrow is attached to the top of the circle.

On big circle The sectors contain pictures depicting real objects. On a small circle - geometric shapes. The arrow pointed to the house and the circle - the children must answer the question: what can be round in the house? Or: when can a house be round?

Morphological analysiscontributes to the development of mobility of thinking, the formation of the ability to find many options for solving a problem. Work should begin with the "magic path" along which the "hero" travels. "Hero" is a number; if she is in a good mood, circle her in red. This number increases when it meets other numbers. If the mood of the number is bad, circle it in blue - this number is subtracted or divided by it.

1 2 3 4 5 6 7 8 9

"Hero" 2

(red color) 3 4 5 6 7 8 9 10 11

Dichotomy. Linear yes-no. Narrowing the search field by dividing each received object

in half.

The purpose of the reception: to consolidate the concepts of "before", "after", "between", "before".

The teacher puts numbers from 0 to 1000 (tens) into the demonstration tape:

0 10 20 30 40 50 60 70 80 90 100…

We guess one of the numbers and invite the children to guess it using

questions and answers "yes" and "no". For example: is the number 50? No. Is it a number between 50 and 100? No. Is this number less than 50? Yes. Is it number 20? No. Is this number greater than 20? Yes. This number is between

20 and 40? Yes. Is it the number 30? Yes.

Limericks.These are short poems consisting of five lines. They are written in the genre of nonsense (nonsense)

and rhyme in this way: the first four lines are a paired rhyme, the fifth line is a conclusion and may not rhyme. For example:

I give you my word of honor

Yesterday at half past six

I met two pigs

No hats or boots.

I give you my word of honor!

Making riddles.When composing riddles, we use the model

Which? Who is the same?

An attribute is selected for an object that answers the question “what?”, and a selection of objects is made for which

this feature is pronounced. After filling the table, insert between

right and left columns "as"

or "but not". For example:

Which? Who is the same?

elegant young lady Elegant,

Howyoung lady.

sparkling star,

Howstar.

attractive fashionista

attention attention,but notfashionista.

Answer:Christmas tree.

Making metaphors.A metaphor is created by transferring the properties of one object to another and is based on implicit comparison. For example: let's make a metaphor about carrots. We work according to the algorithm:

1. What? Carrot.

2. What? Beautiful.

3. Who is the same? Princess.

4. Where? In the garden.

5. In what? In a cheerful garden.

6. What? Merry garden.

What happened? Garden princess. Let's make a proposal:

The orange princess of the cheerful garden flaunted in the sun.

Literature:

1.Gin S.I. World of Man M.: Vita-Press, 2003

2. Gin S. I. World of fantasy M. Vita-press, 2001

3. Kholodova O.A. "Young clever and clever" workbooks in 2 parts Grade 3

Publishing house "Growth" Moscow 2007

4. Kholodova O.A. "Young wise men and clever women" methodological manual Grade 3

Publishing house "Growth" Moscow 2007

5. Azarova L.N. How to develop the creative individuality of younger students // Elementary school. - 1998 - No. 4. - p. 80-81.

6. Bermus A.G. Humanitarian methodology for the development of educational programs // Pedagogical technologies.-2004 - No. 2.-p.84-85.

7. Vygotsky L.S. Imagination and creativity in childhood. M.-1981 - p. 55-56.

8. Galperin P. Ya. Staged formation as a method of psychological research // Actual problems developmental psychology - M 1987

9. Davydov V. V. Problems of developmental education -M. – 1986

10. Glazunova M.A. and etc.Integrated_course based on TRIZ_pedagogy //

Pedagogy. - 2002. - No. 6.

11. Zinovkina M. To knowledge through creativity // Teacher. - 1999. - No. 5.

12. Kuznetsova V.V., Pystina L.A.Formation of talented thinking in pre_

schoolchildren. - Saratov, 2001.

13. Kuryshev V.A.TRIZ approach to problem solving // School technologies. -

2003. – № 4.

14. Lyublinskaya A.A.A teacher about the psychology of a younger student. - M .: Enlightenment_

nie, 1977.

15. Sidorchuk T.A., Gutkovich I.A.Methods for the development of the imagination of preschoolers. -

Ulyanovsk, 1997.

16. Shiryaeva V.A.Theory of Strong Thinking – TRIZ training course for old people

schoolchildren // School technologies. -

2001. – № 3.

17. Khomenko N.N.Theory of inventive problem solving – TRIZ // School

technologies. - 2000. - No. 5.

18. Rubina N. V. "The Planet of Unsolved Mysteries" Petrozavodsk, 1999

Explanatory note .

In the process of social and economic transformations of society, problems arise that require new approaches to solve. There is a growing need of society for people who not only have deep knowledge, but also are able to creatively approach the solution of complex tasks and problems. The ability to solve creative problems, developed imagination - these qualities largely determine the personality of not only tomorrow, but also today.

Domestic pedagogy responded to the demands of society with the transition to 12-year education, the main task of which for elementary school is to “ensure the initial formation of the child’s personality, identify and develop his abilities” through creating an environment for successful self-development, self-determination and self-realization of the individual.

Application traditional methods and forms does not allow you to fully solve the tasks, so there is a need to introduce innovative technologies creative orientation.

The TRIZ course based on TRIZ is an attempt to solve the problems that the state sets for the elementary school - the creation of conditions for creative development personality of each student.

Starting to compile this program, I used the experience of teaching this course in primary school teachers - Trizovites, which allows the most accessible and interesting way to develop creative thinking and imagination in a younger student, to acquaint them with elementary Trizovian concepts and methods of activating thinking, ways of solving problems and problems, life situations. There is no established methodology for teaching the course, there is only work experience and general recommendations for conducting classes. And I consider it impossible to use someone else's system as a whole,

because in elementary school there is a great difference even between the children of neighboring classes. What some have grown up to may be fundamentally unacceptable for others. That is why I set the task of creating self material adapted to the regional conditions of our republic, taking into account the psychological and age characteristics of children.

The concept of TRIZ appeared in the 50s. Its founder is G. S. Altshuller, inventor, science fiction writer. It is based on a systematic study of the results of human intellectual activity. Now TRIZ is being studied in more than 300 cities of the CIS and Kazakhstan at different levels: in kindergartens, schools, institutes .

Why was TRIZ chosen?

TRIZ helps to understand that the creative process can be controlled and this can be taught and learned, because “talent can be developed with constant purposeful training, just as muscles and memory are developed” (B. Nemensky).

TRIZ teaches to fantasize (accumulated world experience in techniques, algorithms, methods for activating creative thinking).

TRIZ has developed the basic principle of conflict resolution.

TRIZ reveals the patterns of development of an individual, a team, a system, thereby contributing to the adaptation of a child in the world around him.

Triz helps to develop talented systemic thinking (to teach to think means to solve with an understanding of the ongoing patterns, and not to give in to emerging problems).

Triz helps to get closer to “ideal” when the required result is carried out by itself, while minimal or no human participation is allowed.

aim The introduction of this course is the development of the creative abilities of children, allowing them to solve problematic problems and create creative products (riddles, fairy tales, proverbs, stories, crafts, drawings, etc.). The course is focused on the development of creative extraordinary thinking in children of primary school age, the formation of skills to solve inventive (problem) problems, the development of interest in one's own creativity, in the search for rational solutions.

Course Feature that teaching children is based on the techniques and methods of TRIZ, as well as on some non-algorithmic methods of generating ideas. Difference from known problem learning- in using the world experience of techniques, algorithms, tables, creative and open tasks, as well as in striving for ideality, i.e. maximum use of opportunities, knowledge, interests of the students themselves in order to increase efficiency and reduce costs in the education process.

When compiling the program, the following principles:

principle of consistency and complexity,

principle of CREATIVITY to teaching creativity (children, as it were, “discover” many techniques and models themselves as a result of a structure built in a certain way learning activities);

the principle of continuity and taking into account age abilities,

the principle of a single conceptual apparatus(the concepts introduced should go through the entire course of the RTV and be used in other academic subjects;

6. the principle of activity and ideality,

feedback principle(the results of the work are controlled through

children's answers test and creative tasks);

9. the principle of teaching at the method level (learning how to act),

10.productive exit principle(any creative work ends with a product that is significant for the child).

The organization of creative activity consists of stages:

goal setting

organization

forecasting

planning

implementation and reflection

Forms of organization activities students in the classroom are diverse: individual, group, collective, work in pairs.

Features of this course:

free groups in which the child feels relaxed, does not feel submissive to the teacher;

pedagogy of cooperation, co-creation of student and teacher;

application of teamwork methods: brainstorming, organizational-activity game, free creative discussion;

game methods;

motivation: the desire of the individual for creativity, for self-expression, self-affirmation, self-realization.

In accordance with the objectives of the RTV course, I propose the following structure classes:

1. Warm up(includes various creative tasks, "open" tasks, games "Yes - no", "Guess what's in the bag" and others).

2 . The development of mental processes, the underlying creative abilities of students (memory, thinking, attention, imagination, etc.).

3 main stage(program material).

4. Reflection.

The purpose of the lessons: to discover something new at the instrumental level and use it when creating something new, the introduction of inventive problems that allow students to discover the basic concepts of TRIZ.

Form of conducting classes: lessons - travel, lessons - fairy tales, business games, trainings, lessons - theaters, in grades 3 - 4 - lessons - workshops, etc.

Time distribution.

RTV is an oral subject. Work in workbook takes 1/3 of the time in the lesson, the rest of the time is oral work.

Evaluation.

1. TRIZ at school is non-judgmental.

2. Evaluation is possible according to a two-point system (“4” and “5”) or according to a special reward system.

3. The main stimulating element for students is their interest in the creative process, both in the classroom and in optional creative homework, which implies the freedom of the child's self-expression and the possibility of applying the acquired knowledge in practice.

At the end of the study of the topic, children are offered problem situations that need to be resolved (orally or in writing). Another option for checking the assimilation of the material is creative homework with subsequent analysis, summarizing classes, as well as control creative tasks at the end of each semester in the form of lessons - trials, investigative experiments, business games, integrated tasks. In this regard, special tests have been developed, tasks for each class after studying the topic and the end of each semester, trainings. The result of studying the entire course is the creation of collective and individual creative books of schoolchildren with the best creative work of students.

Expected results:

original solution of problems and tasks, the ability to easily overcome difficulties;

development of strong thinking skills and creative imagination with the help of special exercises and methods using TRIZ elements and foreign methods for finding new ideas in educational activities: brainstorming, morphological analysis, synectics, etc.

development of the search activity of students and the ability to solve non-standard tasks: inventive, research;

training in collective cognitive activity, conducting a problematic dialogue; tolerance and at the same time doubt in contact with an unusual, different point of view;

fostering a positive and constructive attitude;

development of flexibility and critical thinking; associative thinking, figurative speech;

the formation of positive self-esteem, self-confidence.

The program is designed for students in grades 1-4. The study of this program requires hours specially allocated for it (1 hour per week).

Depending on the time available for the course,

The program can be changed, both in content and in form.

Individual topics can be enlarged or taken selectively. Permissible

the study or consolidation of some topics at an interdisciplinary level in

close connection with other subjects, tk. the RTV course fits well into all developing educational systems.

The structural basis of learning is the lesson, which corresponds to its own learning topic.

the formation in children of initial ideas about nature, society, man, as well as about their nation, national characteristics, homeland, based on regional conditions.

Ministry of Education and Science of the Republic of Kazakhstan

State Institution "Rudny Department of Education", gymnasium No. 2

RTV course program

(development of creative imagination) based on TRIZ

primary school teacher

License No. 0622, KST series

Ore

2011

Program

RTV (based on TRIZ)

1 class (34 hours)

Basic concepts: TRIZ, imagination, fantasy, dream, problem, solution,

RVS operator, contradiction, brainstorming, IFR, analogy.

Topic name	Number of tea	Tasks of conducting classes	Basic concepts
1 TRIZ - what it is? 1.1 Dating game. 1.2 Testing to identify student abilities		Tasks: to give the concept of TRIZ, to acquaint with the content of the course, to consolidate the knowledge of names in the classroom, to identify the level of students' creative abilities.	geometric figures.
2 RTV (development of creative imagination): 2.1 Creation of the country "Tili-Mili-Tryamdia" ». 2.2 V. Suteev "How a chicken painted." 2.3 Drawing clouds on wet paper with your finger. 2.4 Creative educational games.		Tasks: to develop the imagination of students from recreative to creative, to teach to analyze, compare, perceive the image of nature by means of visual activity, to draw according to the idea.	imagining no, a dream.
3 Problems around us. 3.1 Problems are our friends. The game "We are correspondents." 3.2 "Saving Kolobok" (RVS operator). 3.3 RBI ( ideal end result) based on the fairy tale "The Fox and the Hare"). 3.4 contradictions- a way to solve problems. “We help the Dog and the Cat to make peace” (V Suteev "Naughty cat"). 3.5 We help the heroes of famous fairy tales: Lion from Kaz. nar. fairy tales "The Lion and the Fox", Aldaru Kose from the fairy tale "Wonderful Fur Coat", Little Red Riding Hood, Wolf and 3 pigs. 3.6 "Ideal Party". 3.7 Learn to tell a picture step by step.		Tasks: give the concept of “problems”, develop the ability to see problems, cultivate a positive attitude towards them, help to understand that any problem can be solved. Tasks: using the RVS operator, plasticine, paints, paper, to learn how to find a solution to these problems, develop the ability to find problems, contradictions and resolve them; develop imaginative thinking, imagination, empathy, cultivate a positive attitude towards the heroes of fairy tales, their comrades. Tasks: using accessible examples to familiarize students with IFR in TRIZ, teach them to see "bad" and "good", develop children's imagination. Tasks: to acquaint students with contradictions as a way to solve problems, to develop the ability to see in every phenomenon, object, action in the surrounding life both “bad” and “good”; to convey to the minds of students that not everything good is good, and not everything bad is bad. Tasks: develop creative thinking, imagination, learn to find contradictions and resolve them, find IFR. Tasks: h to strengthen the concept of "problems", "contradictions," to acquaint with active methods of solving the problem for the development of coherent speech, reading technique.	Problem, price Counter chie, the method of "Meeting Pirates”, rules for working in groups. Counter chiya, the game "Good - bad",
3.8 Good-bad game. 3.9 “Bad is in the beloved and good in the unloved.” 3.10 Finding and resolving contradictions in fairy tales. 3.11 Solving life's problems: "Is greed good or bad?" 3.12 General lesson on the topic. Business game "Does Baba-Yaga need protection?"		Tasks: to develop the ability to see in every phenomenon, object, action in the surrounding life both “bad” and “good”; to convey to the minds of students that not everything good is good, and not everything bad is bad. Exercise students in finding and solving problems in famous fairy tales and life, use methods for resolving contradictions, develop creative imagination, ingenuity, the ability to work in groups, in pairs. Tasks: generalize children's knowledge on the topic.	contradictions,
4 "In the world, everything for everything Seems like". 4.1 Search for analogies in life. 4.2 Comparison on different grounds. 4.3 Reception - an analogy in rhyme. 4.4 Introduction to associations. 4.5 Pictograms. 4.6 Generalization on the topic.		Tasks: show on concrete examples that everything in the world is similar to everything; develop associative and figurative thinking, attention, memory and imagination, cultivate concentration and perseverance.	similar shape, color, size, substance, Pictogram associations
5 Composition of riddles. 5.1 Riddles "Yes - no." 5.2 .False riddles. Mysterious parts. 5.3 Composing riddles based on contradictions, analogies. 5.4 Riddles are the opposite. 5.5 Generalization on the topic.		Tasks: teach how to make various riddles using tables - supports; to develop speech, thinking, fantasy, the ability to work with algorithms, to cultivate the ability to cooperate with each other.	Conflicting Properties items. Analogy, size, substance, etc.
6 RTV. "Journey to a fairy tale". 6.1 Revive, transform. Colored tales. 6.2 Salad from fairy tales (MFI ). 6.3 We compose fairy tales using the method of control questions. 6.4 Techniques: "Circles on the water", RVS operator, key words.		Tasks: to acquaint students with the techniques of composing fairy tales, develop imagination, connected speech, the ability to work with algorithms, develop the ability not to get lost in a difficult situation.	Fairy tale,
Lesson 7 - report to parents.		Tasks: presentation of received ZUN at the rate, creative works.

Methodological support of the RTV course based on TRIZ.

To ensure the educational process, an educational and methodological complex has been prepared to help the teacher, which includes:

exemplary thematic planning,

control - training tasks, business games, tests, integrated tasks, separate notes of the best classes (from work experience).

Program

RTV (based on TRIZ)

2nd grade (34 hours)

Basic concepts: Triz, problems, associations, analogies, contradictions, MFO, morphological analysis, RTV, system operator, system, supersystem, subsystem, MMP.

Sample Thematic Planning

Topic name	Number of tea	Tasks classes	Main concepts
1 Introductory lesson. 1.1 Creative games. 1.2.Testing: " The level of development of mental processes in students.		Tasks: to repeat the basic concepts of TRIZ, to help overcome psychological inertia, to repeat the rules of working in groups. Tasks: identify the level of intellectual and creative abilities of students	problem, associations, analogy,
2 We develop mental processes and creative abilities: 2.1 visual and auditory memory 2.2 attention, speed of reaction, 2.3 logical and creative thinking.		Tasks: develop mental processes as the basis of RTV (development of creative imagination); to form and improve them by introducing rational methods and algorithms focused on organizing the controlled activities of students.	attention, reaction speed, thinking.
3 Solving school problems 3.1 Technique of reading, quarrels and fights. 3.2 Finding worthy answers to an insult.		Tasks: identify the main problems of the class, using brainstorming and group work, find ways to solve them, develop the ability to to respond appropriately to an insult, to defend oneself with dignity.	Problems, group work rules.
4 We compose riddles: 4.1 based on contradictions; 4.2 based on analogies; 4.3 compose riddles in their parts; 4.4 Get to know new tricks for composing riddles.		Tasks: develop attention, observation, enrich lexicon students to form the ability to verbally and in writing to draw up riddles, using algorithms and tables.	Analogy, resistance antonyms synonyms, analogy.
5 RBI-magic wand. 5.1 RBI in fairy tales and life. 5.2 We help Oorfene Deuce to dress his wooden army. 5.3 Solving problems with IFR: - How to measure the length of a cobra? Why do ants need anthills? How to rid the streets of our city from plastic bottles? etc.		Tasks: to continue work on developing skills to find IFR (ideal end result) in fairy tales and life; learn to solve problems and "open" problems, to find various ways their decisions, to develop the ability to choose the most rational ones, approaching the ideal end result, when the required result is carried out “by itself”, while allowing minimal human participation.	ideal. "open" issues.
6 Methods for activating the creative process: 6.1 Brainstorming method. 6.2 MFI. Creating something that does not exist in the world. Inventors. Magic shop. 6.3 Method of morphological analysis. Salad from fairy tales. 6.4 Binomial fantasy by J. Rodari. 6.5 The system operator and its use. 6.6 mmch - the magic of little people. Modeling by little people .		Tasks: to acquaint with the main methods of activating creative thinking; learn to look for a solution to any problems, listen and take note of any ideas; stimulate the creative activity of students; develop a sense of camaraderie and mutual assistance. Tasks: cause unexpected associations and, thus, look at the object from an unusual angle, develop the creative imagination, intelligence of students. Tasks: to teach students to use the method of "morphological analysis", to create new and unusual objects of the surrounding life, transform known objects, compose fairy tales, develop creative imagination. Tasks: teach students system analysis, activate creative abilities, develop coherent speech, interest in their own discoveries. Tasks: develop a healthy imagination and the ability to solve certain problems, increase creative activity.	Brainstorming, idea generators, problem, group work rules. MFO - method of focal objects. Morphologists cal analysis System operator, system, supersystem, subsystem.
7 Fantasizing techniques: 7.1 Revitalization, increase - decrease, union - separation, etc. 7.2 "On the contrary, acceleration - deceleration, movement in time." 7.3 Funny stories (from D. Rodari). 7.4 Game constructor. 7.5 Constructor for fairy tales (Propp cards). 7.6 Essay about our class. 7.7 Writing proverbs.		Tasks: to teach fantasizing techniques, to learn to compose fairy tales using diagrams, tables, maps, various methods and tricks; develop fantasy, imagination; to attach to the spiritual wealth accumulated by mankind.	Fairy tales, heroes, magic, fantasy.
8 Preparation and conduct of the final lesson 8.1 “What we have learned in a year” (report to parents). 8.2 RTV "I learned ...".		Independent creation of creative works of your choice, their protection (in groups and individually).	editor, corrector, artist - designer.

Program

RTV (based on TRIZ)

3rd grade (34 hours)

Basic concepts: invention, creativity, inventor, creator, methods of resolving contradictions: trial and error, unification, separation, turn harm into favor, “all by yourself”, “in advance”, “without interruption”, “matryoshka”, “necessary - unnecessary” , "assistant" and others, resources: material and human, hidden; techniques for activating the creative process, techniques for fantasizing, ways to solve "open" problems.

Approximate thematic planning.

Topic name	Number of tea	Tasks of conducting classes	Basic concepts
1 Introductory lesson 1.1 " Invention, creativity. What common? What is the difference?" 1.2 We are inventors. Creation of a country that does not exist. Protection of drawings, projects.		Tasks: introduce new concepts, compare them; develop the ability to analyze, compare, contrast, distinguish creativity from invention; to cultivate a sense of beauty, interest in creativity, inventions. Tasks: develop creative imagination, the ability to work in groups, reasonably defend their projects, cultivate the desire to work, observing the rules of working in groups.	Invention creativity, creator, inventor of TRIZ, RTV. Invention creativity, brainstorming, group work rules.
2 Composing riddles by different ways.		Tasks: repeat different ways of composing riddles, introduce new techniques; to develop the creative abilities of students, figurative speech, the ability to work with diagrams.	analogy, contradiction chie, comparison on various grounds,
3 ways to solve problems: 3.1 RVS is a problem solving tool; 3.2 Contradictions are a way of solving problems. 3.3 .Generalization on the topic. Lesson-court "Ivanushka is guilty or right, who ruined the life of Baba Yaga."		Tasks: consolidate the basic concepts on this topic, create conditions for the development of logical thinking, memory; introduce basic tools and ways to solve problems; educate the desire not to get away from problems, but to find ways to solve them. Tasks: through the game situation of the trial, consider life problems, develop educational - intellectual skills: analysis, synthesis, comparison, evidence-based thinking, imagination; foster a sense of camaraderie, mutual assistance.	RVS - size, time, cost, resistance problem, contradiction chie, brainstorming, prosecutor, accusers,
4 Solving environmental problems using TRIZ techniques. 4.1 Association - separation. 4.2 “Turn harm into favor”, “all by yourself”. 4.3 "In advance", "without interruption". 4.4 "Necessary - unnecessary", "assistant".		Tasks: help students acquire the skills to identify elementary natural contradictions encountered in the world around them; develop the ability to resolve the found contradictions with the help of Trizian techniques; to develop observation, creative thinking, to cultivate interest in obtaining information.	IFR, contradictions, methods of resolving contradictions whose: association assistant (intermediary), “matryoshka, "necessary - unnecessary", etc.
5 Techniques for eliminating contradictions in TRIZ: 5.1 “Pre-planted pillow”, “matryoshka”. 5.2 "Compromise", etc. 5.3 Arbitrary prefix.		Tasks: to acquaint with some methods of eliminating contradictions: “pre-planted pillow”, “matryoshka”, compromise and others; convey to the minds of students: problems are our friends, and they can be solved. Tasks: creation of conditions for the development of logical thinking, memory, imagination; consolidate the basic principles of conflict resolution	Techniques for eliminating counter- arbitrariness prefix
6 Resources 6.1 The concept of "resources". 6.2 Solving problems using the VLOOKUP method (resource rule).		Tasks: give the concept of "resources", familiarize with the rule of resources; develop thinking, attention, memory; to convey to students the main idea: in striving for RBI, it is necessary to use the available resources as much as possible.	Resources, real nye, human cue, hidden.
7 Techniques for activating the creative process, writing fairy tales 7.1 Retelling fairy tales. 7.2 Fantastic binomial. 7.3 Fairy tale - tracing paper. Propp cards. 7.4 Magic chests.		Tasks: continue acquaintance with various methods of composing fairy tales: collectively, in groups, individually; develop creative imagination, speech, cultivate interest in creativity, a sense of mutual assistance.	The system of D. Rodari, Propp, colored fairy tales, MFI, magic table, etc.
8 Familiarity with various fantasy techniques 8.1 Journey to the island of 5 senses. 8.2 Journey to Fantasy Island 8.3 The RVS operator is a concept. 8.4 Size as a sign, character, object, phenomenon. Change of size. 8.5 Time, cost. 8.6 Practical lesson. 8.7 Substance and material. Substance as a sign. 8.8 Fantasy on the theme: "A country where everything is made of ..." by J. Rodari. 8.9 Generalization on the topic.		Tasks: to acquaint with various techniques of fantasizing, to develop creative thinking and imagination. Tasks: to acquaint children with the 5 senses of a person, to teach them to compose and guess riddles, fairy tales, using the feelings of a person. Tasks: develop imagination, thinking, attention. Tasks: to consolidate the concept of RVS, its significance for the subject. Tasks: introduce a new concept, teach to fantasize by changing the size of the analyzed object. Tasks: using the concepts of "time", "cost", to learn to change the course of events of a fairy tale, to create a new one; develop imagination, speech; learn to turn "bad" into "good", evil into good, etc. Tasks: to acquaint with the concepts of "substance", "material", highlight their similarities and differences; develop creative imagination. Tasks: using the PBC operator, change an already known fairy tale and create your own, to cultivate the ability to work in groups, to hear each other, to accept other people's ideas.	Fantasy, fantasy, fantasy, fantasy. time, cost. Substance, material.
10 Solving creative problems by various methods.		Tasks: show by examples that solving problems is easier and faster if you use the methods, techniques, principles studied in TRIZ; develop logical thinking, memory, creative imagination.
11 Generalization session 11.1 Making creative books .		Tasks: to summarize the basic knowledge of students in the TRIZ course in the 3rd grade, to conduct testing to develop the creative abilities of students.

Program

RTV based on TRIZ

4th grade (34 hours)

Basic concepts: methods of activating creative thinking: trial and error method, brainstorming, synectics method (direct analogy, fantastic, garland and association method, symbolic graphic analogy, verbal symbolic analogy, personal analogy), MFO, morphological analysis, system operator, versification.

Topic name	No. of tea	Tasks of conducting classes	Basic concepts
1 Introductory lesson		Tasks: develop the creative abilities of children, help overcome psychological inertia, “liberate” the subconscious, repeat the rules of working in groups, cultivate respect for others.	Trial and error method, "generate ry”, “critics”, speaker, watchmaker, secretary, resources.
2 "Activation methods creative thinking: 2.1 Brainstorm.		Tasks: learn to look for non-traditional ways to solve a problem, choose the most rational solution, listen and take note of even the most unusual ideas, stimulate the creative activity of students, develop the ability to analyze bad and the good side ideas, adjust the proposed options, cultivate such qualities as punctuality, politeness.	Brainstorming, idea generators, problem, open tasks, limitations.
2.2 The synectics method is a scientific attempt to improve brainstorming.		Tasks: introduce the history of the appearance of the synectics method, reveal its meaning, conduct comparative analysis with brainstorming, develop imagination, logical thinking, cultivate interest in one's own discoveries.	Synectics, William Gordon, intuition, inspiration, non-operational nye, operational nye, analogy.
2.3 Synectics. Direct analogy.		Tasks: to introduce varieties of direct analogy, to develop the ability to turn the familiar into the unusual and vice versa, to teach to compose riddles, colorful fairy tales, to cultivate a respectful attitude towards everything around.	Direct analogy, shape analogy, component analogy, functional analogy, color analogy.
2.4 Method of garlands and associations.		Tasks: using the method of garlands and associations, learn to connect the incompatible, guess the intended object, literary hero, develop imagination, compose a fairy tale, story, invent something new according to a ready-made chain.	Association, analogy, garlands, invention, creativity.
2.5 Fantastic analogy.		Tasks: to form the ability to remove psychological inertia; go when solving problems in a previously unknown (unusual) way; to teach any situation, to transfer any action into a fairy tale and use magic to get out of the current situation; develop creativity, imagination in a variety of productive activities; learn to turn bad into good; solve "open" problems; develop speech.	Analogy, fairy tale, magic, fantasy, creativity, invention, resources.
2.6 Symbolic graphic analogy. Writing metaphors.		Tasks: develop the ability to designate a real image or several images with any one symbol, highlighting in them common signs; develop imagination, the ability to transform, the ability to detect hidden dependencies, non-standard thinking, learn to find a graphic analogy on your own, compose fairy tales and stories according to a given graphic model ..	Analogy, graphic, symbol, image, "convolution nie”, a metaphor.
2.7 Verbal symbolic analogy.		Tasks: develop the ability to briefly convey the content or meaning of the work in words-symbols; compose "abracadabra" poems and stories, replacing real words with their own, invented ones.	Verbal symbolism what an analogy, a symbol.
2.8 Personal analogy. Game point of view.		Tasks: develop the ability to identify oneself with the object being considered or represented, develop the ability to defend one’s point of view, distribute roles, develop the ability to argue, write an essay - a complaint on behalf of some educational thing, subject, etc.	Empathy, image, enter, get used to the role, facial expressions, gestures, pantomime.
2.9 Generalizing lesson. Competition "Have an idea"		Tasks: check the level of formation of thinking, memory, imagination, speech, creative abilities of children, check the ability of students to use brainstorming and the synectics method when solving "open" problems.
3 Method of focal objects. 3.1 P rites and rules of work. Fantasizing.		Tasks: to acquaint with the rules and methods of work on MFIs; with the help of MFI, come up with something new, modifying or improving the usual real object, compose a story about the object in focus.	Focal object method, focus.
3.2 MFI. Creation of new objects, improvement of real habitual objects.		Tasks: develop imagination, thinking, ability to work in a group; invent a fantastic animal, improve ordinary objects, invent a magical item, a gift.
3.3 MFI. Changing any situations “the beloved in the unloved”, and “the unloved in the beloved”.		Tasks: consider situations in the classroom from unusual points of view; think about how to change them, develop speech, fantasy, thinking, develop the ability to cooperate with each other, cultivate a sense of understanding, mutual assistance.
3.4 MFI. Analysis of works of literature, music, fine arts.		Tasks: introduce children to something new or consolidate previously acquired knowledge by considering an object from an unusual angle, come up with a story or a fairy tale about the object in question, develop creative imagination.
3.5 MFI. Compose a fairy tale, a story about the object under consideration, using the found definitions - metaphors.		Tasks: develop speech, imagination, thinking; create your own work, make a presentation.
3.6 MFIs. Create events, games, activities, walks, etc.		Tasks: develop new activities, games, activities, walks; conduct an activity in the classroom.
3.7 Creative conference. 3.8 Test tasks.		Tasks: p check the level of mastering knowledge by students on the topic studied; choose the most successful creative works created on the basis of MFIs; analyze them using MFI methods.	Conference
4 Morphological analysis.		Tasks: r to develop the ability to solve "open" problems, to identify all possible solutions to the problem; to invent new games using morphological analysis, to activate the creative abilities of students.	Morphologists cal analysis, morphological box.
5 System operator 5.1 The system operator and its use in fairy tales. 5.2 The system operator and its use in solving life problems.		Tasks: to activate the creative abilities of students, to teach system analysis, thinking; to cultivate interest in one's own discoveries through search and research activities.	System operator, system, supersystem, subsystem, structural approach, structural approach, genetic analysis, screen.
5.3 General lesson. "What where When".		Tasks: to activate the creative abilities of students, to check the level of development of imagination, thinking, creative abilities.
6 Development of creative abilities. "Attempt at writing" 6.1 Learning to compose poetry (features of versification).		Tasks: introduce the basic concepts in versification, develop the ability to find and highlight rhymes, stanzas, compose a score.	poem nie, stanza, rhyme, feminine and masculine rhyme, rhythm, melody, pause, logical stress.
6.2 We rhyme adjectives, verbs, people's names, etc. - we get poetic lines.		Tasks: learn to rhyme words, develop speech thinking.
6.3 We compose tongue twisters, epigrams, puns, funny stories...		Tasks: develop the ability to compose tongue-twisters, epigrams, puns.	Chistovogov ka, pun, epigram, friendly cartoon, quadruplets sew, couplet.
6.4 Acquaintance with various types poems, methods of their composition.		Tasks: introduce some methods of composing poems, develop the ability to distinguish between certain types of poems, analyze poems of one's own composition and those of one's comrades.	Burime, haiku.
6.5 We compose fairy tales (new tricks)		Tasks: develop the ability to analyze fairy tales, compose new fairy tales, develop creative imagination.	Propp system, D. Rodari and others.
7 Summary of the entire course. 7.1 The game "Colorful cube". Presentation of the best creative works.		Tasks: check the level of formation of imagination, thinking, memory, speech. Formation of skills of collective discussion of information and decision-making in a limited time; develop creative thinking, artistry; check the level of development of creative imagination and thinking of students.	presentation

Explanatory note. Primary General Education Programon TRIZ MOU "School No. ..." is compiled on the basis of the author's program of Svetlana Gin.This program determines the volume, content of education in the subject, gives an approximate distribution of teaching hours by training modules, sections and topics of the course, is aimed at achieving personal, meta-subject and subject results by students, takes into account the possibilities of inter-subject and intra-subject communications.

The program contains: Explanatory note, which specifies the general goals of primary general education, general characteristics academic subject; place description a subject in the curriculum; description value orientations of the content educational subject; personal, meta-subject and subject results of mastering the subject; content subject ; thematic planning with the definition of the main types of educational activities of students; description of the logisticensure educational process. The TRIZ program was developed taking into account the requirements of the Federal state standard new generation to the general objectives of the course. As conceptual foundations system-activity, health-saving, humane-personal, culturological approaches were used in this academic subject.

Main target study this subject is to expand knowledge about what a person is, what is his role and place in the world around him. Systematic consideration of a person from a biological, psychological and social point of view through the resolution of problem situations. In the development of controlled creative imagination based on the theory of inventive problem solving, in teaching ways to overcome psychological inertia, in mastering the techniques for creating creative products. In teaching the skills of basic mental operations: comparisons, classifications, generalizations, inferences, etc.

Educational competencies formed in the learning process:

value-semantic:

The ability to realize one's purpose and role in the surrounding world, navigate it and perceive the surrounding world as a dynamically developing environment;

The ability to determine the target and semantic guidelines of their actions;

Interest in social phenomena, in creative activity, understanding of the active role of a person in society;

Willingness to build an individual educational trajectory;

general cultural:

- knowledge of the features of national and universal culture;

- perception of the world as unified and integral with a variety of cultures;

Understanding the role of science and education, labor and creativity in human life and society;

Mastering effective ways of organizing cognitive activity and free time;

Interest in the development of information and communication technologies;

educational and cognitive:

Formation of a broad motivational basis and skills of educational activity;

Formation of skills of goal-setting, planning, analysis, reflection, presentation of educational and cognitive activities;

Independent selection and formulation of a cognitive goal;

The choice of the most effective ways to solve the problem, depending on the specific conditions;

Mastering the skills of functional literacy, creative skills, ways of productive activity;

Mastering heuristic methods for solving problems;

informational:

Ability to navigate in the information space;

Ability to search, analyze, select, store, transfer and transform information in an open information space;

The ability to consciously build messages in oral and written form;

communicative:

Experience in role interaction and implementation of one's own position, experience in conducting educational discussions and presenting the results of activities;

Formation of skills of working in a group and constructive interaction with others;

Ownership of various social roles a team;

Understanding the relativity of opinions and approaches to problem solving;

Productive assistance in conflict resolution;

Use of various speech means for effective solution of communication tasks;

Mastering effective ways of oral and written communication;

social and labor:

Value attitude to learning as a kind of creative activity;

Active creative attitude to the surrounding reality;

Respect for the work and creativity of adults and peers;

Mastering the ethics of social and labor relations;

Formation of professional orientation;

Careful attitude to the results of their work and other people;

personal:

Mastering the ways of physical, spiritual and intellectual self-development;

Mastering the skills of self-regulation and self-support;

Mastering the mechanism of self-determination in various situations;

Creation of an individual educational trajectory and a life program in general;

Mastering the methods of activity in their own interests and opportunities;

Ability to use own resources effectively;

Formation of reflective skills;

Installation on a healthy lifestyle, on a creative active life position;

Acquisition of experience in social activity.

general characteristics subject

The peculiarity of TRIZ lessons is that they are based on subject-based practical activity, in which the conceptual (abstract), figurative (visual) and practical (effective) components of the process of cognition of the surrounding world occupy an equal position. It effectively replaces a number of so-called special trainings and, at the same time, not only does not increase, but removes learning overloads and thus constitutes a tangible counterbalance to the total verbalism in education that has swept the modern school and causes enormous damage to children's health. The selection of content and the construction of an academic discipline are determined by the age characteristics of the development of younger students, including functional-physiological and intellectual capabilities, the specifics of their emotional-volitional sphere, communicative practice, the characteristics of life, sensory experience and the need for their further development.

Educational material has a systemic block-thematic structure, which involves the gradual advancement of students in the development of selected topics, sections simultaneously in such areas as the formation of meta-subject skills and the holistic development of the personality. The meaningful emphasis of the program is made on the issues of mastering the human world as a reflection of the general human culture (historical, social, individual) and familiarizing schoolchildren with laws and rules. The methodological basis for organizing the activities of schoolchildren in the classroom is a system of reproductive, problematic and search-creative methods. Design and creative activity to program material is the essence of educational work and is inseparable from the content being studied. In accordance with this, the program organically integrates creative tasks of a design nature into the systematic development of the course content. The combination of intellectual, emotional and practical components makes it possible to present the TRIZ course in primary school as a system for the formation of subject and metasubject knowledge, skills and personality traits of students. The course program provides the results necessary for further education in the middle school, for the assimilation of social experience, moral and aesthetic development and creative activity.

Place of the subject "TRIZ" in the curriculum

According to the curriculum of the MOU "School No. ..." for the study of the subject "TRIZ" in total, 102 hours are allocated in primary school, of which 34 hours in grade 2 (1 hour per week, 34 academic weeks); in grades 3 and 4 for 34 hours (1 hour per week, 34 academic weeks).

Value orientations of the content of the subject "TRIZ"

The basic value orientations of the content of general education, which form the basis of this program, are:

– the formation of the student's broad cognitive interests, the desire and ability to learn, the optimal organization of their activities as essential condition further self-education and self-education;

– the formation of self-awareness of a younger student as a person: his self-respect, the ability to individually perceive the world around him, to have and express his point of view, the desire for creative activity, purposefulness, perseverance in achieving goals, readiness to overcome difficulties, the ability to critically evaluate their actions and deeds;

– raising a child as a member of a society that shares the universal values ​​of goodness, freedom, respect for a person, the principles of morality and humanism, aspiring and ready to cooperate with other people, provide assistance and support, tolerant in communication;

– the formation of self-awareness of a younger student as a citizen, the foundations of civic identity;

Moral education school life based on a system of spiritual values, moral priorities and implementation in the joint socio-pedagogical activities of the family and the school;

– fostering a responsible attitude to the preservation of the environment, to oneself and one's health.

The orientation of the educational process towards the achievement of these value orientations is ensured by the creation of conditions for the formation of a complex of personal and meta-subject educational actions in students simultaneously with the formation of subject skills.

The main results of mastering the subject content of the TRIZ course

Personal

Education and development of socially significant personal qualities, individual-personal positions, values ​​that reveal the attitude towards a person, a system of norms and rules interpersonal communication ensuring the success of joint activities.

Metasubject

Mastering by students of universal methods of activity used both in the framework of the educational process and in real life situations.

subject

Students will learn:

define the address structure,

recognize the major subsystems of the body

understand the importance of a healthy lifestyle

train attention and memory,

ways to cheer up

rules of non-conflict communication,

understand the fallacy of hasty conclusions,

fantasizing techniques "Morphological analysis", Method of focal objects",

fantasizing techniques by Gianni Rodari, typical fantasizing techniques,

comparison rules, classification of objects,

rules for constructing definitions, inferences.

Students will have the opportunity to learn:

describe human development with the help of a system operator (“multi-screen”),

analyze objects and situations of the immediate environment: what (for what?) Good? what (for what?) bad?

understand the relativity of perception and assessment of what is happening,

compose riddles and metaphors about objects in the immediate environment using an algorithm,

use the techniques "Increase - decrease", "Acceleration - slowdown", "Revitalization", "On the contrary" to compose the plot of a fairy tale,

narrow the search circle when guessing "Yes-no",

find errors in the classification of objects of the immediate environment, in the construction of definitions and conclusions,

identify the type of relationship between concepts, find patterns.

Course content

School: variety of goals (1h)

Why go to school? Appropriateness of school rules.

Human supersystems and subsystems (5h)

Address. Systematization of the concept of "address". What to do if lost? Our body. What are the parts of a person? Rules for the disabled. How is a person? Drawing "What's inside." Conversation "Get acquainted with anatomy." Diseases. What are the diseases? What to do in order not to get sick? What does it mean to be able to heal? What is a healthy lifestyle? Theatrical holiday. Protection of creative works on the theme of healthy lifestyle.

"Life line" of a person (3 hours)

Child development before school. Conversation "Journey to the Past". Boys and girls: similarities and differences. Rules of conduct towards girls. Future. Conversation "Journey to the Future". The concept of professions. Grandmothers and grandfathers. Problem situation "The Tale of Lost Time". Rules of conduct in relation to the elderly. "Line of life" of a person. Longevity talk.

Getting to know psychology (5 hours)

What is I? Why do you need to "know" yourself? Test "What am I?" Problematic dialogue "Shustriki and Myamliks" Learning to be attentive. What does it mean to "be careful"? Attention games "Forbidden movement" Test "Are you attentive?" Inattention: funny or dangerous? We learn to remember. Game "What has changed?" What's happened good memory? Exercise "Memory Test" How to train memory? Fantasizing “If the memory disappeared…” Learning to invent. Game "Orchestra" A conversation about the imagination. Practical work"Squiggles" Techniques of fantasizing. Why do you need to be able to invent? What does it mean to "be smart"? Game “Name it in one word” Conversation “What is the mind?” Practical work "What is it?" Description of the object using the system operator ("five-screen")

Emotions and mood (2 hours)

What are emotions? Game "out of place" Conversation about emotions. Practical work "Reading in the face" Staging situations. How to cheer up? Game "What is it?" Mood talk. Discussion "How to cheer up"

Communication (5 hours)

Speech communication. Attention game “Quack-quack” Conversation “Why do people communicate?” Test "Are you sociable?" How should you talk on the phone? Nonverbal communication. Gestures. Game "Understand me" Practical work "Gestures" Problems of communication. Game "Compliments" Conversation "Words and intonation" Analysis of situations. discussion of proverbs. Conflicts. Game "Teasers" Conversation "How are conflicts born?" Test "Are you a conflict person?" Discussion of situations. Ways to reconcile. Conflict resolution rules. The game "We are similar to each other" A conversation about ways to resolve the conflict. Who are intermediaries?

Contradictions (7 hours)

The concept of contradiction. Contradictions in subjects. The game "On the contrary" Exercise "Classification" Analysis of contradictions in subjects. A talk about the relativity of features. Contradictions in natural phenomena. Riddles about the phenomena of nature. Discussion "Rain - what?", "Winter - what?" Drawing "Contradictions in nature" Fantasizing. Contradictions in the properties of character. Game “What to be” Conversation “Opposites converge” “Lies: “bad” and “good” Analysis of a fairy tale. Game "Field of Miracles" A conversation about kindness and greed. Is it always necessary to share? Contradictions in situations. Discussion “Birthday: what is good and what is bad? Conversation "Another point of view" Staging and analysis of situations. A game " fairy tale hero» Conversation "What is reputation?" Exercise "Inner conductor" conversation "Laws of society". Contradiction "end - means" Discussion "Cuckoo - what?" Conversation "Aim and Means" Why not jump to conclusions?

Us and others (4 hours)

Excursion. Observation of the "traces" of good and bad deeds in the immediate environment. Tour analysis. Discussion Who is good? Who is bad? How to become truly good? Orientation in the environment. The game "Fabulous villains" Conversation about disguise. Paperwork"At home and on the street" Discussion "Why so, and not otherwise?" Rules of conduct with strangers. Dramatization-trainings "If ..."

Introduction to fantasy (3h)

The concept of fantasy. What's stopping you from thinking? Criteria for evaluating creative works.

Development of associativity (4 hours)

Riddles writing. Inventing metaphors. Memory rules.

Fantasizing technique “Morphological analysis” (6 hours)

Reception "Unification". Morphological analysis. Word games. Game constructor. Inventing fairy tales.

Fantasizing technique "Method of focal objects"

Features of objects. Object actions. Method of focal objects.

Techniques of fantasizing by J. Rodari (5h)

Techniques "Circles on the water", "Bynom of fantasy", "Arbitrary prefix", "What then", "Creative mistake".

Typical fantasy techniques (7 hours)

Techniques "Revitalization", "Increase - decrease", "Acceleration - deceleration", "Fragmentation - association", "On the contrary", "Binome of antonyms".

Inventive Resources (2h)

Robinson method. Resource usage.

Fantasizing and forecasting (3h)

Tales about animals. Tales from the word "Why?" Prediction rules.

Learning to identify signs (7h)

Acquaintance with the course "World of Logic". Features of the object. Differences. similarity. Significant signs. characteristic signs. Ordering of signs.

Learning to Compare (2h)

Comparison rules. Comparison value.

Learning to classify (3h)

The concept of classes. Classification rules. Questions.

Learning to find patterns (4h)

Algorithm. Patterns in numbers and figures. Patterns in letters and words. Logic tasks.

Learning to identify the type of relationship between concepts (6h)

Cause and investigation. Causal chains. Opposite relationships between concepts. Relations "genus - species" between concepts. Ordering by genus-species relations. Types of relationships between concepts.

Learning to give definitions (2h)

Definitions. Analysis of errors in the construction of definitions.

Learning to make inferences (3h)

Inferences. Analysis of errors in the construction of inferences. Language and logic.

Learning to Use Analogies (3h)

Thinking by analogy. Using analogy in teaching. Extended analogy.

Learning to reason (2h)

Reasoning. Analysis of errors in the construction of reasoning. Humor and logic.

Summing up the training (4 hours)

Requirements for the material and technical equipment of the subject TRIZ

Name of objects and means of logistics

Number

Note

Library fund (printed products)

1.

TRIZ teaching kits for grades 2-4 (programs, workbooks, etc.)

TO

printed manuals

2.

Sets of plot pictures in accordance with the subject (including in digital form).

Reproductions of paintings and artistic pictures in accordance with the content of training in TRIZ (including in digital form).

Children's books different types and genres from the circle of children's reading.

D

D

D/C

Technical training aids

4.

Chalkboard with a set of accessories for attaching posters and pictures

Wall board with a set of devices for attaching pictures.

Computer (if possible)

Scanner (if possible)

Laser printer (if possible)

Digital camera (if possible)

D

D

D

D

D

Screen and audio aids

5.

Audio recordings of the artistic performance of the studied works.

Video films corresponding to the content of the training (if possible).

Slides (transparencies) corresponding to the content of the training (if possible)

Multimedia (digital) educational resources corresponding to the content of training (if possible)

D

D

D

D

Games and toys

8.

Board educational games, quizzes

F

Class equipment

9.

Student tables 1-2 local with a set of chairs

Teacher's table with pedestal

Cabinets for storing textbooks, didactic materials, manuals, etc.

Wall boards for hanging illustrative material

Book Corner Shelves

Bookends, holders for diagrams and tables, etc.

F

D

D

D

D

D