Formation of creative activity. Development of creative activity and personality of preschool children in the game as a psychological and pedagogical problem. Opportunities for additional education in the development of creative activity of the individual

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INTRODUCTION

1.1 Learning a foreign language as a means to improve and develop a student’s personality

1.3 Features of students’ creative activity

CHAPTER 2. DEVELOPMENT OF CREATIVE ACTIVITY OF STUDENTS THROUGH GAME ACTIVITIES

2.2 Gaming technologies in the development of creative activity of students

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

The teaching profession itself is creative. Such a topic as the development of creative cognitive activity is very relevant for the school and it is given a special role. After all, it is at school that fundamental knowledge is laid and the child’s personality is formed.

Relying on students' creativity is one of the main techniques for creating positive motivation for learning. In practice, there are no universal methods for developing creative cognitive interests among schoolchildren. creativity game lesson educational

Each teacher, being a creative person, achieves this using his own methods of developing creative cognitive interests. The development of activity, independence, initiative, a creative attitude to business, to cognitive activity is one of the most important and necessary tasks facing a teacher.

To form the creative cognitive activity of schoolchildren, it is possible to use all the methods and techniques available to didactics. Explanatory - illustrative - story, explanation, experiments, tables, diagrams - contributes to the formation of knowledge in schoolchildren.

The need to form creative activity inspires teachers to search for a means of activating and managing educational and cognitive activity.

A foreign language, as a general education subject, can and should make its contribution to the development of students’ creative abilities. Having a huge educational, educational and developmental potential of students’ creative abilities, a foreign language can realize it only in the course of achieving the practical goal of learning, that is, only if the student in the process of foreign language communicative and cognitive activity (listening, speaking, reading, using writing ) will expand his general educational horizons, develop his thinking, memory, feelings and emotions; if in the process of foreign language communication the social and value qualities of the individual are formed: worldview, moral values ​​and beliefs, character traits.

The purpose of this work is to develop the creative activity of students in the process of learning a foreign language.

The object of the work is to study the influence of non-traditional forms of foreign language lessons on the creative development of students.

The subject of the work is the very process of formation and development of students' creative activity in the process of learning a language.

CHAPTER 1. DEVELOPMENT OF CREATIVE ACTIVITY OF STUDENTS IN ENGLISH CLASSES

1.1 Teaching a foreign language as a means to improve and develop the student’s personality

1.2 Creative activity of students as a process and result of educational creative activity in the lesson

Activity is a complex character trait that manifests itself in a person’s active attitude to work. Activity presupposes constancy of efforts aimed at one goal, perseverance and perseverance in work, a planned and systematic nature of actions, and the obligatory achievement of a certain result.

Creative activity is the highest level of the educational process and a necessary condition for the comprehensive development of the individual. This is confirmed by scientific research. By creative activity, modern researchers understand the desire to act, to demonstrate one’s abilities, to satisfy the need to transform and create oneself, to create new forms of behavior, to master culture, and the emergence of new ways of activity, knowledge and skills.

E.N. Leonovich names the principles of activity development, which include the principle of problem-solving, the principle of motivation, the principle of individualization of educational activities, the principle of consistency. Another indicator of creative activity is the independence of creative activity. Connecting independence and activity, we rely on the following statement from the doctoral dissertation of G.V. Sorokov: “Independence and activity constitute two inseparable components, and activity is a necessary condition, an external sign of the emergence and development of independence, and independence is, as it were, a form of manifestation of activity, the result of her upbringing"

Creative activity is a form of human activity aimed at creating qualitatively new social values. The impetus for social activity is a problematic situation that cannot be resolved on the basis of available data in traditional ways. An original product of activity is obtained as a result of an unconventional relationship between the elements of a problem situation, the attraction of implicitly related elements, and the establishment of new types of interdependence between them.

The prerequisites for creative activity are flexibility of thinking (the ability to vary solutions), criticality (the ability to abandon unproductive strategies), the ability to bring together and link concepts, integrity of perception, and more.

ME AND. Ponomarev said: “Creativity lies not in that activity, each link of which is completely regulated in advance by given rules, but in that, the preliminary regulation of which contains a certain degree of uncertainty in the activity that brings new information, offering self-organization.”

From this we can conclude that creative activity is the highest level of activity, because the task itself is posed to students, and the ways to solve it must be original. Indicators of creative activity, which have been identified by psychology in the nature of creativity, are: novelty, originality, departure from the template, surprise.

A creative lesson is a lesson in which students do not just count, write, read, listen to the teacher, but research, invent, compose, put forward and prove hypotheses, that is, they independently create a new educational product for themselves. By participating in such a lesson, students develop their abilities and realize their creative potential.

Creating a creative lesson is a process in which the teacher not only plans the stages of the lesson and tasks for each stage, but develops a system of conditions for children's creativity. This takes into account the educational program, the level of preparation of children, the type of lesson, and types of activities. The basis of a creative lesson is heuristic, problem-based, developmental learning.

Each lesson is a specific system of tasks that leads the student to mastering certain concepts, skills, and abilities. The achievement of lesson goals, energy, and independence of students depend on what tasks the teacher selects for a given lesson and in what sequence he arranges them. The teacher selects exercises for the lesson that would work for a specific goal or were based on the use of any concepts, rules, establishing certain connections, identifying patterns based on research. Tasks of this type allow not only to conduct lessons effectively, but also serve to develop mental activity and develop strong knowledge, skills and abilities of students. The extent to which the teacher is able to select and combine tasks for the lesson will determine how intentionally, in a new, creative, and willing manner children in elementary school will learn. The independence of their thinking and the ability to connect theoretical material with practical activities depend on this in the future.

Fundamental cognitive interest is formed in different subjects in primary school by different means. Better learning of the material is facilitated by visual aids, diagrams, and tables that are used in every lesson.

Entertainment is considered a very important means. Elements of entertainment bring something unusual, unexpected into the lesson, activate in children a sense of surprise rich in its consequences, a keen interest in the process of cognition, and help them easily master any educational material.

From this we can conclude that creative activity is the highest level of activity, because the task itself is posed to students, and the ways to solve it must be original. Indicators of creative activity, which have been identified by psychology in the nature of creativity, are: novelty, originality, departure from the template, surprise.

Creative activity develops cognitive abilities in acquiring knowledge, fosters a constant desire for self-education, for acquiring new knowledge, as well as persistence in achieving goals.

In pedagogy, the formation of creative activity is a necessary condition for the comprehensive development of the individual. The development of the student’s creativity, his abilities in solving educational problems, the manifestation of initiative, independence, is an important point in pedagogy. The effectiveness of a school is determined by the extent to which the educational process ensures the development of students’ creative abilities and prepares them for life in society.

1.3 Features of creative activity of students in an English lesson

Nurturing a creative personality is the goal of the entire education system from preschool to higher education. And the importance of the higher education system here is very important, since it is at this stage that there is an opportunity, often the last, to compensate for the omissions that were made earlier.

Creative activity is one of the essential properties of a person, where his individuality and specialness are most fully manifested.

The creative activity of an individual has a clearly defined social conditionality, and it must be considered as a social value, as an indicator of the level of formation of society. Its levels and forms may be different, and, therefore, the objective value of professional activity may also be different.

Learning English should start from an early age. Thus, you need to start learning a foreign language when the child is 3-4 years old. It is during this period that the child can absorb the English language into the subconscious - thus, in the future, learning will be much easier.

When teaching children English, we must not forget that they are open and remember it as it is. In addition, they have a developed imagination and open creative abilities. It is necessary that lessons (both at home and in any other institution) take place in a playful way - using various games, songs in English, and watching educational films.

English for preschool children should be as easy as possible. All sentences must be simple. To learn a foreign language by preschool children, they need to be captivated.

Interesting things will help to engage your child:

· counters;

The psychological characteristics of younger schoolchildren give them advantages when learning a foreign language. Children 7-10 years old absorb indirectly and intuitively like a sponge. They understand the situation faster than a statement in a foreign language on a given topic. Attention span and concentration time are very short, but they increase with age. Younger schoolchildren have well-developed long-term memory. The best incentive for further learning for students in grades 1-4 is a sense of success. Schoolchildren’s ways of receiving and assimilating information are also different: visual, auditory, kinesthetic. Unfortunately, teachers with experience in secondary schools often cannot teach younger students professionally enough due to their psychological characteristics, which require the use of other teaching methods and techniques. The main factor in the failure of a teacher in primary school is that he has no idea how children develop and what role learning a foreign language brings to this development. First of all, teachers must always take into account when planning a lesson the degree of language development of the child in their native language, then learning a second language will be more successful. It is believed that until the child is mature enough to take a step forward in language development, it is in vain to try to teach him to take this step. To form the creative cognitive activity of students, it is possible to use all the methods and techniques available to didactics.

Indicators of a student’s creative activity can be considered those that are highlighted in the characteristics of creativity by psychology: innovation, originality, individuality, departure from the template, breaking traditions, surprise, significance, value. Consequently, when forming creative activity in English lessons, students strive to learn more additional information through independent work. Students can already skillfully organize their activities without even resorting to the help of a teacher. Students become more open to communication and learning. They strive to express themselves, demonstrate their talents, and achieve success in their studies. Many of the students identify their interests and move towards their intended goal. Students realize not only their own growth in learning and psychological development, but also notice changes in each other. There is a comparison of one’s own “I” with classmates. This leads to observation and attentive attitude towards all people.

Based on the opinions of scientists that creativity in the educational process is defined as a form of human activity aimed at creating qualitatively new values ​​for him that have social significance, i.e. important for the formation of personality as a social subject, N.M. Yakovleva concludes that creativity can be both a “discovery for others” and a “discovery for oneself.” So, in creativity, self-expression, self-disclosure of the child’s personality is carried out. This act is not always fully conscious, but is always characterized by a high intensity of positive emotions, a rise in moral and physical strength, the mobilization of all the necessary knowledge acquired earlier, the zeal to give the most valuable thing that he is capable of to his favorite work - even when the author himself thinks that he acts only for himself.

CHAPTER 2. DEVELOPMENT OF CREATIVE ACTIVITY OF STUDENTS THROUGH GAME ACTIVITIES

2.1 Gaming technologies as a means of developing students’ creative activity

“Without play there is not and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”

V. A. Sukhomlinsky.

Having analyzed the variety of techniques and methods for organizing educational activities, we can highlight the game method.

Creative tasks and various kinds of games always attract students. The game is one of the ways to organize educational and cognitive activities. It requires students to work with their thoughts aimed at finding ways and means to solve it. Thanks to the game, students make discoveries for themselves that have personal value and significance for them. The educational game is most actively used in foreign language classes, which is explained by the peculiarities of this subject, the main goal of which is to teach language as a means of communication. Games must correspond to the level of training of students. The choice of the form of the game must be reasoned, the games must be conducted methodically correctly. However, we must not allow the game to turn from educational and become an entertainment game. It is necessary to first think about and direct the student’s passion towards practical mastery of the language. This method promotes faster and more durable memorization of foreign words and expressions.

Games facilitate the following tasks:

Creating children’s psychological readiness for verbal communication;

Ensuring the natural need for them to repeat language material multiple times;

Training students in choosing the right speech option;

In his work E.I. Passov defines the main purposes of using the game in foreign language lessons:

1. formation of certain skills;

2. development of certain speech skills;

3. training in communication skills;

4. development of necessary abilities and mental functions;

5. cognition (in the sphere of the formation of language itself);

6. memorization of speech material.

In my opinion, the purpose of this method is also to teach students the use of speech patterns that contain certain grammatical difficulties, to create a natural situation for the use of this speech sample, to develop speech creative activity and independence of students.

Gaming activities also affect the development of attention, memory, thinking, imagination, and all cognitive processes.

Games increase learning efficiency because:

· during the game the most important condition is realized: both the teacher and the students communicate in English;

· boring repetition of some grammatical rule or consolidation of new vocabulary in the form of a game turns into an exciting activity.

· students receive visual, practical application of new knowledge.

· the language barrier, which is often present among shy people, disappears. During the game, a person becomes liberated, which allows him to communicate more freely and naturally.

· the value of gaming technologies is that they add variety to lessons and contribute to the development of creativity.

· the game has existed as long as society has existed. Every person's life is accompanied by a game. Nowadays, the game has become not only an independent activity, but also a universal tool in almost all spheres of public life: economics, politics, management, science and, without a doubt, in the field of education.

· the main function of pedagogical activity is not only the transfer of knowledge, but the creation of problem-cognitive situations and management of the process of cognitive activity of students, taking into account their individual qualities and abilities.

The use of game forms of learning makes the educational process more meaningful and of higher quality, since:

· the game draws each student individually and all together into intensive cognitive activity and, thus, is an effective means of managing the educational process;

· learning in the game is carried out through the students’ own activities, which have the character of a special type of practice, during which up to 90% of the information is absorbed;

· game is a free activity that provides the opportunity for choice, self-expression, self-determination and self-development for its participants;

· the game has a certain result and stimulates the student to achieve the goal (victory) and understand the path to achieving the goal;

· in the game, teams or individual students are initially equal (there are no bad and good students: there are only players); the result depends on the player himself, his level of preparedness, abilities, endurance, skills, character;

· competition - an integral part of the game - is attractive to students; the pleasure gained from the game creates a comfortable state in foreign language lessons and increases the desire to study the subject;

· there is always a certain mystery in the game - an unreceived answer, which activates the student’s mental activity and pushes him to search for an answer;

· the game occupies a special place in the active learning system, as it is both a method and a form of organizing learning, including almost all methods of active learning.

All this allows us to define the game as the highest type of pedagogical activity.

Psychologists and teachers have found that, first of all, play develops the ability to imagine and think creatively. This happens due to the fact that in the game the child strives to recreate wide areas of the surrounding reality that go beyond the limits of his own practical activity, and he can do this only with the help of conditional actions. First, these are actions with toys that replace real things. The expansion of play (recreation of increasingly complex actions and events from the lives of adults, their relationships) and the impossibility of realizing it only through objective actions with toys entails a transition to the use of visual, verbal and imaginary actions (performed internally, “in the mind”) Thus, one of the leading modern Russian psychologists R.S. Nemov in a psychology textbook defines a game as “a type of activity that performs two functions: the psychological development of a person and his recreation.”

With the help of the game, pronunciation is well practiced, lexical and grammatical material is activated, and listening and speaking skills are developed. The game develops the child's creative and thinking abilities. It involves making decisions: what to do, what to say, how to win. Educational games help make the process of learning a foreign language interesting and exciting. Game is one of the strong motives for learning a foreign language. The use of various games in a foreign language lesson promotes language acquisition in an entertaining way, develops memory, attention, intelligence, and maintains interest in a foreign language. Games in foreign language lessons should also be used to relieve stress, monotony, when practicing language material, and when activating speech activity. Of course, it must be taken into account that each age period is characterized by its own type of leading activity.

The use of game techniques and situations in lessons must comply with the following requirements:

1. A didactic goal is set for students in the form of a game task.

2. Educational activity is subject to the rules of the game, and educational material is used as its means.

3. In educational activities, an element of competition is required, with the help of which a didactic task is translated into a game one.

4. Successful completion of a didactic task must necessarily result in a game result.

5. The game should evoke only positive emotions in students (accessibility, attractiveness, the goal should be achievable, and the design should be colorful).

6. Mandatory consideration of the age characteristics of students. The game (should be based on free creativity and initiative. The structure of the educational process is based on a didactic game.

Creating a game problem situation:

· Introduction of a simulation/game situation;

· Progress of the game: “living” the problem situation in its game embodiment. Students’ actions according to the game rules;

· Development of the game plot. Summing up the game (for example: counting points and announcing game results). Self-assessment of the participants’ actions (in a conditional, modeling plan);

· Discussion of the course and results of the game, game actions and experiences of the participants. Analysis of the game (simulation) situation, its relationship with reality. Educational and cognitive results of the game.

2.2 Game technologies in the English lesson in the development of creative activity of students

Games help children become creative individuals and teach them to be creative in any task. To be creative about a task means to do it efficiently, at a higher level. Creativity is constant improvement and progress in any activity. Games bring children and adults the joy of creativity. Without the joy of creativity, our life turns into boredom and routine. A creative person is always passionate about something. His standard of living depends on a person’s creative capabilities.

Both adults and children can see the unusual in the ordinary. Creativity is inherent in children by nature. They love to compose, invent, fantasize, portray, and transform. Children's creativity quickly fades if others do not show interest in it. Joint creative games bring both adults and children closer together. This is one of the most important principles of effective education.

When playing, a child always strives to go forward, not backward. In games, children seem to do everything together: their subconscious, their mind, their imagination “work” synchronously.

Opposites

Level: Intermediate Optimal group size: 10 students Goal: To review words and increase vocabulary, especially adjectives, adverbs, verbs and antonym pairs. Required material: A deck of cards on which one word is written: adjective, adverb or verb. Each word must have an antonym (not written on the card).

Description: The class is divided into two teams (A and B). A player from team A chooses a word and tells it to a player from team B, who must say the antonym and use it in his sentence. Then a player from team B makes a word for a player from team A. And so on in pairs. For example: A1: "My father is FAT.". B1: "My father is THIN." B1: "This book is LIGHT.". A1: "This book is HEAVY. A2: "I CRY when I"m sad.". B2: "I LAUGH when I"m sad." B2: "She talks LOUDLY.". A2: "I don"t know." Scoring: 1 point per correct question. 1 point for the correct answer. 2 points if you name a sentence with an antonym that your opponent does not know. Tips: If no one knows the antonym, the teacher calls it.

Tic-Tac-Tense (Tic-Tac-Toe with Times)

Level: Intermediate Optimal group size: 20 students Objective: Review verb tenses. Materials needed: Projector or grid (see below) drawn on the board.

Description: The class is divided into two teams (Team X and Team O). A student from team X selects a cell and makes a sentence in the time period for which he sees in the cell. For example, Two weeks ago, I broke my leg. Next year, Pm going to visit my cousins ​​in Texas. A correct sentence allows his team to occupy this cell with their symbol. If a mistake is made, the cell remains free and the move goes to the other team. Teams take turns trying to occupy three cells horizontally, vertically or diagonally. The team that does it first wins.

Word Calling

Level: beginners Optimal group size: no restrictions

Goal: Increase the speed of word recognition.

Required material: Cards with familiar words. The number of cards is equal to the number of students in the class. One word is written on each card.

Description: The class is divided into two teams (A and B). The card with the word is quickly shown to two team representatives. The first one to say the word earns his team a point. All members of both teams go through this procedure, two rounds each.

Tips: The game goes better if both representatives of different teams stand at the same distance from the teacher. This is most easily achieved by positioning the students as shown in the figure.

The final decision belongs to the teacher. He decides who was first. An argument with a teacher takes away 5 points from the arguing team.

Charades

Level: Intermediate and Advanced Optimal Group Size: Unlimited Purpose: To help students relax, overcome withdrawal, increase attentiveness and/or curb excessive behavior in class. Materials needed: Lots of phrases or short sentences written on pieces of paper and kept in a box or bag. Description: Students take turns using gestures to show what is written on pieces of paper pulled at random from a bag. To create a competitive spirit, you can set a time limit.

For example: Don't eat pizza twice a week. They never go bowling on Sunday. My father slept on the floor last night. She will call him next month. Options: Groups with large numbers of students (20 to 40) can be divided into small teams of 5 players. Players take turns playing charades while their team tries to guess the sentence. A team is awarded a point if the sentence is guessed verbatim and within the allotted time. Other teams watch silently, but if they talk or distract the player, a point is taken away from them. For stronger classes, use well-known sayings as charades (for example, “You can lead a horse to water, but you can"t make him drink.”) Tips: Before starting the game, familiarize students with gestures that will help them convey the meaning of the phrase. "Number of words" (touch the back of the bent elbow with the required number of fingers): "First word", "Second word"; "Number of syllables" (required number of fingers on the elbow bend of the outstretched arm); "opposite" (make a gesture, as if someone turned over an object with both hands); “same as” (cross the fingers of both hands); “Past” (point a finger back behind the shoulder); “Present” (point to the floor in front of you); “Future” (show hand forward), as well as other necessary gestures that come to your mind before, after or during the game.

Spelling Baseball

Level: beginners and intermediates Optimal group size: no restrictions Purpose: To strengthen the skill of spelling words Materials needed: Special list. Description: Three bases and a “house” are outlined in the classroom; desks can be used. Students are divided into two teams of equal strength. One team (Team A) sits on the bench and one of its players becomes the batter. The pitchers, or catchers (Team B), are in the center and call out words from a list that the batters must spell.

Younger schoolchildren really like outdoor games and ball games. Outdoor games include the following games:

"The best". Condition: divide the group into 2 - 3 teams, line them up in a column and, at the command “To start”, begin dictating the letters. Each student runs up to the board and writes the named letter, passes the chalk to the next player on the team, and stands behind him. The teacher dictates the letters at a fast enough pace so that students do not have the opportunity to spy on other teams.

Game "One day in London (New York, Washington, Moscow)." Goal: activation of monologue speech in the proposed situation and practice of generating a coherent, detailed statement. Progress of the game: a situation is set - a city tour; each student or group is asked to first name the sights of the city, then choose those that they wanted to see during one day, and also explain their choice.

Learning English Phrasal Verbs

To play the game, you need to prepare a manual, which is a training deck consisting of 54 cards. Phrasal verbs are written on separate cards. Each verb is presented in 9 variants with particles (for example: look for, look after, look up, look through, etc.). The training deck includes 5 different verbs. The remaining 9 cards are of a service nature. As an example, here is the composition of one of the author's training decks:

Didactic goal of the game: learn 45 phrasal verbs. The optimal number of players is no more than 10 people. The duration of the game is on average 10-15 minutes, and the game is longer, the smaller the number of participants. The length of the game can be controlled by declaring the winner who has the fewest cards left after the allotted time. It is also necessary to take into account that to play training cards you need a common table at which the players could sit facing each other.

Rules of the game:

Each participant in the game takes six cards from the deck. Thus, any player ends up with six different phrasal verbs. The first player places any card. The game then continues one by one. The next player must place a card with the same verb (for example, “bring back” on “bring together”) or with the same particle (for example, “break in” on “bring in”). The cards are placed on top of each other. There are also service cards, the purpose of which is to make the game more dynamic, reducing the likelihood of players not having the necessary form. So, for example, on the verb “stay out” you can put the “out -> away” card, and then the next player has the opportunity to use, for example, the “put away” card, which could not be placed immediately on “stay out”. Utility cards allow players to miss a turn less often. This goal is also pursued by the special card “Discard any Phrasal Verb”. It can be placed on any card and allows the next player to use any phrasal verb. There are three such cards in the training deck. In English there are examples of using a verb with several adverbial particles. Let's consider the possibility of using such verbs in a practical gaming situation: player 1 puts the verb “stand up for”, player 2 can, for example, put: a) stand by; b) bring up; c) call for; d) a service card, for example, “up -> out” or “Discard any Phrasal Verb”. If a player does not have the required card, he draws a card from those remaining on the table. If this card is not suitable, the player misses his turn. The goal of the game is to get rid of your cards. The winner is the one who runs out of cards first. Also, the winner can be considered the one who has fewer cards at a certain stage of time, for example, at the end of the lesson. At the same time, no cards are obtained during the game, except for the described case when the player does not have the required card.

CHAPTER 3. TEACHING A FOREIGN LANGUAGE AS A MEANS TO IMPROVE AND DEVELOP A STUDENT'S PERSONALITY

It is a well-known fact that man and language are inseparable. Language does not exist outside of man, and man, like homo sapiens, does not exist outside of language.

Consequently, man cannot be studied outside of language, and language cannot be studied outside of man. Language reflects the world around us for a person; language also reflects the culture created by man, stores it for a person and passes it on from generation to generation. Ultimately, language is an instrument of cognition with the help of which an individual learns about the world and culture. A person is not born Russian, nor English, nor French, but becomes one as a result of being in the corresponding national community of people. The upbringing of a child is facilitated by the influence of culture, the bearers of which are the surrounding people. It is important to remember that language plays a special role in the formation of personality. After all, it is through language that a person acquires an idea of ​​the world and society of which he becomes a member.

In the modern world, due to global, geopolitical, economic and transformations, more stringent demands are placed on people. The need to communicate freely in a foreign language, and sometimes even several, is increasing.

As practice shows, early learning of foreign languages ​​not only accelerates the process of developing foreign language communicative competence, but also has a positive effect on the overall development of the child.

The native language, acting in the unity of the functions of communication and generalization, is, first of all, a means of “appropriating” social experience by a person, and then, only together with the performance of this function, a means of expressing and developing his own thoughts. By mastering his native language, a person “appropriates” the fundamental tool for understanding reality. In this process, his specific human (cognitive, communicative) needs are satisfied and formed.

A foreign language in a learning environment cannot, to the same extent as a native language, serve as a means of “appropriating” social experience, as an instrument of cognitive reality. Mastery of a foreign language is most often determined by the satisfaction of educational and cognitive needs, which presupposes awareness of the form of expression of one’s own thoughts in the language being studied. Learning a foreign language is a means of “developing dialectical thinking.” If we consider the purpose of teaching a foreign language to be teaching foreign language communication, developing the student’s personality and creating conditions for personal self-determination, then there is a need to determine such characteristics of the language that correlate with the intellectual, personal characteristics of the student.

The assumption that different languages ​​have different effects on thinking is revealed in the hypothesis of linguistic relativity of determinism, called Whorf's hypothesis. For the first time, however, it was formulated by an outstanding linguist, the teacher of B. Whorf -E. Sapir. Research in this area was also carried out by W. Wundt, W. von Humboldt, A.A. Leontyev, A.R. Luria, A.A. Potebnya, D. Slobin. Sapir introduces the concepts of linguistic determinism (language can determine thinking) and linguistic relativity (such determinism is associated with the specific language a person speaks). Language is capable of determining and directing thinking, since a person, being born in a particular society, is to one degree or another limited by the framework of the historical and cultural development of a given society, which, in turn, is reflected in the peculiarities of the phonetic, lexical, grammatical norms of a given language, cultural and linguistic factors influence his mental and personal development.

So, in the teachings of many linguists, psychologists, and methodologists, language learning is considered as a powerful factor in personal development. Moreover, language gives a teenager internal freedom and the opportunity to form internal criteria and self-determination, which is a kind of impulse for independent life and activity. Additional education provides space, in particular linguistic space, for the personal self-determination of a child-adolescent-boy (girl), carried out through the identification and stimulation of his (her) cognitive interests and needs, the actualization and development of his (her) potential abilities and capabilities, professional guidance and pre-professional preparation.

CONCLUSION

By creative activity, modern researchers understand the desire to act, to demonstrate one’s abilities, to satisfy the need to transform and create oneself, to create new forms of behavior, to master culture, and the emergence of new ways of activity, knowledge and skills.

A foreign language lesson is a certain social environment in which the teacher and students enter into certain social relationships with each other, where the educational process is the interaction of everyone present.

The pedagogical process is structured in such a way as to guarantee the future expression and maximum possible development of creative abilities. In their practice, many experienced teachers rely on a student-centered approach to teaching a foreign language and present the student as an active subject of learning activities. This approach is precisely focused on creating conditions that would contribute to the development of each child. In my opinion, in foreign language lessons it is necessary to use various technologies in search of optimally effective ways to develop students’ creative abilities.

To increase the effectiveness of teaching a foreign language, it is necessary to use students' emotions in this process. A comprehensive solution to practical, educational, educational and developmental tasks of teaching is possible only if it influences not only the consciousness of students, but also penetrates into their emotional sphere. Musical and artistic activities help to form a positive emotional mood in children and solve lesson problems in a relaxed atmosphere, developing their creative abilities.

Gaming technologies occupy an important place in the educational process. The value of the game is that it takes into account the psychological nature of the student and corresponds to his interests.

The use of gaming technologies in English lessons increases students' interest in the discipline being studied, that is, it helps to positively motivate the student to learn English. And motivation, in turn, determines the significance of what is learned and assimilated by students, their attitude to learning activities, and its results. A characteristic feature of a foreign language as a subject is that educational activity involves foreign language speech activity, that is, communication activity, in the process of which not only knowledge, but also speech skills are formed. The use of games as a teaching method is an effective tool for managing learning activities, activating mental activity and making the learning process interesting. Game forms of work lead to an increase in the creative potential of students, to their revelation as individuals and personalities in the classroom.

To summarize, it should be noted that the game is an effective way to improve the quality and effectiveness of teaching a foreign language. The use of various games in the lesson brings good results, increases the children's interest in the lesson, and makes it possible to concentrate their attention on the main thing - mastering speech skills in the process of communication during the game. Games help children become creative individuals and teach them to be creative in any endeavor. Joint creative games bring both adults and children closer together. A game introduced into the educational process in foreign language classes, as one of the teaching methods, should be exciting, simple and lively, contribute to the accumulation of new language material and consolidation of acquired knowledge. Depending on the conditions, goals and objectives set by the foreign language teacher, the game should alternate with other types of work. At the same time, it is important to teach children to distinguish between play and learning activities.

LIST OF SOURCES USED

1) Petrichuk I.I. Once again about the game / I.I. Petrichuk // Foreign language at school. - 2008. - No. 2. - P. 37-42

2) Passov E.I. Foreign language lesson in secondary school - M.: Education, 1991.-233 p.

3) Handbook for a foreign language teacher / E.A. Maslyko, P.K. Babinskaya and others - Mn.: Higher School, 2004. - 522 p.;

4) Galskova, N.D., Gez, N.I. The theory of teaching foreign languages. Lingvodidactics and methodology / N.D. Galskova, N.I. Gez - M.: Publishing center "Academy", 2005. - 336 pp.;

5) Ivantsova, T.Yu. Games in English / T.Yu. Ivantsova // Foreign languages ​​at school. - 2008. - No. 4. - P. 52-57;

6) Zhuchkova, I.V. Didactic games in English lessons / I.V. Zhuchkova // English. - 2006. - No. 7. - P. 40-43;

7) Konysheva, A.V. Game method in teaching a foreign language / A.V. Konysheva. - St. Petersburg: KARO, Mn.: “Four Quarters”, 2006. - 192 p.;

8) Stepanova, E.L. Game as a means of developing interest in the language being studied / E.L. Stepanova // Foreign languages ​​at school. - 2004. - No. 2. - pp. 66-68;

9) Ponomarev. Psychology of creativity. M., Science. 1973.-304p.

11) Makarova, T.A. Pedagogical conditions for the development of creative activity in preschool children: abstract. dis. Ph.D. ped. Sciences / T.A. Makarova. - Yakutsk, 2009. - 23

12) Gez N.I., Lyakhovitsky M.V., Mirolyubov A.A. and others. Methods of teaching foreign languages ​​in secondary school. Textbook. - M.: Higher. school, 2009. -- 373 p.

13) Shchukin, A.N. Methods of teaching foreign languages: A textbook for teachers and students. - M.: Philomatis, 2004. - 416 p.

14) Galskova N.D. Modern methods of teaching foreign languages: A manual for teachers. -- 2nd ed., revised. and additional - M.: ARKTI, 2003. - 192 p.

15) Solovova, E.V. Methods of teaching foreign languages: a basic course of lectures / A manual for students of pedagogy. universities and teachers. - M.: Education, 2005. - 239 p.

16) E.N. Leonovich // Scientific notes of the Moscow Humanitarian Pedagogical Institute. Volume 2. - M.: MGPI, 2004. - P. 117-184

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Man as a subject and object of development. Creativity as self-strengthening of a student’s personality. The role of imagination in children's creative activity in the classroom. Development of emotions as a means of developing creativity. The influence of games on students' creative activity.

“The focus of modern education on the development of the child’s personality requires the identification and definition of those properties, the influence on which contributes to the development of the personality as a whole. Creative activity is considered as one of them, which is a system-forming property of the personality, a defining characteristic of its movement towards self-improvement, a condition for realizing oneself as personality at all stages of ontogenesis".

Activity is a multidimensional concept. It is no coincidence that the problems associated with its research are considered by philosophy, pedagogy, and psychology.

Much attention is paid to the study of the problem in the philosophical literature. Already in the studies of Plato and Aristotle there are attempts to find mechanisms of personality activity that lead to creativity. The concept of “personal activity” is defined as the ability to change the surrounding reality in accordance with one’s own needs, views, and goals.

Activity, according to N.A. Berdyaev, as a philosophical category, reflects “the ability of objects of inanimate and living nature and subjects of social life to spontaneously, intensively directed or conscious interaction with the environment, change and transform it and themselves, as well as the intensity of this process, its measure.”

According to M.V. Bodunov activity, considered as an integral parameter of personality, has two sides - qualitative and quantitative. The qualitative, substantive side of activity is determined by the complex of operating motives, attitudes, interests and motivations that determine the performance of certain actions. The quantitative side is characterized by tempo, intensity, distribution over time.

Druzhinin V.N. believes that the concept of “general activity” unites a group of personal qualities that determine the internal need, the individual’s tendency to effectively master external reality, and in general to express himself in relation to the external world.

In the study of the problem of activity, we are interested in the main conclusions of L.S. Vygotsky about the “system of human activity” and labor activity. “In the process of social life, man has created and developed the most complex systems of psychological communication, without which work activity and all social life would have been impossible. These means of psychological communication, by their very nature and function, are signs, i.e. artificially created stimuli, the purpose of which is to influence on behavior, in the formation of new conditioned connections in the human brain." Vygotsky, turning to the specifics of activity, revealed its social nature.

The philosophical approaches outlined above underlie the consideration of the problem of developing activity in pedagogy. Also Y.A. Comenius considered activity a necessary condition for learning. Moreover, he considered the content of learning to be the leading factor in a child’s activity, although the results of his personal interaction with the outside world were also taken into account.

The approach of J. - J. Rousseau is also based on the development of initiative, inquisitiveness, and activity of the student, but the emphasis in it is shifted to the individual experience of the child as the source of his activity. Important for our research is the idea of ​​the need to take into account the age characteristics of children when creating an environment, as well as the maximum reliance in teaching on the child’s individual experience, the use of the results of his personal interaction with the environment.

Domestic teachers - K.D. Ushinsky, N.I. Pirogov, L.N. Tolstoy and others considered various aspects of activity. K.D. Ushinsky understood learning as an active, volitional process. “A child needs to learn to overcome both uninteresting and difficult things.” N.I. also considered activity a necessary condition for learning. Pirogov, who spoke about the need to stimulate activity through the use of productive teaching methods. L.N. Tolstoy gave a special place in teaching to the development of students’ creative activity by providing scope for their initiative, without suppressing their natural development.

Later, the idea of ​​activity in domestic pedagogy was considered by P.P. Blonsky, A.S. Makarenko, S.T. Shatsky and others S.T. Shatsky rightly noted that the development of children’s activity should occur in the process of direct active participation in life. To develop the creative and cognitive activity of students, it is necessary to organize their cognitive activity in such a way as to orient students to independently or partially independently obtain information that is new to them.

V.G. Belinsky and A.I. The Herzens were convinced that children’s curiosity and their activity should first of all be developed with the help of natural sciences, books introducing the earth, nature, which can most interest children, since nature is close to them.

Having analyzed all of the above, under activity, we will begin to consider the active state of a person, his internal motivation, aspiration, mental stress and the manifestation of volitional efforts in the process of acquiring knowledge.

creative activity dance aerobics

Activity is one of the most general categories in studies of the nature of mental development, cognitive and creative abilities of the individual. G.I. Shchukina distinguishes two extreme types of activity - adaptive and creative. The adaptive form of activity is characterized by the needs underlying achievement motivation, direct regulation based on the principle of feedback, subordination to the Yerkes-Dodson law of optimum motivation

Creative forms of activity are caused by an orientation towards the novelty of the situation and the general curiosity of a person, the contradiction of learned stereotypes of past experience, and the requirements of new conditions. Creative forms of activity cannot be considered without defining such a concept as creativity.

The issue of creativity has a long and controversial history. At all times, it has been the object of close attention of thinkers and scientists (philosophers, psychologists, teachers). The concept of "creativity" dates back to the works of Plato and Aristotle. In philosophical literature, the use of the concept of “creativity” is multifaceted. It is considered as “activity”, “process”, “type of activity”, “form of activity”.

In the philosophical understanding (N.A. Berdyaev, K. Jung, V.F. Ovchinnikov, etc.), the phenomenon of creativity is defined as something that is characteristic of living and inanimate nature, man and society, and acts as a mechanism of productive development. Psychologists (D.E. Bogoyavlenskaya, A.N. Leontiev, Ya.A. Ponomarev, etc.) consider creativity as a product of mental activity, which is of fundamental importance for our research, as one of the most important mechanisms of personality development.

The characteristics of creativity from the point of view of a personal approach are presented in the works of L.S. Vygotsky, who notes that already at a very early age we find creative processes in children, which are best expressed in children’s games. Creativity and the need to create arise in preschoolers thanks to their play activities and develop further in younger schoolchildren. L.S. Vygotsky strongly objects to the idea that creativity is the preserve of a select few. He says that the typical features of children's creativity are best revealed not in child prodigies, but in ordinary normal children.

In pedagogical literature, creativity or creative activity is defined as activity that produces new, original products created for the first time that have social significance (V.I. Andreev, Yu.L. Kozyreva, Yu.N. Kudyutkin, etc.). Researchers (L.K. Veretennikova, S.G. Glukhova, P.F. Kravchuk, etc.) consider the essence of creativity, both through the personality, its characteristics, and through the processes that take place in creative activity. However, most scientists identify novelty, originality and uniqueness as characteristic features of creativity, and define creativity as an activity that generates something new that has never happened before.

Expressing the generally accepted understanding of creativity, I.B. Gutchin writes: “Creativity is a purposeful human activity that creates new values ​​that have social significance.”

Creativity always contains elements of novelty and surprise. Emphasizing the difference between the development of nature and productive human activity, K.A. Timiryazev noted the main distinguishing feature of human creativity - its purposefulness. In nature there is a process of development, but not creativity.

Some authors (Ya.A. Ponomarev and others) interpret creativity quite broadly and even identify it with the concept of “development”. "The universal criterion of creativity acts as a criterion of development." Creativity is characterized by productive activity, in which there is an ascent from simpler forms to more complex ones.

Creative activity is impossible without reproductive activity, because thinking is generally impossible without memory. Creativity is a moment of interconnection, a dialectical unity of the productive and reproductive. Based on the general methodological principle of understanding development as a dialectical unity of old and new, creativity is considered as a process of creative transformation.

A necessary condition for the development of creativity is its diverse connections with the cultural whole. The development of an individual outside of society and without activity is impossible. Therefore, the formula “human development as an end in itself of creativity” means the following:

a) the development of a social person, a society that creates more favorable conditions for the flourishing of each individual:

b) self-realization of the individual, objectification of his creative abilities, achievement of certain objective results, thanks to which the development of society occurs.

A number of researchers (V.G. Ryndak, N.A. Berdyaev, Yu. L. Kulyutkin, A. L. Shnirman, etc.) consider human creativity in the aspect of self-realization of the creator, the manifestation of his highest potentials, the highest form of human activity; as a process of achieving a result in which a person realizes and asserts his potential strengths and abilities and in which he himself is realized.

Modern domestic researchers of creativity (P.A. Beskova, B.S. Meilakh, etc.) proceed from an understanding of the creative process as a complex mental act, conditioned by objective factors and combining elements of figurative and logical cognition, synthesizing analytical and directly sensory aspects of perception and reproduction of reality.

Modern foreign scientists have different approaches to the definition of creativity. So, for example, in the understanding of P. Torrance, this is a natural process generated by a person’s strong need to relieve tension that arises in a situation of incompleteness and uncertainty.

American scientists (J. Guilford, A. Maslow, D.I. Nireberg, E. Torrence) consider creativity as a process, “the logical development of ideas and mental images that transform elements of reality into something new.” R. Sternberg's concept of creativity, like some other theories, along with cognitive ones, includes affective and motivational elements.A. Newell, J. Shaw, G.S. Simon, analyzing the procedural side of creativity, believes that solving a problem can be called creative if there is strong motivation and stability. R. Mooney identifies four main approaches to creativity, depending on which of the four aspects of the problem comes to the fore: the environment in which creativity takes place; creative product; creative process; creative person .

Until now, the subject of dispute among creativity researchers is which aspect in the definition of creativity should be considered as the main one. Some believe that creativity should be defined “in terms of the product,” others believe that the main thing in creativity is the process itself. The view that the essence of creativity should be revealed through process is most clearly expressed in the works of R. Arnheim, who argues that creativity cannot be judged only by the object produced. Creativity is “the full development of knowledge, actions and desires.”

Novelty, as a criterion of creativity, is included in almost all definitions and is a key word. However, the idea of ​​novelty varies greatly among different authors. Some emphasize the subjective nature of novelty, that is, its significance for the subject himself - the creator, considering it unimportant whether society recognizes the idea. Another approach notes that novelty can characterize only certain moments of activity, for example, the creative development of an already known idea. Third views focus on the social significance of novelty. But in any case, it is the term “novelty” that is system-forming in relation to the idea of ​​creativity (J. Guilford, A. M. Matyushkin. Ya. A. Ponomarev, N. Torrence, etc.). It is impossible to create something new without reference to anything at all. The new can only be new in comparison with the old, with the stereotype.

Analyzing all of the above, we can come to the conclusion that children's creativity is one of the forms of independent activity of a child, during which he deviates from the usual and familiar ways of manifesting the world around him, experiments and creates something new for himself and others.

Creativity has an individual character of manifestation of purposeful activity, where the key role is played by the activity of the individual, the so-called “free spirit” by Berdyaev. "Activity as a search for the meaning of human existence. A personality creates itself throughout human life."

The formulation and preliminary study of the problem of developing creative activity revealed its versatility, complexity and insufficient development in the theory and practice of education. To solve this problem, it is important to determine the essential aspects of the concept of “creative activity” and to reveal ways of developing this personality quality. Issues of the development of creative activity of the individual are reflected in the works of psychologists A.V. Petrovsky, M.G. Yaroshevsky and others.

Creative activity can be defined as integrity, which is characterized by many of its manifestations: the unity of internal and external creative activity, the mutual dependence of motivational and operational components, imagination and productive thinking as the basis of a single executive mechanism of mental creative activity (L.S. Vygotsky), inclusion search activity due to the fact that the result of creativity was not initially specified. Reflects the integrity of creative activity and the transfer of methods and features of creative activity from the structure of one direction of creativity to the structure of another, manifested, in particular, in “universal” creative abilities (B.M. Teplov).

A number of scientists (M.A. Danilov, A.V. Petrovsky, T.I. Shamova, etc.), assessing the concept of “creative activity” in the context of activity, define it as an orientation toward transformative and exploratory methods of activity.

Creative activity expresses the desire and readiness of an individual to consciously and voluntarily, according to inner conviction, improve proactive innovative actions in various areas of human activity.

We consider creative activity as a stable integrative quality, simultaneously inherent in both the personality itself and its activities, expressed in the purposeful unity of needs, motives, interest and actions, characterized by a conscious search for creative situations. Creative activity involves a theoretical understanding of knowledge and an independent search for a solution to a problem.

The development of children's creative activity remains one of the psychological and pedagogical problems of our time. Analysis of some main directions makes it possible to present in general some important points for the development of creative activity of the individual. In particular, the following can be noted:

1. manifestation of creative abilities in a person personally indirectly, i.e. its psychological and pedagogical “history” of development is a kind of key that opens the manifestation of creative activity, covering all aspects of existing knowledge, skills and established life experience, i.e. personality manifests itself in creative activity. This determines the relationship and interdependence of personality traits and creative processes;

2. the most important component of the creative process is human intellectual activity, manifested in creative initiative. Naturally, the level of creative activity is associated with a person’s personal characteristics, and often the nature of mental processes in a person predetermines the level of manifestation of activity.

Druzhinin V. N. believes that creative activity is inherent to one degree or another in every person, and its manifestation is hampered by environmental influences, prohibitions, and social patterns, then one can interpret the role of elements of open education and increased emphasis on independent work of students as a very positive point. And on this basis, the development of creative activity is the way to free creative potential from those “clamps” that they acquired earlier.

In the process of studying and analyzing philosophical, psychological and pedagogical literature on the research problem, we came to the conclusion that the indicators of creative activity in children can be considered those that are highlighted in the characteristics of creativity by psychology: novelty, originality, detachment, departure from the template, breaking traditions, surprise, expediency, social value. If we share the point of view that creative activity is inherent to one degree or another in every person, and its manifestation is hampered by environmental influences, prohibitions, and social patterns, then it is possible to develop creative activity by including in the organization of creative activity those means that contribute to the development of creative activity.

480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Dissertation - 480 RUR, delivery 10 minutes, around the clock, seven days a week and holidays

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Shulpina Lyubov Nikolaevna. Development of creative activity of children in the process of additional education: dissertation... Candidate of Pedagogical Sciences: 13.00.01. - B. m., B. g. - 142 p. RSL OD,

Introduction

Chapter 1. Creative activity of children in the educational process as a pedagogical problem 14

1.1. The essence of children's creative activity 14

1.2. Opportunities for additional education in the development of creative activity of the individual 38

Chapter 2. Pedagogical conditions for the development of children's creative activity in the process of additional education 55

2.1. The state of development of children's creative activity in the process of additional education 55

2.2. Characteristics and implementation of pedagogical conditions for the development of children’s creative activity in experimental work 72

2.3. Results of experimental work on the development of creative activity of children in the system of additional education 109

Conclusion 115

Bibliography 119

Applications 137

Introduction to the work

The development of a creative personality in the process of training and education is one of the socially significant tasks of modern Russian society. The highest goal of education is the formation of a self-developing and self-determining personality, capable of open creative interaction with the environment and society.

Pedagogical science considers the influence of education on the creative development of the individual as one of the central problems. Even K.D. Ushinsky, S.T. Shatsky, P.P. Blonsky and other teachers noted the importance of the unity of teaching and upbringing in the educational process, taking into account the interests, abilities, capabilities and needs of the child.

One of the priority tasks of pedagogical science at present is the study of qualitatively new relationships between the individual and society, the search for the most optimal ways of raising, teaching, and creative development of children. 1

In the system of lifelong education, a special place has recently belonged to additional education, which acts as a means of motivating the development of personality towards knowledge and creativity through a wide variety of activities. The child’s development is supported by the opportunities to create a situation of success and the freedom to change the type of activity. It is additional education that is designed to satisfy the constant needs of children, to help reduce the negative consequences of children being unemployed outside of school hours, the increase in crime, vagrancy, and to increase attention to socially disadvantaged children.

Of particular importance for the development of personality are preschool and primary school age, when the foundation of personality is laid, intensively

Socially significant qualities, the foundations of a worldview, and habits are formed, cognitive abilities are developed, and diverse relationships with the outside world are formed. These problems were studied by: Y.A. Komensky, I.G. Pestalozzi, K.D. Ushinsky, L.N. Tolstoy, S.T. Shatsky, Sh.A. Amonashvili, B.G. Ananyev, A.E. .Dmitriev, S.P.Baranov, L.I.Bozhovich, L.S.Vygotsky, V.V.Davydov, L.V.Zankov, E.V.Zvorygina, L.F.Obukhova, A.I.Savenkov , L.S. Slavina, V.A. Sukhomlinsky, S.L. Novoselova.

The task of creative personal development cannot be accomplished through the efforts of the school system alone; additional (out-of-school) education, which has extensive experience in our country, is called upon to participate in its implementation, designed to satisfy the constantly changing individual socio-cultural and educational needs of the child. Naturally, the very history of the development and formation of this education provides a lot of material for its improvement. In the works of modern researchers (E.V. Bondarevskaya, A.K. Brudnov, B.Z. Vulfov, O.S. Gazman, M.B. Koval, S.V. Saltseva, A.I. Shchetinskaya, etc.) An in-depth analysis of various aspects of (out-of-school) additional education for children was carried out. At the same time, a number of unresolved issues remain: the place of out-of-school additional education for children in the general system of lifelong education; main directions of additional education of children and their development in educational institutions of all types and types; the influence of additional education on the creative development of a child’s personality and self-determination.

As practice shows, the real capabilities of most modern schools are insufficient to solve problems of development of creative activity of a child’s personality, his self-determination. A number of contradictions arise between:

the increasing demands of life for the formation of a creative, proactive personality and the lack of a special system

pedagogical work that ensures this process; the mass education system and the individual nature of the process of development of the child’s creative activity; the objective need for innovative and integration processes in the educational sphere and the lack of teaching staff trained for this activity;

existing experience of many years of work in this direction and

lack of scientifically based mechanisms for its use in

mass practical activities.

The resolution of these contradictions can be facilitated by additional

children's education. Having the main goal of creating pedagogical conditions for

self-education, self-education and personal self-realization, additional

education is a specific environment for a child, important both for his

creative development, socialization, development of life experience, and for

self-determination (E.V. Bondarevskaya, V.G. Bocharova, B.Z. Vulfov, L.S. Vygotsky,

O.S. Gazman, V.V. Davydov, V.A. Karakovsky, M.B. Koval, D.I. Latyshina.

A.V.Mudrik, L.I.Novikova, A.V.Petrovsky, S.D.Polyakov and others). Together with

However, the current state of education gives rise to another contradiction:

between the need to integrate basic and additional education into

interests of the child’s personality development and underestimation of the role of the teacher.

Of course, significant transformations are taking place in modern education; not only its individual aspects are changing, but also general conceptual approaches. One of the effective ways to solve the problem of creative development of a child’s personality is the integration of basic and additional education, the implementation of personality-oriented, personality-activity approaches that can play a significant role in a child’s life in reaching the heights of his creative development, determining his life path (Sh.A. Amonashvili, V.V. Davydov, L.V. Zankov,

I.A.Zimnyaya, V.A.Karakovsky, V.M.Korotov, A.V.Mudrik, L.I.Novikova, A.V.Petrovsky, V.A. Petrovsky, I.S. Yakimanskaya, E.A. Yamburg and others).

It must be emphasized that this relationship is capable of solving the strategic problems of modern education:

ensure continuity of education;

fully develop technologies and ideas of student-centered education;

implement social and psychological adaptation programs;

conduct career guidance;

develop the creative abilities of the individual and create conditions for the formation of the experience of amateur creativity and creative activity of the child.

The study of philosophical and psychological-pedagogical literature shows that science has paid and continues to pay close attention to the development of the creative potential of the individual. However, the problem of developing the creative activity of children in additional education institutions has not yet been the subject of special scientific research. Meanwhile, additional education is designed to solve this problem.

Firstly, as statistical data provided by the Ministry of Defense of the Russian Federation show, a significant number of children and adolescents (up to 60% of the total number of schoolchildren) are enrolled in additional education institutions in Russia.

Secondly, the research materials indicate that children’s need to realize their interests is not fully satisfied by family and school. Institutions of additional education, providing the child with the opportunity to actively participate in various activities, opening up space for him to fulfill various social roles, including him in diverse relationships with the outside world, can and should become full-fledged factors in the realization of children's interests.

Thirdly, institutions of additional education, having qualified personnel and material resources, are able not only to satisfy, but also to develop the needs and interests of the child.

At the same time, an analysis of psychological and pedagogical literature shows that until now no special research has been conducted on the development of children’s creative activity in the process of additional education. The problems of special pedagogical conditions and features of the development of children's creative activity in the process of additional education remain poorly studied.

Based on the above, it can be argued that, on the one hand, there is an objective need to develop the creative activity of children in the conditions of additional education, and on the other hand, there is insufficient development of the problem in pedagogical theory. This circumstance determined the choice Topics research: "Development of children's creative activity in the process of additional education."

The problem of this study: What are the pedagogical conditions for the development of children's creative activity in the process of additional education?

The solution to the problem raised is target research.

Object of study- development of creative activity of younger schoolchildren.

Subject of study- the process of developing the creative activity of children in additional education institutions.

Hypothesis The research is based on the assumption that additional education, as a certain system, can have a significant impact on the process of development of a child’s creative activity in the presence of appropriate pedagogical conditions:

creation of variable additional education programs that ensure the creative development of children with their free choice

directions of its activities;

the teacher’s orientation towards the development of everyone’s creative potential
child in his chosen field of activity, carried out
thanks to a special selection of forms and methods of work;
selection of teachers with creative abilities and skills
direct children's efforts to non-standard solutions in the chosen form
activities;
^ - ensuring a positive attitude of the family towards the child’s creativity,

expressed in supporting the child’s voluntary choice of activity, providing the necessary materials for it, and emotional support for his success. In accordance with the problem, purpose, object, subject and hypothesis put forward, the research was determined research objectives:

1. Identify the essence, content and structure of creative activity
children.

To reveal opportunities for the development of children's creative activity in the process of additional education.

To identify pedagogical conditions that promote the development of creative activity in the process of additional education.

4. Experimentally test the effectiveness of the proposed
pedagogical conditions for the development of children’s activity in the process
additional education.

Methodological basis research are: psychological and pedagogical ideas and concepts about the essence and nature of man as subjects of activity and relationships(Y.K. Babansky, L.I. Bozhovich, I.F. Herbart, A. Disterweg, J.A. Komensky, I.G. Pestalozzi, S.L. Rubinstein, K.D. Ushinsky,

V.D. Shadrikov and others), about the leading role of activity as a source of personality formation(P.P. Blonsky, L.S. Vygotsky, V.V. Davydov, N.K. Krupskaya, A.N. Leontiev, A.S. Makarenko, etc.); theories of personality development(A.G. Asmolov, A.V. Petrovsky, I.I. Rezvitsky, V.I. Slobodchikov, D.I. Feldshtein, etc.); psychological and pedagogical research in the field formation of personality and processes of self-determination of the child(A.A. Bodalev, Y.P. Vetrov, U. Glasser, V.S. Ilyin, E.A. Klimov, I.S. Kon, E.I. Malikina, A.V. Mudrik, G.P .Nikov, V.F.Safin, V.Frankl, G.I.Shchukina, etc.).

The general pedagogical foundation of the work was the provisions of the theory of educational systems(Yu.K. Babansky, I.F. Herbart, V.A. Karakovsky, L.I. Novikova, K.D. Ushinsky, etc.); methodological principles of pedagogical research(F.D. Botvinnikov, V.I. Zagvyazinsky, V.V. Kraevsky, V.M. Polonsky, M.N. Skatkin, etc.), modern concepts for the development of additional education for children(E.V. Bondarevskaya, A.K. Brudnov, M.B. Koval, D.I. Latyshina, A.I. Shchetinskaya and others).

To solve the problems and test the initial assumptions, the following were used: research methods:theoretical - theoretical analysis, synthesis and interpretation of scientific data, retrospective analysis; empirical - observation, questioning, conversation, analysis of scientific psychological and pedagogical literature and pedagogical practice, study and generalization of pedagogical experience in the field of additional education for children; experiment, and methods of mathematical statistics.

Experimental research base: studying the experience of forming children's creative activity in the system of additional education, determining the formation of creative activity, and implementing pedagogical conditions were carried out on the basis of Children's Creativity Houses No. 1 and 2, the Palace of Children's Creativity in Penza, and secondary schools No. 57, 63, 68, 74.

Main stages of the study: The study was carried out in several stages.

First stage(1996 - 1998) - search engine. Study of philosophical, methodological, psychological and pedagogical literature on the research problem. Analysis and assessment of the current state of the problem in theory and practice. Conducting an ascertaining experiment to identify the levels of development of creative activity in children. Development of a scientific research apparatus.

Second phase(1998 - 2000) - experimental. Clarification of the hypothesis. Conducting a formative experiment, using pedagogical conditions in the process of developing children’s creative activity,

Third stage(2000 - 2001) - generalizing. Completion of the formative experiment. Correction, systematization and generalization of its results. Approbation of the main ideas and provisions of the study.

Scientific novelty and the theoretical significance of the study is as follows: for the first time, the essence is revealed, the content and structure of the creative activity of junior schoolchildren in the process of additional education is determined; the components of creative activity are identified and the levels of its development are determined. The pedagogical conditions necessary for the development of creative activity of junior schoolchildren in the process of additional education have been identified, justified and experimentally confirmed, the components of creative activity have been identified and the levels of its development have been determined. The pedagogical conditions necessary for the development of creative activity of junior schoolchildren in the process of additional education (variability of the content of education, selection of forms and methods of working with children adequate to the content, creativity of the additional education teacher, positive attitude of the family towards the child’s creativity) have been identified, substantiated and experimentally confirmed.

Practical significance of the study is that, in accordance with well-founded theoretical principles, pedagogical conditions for the development of children’s creative activity have been identified, experimentally tested and confirmed in the practice of additional education.

Scientific and methodological recommendations for additional education teachers developed in connection with these conditions have been put into practice. A special course program “The Role of the Additional Education Teacher in the Development of Children’s Creative Activity” for students of a pedagogical university and a pedagogical college was created and tested, which reflected the theoretical conclusions and recommendations of the author.

The results of the study can be used in higher and secondary specialized educational institutions when studying a pedagogy course.

Credibility The research is supported by a methodological approach,
based on the principles of philosophy, psychology and pedagogy about the essence and
the role of creativity, the concept of personality development; using the methodology,
adequate to the subject and objectives of the study; combination of quality and
quantitative analysis, representativeness of experimental data,
variety of research procedures and techniques, their

complementarity, multiple data verification, as well as statistical methods of data processing and analysis.

Testing and implementation of research results.

The main provisions and results of the study were discussed at meetings of the Department of Pedagogy of Primary Education of the Moscow Pedagogical State University; at the All-Russian Scientific and Practical Conference "Additional education of children - a factor in the development of a creative personality" (St. Petersburg, 1998); at the All-Russian scientific and practical conference "Additional education of children in Russia: state and prospects for development in the 21st century" (Moscow, 2000).

The following provisions are submitted for defense:

The development of children's creative activity in additional education is aimed at solving the problems of preparing them for creativity in conscious life and involves the voluntary inclusion of younger schoolchildren in extracurricular hours in artistic, aesthetic, physical education, health, environmental, biological, tourist or technical activities and obtaining productive results in them .

The structure of creative activity of a junior schoolchild consists of motivational, content-operational and emotional-volitional components; The pedagogical guidance of children in the process of additional education is aimed at their development, and their presence ensures the success of the activities of younger schoolchildren.

Pedagogical guidance for the development of creative activity in the process of additional education is carried out differentially for each child, depending on the level of development of this personality quality.

The development of children's creative activity in the process of additional education is ensured by the presence of the following conditions: the creation of variable additional education programs that ensure the creative development of children with their free choice of areas of their activity; the teacher’s orientation towards the development of the creative potential of each child in his chosen field of activity, carried out through a special selection of forms and methods of work; selection of teachers with creative abilities and the ability to direct children’s efforts to non-standard solutions in their chosen activity; ensuring a positive family attitude towards the child’s creativity, expressed in support

voluntary choice of type of activity, provision of necessary materials for it, emotional support for his success.

Structure of the dissertation. The work consists of an introduction, two chapters, a conclusion, a list of references, including 226 titles of works by domestic and foreign authors, and appendices containing test tasks for diagnosing creative activity in primary schoolchildren and a special course “The role of the additional education teacher in the development of children’s creative activity in the process of additional education.” education". The main text of the dissertation is presented on 118 pages and contains 11 tables. The total volume of the dissertation research is 142 pages of typewritten text.

The essence of children's creative activity

The development of a creative personality, ready to implement significant social functions and socially transformative activities, becomes one of the significant tasks of modern society. We consider the problem of the development of a creative personality in the context of the development of the real abilities of a growing person, which are formed and embodied in various types of cognitive and creative activities. The outcome of these activities does not always have obvious social value, but participation in the process is of paramount importance for children. During this process, initiative and independence emerge, and the creative potential of the individual is revealed.

The focus of modern education on the development of the child’s personality requires identifying and defining those of its properties, the impact on which contributes to the development of the personality as a whole. Creative activity is considered as one of them, which is a system-forming property of an individual, a defining characteristic of its movement towards self-improvement, a condition for realizing oneself as an individual at all stages of ontogenesis (V.A. Petrovsky, I.S. Yakimanskaya, etc.).

For the effective development of children’s creative activity in the process of additional education, it is important to determine the essential aspects of the concept of “creative activity” and to reveal ways of developing the considered personality quality in additional education.

Activity is a multidimensional concept. It is no coincidence that the problems associated with its research are considered by philosophy, pedagogy, and psychology.

Much attention is paid to the study of the problem in the philosophical literature. Already in the studies of Plato and Aristotle there are attempts to find mechanisms of personality activity that lead to creativity. The concept of “personal activity” is defined as the ability to change the surrounding reality in accordance with one’s own needs, views, and goals (152).

Activity, according to N.A. Berdyaev, as a philosophical category reflects “the ability of objects of inanimate and living nature and subjects of social life to spontaneous, intensively directed or conscious interaction with the environment, change and transform it and themselves, as well as the intensity of this process, its measure" (21, p. 21).

According to M.V. Bodunov, psychological activity, considered as an integral parameter of personality, has two sides - qualitative and quantitative. The qualitative, substantive side of activity is determined by the complex of operating motives, attitudes, interests and motivations that determine the performance of certain actions. The quantitative side is characterized by tempo, intensity, and distribution over time (31).

V.D. Nebylitsyn believes that the concept of “general activity” unites a group of personal qualities that determine the internal need, the individual’s tendency to effectively master external reality, and in general to express himself in relation to the external world (132, p. 14).

In the study of the problem of activity, we are interested in the main conclusions of L.S. Vygotsky about the “system of human activity” and work activity. “In the process of social life, man has created and developed the most complex systems of psychological communication, without which work activity and all social life would have been impossible. These means of psychological communication, by their very nature and function, are signs, i.e. artificially created stimuli, the purpose of which is to influencing behavior, in the formation of new conditioned connections in the human brain" (46, p. 27). Vygotsky, turning to the specifics of activity, revealed its social nature.

The philosophical approaches outlined above underlie the consideration of the problem of developing activity in pedagogy. Even J.A. Komensky considered activity a necessary condition for learning and wrote about this: “I always develop independence in my students in observation, in speech, in practice and in application” (90, p. 22). Moreover, he considered the content of learning to be the leading factor in a child’s activity, although the results of his personal interaction with the outside world were also taken into account.

The approach of J.-J. Rousseau is also based on the development of initiative, inquisitiveness, and activity of the student, but the emphasis in it is shifted to the individual experience of the child as the source of his activity. The teacher, in his opinion, should not impose his views, beliefs, or ready-made rules on the child. It is necessary to encourage the student to demonstrate activity and independence, indirectly influencing the student through the environment, the environment - all the influences surrounding the child. Also important for our research is the idea of ​​the need to take into account the age characteristics of children when creating an environment, as well as the maximum reliance in teaching on the child’s individual experience and the use of the results of his personal interaction with the environment.

Domestic teachers - K.D. Ushinsky, N.I. Pirogov, L.N. Tolstoy and others - considered various aspects of activity.

K.D. Ushinsky understood learning as an active, volitional process. A child needs to learn to overcome both uninteresting and difficult things. He considered activity as a certain mental phenomenon, the study of the laws of which is fundamental for building a system of pedagogical influences.

He saw the direct manifestation of activity in the attention and will of the child. K.D. Ushinsky warned against suppressing activity as a personal property, and noted that the educator “must vigilantly distinguish between stubbornness, caprice and the need for free activity, ... so as not to suppress the latter, without which the human soul cannot develop any humanity in itself.” dignity" (195, p. 237). In addition to internal ones, the teacher also indicated external factors for the development of activity - activities that correspond to age characteristics. For children, this is a game - as an independent, free activity, the impressions of which will be continued in the future social behavior of a person.

N.I. Pirogov also considered activity a necessary condition for learning, who spoke about the need to stimulate activity through the use of productive teaching methods and “smart games.” What is important for us is his idea about the need to “adapt” games to children, organizing the gaming environment based on the learning objectives and interests of the children.

L.N. Tolstoy gave a special place in teaching to the development of students’ creative activity by providing scope for their initiative and not suppressing their natural development.

Opportunities for additional education in the development of creative activity of the individual

The system of additional education is developing on the basis of out-of-school institutions. In the past, these institutions had a wealth of experience in extracurricular activities. The transition of additional education institutions to a qualitatively new model of activity, where educational components prevail, forces us to reveal the historical roots of additional education in Russia. The term “out-of-school education” was first used in 1890 in A.S. Prugavin’s book “The Requests of the People and the Responsibilities of the Intelligentsia in the Field of Education and Upbringing” in the sense of the totality of all types of educational activities of adults. The first teacher who began to specifically develop the theory of out-of-school education was V.P. Vakhterov, who in 1896 wrote the book “Out-of-school education of the people.” As a system, out-of-school education was considered by Charnoluski. Unlike his predecessors, he focuses not on individual types of out-of-school education, but on its entire system, having created a classification of institutions in this system.

Pre-revolutionary theoretical thought in the field of out-of-school education received the most complete generalization and completion in the works of E.N. Medynsky. E.N. Medynsky argued that “out-of-school education and school education are completely different phenomena, that out-of-school education cannot be replaced by any school: the higher the school education, the greater the need for out-of-school education.” All forms of out-of-school education, according to E.N. Medynsky, are not a random association, but have common patterns, and its main task is not education, but development. This sounds relevant today. In the development of the methodological foundations of out-of-school education, a special role belongs to S.T. Shatsky, since it was he who was one of the first to put forward the problem of out-of-school education and upbringing of children. The theoretical positions expressed and substantiated by S.T. Shatsky on issues of out-of-school educational work, his intensive and meaningful experience in organizing the life and activities of children require thorough scientific understanding. The concept of “out-of-school educational work” is interpreted by Shatsky as the purposeful activity of a teacher, aimed at nurturing the best human qualities in children and adolescents, organized outside of school, taking into account the desires, interests, age and individual characteristics of students. S.T. Shatsky created a clear and reasoned system of out-of-school education for children, which makes it possible to achieve serious success in the formation of a harmoniously developed personality. The most interesting find of S.T. Shatsky in the field of out-of-school educational work, implemented in the cultural and educational society “Settlement” and the colony “Bodraya Zhizn” organized by him, should be considered children’s and teenage clubs. The work they did was extremely varied. This was one of the leading principles of the approach to club work with children that Shatsky tried to implement. Other principles of club work were independence and initiative, initiative and creativity, trust in children, a combination of mental and physical labor, and self-service. The modern sphere of additional education is characterized by a complex and diverse set of problems. In order to navigate their social and pedagogical nature and correctly outline the main directions of practical solutions, it is necessary, in our opinion, first of all, to dwell on the essence of the concept of additional education. An analysis of pedagogical literature and official documents devoted to the problems of additional education shows that its concept is just beginning to take shape. The few definitions of the concept that are available reveal individual properties and qualities of additional education. Thus, in the document of the Ministry of Education of the Russian Federation “Information on the state and prospects for the development of additional education in the Russian Federation in 1993-1996 (and until 2000),” attention is drawn to the fact that additional education belongs to the system of lifelong education (“an integral part of lifelong education”). education") and on its main functions (providing additional opportunities for the spiritual, intellectual and physical development of the child, satisfying his creative and educational needs) (79, 3). Another document, “Temporary Regulations on Licensing of Children’s Educational Institutions in the Russian Federation” (1995), defines such specific characteristics of additional education as some forms of its implementation (educational programs and services), their content orientation (self-determination and creative self-realization of children) (44, 1). The definition of the concept given in the certificate on the concept of additional education (Budanova G.P., Stepanov S.Yu., Palchikova T.P.) characterizes additional education as a special type of education - a special process and result of the development of a child’s personality (71, 11) , which seems valuable for understanding the essence of this phenomenon in its new quality. This definition reveals a close connection with the methodology of out-of-school education, on the basis of which the modern strategy for the development of additional education is formed. In this regard, the concept of “out-of-school education” given in the “Encyclopedia of Out-of-School Education” (1923) is of great value for understanding the essence of additional education (122). Its creator is E.N. Medynsky. considers out-of-school education as “the comprehensive and harmonious development of an individual or a human group in mental, moral, social, aesthetic and physical terms.” Presenting out-of-school education as development, “... which is defined as the constant internal work of the individual on all elements of the human self,” Medynsky E.N. gives it the following characteristics: it is a lifelong process that does not have a finished character; creativity and activity of the individual himself, an individual act that is different for each individual. Extracurricular education, in his opinion, should be aimed not only at the mental development of the individual, but also at ensuring its comprehensive development; it cannot be reduced to self-education, because “its tasks are broader than the last..., self-education relates to out-of-school education as a part of the whole.” To ensure the comprehensive development of the individual, he noted, it is necessary to create a complete system of “promoting out-of-school education.” To understand the concept of “additional education,” other definitions of out-of-school education in modern pedagogical literature are also important. In one of them, published in the Russian Pedagogical Encyclopedia (1993), out-of-school education is characterized as the educational activity of public organizations and individuals aimed at meeting the educational needs of the population (166). This understanding is important for identifying the socio-pedagogical conditions for the development of additional education. It points to the real possibility of actively involving the public and individuals in the development of additional education, including on the basis of their charity and sponsorship. Another definition of out-of-school education, presented in the program for the stabilization and development of Russian education in the transition period (1991), offers a more modern view of out-of-school education: it is seen as an integral part of the system of lifelong education (147). In terms of our research, it is important that such an understanding of out-of-school work marked the beginning of its formation as a type of education capable of realizing the idea of ​​constant human development and ensuring everyone the right to the development of intellectual, spiritual, emotional, physical qualities of the individual, the opportunity to freely choose the path of education, satisfy developing needs personalities in education. (134, 3).

The state of development of children's creative activity in the process of additional education

We studied the current state of the real level of formation of children's creative activity in the process of additional education in the Children's Creativity Houses in Penza. Junior schoolchildren involved in artistic and arts and crafts took part in the ascertaining experiment. This is explained, firstly, by the fact that during the survey, 78% of children gave preference to these types of creativity. Secondly, in the decorative, applied and artistic arts, the child’s individual abilities are expressed with a sufficient degree of certainty in a specific product of activity, which facilitates the task of tracking the development and adjusting this quality. Thirdly, in the decorative, applied and artistic arts the cognitive, personality-oriented and transformative nature of creative activity is clearly visible. Fourthly, it is in the field of decorative, applied and artistic arts that the individuality of creativity, its subjective uniqueness, is most clearly manifested. In order to obtain objective data on the real level of development of creative activity of junior schoolchildren in the process of additional education, the following methods were used: student surveys, test tasks, analysis of the products of creative activity, observation of the creative process. Thus, during the ascertaining experiment to measure the degree of formation of indicators of the components of creative activity of junior schoolchildren, a questionnaire was proposed with the following questions: What type of activity do you show interest in?

What attracts you to this association? What was your very first creative work? Do you want to invent something unusual? - Do you strive to complete a creative task to the end if it doesn’t work out? - Do you like to participate in various contests and competitions? Do you always turn to adults for help when things don’t work out? The results of responses to the survey questions were assessed using the following criteria: creative approach to the answer, number of positive answers, completeness of the answer. As a result, we examined students’ attitudes toward creative activity at four levels: high (5), not high enough (4), average (3), low (2). To measure the level of development of this quality, we also used the following test tasks. To determine the level of curiosity, the test game "Question" was used. The children were offered two story pictures. Each student had to ask at least 1 question about the picture. The students wrote down questions, and the experimenter recorded the answers. Evaluation criteria: number of questions asked, their originality. To determine the level of development of intellectual and logical abilities, we used a technique for the ability to draw conclusions. So, the pupils were offered a picture. The children had to describe the situation and figure out how the event would end. Evaluation criteria: originality and completeness of the answer, number of indicated conclusions. The basis of all creative activity is imagination. Therefore, in our study, the main criterion for creative work was the development of creative imagination. Various techniques have been used to determine the development of students' creative imagination (158). The students were given the “Non-existent animal” test. Methods of depicting a non-existent animal characterize the type of imagination, the general approach of a primary school student to a task. Three main ways of depicting such an animal were identified (not counting the zero level, when a real animal is drawn): a) a new creature is assembled from various parts of real animals (the body of a bear, bunny ears, a bird’s tail). This method is characteristic of a rationalistic approach to a creative task; b) in the image and likeness of existing animals, a complete image of a fantastic animal is created (although it may resemble other animals). The method is characteristic of an artistic and emotional approach to a creative task; c) with a truly creative mindset, an absolutely original being is created. This method of depiction is found in any approach to a creative task - both rational and artistic, if a person has real creative capabilities.

Evaluation criteria - originality, completeness of implementation. For greater objectivity, we decided to supplement the task to determine creative abilities with the figure test task “Unfinished Figures”. Students were given a sheet of paper with ten unfinished figures. It was necessary to come up with and draw from each unfinished figure a completed original drawing. Evaluation criterion: originality, number of interesting solutions, degree of diversity of solutions for each issue. Another factor in encouraging children to be creative is the atmosphere of useful and cultural competition. A child’s participation in this type of artistic creativity, such as applied art, opens up the possibility of competitiveness. Provided that this factor is implemented, children try to make their crafts of higher quality and more attractive from the point of view of artistic and aesthetic taste. The teacher is the head of an applied arts studio, who himself shows creative abilities, is passionate about what he loves, and also has a positive impact on the formation of the creative activity of students.

Characteristics and implementation of pedagogical conditions for the development of children’s creative activity in experimental work

The effectiveness of the process of developing creative activity in the system of additional education is possible if the following conditions are present: the creation of variable programs of additional education that ensure the creative development of children with their free choice of areas of their activity; the teacher’s orientation towards the development of the creative potential of each child in his chosen field of activity, carried out through a special selection of forms and methods of work; - ensuring a positive family attitude towards the child’s creativity, expressed in supporting the child’s voluntary choice of activity, providing the necessary materials for it, and emotional support for his success; selection of teachers with creative abilities and the ability to direct children’s efforts to non-standard solutions in their chosen activity. Let's consider the first condition: the creation of variable programs of additional education that ensure the creative development of children while they freely choose the areas of their activities. The ability of additional education to meet the needs and capabilities of different groups of students and the individual characteristics of individual students is the variability of education. The idea of ​​variability in education is fundamental to Russian education in the 90s. The content of education is built on the basis of humanitarization of programs for additional education for children, complementarity with compulsory basic school education, and expansion of educational areas studied in school. It is based on the unity of two components - culturally oriented and creative and active. A distinctive feature is cultural conformity (reliance on the geocultural characteristics of the living environment, region, Russia) and moral and creative dominant. The source of formation of the content of education is the main spheres of personal self-determination - man, society, nature, noosphere. The House of Children's Creativity No. 1 implements additional education programs for children in various fields: economic, artistic, social and pedagogical, physical, technical. The authors of the programs adhere to a student-oriented and communicative-activity approach to the implementation of the educational process. Programs are built in accordance with the goals of mastering the content of education, patterns and techniques of thinking and activity, developing the cognitive, axiological, creative, communicative and artistic potential of students. Thus, the goal of educational programs is to stimulate and develop the creative potential of the child’s personality, to include it in social communication systems, socially useful practice and leisure. Undoubtedly, the development of creative activity of younger schoolchildren in the process of additional education is influenced by the second condition: the teacher’s orientation towards the development of the creative potential of each child in his chosen field of activity, carried out through a special selection of forms and methods of work. A child needs such quality of knowledge that he can go from his own original idea to the creation of a finished thing or work of art. Creativity is also a person’s desire to change, transform the world, and improve life around him. A person becomes a person when his needs are aimed at creation, creativity. Creating a situation of choice is an effective technique for developing creative thinking. In study group classes, children should have the opportunity to choose from two or more subjects, examples, and options. The teacher needs to systematically replenish his arsenal of techniques with tasks and exercises to develop children’s fantasy and imagination. In the choreographic children's studio (headed by N. Gerasimova), during each lesson, for 7-10 minutes, junior schoolchildren are given the task to come up with choreographic scenes and choreographic miniatures based on the results of observing the behavior of animals or to depict any object or any character trait of a person, and in senior groups, studio members participate in the creation and production of children's ballets: "Cipollino", "The Nutcracker" by P.I. Tchaikovsky. In the Pochemuchek club, the kids like the game “What is it like?”, which promotes the development of imagination and associative thinking: the driver leaves the room, the guys think about some object in the room and come up with comparisons with other objects, for example, an electric light bulb can be compared to a pear, the sun, a drop of water, etc. A driver is invited, to whom the guys tell that the intended object is like a pear; if the driver does not guess, a second comparison is called, etc. At the end of the game, it is determined whose comparison was the most successful, then another participant in the game becomes the driver, a new object is conceived, and the game is repeated from the beginning. In order to develop creative activity, it is necessary to use active teaching methods and techniques, the essence of which is that knowledge comes from the student, and not from the teacher. The first group of active teaching methods in additional education institutions is problem-based methods, which include the formulation of a problem and its independent study by students. When presenting a problematic material, the teacher names the problem and presents the material, revealing all the contradictions of this problem. The main form of communication in the classroom should be dialogue: dialogue between teacher and students, dialogue between students. When talking with students, the teacher needs to determine the main goal and idea of ​​the conversation, select and formulate questions for discussion (so that the discussion does not drag on, it is recommended to select no more than three or four questions).

The problem is that School education cannot always create conditions for the development of such abilities. That is, students cannot use the knowledge acquired in one area in another. It turns out that Studying in a Russian school blocks the normal development of the student.

The concept of the educational process is based on recognition of the need to include schoolchildren in the process of active creativity through the opportunity to make a choice of content and type of activity, acquire the necessary knowledge through dialogue and collaboration with the teacher and peers, in the search for non-standard solutions. This presupposes significant changes in the organization and management of the educational process, ensuring the development of creative activity of schoolchildren, the transformation of the subject method into a means of solving some independently set tasks.

Working for more than 30 years in a rural school, I often encountered low cognitive activity of children. The fact that our students for two decades have never won prizes in subject Olympiads and competitions made me think about the problem of developing the creative potential of rural students. There was a need to create conditions for intensifying educational and cognitive activities.

The active learning strategy focuses on improving the creative potential of each student. It is necessary to provide students with opportunities to consciously develop their activity. How to do it? I found the answer: fill with new content and radically change the structure and methodology of conducting classes in subjects.

It should be borne in mind that if learning goals change, then the classroom system must also change. Changing the forms of activity of schoolchildren in itself leads to the emergence of new forms of organizing educational work. Experience shows that the use of student-centered learning technologies promotes the development of creative activity even in classes where there are many students with a low level of cognitive independence. I was convinced that If you create certain conditions, then educational and practical activities can increase cognitive activity and bring it to creativity in some students.

I will show this using the example of the 2011 release. The guys came to me in 8th grade. 67% of students have a low level of motivation. In order for the learning goals to be achieved by all students as much as possible, I decided to use the following method of enhancing cognitive activity: variety of lesson genres.

I began to combine and apply algorithms of several pedagogical technologies in my lessons: integration, laboratory classes, pedagogical workshop, research methods and problem-based learning. Moreover, the “Concept for the Modernization of Russian Education” draws serious attention to these approaches to training and education:

• person-oriented;
• integrated and, as its element, competence-based;
• non-violent ways of interaction in a multicultural world;
• use of interactive methods and means of education.

To develop the creative activity of students in this class, we had to look for new ways. I decided to pay serious attention to speech development lessons. A figurative language, a sharp eye, a memory that is tenacious for details, and good taste will never appear out of nowhere. All this is developed over the years and thanks to a variety of techniques and means that activate the cognitive activity of students.

Therefore, I determined for myself the necessary conditions for the development of cognitive and creative activity of students in speech development lessons: ; creating a favorable atmosphere; use of differentiated and individual approaches; pedagogical cooperation; the opportunity for each student to see their growth; raising problematic issues; use of tasks aimed at developing creative thinking.

Among them, I would especially like to highlight various techniques for the development of critical thinking (associations, mixed up logical chains, insert, marking table, two-part diary, table of arguments, cluster, syncwine, fishbone, prediction tree, cross-discussion).

It has long been noted that interest in a subject is also developed through differentiated creative tasks. Working in groups according to levels of cognitive activity takes on real meaning. Opportunities for working with strong students increase noticeably. There is no need to reduce the general level of requirements or look back at students with a low level of training. The use of differentiated tasks in lessons allows us to highlight a number of positive aspects that increase students’ interest in learning activities:

• problem-search formulation of educational tasks, which requires not the perception of the material, but active mental activity;
• the role of the teacher is reduced to a guiding and organizing function;
• systematic monitoring of the development of skills and abilities of independent work through oral and written differentiating tasks.

Combination of elements of different methods and technologies helps students penetrate deeper into the structure of the language and realize its enduring values. I developed a series of such original lessons, shared my experience at a professional regional review-competition of methodological and didactic teaching aids on one of the most difficult topics, “Analysis of a poetic text as the art of figurative speech.”

The main task of the teacher is to make students think in any way. An opportunity to look at the material studied from a new angle- one of the ways to force the student to be active in the lesson. The study of any text, an attempt to penetrate into the depths of language, is the subject of laboratory work, which can be successfully used in speech development lessons. Each student has the opportunity to demonstrate the ability to generalize material. The simplest technique is to draw up supporting notes in a laboratory chart based on conclusions obtained as a result of observations. It's difficult at first. When work is done within the system, most students can handle it.

The sequence of actions during the educational process plays the most important role. Preparatory stage, the stage of organizing joint activities between the teacher and students; the stage of summing up and analysis must be thought out and worked out.

I believe that this organization of educational work has changed the situation for the better. An indicator of student activity is the students' attitude to the subject. The psychologist and I conducted diagnostics. Students were given a multiple-choice questionnaire.
A comparative analysis showed that students in the 10th grade like the Russian language more than in the 8th grade. These indicators are reflected in the diagram.

Students' attitude to the subject.

Target: explore the attitude of 8th and 10th grade students to subjects
Diagnostics indicate that the percentage of tenth-graders’ positive attitude towards the subject has increased compared to their attitude towards the Russian language in 8th grade. There is not a single student who is always bored in class.
The following diagram shows the increase in the level of cognitive activity.

Level of development of students’ cognitive activity

(diagnostics prepared by the head teacher of water management)
Purpose of diagnosis: Based on the identified criteria and indicators, conduct a comparative analysis of the development of cognitive activity in students.
The diagram shows positive changes. The number of students at the average level has increased, and, conversely, the number of students at the low level has decreased. The transition of students from low and average to high and average levels indicates the correctness of the chosen methodology.
Increased cognitive activity of students in the classroom also influenced the development of creative qualities of the individual. This was also shown by a questionnaire identifying the creative qualities of students (according to the method of V.I. Andreev). What qualities of a creative personality have developed in students is shown in this graph.

Development of creative personality qualities

(diagnostics prepared by a school psychologist)
Target: explore the development of creative qualities of each student
The graph of the development of personal qualities shows that the use of forms and methods of personality-oriented learning contributes to the formation of creative qualities of students. The level of development of creative qualities among 10th graders is higher than that of the same students in 8th grade.
Creating an environment for the development of thinking abilities, individually differentiated and activity-based approaches, focusing on the student’s zone of proximal development, a situation of success in the classroom - all this contributed to the development of the creative abilities of students with a high level of cognitive independence. This is evidenced by the achievements of the 2011 graduates.

While working on developing the creative activity of rural schoolchildren, I noticed how many of them developed a steady interest in the subject, and the level of independence and inventive activity increased. Analysis of the results indicates that the active learning strategy forms students’ positive motivation for academic work, and therefore contributes to the development of creative activity. The creative works of students from the class of 2011 have been repeatedly noted at the district and regional levels. The number of winners and prize-winners at the school and municipal stages has increased.

A comparative analysis of the best Unified State Exam results in the Russian language shows a positive growth trend, the average score increased from 72 to 95. The number of students with the best Unified State Exam results has increased 3 times. The average literature score based on the Unified State Examination results was 73 points, which is significantly higher than municipal, regional and territorial values.

An analysis of the research conducted on the basis of this class showed that the combination of traditional and new techniques, forms and means of teaching based on the introduction of certain technologies of student-centered learning in the classroom contributes to the growth of students’ creative activity. The idea was confirmed: the driving force for the development of creative activity is the formation of motives that stimulate the individual to any independent creative actions, the inclusion of students in the search for non-standard solutions.

Each teacher has his own pedagogical means and techniques to achieve learning goals. In what forms this should be done, everyone decides for himself, since this is connected with the personal characteristics of the students and the teacher himself, and with the capabilities of the educational institution. The main condition for increasing the effectiveness of teaching is the desire to increase one’s teacher efficiency, increase student efficiency, and change one’s potential towards practicality.

As I understand from my work experience, To teach absolutely all schoolchildren to solve practical problems in class, to develop creative abilities in each student is a very difficult task. Studying the world from textbooks, we, teachers and students, as a whole, are never closer to understanding it. It turns out that understanding cannot be acquired or learned - it can only be suffered... on oneself, in one’s own skin. The latest educational technologies have allowed me to reveal the potential abilities of more students than before. I am glad that today I can contribute to a greater extent to the formation of independence and creativity in schoolchildren, although there is still a lot to learn.

Sometimes I hear from colleagues: “Before there was nothing: no computers, no Internet, and students studied, no technology or innovation for you.” The new appears because the old is no longer acceptable. Previously, we did not talk about the shortcomings of the traditional approach because there was no point in criticizing something for which an alternative could not be offered. Now it’s just a different time, different needs, different children, that’s why WE MUST TEACH DIFFERENTLY.

Bibliography
1. Antonova E.S. How to organize research in a Russian language lesson. - Russian language at school, 2007, No. 7. P. 3 - 6
2. Prishchepa E.M. “Student research activities” Library of the magazine “Literature at School”. - No. 12, 2004.
3. Polivanova K.N. Project activities for schoolchildren: a manual for teachers. - M.: Prosveshchenie, 2008.
4. Celestin Frenet Grammar on four pages and school printing (translation by Rustam Kurbatov). - Publishing house “First of September” / Russian language, 2009, No. 13. P. 9-11.
5. Matyushkin A.M. Development of creative activity of students / Scientific research. Institute of General and Pedagogical Psychology Acad. ped. Sciences of the USSR. -M.: Pedagogy, 1991.