Психологічні особливості розвитку продуктивного мислення в умовах НУШ

Abstract

У статті теоретично проаналізовано поняття продуктивного мислення, стисло оглянуто майже сторічну історію його становлення та систематизовано основні підходи до дослідження – гештальтпсихологічний, психоаналітичний, когнітивний і суб’єктно-діяльнісний. За основними навчальними предметами сучасної початкової школи та на конкретних прикладах описано основні прийоми розвитку й саморозвитку продуктивного мислення молодших школярів. Обґрунтовано, що в умовах НУШ зазначений розвиток стимулюють не тільки щодо обдарованих або навіть «звичайних» дітей, а й щодо інклюзивних учнів.

The article theoretically analyzes the concept of productive thinking, briefly examines the almost century-old history of its scientific formation and systematizes the main approaches to research – Gestalt psychological, psychoanalytic, cognitive and subject-activity. From the middle of the last century to the present day, in its most general form, productive thinking is seen as a transition from a situation of a kind of confusion about a certain issue to a new state in which everything around this issue becomes clear. This process includes a kind of reorganization, which marks the internal transformation from a state of meaninglessness to a state of meaningfulness. The psychological literature also considers productive personal orientation, which is described as associated with such a pattern of behavior, when a person is able to develop and use their potential outside of excessive dependence on external control. Such a person is very active in his feelings, thinking, relationships with others and, at the same time, he retains the autonomy and integrative nature of his Self. Data from various studies show that the early school age is one of the sensitive periods for the development and selfdevelopment of productive thinking. And the proposed «NUSh» changes create even better conditions for the realization of the appropriate age capabilities of the Person. The main methods of development and self-development of productive thinking of junior schoolchildren are systematically considered in the article on the main subjects of modern primary school and on specific examples. As a result, it is noted that in the variable content of different subjects the main methods of this development and self-development are setting problemoriented tasks for children, when to adequately answer a question you need to move away from ready-made knowledge and stereotypes, overcome a certain mechanical attitude or self-centered position, to imagine some unusual situation from the context of the realities of life or to look boldly into the future.