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CHARACTERISTIC OF CREATIVE ACTIONS OF YOUNGER STUDENTS
Zak A.
Leading Researcher, Psychological Institute RAE, Moscow, Russia
Abstract
The article presents a study of the peculiarities of the creative actions of second and third grade students, related to the independent formation of spatial-combinatorial problems. The methods of formation of problems are characterized: formal, basic, productive and original. The quantitative distribution of the marked methods among students of each class is shown.
Keywords: creative actions, spatial combinatorial problems, second and third grade students.
1. Introduction.
In 2009, a new Federal State Educational Standard for primary general education was approved [5]. The fundamental difference between this standard and the previous one is that the new standard for elementary schools prescribes new criteria for assessing its performance.
It indicates, in particular, that mastering the basic educational program should lead to the achievement of meta-subject educational results of different content by younger students, since such results reflect the formation of universal educational actions of three kinds in children: cognitive, regulatory and communicative.
The content of one of the metasubject educational results, which must be achieved as a result of teaching in primary grades, is the formation of ways of solving problems of a creative nature in younger students. One of them is the problem associated with the independent compilation, composition, production of new tasks by children.
The purpose of this study was to establish the characteristics of the ways of creative actions of younger
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schoolchildren (in particular, students of the second and third grades) in the independent compilation of spatial combinatorial tasks.
2. Materials and research methods
The technique of these experiments included spatial combinatorial problems. These tasks are situations when one arrangement of objects (objects, words, geometric figures, signs) needs to be transformed into another arrangement for the required number of actions (for more information on spatial combinatorial tasks, see our studies [ 1], [ 2], [3], [4]. In the form of problems of this kind, which was used in the present experiments, one arrangement of objects, the initial one (it is presented on the three-cell playing field on the left) is transformed into another, required (it is presented on the three-square playing field on the right).
The transformation rule is that the movement of any object (for example, a letter) to any free cell is taken as one action, for example, moving the letter C to an adjacent cell (Fig. 1) or the letter M through the cell (Fig. 2).
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I с
Fig.1. Permutation of the letter C.
Ml К
I К I M
Fig. 2. Fig. 2. Permutation of the letter M.
In the experiments of the first series, it was proposed to solve and compose such problems in the external plan of actions, that is, by moving the cards with geometric figures depicted on them.
First, the child solved two training problems (Fig. 3 and 4) in order to become familiar with the rules for
rearranging objects in problems of this type. The condition of one problem was placed on two sheets of paper - each was half a standard A4 sheet (i.e., 15 cm by 21 cm), since each cell was 5 cm by 5 cm. The child was told what to do in this problem. So that the figurine cards on the left are positioned the same as the cards on
the right. To do this, any card on the sheet (in cells) on the left can be rearranged into a free cell (Fig. 3 and 4).
In case of difficulties, the child was provided with the necessary assistance.
Then the subject was offered the main task No. 1, where it was necessary to act also on two playing fields (left and right), but each of them already had four cells in which three cards with figures were located.
In problem number 1, it was required to find out: "What kind of one permutation should be done so that
the cards on the left are arranged like the cards on the right?" (see fig. 5). In problem number 2 it was required to find out: "What two permutations need to be done so that the cards on the left are arranged like the cards on the right?" (see fig. 6). In problem number 3 it was required to find out: "What three permutations need to be done so that the cards on the left are arranged like the cards on the right?" (see fig. 7).
It should be noted that, since all these problems were solved in this series of experiments in the external plan of action, the subject had the opportunity (in the process of searching for a solution) to make trial permutations of any card into a free cell, that is, favorable conditions were created for he could control his search activities.
At the third stage of the experiment, if the subject coped with tasks No. 1 and No.2 (regardless of whether he coped with task No.3). he was asked to compose
problems of the first degree of complexity (that is, those where, as in the task The 1, you need to find one permutation). At the same time, to the left of him on the table were sheets with left and right playing fields, on which the condition of problem No. 1 was presented.
For independent compilation of tasks, the child was offered two four-cell game fields free of cards (Fig. 8).
In addition, he was given cards with images of various
geometric figures (Fig. 9).
The child was told: "Now you yourself will come up with problems where you need to find one permutation. You have already solved this problem. Come up with as many tasks as you like. " Saying this, the experimenter pointed to the playing fields located on the table with the conditions of the main problem No. 1.
Thus, the subjects were asked to come up with tasks of the first degree of complexity, similar to task No. 1.
Both playing fields (Fig. 8) were located directly in front of the child and he was told: "Think of how to arrange the same cards in the cells on the left and on the right, so that in one permutation the cards on the left are
in the same cells as on the right. This is how we get a task where you need to find one permutation."
When composing the tasks, the subjects acted in different ways. The first group implemented a formal approach in their actions, composing tasks that could not be solved by making only one permutation.
As a rule, these children made up tasks not of the first, but of the second degree of complexity (i.e., those where it is required to find two permutations, and not one, as suggested by the subjects) - Fig. 10.
Their actions outwardly corresponded to what the experimenter demonstrated to them at the beginning of the experiment, proposing tasks for solving: having looked at the condition of problem No. 1, the children also arranged cards on the left and right playing fields and placed them at the same time on the left and right differently.
However, since, as one could observe, they themselves did not solve the invented problems, situations were obtained that did not correspond to the requirement "... problems must be solved in one permutation
The second group of children acted differently and, as a result, they were able to offer a problem that could be solved with the help of one rearrangement. In contrast to the subjects of the first group, who simply looked at the condition of problem no. 1 and saw there that the same cards were placed on the left and right, the subjects of the second group acted as follows. They, as it was possible to observe, first noted in the condition of problem №1 that one card changed its place. After that, they first placed some three cards on the left playing field, and then the same cards and, what is especially interesting, in the same cells on the right playing field (Fig. 11).
And only after that, on the playing field on the right, they rearranged a card with a pentagon into a free cell, thus obtaining the desired problem (Fig. 12).
QlplQ ............ QIQ ID
Fig. 12. Problem with one permutation across two cells.
Such an approach in composing problems can be qualified as meaningful, since, as it was possible to observe, the subjects of this group were not satisfied with any arrangement of cards, but only one that allows one to obtain a problem that can be solved in one permutation, that is, a problem that meets the requirements proposed by the experimenter.
The children of the third group also used a meaningful approach when compiling the tasks, but they
Ol AlQl -—
Fig. 13. Problem with one
acted differently than the children of the second group. The children of the third group did not place the cards in the same way on both playing fields (as the children of the second group did), and after placing three cards on the left playing field, on the right playing field they immediately placed one card (hexagon) along - the other, and the other two in the same way as they were located on the left playing field (Fig. 13).
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ation to an adjacent cell.
After that, the sheet with the playing fields and the condition of the first compiled problem was postponed and the child took two more sheets with the playing fields. He composed the second problem, looking at the first, and also operated with cards.
It is interesting that acting in this way, the children of the third group made up not one or two tasks (like children of the second group), but three or five tasks. In this case, all tasks were solved in the same way, by rearranging the card into a free cell, which is also in the same place in all tasks (Fig. 14).
The approach to composing tasks that the children of the third group have can be classified as productive, since, acting as meaningfully as the children of the second group (i.e., composing the correct, solvable problems), the children of the third group showed more efficiency in drawing up tasks, coming up with three to five new options.
The children of the fourth group acted partly the same as the children of the third group, but generally differently. So, when drawing up the first problem, the
children of the fourth group, just like the children of the third group, placed the cards first on the left playing field, and then on the right, while changing the location of one of the cards. But already when composing the second and subsequent tasks, the children of the fourth group performed new actions, trying either to choose a place for a free cell so that in different tasks it would be located differently (Fig. 15), or to make different permutations: in an adjacent cell (task A ), through two cells (task B) or through one (task C).
Thus, in children of both the fourth and third groups, several (from three to five) tasks were compiled, but the children of the third group made up the same tasks, and the children of the fourth group were different. It can be said, therefore, that the children of the fourth group showed not only productivity in drawing up tasks, but also originality, each time making up a task that was not like the others.
In the experiments of the second series, children solved and compiled tasks in the external plan of action (similar to how it happened in the experiments of the first series). However, in the second series (as opposed to the first series), it was proposed to compose problems of the second degree of complexity, that is, those where it was necessary to make two permutations.
At the same time, to participate in the experiments of the second series, only those children were selected who could solve the problem of the third degree of
complexity, i.e., with three permutations, while in the first series those children who could not cope with a task of the third degree of complexity.
After solving the problems, the children were asked to compose the problems with two permutations. At the same time, the condition of problem No. 2 was left on the table to the left of the child.
When composing the tasks, the same four groups of subjects were distinguished as in the first series of experiments.
The children of the first group acted formally: they simply looked at the condition of problem No. 2 and then placed the same cards in the cells on the left and right, receiving the conditions of the problems that cannot be solved in two permutations.
Some children of this group (subgroup A) made up tasks that were solved in one permutation (Fig. 16).
Other children (subgroup B) made up tasks that could be solved in only three rearrangements of the cards
(Fig. 17).
OiOio
loiOlO
Fig. 17. Problem with three permutations.
The children of the second group acted meaningfully, composing one or two problems that could be solved in two permutations. At the same time, they acted in the same way as the children of the second
group in the experiments of the first series: first they studied the condition of problem no. 2, noting, as it was possible to observe, the presence of two cards that changed their place, then they placed three cards on the
left playing field, and after that, the same three cards Further, on the right playing field, they first moved
and in exactly the same cells - on the right playing field. one card to an empty cell (Fig. 18), and then moved another card to the vacant square (Fig. 19):
The children of the third group acted productively, of the third group when drawing up problems in the first composing several monotonous tasks (Fig. 20). At the series, taking the first completed problem as a model.
same time, they acted in the same way as the children
Children of the fourth group acted in an original children of the fourth group in the first series, to have a way, composing several different tasks, trying, like the free cell in a different place (Fig. 21).
As you can see, in problem A in the left position the free cell was on the rightmost side, in problem B -the second from the right, and in problem C - the second from the left.
It should be noted that both children who acted productively and children who acted in an original way made up not only three new tasks, but often four or even five tasks.
In contrast to the experiments of the first and second series, in the experiments of the third series, children solved problems in the inner plane. This means that after solving two training tasks (Fig. 3 and 4), which was carried out by rearranging the cards, while solving the main tasks No. 1, No. 2 and No. 3, the cards were not rearranged, remaining in their places.
To perform the rearrangement, the children only
named the images of geometric shapes on the cards,
which were planned to be rearranged. So, solving a
problem with two permutations, the subject could say:
"... first you need to rearrange the square, then the circle it
In connection with the noted features of the organization of the process of solving the main problems, their conditions were presented to the child not on two sheets of cards (as was the case in the first two series), but on one sheet, where two playing fields were drawn on the left and right sides and three geometric figures in four cells on each.
In this series, it was proposed (as in the first two series) to solve problems with one, two, and three permutations, i.e, respectively, No. 1 (Fig. 5), No.2 (Fig. 6), No.3 (Fig. 7). If the subject was able to cope with the solution of problems not only with one, but also with two or three permutations, then he was asked to further compose problems with one permutation (the first degree of complexity). At the same time, to the left of him on the table (as it was in both previous series) there was a sheet with the condition of the main task No. 1 drawn on it.
When drawing up tasks, it was required to act in an internal plan (that is, to operate only with the images of the figures placed on the cards, and not with the cards
themselves with the images of these figures). Therefore, children were given not such playing fields as in
the first two series of experiments, but those where each cell was marked with a number (Fig. 22).
1 2 3 4
1 2 3 4
Fig, 22. Cells with numbers.
Along with these playing fields in front of the child, there were also three cards with geometric shapes - an oval, a pentagon and a rectangle. New fields and three other cards were given to compose a new problem.
In the course of drawing up tasks, the subjects had to name the figures on the cards and the numbers of the cells where it was required to place this or that figure.
Just as in the previous two series, the subjects composed tasks in different ways: one group of subjects acted formally (composing tasks that cannot be solved in one permutation), the second acted meaningfully (studying task No. 1 and solving the compiled task), the third acted productively (each time repeating the structure of the first compiled problem) and the fourth -acted in an original way (changing the place of a free cell in the tasks).
In the experiments of the fourth series, as well as in the experiments of the third series, the subjects solved and composed tasks in the internal plan of actions (except for training tasks). But to compose problems (in contrast to the situation characteristic of the third series), only those children were selected who could solve problem No. 3, of the third degree of complexity, with three permutations.
Table 1.
The number of second-grade pupils who formally, meaningfully, productively and originally composed spatial combinatorial problems in each of the four series of experiments (in %).
These children were asked to compose problems of the second degree of complexity, with two permutations. At the same time, they were asked to act in the same way as in the third series: to name the images of geometric figures on the cards and the numbers of the cells on the playing fields, where it was supposed to place cards with certain geometric figures.
In the fourth series (as in the three previous ones), the subjects composed tasks in different ways: one group composed tasks formally (that is, problems were obtained that could not be solved in two permutations), the other group acted meaningfully (composed one or two tasks, solved in two permutations), the third group acted productively (made up from three to five identical tasks) and the fourth group acted originally, making up from three to five different tasks.
3. Results of the study
The study involved a total of 212 primary school students. Of these, 105 students of the second grade: in the first series 27 people participated, in the second -24, in the third - 29, in the fourth - 25 people and 107 students of the third grade: the first series was attended by 29 people, in the second - 25, in the third - 27 , in the fourth - 26 people.
Methods of composing problems Experiment series3agaHHne OKcnepHMema^bHaarpynna3agaHHe 2
First Second Third Fourth
Formal 3 7** 8,4 34,5 40,0**
Substantial 33,3 33,3 37,5 36,0
Productive 48,2** 45,8* 24,1* 16,0**
Original 14,8 12,5 3,9 0,0
Note: * p <0.05; ** p <0.01.
Table 2.
The number of third-grade pupils who composed spatial combinatorial problems formally, meaningfully, pro-
ductively and originally in each of the four series of experiments (in %).
Methods of composing problems Experiment series3agaHHne OKcne pHMeHTa^bHaarpynna3agaHHe 2
First Second Third Fourth
Formal 6,9* 8,0 22,2 23,1*
Substantial 7,1* 20,0 25,9 38,5*
Productive 62,1* 56,0 44,5 34,6*
Original 24,1** 12,0 7,4 3,8**
Note: * p <0.05; ** p <0.01.
Analysis of the data presented in tables 1 - 2 allows us to formulate a number of provisions.
So, in the second grade, the number of children who acted in a formal way increases with each series. A particularly sharp increase in the number of children in this group is observed in the third series, in relation to the second, respectively: 34.5% and 8.4%. It can be assumed that this sharp increase is associated with a
change in the form of action when drawing up tasks: the substantive-effective form (rearranging cards with hands) changes to a visual-figurative one (rearranging cards with hands is excluded). At the same time, the increase in the number of children from the first series to the second and from the third series to the fourth is smaller, respectively: 3.7% - 8.4% and 34.5% and 40.0%.
Table 1 also shows that the number of children who acted in a meaningful way increases from the first series to the fourth (compared to the number of children who acted in a formal way) insignificantly - by 2.7% (from 33.3% to 36.0%). One noticeable increase in the number of children in this group is observed from the second series to the third series: by 4.2% (from 33.3% to 37.5%). These data indicate, in our opinion, that in the second grade, approximately one third of children have mastered a meaningful way of composing problems.
The number of children acting in a productive manner decreases with each series. A particularly sharp decrease in the number of children in this group is observed in the third series, in relation to the second, respectively: 24.1% and 45.8% (i.e., the decrease is 21.7%), - the difference in indicators of 24.1% and 45.8% is statistically significant (at p <0.05%). As in considering the changes in the number of children who acted in a formal way, it can be assumed that such a sharp decrease is associated with a change in the form of action in the formulation of tasks: the objective-effective form changes to a visual-figurative one. At the same time, the decrease in the number of children from the first series to the second and from the third series to the fourth is smaller, respectively: 48.2% - 45.8% and 24.1% and 16.0%, - difference in indicators of 24.1% and 45.8% is statistically significant (at p <0.05%); difference in indicators of 16,0% and 48.2% is statistically significant (at p <0.01%)
The number of children who acted in an original way, as well as the number of children who acted in a productive way, decreases with each series. A particularly sharp decrease in the number of children in this group (as well as children in the previous group) is observed in the third series, in relation to the second, respectively: 12.5% and 3.9% (i.e., the decrease is 8.6%). As in the consideration of the previous cases, this decrease is associated with a change in the form of action in the preparation of tasks: the objective-active form changes to a visual-figurative one. At the same time, the decrease in the number of children from the first series to the second and from the third series to the fourth is smaller, respectively: 14.9% - 12.5% and 3.9% and 0.0%.
So, considering the change with each series of experiments in the number of children of different groups in the second grade (children who acted in formal, meaningful, productive and original ways), it should be noted that, while the number of children who acted in a meaningful way, little changes from the first series to the fourth by 2.7% (from 33.3% to 36.0), the number of children in the remaining three groups changes quite noticeably.
Thus, the number of children who acted in a formal way changes by 36.3% (from 3.7% to 40.0%, - the difference in indicators of 24.1% and 45.8% is statistically significant at p <0.01%), the number of children who acted in a productive way - by 32.2% (from 48.2% to 16.0%, - the difference in indicators of 16.0% and 48.2% is statistically significant (at p <0.01%), the number of children who acted in an original way - by 14.8% (from 14.8% to 0.0%). At the same time, it is
important to emphasize that the number of children who acted in a formal way is increasing, while the number of children who acted in productive and original ways is decreasing.
In the third grade, the number of children who acted in a formal way, as in the second grade, increases from the first series to the fourth, but by a smaller amount - by 16,2%, - the difference in indicators of 6.9% and 23.1% is statistically significant (at p <0.05%). A particularly sharp increase in the number of children in this group (as in the second grade) is observed in the third series, in relation to the second, respectively: 22.2% and 8.0%. It can be assumed that this sharp increase is associated with a change in the form of action when drawing up tasks: the substantive-effective form (rearranging cards with hands) changes to a visual-figurative one (rearranging cards with hands is excluded). At the same time, the increase in the number of children from the first series to the second and from the third series to the fourth is smaller, respectively: 6.9% - 8.0% and 22.2% - 23.1%.
Table 2 also shows that the number of children who acted in a meaningful way increases from the first series to the fourth - in contrast to what is observed in the second grade - significantly: by 31.4% (from 7.1% to 38.5%, - the difference in indicators of 7,1% and 38.5% is statistically significant (at p <0.01%). The greatest increase is observed from the third series to the fourth: by 12.6%, while the increase from the first series to the second is 8.9%, and from the second to the third - 9.9%.
It can be assumed, analyzing the noted data, that the change in the number of children from series to series is not associated with a change in the complexity of the compiled tasks (from the first to the second series and from the third series to the fourth), nor, unlike the situation in the second grade, - with a change in the form of action when drawing up tasks (from the second series to the third).
The number of children who acted in a productive way, as in the second grade, decreases with each series and a particularly sharp decrease in the number of children is observed in the third series, in relation to the second, respectively: 44.5% and 56.0% (i.e. is 11.5%). As in considering the situation in the second grade, it can be assumed that such a decrease is associated with a change in the form of action when compiling tasks: the objective-effective form changes to a visual-figurative one. At the same time, the decrease in the number of children from the first series to the second and from the third series to the fourth is smaller, respectively: 62.1% - 56.0% and 44.5% and 34.6%, - the difference in indicators of 62,1% and 34.6% is statistically significant (at p <0.05%).
The number of children who acted in an original way, as well as the number of children who acted in a productive way - just as it happens in the second grade - decreases with each series. A particularly sharp decrease in the number of children in this group (as well as children in the previous group) is observed in the third series, in relation to the second, respectively: 7.4% and 16.0% (i.e., the decrease is 8.6%). As in the
consideration of the previous cases, this decrease is associated with a change in the form of action in the preparation of tasks: the objective-active form changes to a visual-figurative one. At the same time, the decrease in the number of children from the first series to the second and from the third series to the fourth is smaller, respectively: 24.1% - 16.0% and 7.4% and 3.8%.
So, considering the change with each series of experiments in the number of children of different groups in the third grade (children who acted in formal, meaningful, productive and original ways), it should be noted that, while the number of children who acted in a formal way and in a meaningful way, from the first series by the fourth increases, respectively: by 16.2% and 31.4%, the number of children of the remaining two groups - who acted in productive and original ways -decreases, respectively: by 31.5% and 20.3%.
In general, comparing the distribution of children who made up tasks in different ways in the second and third grades, it should be noted that in the third grade (compared to the second grade) the number of children who acted, in particular, in the fourth series, in a formal way, significantly decreased - by 16.9% (from 40.0% to 23.1%) and the number of children who acted in the same series in a productive way increased significantly - by 18.6% (from 16.0% to 34.6%). In contrast, the number of children acting in the fourth series meaningful and original ways, increased slightly, respectively, by 2.5% and 3.8%.
Thus, it can be assumed that with regard to the compilation of spatial-combinatorial tasks, primary school age (in particular, children of 7 - 9 years old, studying in the second and third grades) is the leading
one for the formation of productive and original methods in the context of composing tasks in a subject-effective form.
4. Conclusion
The study made it possible to establish the nature of the distribution of methods of composing space-combinatorial problems among students of the second and third grades. The data obtained indicate the number of children in each class who completed tasks in formal, meaningful, productive and original ways.
It was shown that with age, the number of children who cannot compose correct, solvable problems (these act in a formal way) decreases and the number of children who are able to compose one or two solvable problems (these children act in a meaningful way).
Also, with age, the number of children who are able to make up three to five correct tasks that are identical in a specific way of solving (these children act productively) increases, and three to five correct tasks that require a different specific way of solving (these children act in an original way).
References
1. Zak A. Z. The development of intellectual abilities in children 8 years. - M.: New school, 1996.
2. Zak A. Z. Differences in the thinking activities of younger students. - M.: MPSI, 1999.
3. Zak A. Z. Thinking junior schoolchild. - SPb: Assistance, 2004.
4. Zak A. Z. Diagnostics of differences in the thinking of younger schoolchildren. - Moscow: Genesis, 2007.
5. Federal State Educational Standard of Primary General Education / Bulletin of Education of Russia. 2010. №2. pp. 10 - 38.
РОЛЬ СТРАТЕГИЧЕСКОГО МЫШЛЕНИЯ В СИТУАЦИИ ОБЩЕНИЯ
Суренская Н.С.
Аспирант кафедры социальной и возрастной психологии ФГБОУ ВО «Тамбовский государственный университет им. Г.Р. Державина», г. Тамбов
THE ROLE OF STRATEGIC THINKING IN THE COMMUNICATIVE SITUATIONS
Surenskaya N.
Postgraduate student of the Department of Social and Developmental Psychology FSBEI HE "Tambov State University named after G.R. Derzhavin ", Tambov
Аннотация
Статья рассматривает проблему общения с точки зрения целевого и деятельностного аспектов, в которых коммуникация имеет для участников конечную цель. Достижение цели коммуникации, в свою очередь, характеризует социальную компетентность и развитость стратегического мышления коммуникантов. Таким образом, для эффективной коммуникации большую роль играют процессы стратегического мышления.
Abstract
The article examines the problem of communication from the point of view of target and activity aspects, in which communication has an ultimate goal for the participants. Achieving the goal of communication, in turn, characterizes the social competence and the development of the strategic thinking of the communicants. Thus, strategic thinking processes play an important role for effective communication.
Ключевые слова: общение, интеллект, социальная компетентность, стратегическое мышление.
Keywords: communication, intelligence, social competence, strategic thinking.
