Формування креативних здібностей молодших школярів у процесі розв'язування навчальних завдань

Abstract

Дисертація на здобуття наукового ступеня кандидата педагогічних наук зі спеціальності 13.00.09 – теорія навчання. – Тернопільський національний педагогічний університет імені Володимира Гнатюка, Міністерство освіти і науки України. – Тернопіль, 2014. У дисертації визначено й систематизовано підходи до вивчення феномену креативності, конкретизовано компонентний склад креативних здібностей молодших школярів відповідно до їх вікових особливостей, уточнено поняття «навчальне завдання» в контексті окресленої проблеми дослідження. Доведено, що креативні здібності молодших школярів необхідно формувати в процесі навчальної діяльності, зокрема в процесі розв’язування навчальних завдань за допомогою відповідних методів і прийомів. Виявлено дидактичні умови, які забезпечують розвиток креативних здібностей і цілісність цього процесу. Розроблена технологія формування креативних здібностей молодших школярів у процесі розв’язування навчальних завдань інтегрує поетапність процесу формування креативних здібностей, комплекс навчальних завдань, креативні методи й прийоми роботи з навчальним матеріалом. Експериментально перевірено ефективність впровадження розробленої технології в навчальний процес, вплив її компонентів на динаміку формування креативних здібностей молодших школярів.

Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.09 – теория обучения. – Тернопольский национальный педагогический университет имени Владимира Гнатюка, Министерство образования и науки Украины. – Тернополь, 2014. В диссертационном исследовании определены и систематизированы подходы к изучению феномена креативности, конкретизирована компонентная структура креативних способностей младших школьников в соответствии с их возрастными особенностями, уточнено понятие «учебное задание» в контексте проблемы исследования. Доказано, что формировать креативные способности младших школьников следует в процесе учебной деятельности, в частности, в процессе решения учебных заданий. Представленная технология формирования креативних способностей младших школьников в процессе решения учебных заданий интегрирует в себе компонентный состав, поэтапность формирования креативных способностей, комплекс заданий, креативные методы и приемы работы с учебным материалом. Экспериментально подтверджена эффективность внедрения разработанной технологии в учебный процесс, влияние ее компонентов на динамику формирования креативних способностей младших школьников.

The thesis for Candidate degree in Pedagogy, specialty – 13.00.09 – the Theory of Teaching. – Volodymyr Hnatiuk Ternopil National Pedagogical University, Ministry of Education and Science of Ukraine. – Ternopil, 2014. The dissertation presents certain steps into exploration about creativity and teaching creativity, the ways and techniques of formation and developing of the creative minds and capacities of young learners, as modern schools need to develop creativity in pupils just as much as they need to produce literate learners. The novelty of the research is determined by the demands of reforming the system of primary education in Ukraine and the existing contradictions in it, the solution of which could facilitate the efficiency of integration of the Ukrainian educational system into the European one. The paper presents the main conceptions of creativity and approaches to the definition of the notions “creativity”, “creative abilities”, “creative thinking”, “learning tasks”. It has been revealed that, although by its very essence it is not possible to define a formula for creativity, there is set of behaviours, capabilities and aptitudes that can be nurtured and which, together, form the ingredients of creativity. The basic term “creative abilities” has been defined as an ability to create a new, unusual, and surprising product as a solution of a perceived problem with insight and sensitivity, analyze, synthesize, structure and compose data, elements and structures into a new solution-gestalt. In accordance with the psychological characteristics of young learners there have been revealed the main integral components of their creative abilities: creative imagination, critical and creative thinking, information literacy. Each of the components has been specified with the key skills, the development of which can facilitate nurturing creative aptitudes of young learners. In dialectic relationship with focusing on the task solution or commitment, no single component may be sufficient or responsible for the creative process to lead to creative product. The subcomponents are used for, participate in or determine the creative process to various degrees and with various subcomponents (skills) and combination of them. Each component plays its independent, functionally adequate role at a certain stage, a certain level, a certain solution. The emphasis is laid on the learning tasks as a means and basis for realization of the methodological conception of the research, implying that skills and aptitudes are learned and acquired through practical application linked with reflection and in relation to knowledge and subject learning. It has been proved that the learning task is an overall design, where teaching and learning are integrated. The learning tasks in primary school introduce young learners to intricacies of applying what they have learned to their daily work and are an effective way to teach creativity, especially in the primary school due to the psychological peculiarities of this age group. The criteria, indices and levels of the development of creative abilities of young learners in the process of solving learning tasks in various subjects have been defined, that helped to find out the main reasons for unsatisfactory state of nurturing creative aptitudes of young learners and specify these criteria in the course of experimental implementation of the designed in this research technology. The technology of nurturing creative abilities of young learners through solving learning tasks has been worked out. It integrates componential structure and stages of the process of formation and development of all the components of creative abilities specified in the key skills to be developed. The model of the proposed technology represents interconnections between teaching and learning, forms and methods of solving tasks aimed at nurturing creative aptitudes. Using learning tasks, aside from helping trainees to acquire the necessary skills on the subject at hand, this technology helps to build a true organizational ability to learn through action and reflection. The research considers some of the most important techniques and strategies for creative teaching and learning which have been proved to be the most effective for this age group, among them: Questioning, Mind Mapping, V.A.K.-friendly technique, Patchwork Thinking, Visible Thinking. In the course of solving learning tasks these strategies provide clarifying, exploring, challenging, assessing the understanding of ideas, recombination of the ideas, recording information with supporting ideas and examples branching out from the main idea, consciously forming mental images of something that is not actually present in the senses. Knowledge of a teacher how to teach for creative learning and stimulating creative classroom environment determine the effectiveness of implementation of the technology. The pedagogical concept of stimulating learning environment implies a creative group atmosphere, which allows speaking, thinking and working in a condition free of stress and anxiety, supporting self-initiated questioning and learning. The teachers need to plan well and make sure they have the resources that they need to encourage creativity during a lesson, to use special set of tasks aimed at the development of the key skills defined per each of the components of the young learners’ creative abilities. The experimental study of the creative abilities development dynamics due to implementation of the technology shows its efficiency and potency. Creativity, the creative process and the degree or level of creativity are not defined by the process and componential variables alone, but by the final creative product and the quality of its new gestalt. The research results and conclusions can help to achieve a better understanding of the assumptions about teaching creativity.