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METHODS AND TECHNOLOGIES OF THE DEVELOPMENT OF STUDENTS’ CREATIVE ABILITIES
G. N. Ibragimova
This article describes the value of interactive methods in students' creative thinking development, and their preparation for creative professional activities. The innovative technologies mostly widespread in modern student teaching promote the development of team-work skills and communicative competences of future teachers as well as their abilities to navigate independently in innovative pedagogical technologies are given in the article.
Key words: innovative methods and approaches, pedagogical technologies, creative thinking, pedagogical cooperation, student, teacher, educational cognitive activities, professional education, team-work, training cases, entering a dialogue.
In the modern concept of education, the educational process is focused on the student that has turned from a listener, into an active subject of the cognitive process. For the purpose to be achieved, the content of educational programs and teaching technologies are renewed accordingly. Our observations show that every student has his own individual approach to studying pedagogical subjects. The process of individual teaching enables teachers to visualize the students’ educational-cognitive activities. For example, an important aspect of multimedia technologies is the possibility of using different kinds of information in an integrated form. Alongside traditional teaching aids in the form of tables, texts, and illustrations, use is made of speech aids, music, and various animations. An important role is played by the parallel presentation of audio and visual information to students. By means of computer technologies, students enter a new level of communication. Computer users easily move from one object to another, and have a possibility to perceive a sequence of key notions.
The technologies promoting the development of students’ activities and creative thinking refer to hyper-media technologies. They have a lot of qualities similar to multimedia. This technology is appropriate to use when working on the text, as one can easily point out the necessary words and expressions, or introduce word combinations. Interactive methods of teaching enable the teacher to establish feedback with students and to implement the principles of individual teaching.
Students’ reproductive skills are easily identified with the help of tests. This process can be fully automated. Practical tasks can help to determine the level of the students’ reproductive skills. It is pertinent to note the creation of the educational environment which is reflected in the structuring of the study materials. For example, usual diagrams and drawings can reflect the logical links of notions, or it may be a system of questions offered to students. Their use enriches both the reproductive and productive skills of students. Study materials should be offered to students stage by stage, based on their content and the requirements of the state educational standards. To assimilate a course of studies, every student needs deep knowledge, the application of creative abilities, and independent research.
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The use of interactive technologies in the educational process assigns the teacher a new status when he turns into the manager of the educational process, ready to help the student when there is sufficient time for active communication with students. In the process of studying a course, the teacher individually consults the students and effects control with a view to the successful promotion of the student towards the intended results.
Interactive technologies include group and team work, and joint activities in the form of cooperation. In these conditions, students feel a higher level of responsibility for assimilation of the course. Every form of interactive teaching requires the application of a specific technology, in particular: (a) in frontal kinds of work, such forms as “microphone”, “brainstorm”, and “sentence fragment” are used; (b) the techniques used in joint work include “face to face”, “work in pairs and together”, “work in small groups”, and “aquarium”; (c) interactive games (“role plays”, “staging”, “court hearing”, etc.); (d) discussion-based technologies (“my point of view”, etc.).
Using the above interactive teaching methods and technologies in a combination or separately, teachers of higher pedagogical educational institutions have the possibility to develop the students’ creativity, taking into account their individual specific features and abilities. Interactive teaching methods and technologies help to make a creative pedagogical environment. They help students to acquire theoretical knowledge and practical experience, and to form the students’ critical thinking and objective assessment of pedagogical knowledge and phenomena. As a result, students can achieve their individual creative capacity. Interactive learning situations should be organized so that apart from acquiring new knowledge, students should get a concrete idea about pedagogical technologies which help to solve the emerging problems. In the process of work in the conditions of cooperation, students form their own ideas and approaches to the solution of pedagogical tasks.
Interactive learning in higher educational pedagogical institutions is significant for provoking the students’ interests and creative thinking. The basic scientific sources of development of the future specialist’s personality are the studies and publications of psychologists, educators, and philosophers. Acquiring scientific knowledge, students enter interpersonal relations and learn human values.
From the philosophical point of view, interpersonal relations are established on the basis of equality and cooperation. The participants change and develop in the situation of cooperation. Cooperation, relying on the humanistic principles of mutual equality and dialogues, reveals itself as being the best in the educational process. Interactive learning promotes the development of the students’ independence, and it reveals itself in the personal attitude of future specialists to new information, and in the successful acquisition of professional experience. The development of the students’ professional potential is evidenced by the application of the methods of promoting higher pedagogical culture in general. As students act as full-fledged subjects in interactive learning, it is expedient to make the best use of the technique of improvisation as a technique helping to provide a creative pedagogical environment.
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Interactive learning synthesizes a set of techniques, methods and approaches, aimed at the organization and improvement of the educational process, but their application is measured up against certain requirements: (a) the organization of interactive learning and control of its quality and results is to take account of the students’ needs, interests and specific features; (b) cooperation between students and teachers is to be effected at all stages of the interactive learning process; (c) it is necessary to create the conditions for students to acquire the necessary professional competences, to reveal their activity, initiative, and creativity; (d) the process of interactive learning must be brought close to the professional activities of future teachers; students should be oriented towards the active use of interactive teaching methods in their future pedagogical activities; (e) the process of training of future teachers is to involve the provision of them with professional competences and especially with the skills of self-development.
The innovative pedagogical processes aimed at the development of students’ creative abilities will allow the achievement of the desired didactic goals.
Translated from Russian by Znanije Central Translastions Bureas
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