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ПЕДАГОГИЧЕСКИЕ НАУКИ
IMPROVEMENT OF THE ORGANIZATIONAL FORMS OF DEVELOPMENT OF CREATIVE THINKING
OF PRIMARY SCHOOL STUDENTS Boltaeva Sh.T. Email: Boltaeva666@scientifictext.ru
Boltaeva Shahlo Toshpulatovna - senior teacher, DEPARTMENT OF GENERAL PEDAGOGY AND PSYCHOLOGY, NAVOIY STATE PEDAGOGICAL INSTITUTE, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article reveals the problem of developing the creative thinking of primary school students. The substantiation of the theoretical position on the essence of creative thinking is given. The concept of "extracurricular activities " is disclosed in detail, its types, forms and results are considered. It is suggested that the creative thinking of primary school students can be purposefully developed in the conditions of the pedagogical system of extracurricular club activities. A psychological and methodological model for the development of creative thinking in the system of extracurricular activities is being considered in order to help teachers develop independently extracurricular activities for pupil and develop creative thinking.
Keywords: creative thinking, extracurricular activities, organizational methods, primary school, primary school students.
СОВЕРШЕНСТВОВАНИЕ ОРГАНИЗАЦИОННЫХ ФОРМ РАЗВИТИЯ ТВОРЧЕСКОГО МЫШЛЕНИЯ УЧАЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ Болтаева Ш.Т.
Болтаева Шахло Тошпулатовна - старший преподаватель, кафедра общей педагогики и психологии, Навоийский государственный педагогический институт, г. Ташкент, Республика Узбекистан
Аннотация: в статье раскрывается проблема развития творческого мышления учащихся начальных классов. Приводится обоснование теоретической позиции в вопросе о сущности творческого мышления. Подробно раскрывается понятие «внеучебная деятельность», рассматривают ее виды, формы и результаты. Выдвигается предположение, что творческое мышление учащихся начальных классов можно целенаправленно развивать в условиях педагогической системы внеклассной клубной деятельности. Рассматривается психологическая и методическая модель развития творческого мышления в системе внеклассных занятий, призванная помочь педагогам в самостоятельной разработке программ внеучебной деятельности для школьников, развивающей творческое мышление. Ключевые слова: творческое мышление, внеучебная деятельность, организационные методы, начальная школа, учащиеся начальных классов.
УДК: 374
At present, the need of society for upbringing and educating creative people who have a non-standard view of problems and are able to adequately and promptly respond to changes in the world has become acutely marked. Therefore, many philosophers, psychologists, sociologists and teachers both in Uzbekistan and abroad have stepped up research on the problems of creation, creativity and creative thinking. These phenomena are studied from different perspectives: theories of personality creativity and programs for the development
of creative thinking are developed; there are attempts to develop a conceptual apparatus of the concepts under consideration; "portraits" of a person's creative personality are created; explores creative thinking and creativity.
The existing variety of definitions of creative thinking (productive, heuristic, independent, divergent, creative) reflects the complexity of the nature of this psychological process, and therefore it is impossible to develop common standards and development strategies for all its manifestations. It has been observed that the style of thinking largely depends on the education system as a whole. At present, the explanatory-illustrative method dominates in the educational process in primary school. Its essence boils down to the fact that the teacher transmits the ready-made "knowledge system" provided for by the program, and the student must perceive the story, learn the relevant material from the textbook and retell it. Thus, it turns out that the primary school student is not included in the process of active search, "discovery" of new phenomena and facts, that is, traditional education does not set a goal to develop the creative thinking of primary school students.
It should be noted that the primary school age is the most sensitive period for the development of creative thinking [1]. Consequently, it is important to develop creative thinking in a person already at school using methods that encourage students to develop active creative thinking, flexibility of judgment, speed and originality of responses. Creative thinking develops only when students encounter learning problems for which there are no ready-made samples. The productivity of thinking depends on the creation of an optimal working atmosphere, a creative climate.
Defining creative thinking as one of the types of thinking that is characterized by the creation of a subjectively new product and new formations in the course of cognitive activity itself, we believe that in order to effectively form and develop creative thinking it is necessary to organize a form of free creative activity and communication. It should be different from those that are often organized in the conditions of the educational activities of primary school students. It is unconventional technology that creates an atmosphere of ease, openness, looseness, contributes to the development of the initiative and independence of children, creates an emotionally positive attitude towards activity, creating a situation of success [2].
For the development of creative thinking of primary school pupils, various types of extracurricular activities are available to teachers today: gaming, cognitive, problem-value communication, leisure communication, artistic creativity, social creativity, tourist and local history, etc. We propose scientific community to consider the after-school form of education that can combine all these areas. This is a club of interests in which adults and children can interact, having an emotional-aesthetic, cognitive, general cultural, creative orientation.
Club activity includes the optimal ratio for the early childhood age of the processes of cognition, labor, free communication and play - this is what keeps the whole foundation of an emerging personality. In addition, the club is a form of democratization of school life and an exciting way to direct the social activity of children, a form of incorporating them into collective activities. The school club is a community for bridging the "gap" between children and adults; it serves for mutual assistance in development, work on transforming oneself and the surrounding world on the basis of self-government. In the creative thinking of a child in terms of club activities, first of all, such features as fluency are manifested - the ability to give the maximum number of ideas that arise per unit of time; flexibility - the ability to express a wide variety of ideas; originality - the ability to generate new nonstandard ideas; independence - the ability to work independently, without the help of others; the degree of awareness of the task being performed.
Formation of the creative thinking of the child in primary school requires a phased development and the use of special techniques. We assume that in terms of a club of interests a system of classes for children is necessary. First of all, one should develop a fluency of thinking, then flexibility, and only then proceed to the development of originality
of thinking. Features such as autonomy and awareness of the tasks performed, are developed in the process of working on fluency, flexibility and originality.
The organization of free communication in the conditions of the club presupposes that the teacher has a plan to create such a student community that would have characteristics that contribute both to self-realization and to the protection of the child, would help the development of the personality. This system is good because students are immersed in activities that are interesting in that they are conceived and planned by themselves. In the process of this initiative, not adults are realized, but children's interests and the upbringing, transformation, formation of the personality takes place. The mechanism of personal development is a contest in creativity, in all its forms: from the co-generation of valuable ideas to their realization in concrete deeds. It should be noted that creativity is obligatory in everything, because children, freed from the care of their elders and immersed in the conditions of the need to find independent solutions, are doing everything creatively. Also, the motivation for action occurs through the promotion and disclosure of the "small talents" that each student has.
Thus, we believe that for the purposeful development of creative thinking of children of primary school age, a pedagogical system of extra-curricular club activities is needed, which is aimed at humanizing interpersonal and creative relationships, at democratizing school life, within the framework of which a continuous joint process of creative activity of teachers and students and parents will be organized; age characteristics of elementary school students will be taken into account and the activities of different age groups of children will be intensified.
It is obvious that in order to develop the creative thinking of primary school students, transformations are also needed in the upbringing and educational process of primary school. We were convinced that the organization of club activities requires a professional educator who would not simultaneously be a teacher who could organize an extracurricular form of work that is, a person who would be armed with knowledge of the creative thinking and psychology of a primary school student who would be able to organize the diagnosis and development of the creative thinking of primary school students.
Список литературы /References
1. Verkhoturtseva E.E. Psychological and pedagogical aspects of the formation and development of creative thinking of younger students [Psihologo-pedagogicheskie aspekty formirovaniya i razvitiya tvorcheskogo myshleniya mladshih shkol'nikov] // Modern innovations [Sovremennye innovacii]. 2016. № 11 (13). P. 63-64.
2. Nesterova E.V. Extracurricular activities as an unconventional way of teaching younger students [Vneurochnaya deyatel'nost' kak netradicionnyj sposob obucheniya mladshih shkol'nikov] // Problems of Pedagogy [Problemy pedagogiki]. 2016. № 9 (20). P. 30-32.
