TRIZ technology as a system for the development of creative thinking
This article is devoted to the formation and development of an individual’s creative abilities through TRIZ technology. The author reveals the essence of such concepts as “creativity”, “pedagogical technology”, “TRIZ technology”, “TRIZ pedagogy”.
Key words: creativity, creativity, TRIZ technology, TRIZ pedagogy.
Modern socio-economic conditions put forward new demands on the education system. The changes taking place in the life of modern society require qualities from a person that allow him to react creatively and productively to them, for which it is necessary to be prepared for internal changes and activation of creative potential. Almost all areas require specialists who can not only act according to a template, but those who can put forward new non-standard ideas, ways to solve various problems, etc. In this regard, there is a need to develop creative personality traits in future members of our society, or, using modern terminology, creativity. And this problem arises at all stages of education, while the formation of personality is underway.
The development of creative thinking is very useful in life, it allows you to think broadly, openly and achieve excellent results in solving life problems, issues and choices. Creative people always find a way out of any situation, they are now in great demand on the labor market, they are free in their creativity and in their profession.
Therefore, it is so important to start learning at the very beginning of the individual’s journey - from childhood. It is necessary to teach the child to invent, explore, and help him feel the joy of his own discoveries. This will contribute (along with other aspects: the development of coherent speech, verbal and logical thinking, etc.) to the formation of a full-fledged personality and a future useful member of society.
The Federal State Educational Standard draws our attention to the fact that currently the education system should be dominated by methods that ensure the development of independent creative educational activity of the student and are aimed at solving life problems [1]. That is why the problem arises of finding modern new methods and technologies aimed at meeting these requirements of the educational standard.
Literature analysis. Over the years, such scientists have made major contributions to the study of creativity. These are V.N. Druzhinin, S.L. Rubinstein, E.L. Soldatova, as well as J.P. Guilford, E.P. Torrence, A. Maslow and many others. The works of G. S. Altshuller, M. M. Zinovkina and others are devoted to the conscious formation and management of creative activity. In Russian psychology, much attention is paid to revealing the essence of creativity, clarifying the mechanisms of creative activity and the nature of creative abilities (D. B. Bogoyavlenskaya and others).
There are a number of studies on the development of creativity based on TRIZ technology. For example, “Development of creative activity of students using TRIZ pedagogy” by E. A. Fedorova. TRIZ tools (techniques, analogue tasks, information fund, system operator, etc.) in this study are adapted to solving creative problems in computer science.
Presentation of the main material. First of all, you should understand the popular term “creativity”. When describing a creative person, we usually mean a creative person who thinks outside the box and in an original way. The term “creativity” comes from the Latin “creation”, which means creation and is considered in several meanings. Firstly, it is a persistent feature of the individual, which determines the ability to demonstrate socially significant creative activity; level of creative talent, ability to create. Secondly, this is the ability of an individual to generate a wide variety of original ideas in unregulated conditions of activity, the ability to bring something new to experience, abandoning stereotypical ways of thinking. Thirdly, these are the original creative capabilities of a person, which can manifest themselves in thinking, communication, and certain types of activities. And fourthly, creativity is understood as the level of creative talent, the ability to create, which constitutes a relatively stable personality characteristic [2, p. 57].
To develop creative thinking, it is necessary to use modern pedagogical technologies. Pedagogical technology is a kind of specification of a methodology, a natural pedagogical activity that implements a scientifically based project of the educational process. We can say that this is a model of pedagogical and educational activities for the design, organization and conduct of the educational process, thought out in all details [2, p. 122].
To define creativity, the following main characteristics can be distinguished:
– Productivity as a person’s ability to perform a certain amount of actions in a specific period of time.
– Flexibility as the ability to switch from one idea to another, to find new solutions.
– Originality as the ability to generate new, unusual ideas that differ from the generally accepted ones.
– Curiosity as increased sensitivity to problems that are not of interest to others.
– Ability to solve complex problems. Analysis of the problem, search for its solution and practical solution.
All these components of creativity can be developed with the help of innovative pedagogical technology TRIZ - The Theory of Inventive Problem Solving. This is a structure of laws, algorithms and methods that allows you to find non-standard solutions to various situations. TRIZ is the science of creativity, which teaches you to think in such a way as to find the best and most effective solution.
The founder of the theory of inventive problem solving (TRIZ) is Genrikh Saulovich Altshuller, an engineer and science fiction writer. Heinrich Altshuller began to study the techniques most often used by inventors. There were about forty such techniques, and all of them, together with the algorithm for solving inventive problems (ARIZ), formed the basis of TRIZ.
Initially, TRIZ arose as a technical science. But, according to G.S. Altshuller himself, the development of all systems is subject to similar patterns, therefore many TRIZ ideas and mechanisms can be used in constructing theories for solving non-technical creative problems [3, p. 5]. He found that any technical problem leads to a situation in which every inventor finds himself: a moment when a solution has not yet been found, but there are many options around. The trial and error method is a rather fragile and energy-intensive method, which does not guarantee an exemplary and effective result. The scientist came to the conclusion that the most effective solution is achieved using existing resources: that is, in the process of solving a problem, you need to cut off everything unnecessary, then the answer will become obvious.
G. S. Altshuller’s technology was widely used for a number of years in the 70–80s of the 20th century in working with school-age children.
The TRIZ program came to kindergarten in 1987 thanks to chance. Participants in one of the seminars asked to show a lesson on the TRIZ program with school-age children, but by mistake the listeners were brought to a kindergarten in the preparatory group. This misunderstanding allowed for the abilities of preschool children and, as a consequence, a new age for the child to become involved in solving inventive problems.
TRIZ is an acronym that stands for the theory of solving inventive problems. The purpose of this technology is to develop strong thinking and develop a creative personality prepared to solve complex problems in various fields of activity.
Modern TRIZ pedagogy is a pedagogical system that is aimed at developing creative thinking in a child for effective problem solving. TRIZ pedagogy took as a basis the theory of solving inventive problems. The structural content of modern TRIZ pedagogy can be represented as the interconnection of such areas as the development of creative thinking, the development of creativity, the development of a creative personality. TRIZ pedagogy aims to form strong thinking and educate a creative personality prepared to solve complex problems in various fields of activity [3].
It solves a number of problems that other innovative systems of modern education often solve separately. The success of TRIZ training lies in the fact that students who need to solve a difficult problem become more motivated to acquire new knowledge. The use of TRIZ pedagogy allows you to unlock the child’s creative potential through solving various problems (not only engineering, but also everyday ones). The main principle of this method is “Solve the problem yourself.” The teacher only suggests the direction of thought, but the child thinks independently.
Each age has its own TRIZ method. Children of primary school age invent riddles, proverbs, games, and puzzles. With age, tasks become more difficult.
Let's briefly consider TRIZ methods. Problem-search exercises play a special role in the implementation of TRIZ technology, which develop students’ ability for systemic and logical thinking:
Brainstorming is the formulation of an inventive problem and finding ways to solve it by searching through resources and choosing the ideal solution.
The association method consists of selecting a garland of words naming random objects based on personal associations and their synonyms, and then forming various combinations selected from the elements of both resulting garlands - both synonyms and random objects. This is a process of searching for ideas, generating insights, developing creative thinking.
The method of focal objects is a situation in which the properties and characteristics of other spontaneously arising objects, unrelated to it, are applied to the object being transformed. Aimed at developing analytical abilities, developing fantasy and creative imagination.
Modern TRIZ pedagogy is designed for both children of all ages and adults. Corresponding courses exist for both preschoolers and students. TRIZ pedagogy teaches not only how to solve creative problems, but also how to consciously manage your time. All these qualities that develop in an individual with the help of TRIZ technology are the main components of creativity.
Thus, we can conclude that TRIZ technology promotes the development of the ability to find new solutions and the ability to effectively use existing source material, as well as quickly change one’s thinking depending on the situation; ability to put forward new, unusual ideas; ability to solve complex problems. All these are components of creativity. With the help of TRIZ technology, a thinking style is formed that is aimed not at acquiring ready-made knowledge, but at its independent generation; the ability to see, pose and solve problematic problems in their field of activity; the ability to identify patterns, fostering a worldview to perceive life as a dynamic space of open tasks.
Literature:
- Federal state educational standard for primary general education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373.
- Permyakov A. A., Morozov V. V., Zaredinova E. R. A short dictionary of pedagogical concepts: a textbook for students of higher educational institutions / A. A. Permyakov, V. V. Morozov, E. R. Zaredinova. — Ed. 2nd, rev. And additionally.. - Krivoy Rog, Simferopol: Vidavnichy Dim, 2010. - 144 p.
- Altshuller G.S. Theory of solving inventive problems - 88 (reference)/G. S. Altshuller [Electronic resource] Access mode: https://books.rusf.ru/unzip/add-on/xussr_av/altovg28.htm
- The TRIZ system as a method for developing creative thinking [Electronic resource] Access mode: https://www.ya-roditel.ru/professionals/pedagogika/sistema-triz-kak-metod-razvitiya-tvorcheskogo-myshleniya/
