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4. Обучение в дистанционном формате в условиях повсеместного его использования, представляется, явление временное. Но даже в этот период важно не упустить время в работе со студенческой аудиторией первокурсников. Зная ее особенности, в том числе и возрастные, трудности, с которыми она сталкивается в период освоения общеобразовательной программы, следует со всей серьезностью их учитывать с первого дня в ходе организации учебного процесса при дистанционном формате обучения для формирования необходимых профессиональных компетенций.
5. Практика повсеместного введения нового формата обучения показала необходимость иметь в арсенале учебного заведения пакет документов, подготовленных на случай перевода всего учебного процесса в дистанционный формат обучения.
Библиографический список
В качестве общего вывода следует констатировать, что в период организации учебного процесса в условиях пандемии его техническая оснащенность выросла, электронная информационно-образовательная среда расширилась, часть преподавателей с энтузиазмом взялись за интенсификацию учебного процесса при помощи дистанционно-образовательных технологий. По нашему представлению, возврата к старому алгоритму в образовании не будет, так же как и продолжения повсеместного использования дистанционного формата при отмене пандемии. Но в то же время его элементы, безусловно, будут востребованы при традиционной форме обучения. Для того чтобы годичный опыт деятельности ОЗ СПО не ушел в разряд пережитого, необходимо его обобщение для последующего использования в учебном процессе.
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Статья поступила в редакцию 23.03.21
УДК 37.013
Ilyuschenko N.S., PhD in Philology, Professor of Department of Foreign Languages, Moscow Art Theatre School (Moscow, Russia),
E-mail: ilnatali77@mail.ru
Bagdasarova E.V., PhD in Philology, Financial University under the Government of the Russian Federation, (Moscow, Russia),
E-mail: elvina_bag@mail.ru
APPLYING THE THEORY OF SOLVING INVENTIVE PROBLEMS IN THE PROFESSIONAL TRANSLATORS TRAINING. The relevance of the present issue is caused by a strong need to search for educational technologies aimed not only at acquiring knowledge, but also at developing students' personal, cognitive and creative abilities. One of the concepts that allow to maintain such balance is the pedagogical system of the theory of solving inventive problems (TRIZ), founded by Russian Prof. M.M. Zinovkina and based on the problem-search method and independent creative activities of students. The aim of the article is to implement TRIZ-technology method in 2 groups of linguists-translators (control and experimental) at the Faculty of Foreign Languages in Russian State Social University. Methods of transformation in the translation of proper names from English into Russian are identified and classified. The results of the research and t-Student criterion calculation showed that the experimental group did better than the control one. For the first time, TRIZ elements, originally created to solve scientific and technical problems, are successfully applied in the field of linguistics in the preparation of linguists-translators.
Key words: creative pedagogy, TRIZ-technology method, brainstorming, linguists-translators.
Н.С. Ильющенко, канд. филол. наук, доц., проф., Школа-студия МХАТ имени А.П. Чехова, г. Москва, E-mail: ilnatali77@mail.ru
Э.В. Багдасароеа, канд. филол. наук, доц., Финансовый университет при Правительстве Российской Федерации, г. Москва,
E-mail: elvina_bag@mail.ru
ТЕОРИЯ РЕШЕНИЯ ИЗОБРЕТАТЕЛЬСКИХ ЗАДАЧ В ПОДГОТОВКЕ ЛИНГВИСТОВ-ПЕРЕВОДЧИКОВ
Сегодня серьезной проблемой преподавателей стал поиск образовательных технологий, направленных не только на усвоение обучающимися определенной суммы знаний, но и на развитие их личностных, креативных, познавательных и созидательных способностей. Одной из концепций, позволяющих соблюсти такой баланс, является педагогическая система Теория решения изобретательских задач (ТРИЗ), созданная профессором М.М. Зиновкиной, в основе которой лежит проблемно-поисковый метод и самостоятельная творческая деятельность учащихся. Цель статьи - внедрение методов ТРИЗ-техно-логии в 2 группах лингвистов-переводчиков (контрольной и экспериментальной) на факультете иностранных языков Российского государственного социального университета. Были выявлены и классифицированы способы трансформации при переводе имен собственных с английского языка на русский. По результатам испытаний и расчета критерия ^Стьюдента экспериментальная группа была гораздо успешней, чем контрольная. Впервые элементы ТРИЗ, первоначально созданные для решения научно-технических проблем, были успешно применены в области лингвистики при подготовке лингвистов-переводчиков.
Ключевые слова: инновационные образовательные технологии, методы ТРИЗ-педагогики, «мозговой штурм», лингвисты-переводчики.
Introduction
Modern educational standards put forward high demands on higher education graduates. They are bound to master a whole new set of skills and abilities that help them improve and develop their intellectual potential throughout their lives, find non-standard solutions to emerging problems, adapt to new situations, analyze their capabilities and gain new experience, work in a scientific team, generate new ideas, etc. One of the concepts which would enable learners to maintain such balance is a pedagogical multilevel continuous creative education "Theory of Inventive Problem Solving" - CFCT-TRIZ system created by Russian professor M.M. Zinovkina in the early 80s for the humanities specialties in the preparation of linguists-translators at universities. "Theory of Inventive Problem Solving" (TRIZ) was originally invented by a Soviet engineer and writer G.S. Altshuller in 1946, who demonstrated a set of new methods for solving inventive problems in technology, focusing on the transformation of the art of invention into exact science. The course methodology is still used at a big number of today's hi-tech companies (Samsung, GE, Intel, Procter&Gamble, LG Group, Wrigley, Boeing, and many others) [1, p. 24].
The tools used in CFCT-TRIZ education are based on the problem-search method and students' independent creative activity aimed at obtaining the final result. The author's CFCT-TRIZ pedagogy system offers methods for non-standard solutions to standard vital issues, introduces an element of the novelty of a creative and critical approach to learning. It was successfully implemented by Prof. Zinovkina, not only in Russian schools, but also abroad: it is still in demand with great enthusiasm in schools in South Korea [2; 3; 4].
In 1989, the TRIZ International Association was created on the bases of TRIZ public movement. Nowadays this movement includes TRIZ associations of more than thirty countries. For over 25 years, the TRIZ system has been successfully used in the academic environment: Twente University (the Netherlands), Strasbourg University (France), Polytechnic University in Paris (France), Wayne State University (USA), Royal Institute of Technology in Stockholm (Sweden), Technical University Brno (Czech Republic), Universities of Bergamo and Florence (Italy), and other [4, p. 7]. The Royal Melbourne Institute of Technology (Australia) and the Massachusetts Institute of Technology have successfully implemented TRIZ methods in their educational programs. One of the vivid examples proved to be the experiment of the employees of the Massachusetts Institute of Technology conducted in 1996. Two groups of students in three hours solved a complex production task of a large company. One group already had a previous experience in the framework of the TRIZ system, the other had not. As a result, the first group came up with much more creative ideas than the second group (by 80% more ideas) [5, p. 71].
TRIZ-technology is much considered in domestic and foreign works of G.S. Altshuller [1], E.V. Miroshnik [3], V. Sushkov [4], A.A. Gin [5], Petrov [6], P.A. Starikov [7], Alan Webb, M. Slokum [8], Barry Katie, Ellen Domb [9], Sheng I., Kok-Su T. [10], Vidal, Rosario [11], Jane, Reen [12], Hovanov [13], Len Kaplan [14] and others.
A significant contribution to the development of a new direction in pedagogy -"Creative pedagogy" was made by Prof. R.T. Gareev [15], the author of a series of courses on "Fundamentals of TRIZ and Computer Interactive Thinking Support". The scientist conducted a great number of seminars on TRIZ in Russia and abroad: in Iran, South Korea, Germany and other countries.
The works of Russian scientists R.B. Shapiro and A.A. Gin highlight creative pedagogy based on the solution of inventive problems and the theory of development of a creative personality, which forms the basis of the hypothesis on the research of the creativity effectiveness dependence on the use of didactic ways of thinking.
The contribution of V. Sushkov, vice-president of the TRIZ International Association and holder of TRIZ Master degree (2013), is of great practical importance when analyzing organizational and managerial tasks from the perspective of scaling up decisions, schematizing inventive situation and working with contradictions. In 1989, the scientist co-founded the Inventive Machine Corporation. Today he teaches TRIZ and Technology of Innovation Roadmaps at the University of Twente and TIAS Business School, the Netherlands.
The authors team of P.M. Gorev and V.V. Utemov developed individual programs, the priority tasks of which are the development of scientific creativity of the youth. Scientists are working on the formation of a continuous educational process aimed at the creative development of the personality of students by means of open and
partially open tasks in the framework of adapted TRIZ tools by G.S. Altshuller and the continuous formation of a creative personality by M.M. Zinovkina.
E.V. Miroshnik and V.V. Utemov founded creative psychology - new methodology for logical thinking development in NFTM-TRIZ, which is based on the integration of psychology and pedagogy. The methodology is aimed at a conflict-free adaptation to solving problem (stress) situations.
The scientists from Malaysia - Issak Lim Sing Shen and Teoh Kok Su - used the principles of TRIZ to create Eco-efficient product designs. (They investigated peculiarities of various water filters and washing machines to correlate the elements of environmental efficiency with TRIZ principles). They claimed that there was a significant correlation between eco-efficient elements and TRIZ principles in the existing products. All information obtained from the case studies of the product along with the research of individual TRIZ principles led to the formation of a new tool, which was called the TRIZEE Design Tool.
Rosario Vidal and Angela Men, professors of Engineering and Construction Department at the Jaume I University in Valencia, Spain, investigated the effectiveness of environmental design by incorporating TRIZ tools into eco-innovative design.
Methodology
The brainstorming method used in TRIZ education is one of the most operational methods for solving problems based on stimulating creative activity. Nevertheless, the participants of the discussion are invited to "freely express as many ideas as possible, including the most absurd ones. Further, from the total number of the expressed decisions, the most successful ones that can be used in practice are selected" [7, pp. 20-58]. Speed, quantity and spontaneity are the motto of this process, which also includes the stage of expert evaluation. A strict adherence to this strategy is necessary because it helps to overcome unconscious hidden cognitive biases and limitations that allow us to be truly creative. Training is carried out, first of all, not on specific knowledge, but on how to quickly and efficiently learn the teaching material. Thus, the elements of the Theory of Inventive Problem Solving, originally created to solve scientific and technical problems in the training of technical specialists, have been widely used in the humanities specialties in universities in recent years. In particular, in the field of linguistics, in the preparation of linguistic translators, techniques and technologies have begun to be successfully introduced that can effectively accelerate the assimilation of material. In the 80s, the first TRIZ-technology method in pedagogy for the preparation of linguists-translators at universities was formed on the bases of TRIZ public movement and the International TRIZ Association.
Research
Using the TRIZ method of the brainstorming technology [16, pp. 152-177] and the structure of the creative lesson in the innovative CFCT-TRIZ pedagogical system [2, pp. 31-56], we developed and conducted a series of classes on "Translation of English Proper Names in Literature" in the framework of discipline "The Practical Course of the First Foreign Language (English)" in 2 groups of linguists-translators of 22 students in each group (control and experimental) at the Faculty of Foreign Languages of the Russian State Social University. The students in the experimental group had already been taught innovative visual aids and the TRIZ-pedagogy method. In our research the excerpts were taken from novels about Harry Potter written by the British writer Joan Rowling translated by M. Spivak and I. Oransky. The students analyzed the hidden meaning of Harry Potter character names identifying certain transformation methods (transliteration, transcription, loan translation, functional equivalence), demonstrated the accurate translating skills from English into Russian, etc.
The structure of a creative lesson on the system of CFCT-TRIZ
The implementation of innovative pedagogical technologies in the multi-level system of CFCT-TRIZ means changing the structure of lessons and their original content. As a basis for the development of the methods of creative lessons with first-year students, we used the structure of a double creative lesson proposed by Prof. M.M. Zinovkina [2, pp. 261-265]:
Block 1 (motivation) - this block presents a specially selected system of tasks that cause students to meet a miracle. In this block the students are given
a set of Harry Potter character "speaking" names in order to guess their hidden meaning, etymology and translate them from English into Russian. Blocks 2 and 6 (content part) include the program material of the educational course and provide the formation of systemic thinking and the development of creative abilities. Block 3 (psychological unloading) - this block presents a system of tasks for psychological unloading. Block 4 (puzzle) - presents a system of increasingly complicated puzzles, embodied in real objects, in the design of which an original, witty idea is realized. Block 6 (brain warm-up) - this block presents a number of increasingly complex tasks aimed at stimulating the mind and improving brain function, developing the motivation. In this block, the students were offered to do crosswords and quizzes, which allowed them to develop their creative ability and logical thinking. Block 7 (summary) provides feedback from the students about the lesson and provides a qualitative and emotional assessment of the lesson by the students. Further on there were some parts of the lesson which underwent a certain correction, based on the results of the feedback.
Results
Elements of the Theory of Inventive Problem Solving, originally created to solve scientific and technical problems in the training of technical specialists, have been widely used in the humanities specialties in universities in recent years. Particularly, in linguistics, in the preparation of linguists-translators, not only techniques and technologies which can effectively accelerate the learning process, but also a number of innovative and original elements of a creative and critical approach to learning have been successfully introduced.
According to the research carried out on a series of classes on "Translation of English Proper Names in Literature" in the discipline "The Practical Course of the First Foreign Language (English)" it has been revealed that there is a considerable difference in the results in experimental group in which tests were conducted in accordance with modern visual aids and TRIZ pedagogy methods - and the control group, in which the methodology of inventive tasks was not applied. There were 22 students in each group. The calculation of the t-Student criterion of one of the tests is given in Tab. 1 and Tab. 2. In percentage terms, all grades for tasks (Block 1. motivation (miracle meeting); Block 2. content part I; Block 3. psychological unloading; Block 4. puzzle; Block 5. brain warm-up; Block 6. content part II; Block 7. summary) were set according to a 100-point system in the following ranges: >85 excellent, 75-84 good, 65-74 satisfactory, <65 unsatisfactory.
Distribution of students according to their points shows the following results: Control Group (CG): 2 students showed the result of <65 points, 10 students made 65-74 points, 9 students made 75-84 points and 1 student reached a total of >85. Experimental Group (EG): nobody showed the result of <65 points, 4 students made 65-74 points, 11 students made 75-84 and 7 students reached a total of >85. The results of the study and t-Student criterion calculation showed that the experimental group did better than the control one. Mean value of control group came up to 74,32 points whereas of experimental group - to 81,95 points. The significance level of t-Stu-dent test made up < 0,001. Thus, there proved to be a significant difference in the test
Библиографический список
results between the two groups (control and experimental) - the experimental group did better than the control one.
Discussions
Today TRIZ pedagogy methods have become widespread in the modern academic environment. They allow students not only to broaden their horizons and put their knowledge and skills into practice, but also to cultivate a desire for study in general. If initially the CFCT-TRIZ technique appeared as a theory of solving inventive problems in technology, further a lot of universities had begun to successfully implement it in the humanities. The TRIZ-pedagogy method immerses students in a comfortable environment that allows them to learn a foreign language with great incentive, and also expands the range of social and communicative abilities, establishes trust and close contact between the teacher and students. Today TRIZ-pedagogy is developing a series of creative imagination development courses aimed at overcoming stereotypes of the solver and developing the ability to work with non-trivial problems. Prof. M.M. Zinovkina's CFCT-TRIZ is a promising direction in modern pedagogy offering new forms and teaching methods that harmoniously integrate into the general system of vocational training in higher education. Our study was the first to successfully implement TRIZ elements, originally created to solve scientific and technical problems, in linguistics in the preparation of linguists-translators. In accordance with the author's pedagogical system CFCT-TRIZ our class plan which consisted of seven blocks (motivation; content part I; psychological uploading; puzzle; intellectual workout; content part II; summary) showed that the experimental group did better than the control one. In our opinion the need of applying TRIZ-technology method for teaching foreign languages in the context of developing an innovative vocational training system in higher education is by no means obvious.
Conclusion
The calculation of the t-Student criterion and the results of one of the tests conducted both in the control and experimental groups of linguists-translators showed that the experimental group in which students had already been taught by TRIZ pedagogy method did much better than the control group, in which the methodology of inventive tasks had not been applied. Mean value of control group came up to 74,32 points whereas of experimental group - to 81,95 points. The significance level of t-Student test made < 0,001. According to the test results the analysis also proved that the use of "brainstorming" as a method of TRIZ technology helps to increase the efficiency of learning educational material through the simultaneous presentation of the necessary information and demonstration fragments, the formation of professional culture and students' skills. Thus, according to the test results TRIZ-pedagogy techniques help organize understanding the phenomena of translation transformations, create an intellectual atmosphere that contributes to the demand for both reproductive and productive sides of students' intelligence. The use of TRIZ method has a beneficial effect on the process of teaching foreign languages in the context of expending an innovative vocational training system in higher education, has a powerful didactic and scientific potential, developing a new type of thinking inherent in the 21st century.
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10. Sheng I.L.S., Kok-Soo TEco-Efficient Product Design Using theory of Inventive Problem Solving (TRIZ) Principles. American Journal of Applied Sciences. 2016.
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Статья поступила в редакцию 29.03.21
УДК 377
Kanbekova R.V., Doctor of Sciences (Pedagogy), Professor, Sterlitamak Branch of Bashkir State University (Sterlitamak, Russia), E-mail: kanbekovarv@mail.ru
Salimova L.Kh, Cand. of Sciences (Pedagogy), senior lecturer, Institute for the Development of Education of the Republic of Bashkortostan (Ufa, Russia),
E-mail: lilia_salimova@mail.ru
Yusupova L.S., teacher, Bashkir College of Architecture, Construction and Utilities (Ufa); postgraduate, Sterlitamak Branch of Bashkir State University
(Sterlitamak, Russia), E-mail: mila.arch80@ yandex.ru
DIDACTICAL CONDITIONS FOR THE INTENSIFICATION OF THE LEARNING PROCESS IN THE TECHNICAL COLLEGE. The article is dedicated to a problem of finding productive didactic techniques that contribute to the high-quality assimilation of a large amount of information by students within the allotted terms of vocational training in a technical college. The authors believe that the solution to this problem should be based on the idea of intensifying the learning process in college. The didactic conditions for the intensification of the learning process should be: the use of information technologies that contribute to an increase in the productivity of pedagogical and educational work in each of the types of classes per unit of time; mastering of "youth" communication methods by teachers, including communication in social networks and on various educational platforms in the network; solving issues of transdisciplinarity (the study of special disciplines using the methods of other disciplines) and interdisciplinarity (cooperation in joint activities of two or more teachers in a common area); building the learning process on the framework of students' creative activity. The article describes the implementation of didactic conditions for the intensification of professional training of architects in a technical college in a pilot experiment and its results.
Key words: intensification, didactic conditions, vocational training, secondary vocational education, technical college.
Р.В. Канбекова, д-р пед. наук, проф., Стерлитамакский филиал ФГБОУ ВО «Башкирский государственный университет», г. Стерлитамак,
E-mail: kanbekovarv@mail.ru
Л.Х Салимова, канд. пед. наук, доц., Институт развития образования республики Башкортостан, г. Уфа, E-mail: lilia_salimova@mail.ru
Л.С. Юсупова, преп., Башкирский колледж архитектуры, строительства и коммунального хозяйства, г. Уфа, асп.,
Стерлитамакский филиал ФГБОУ ВО «Башкирский государственный университет», г. Стерлитамак, E-mail: mila.arch80@ yandex.ru
ДИДАКТИЧЕСКИЕ УСЛОВИЯ ИНТЕНСИФИКАЦИИ ПРОЦЕССА ОБУЧЕНИЯ В ТЕХНИЧЕСКОМ КОЛЛЕДЖЕ
Статья посвящена проблеме поиска продуктивных дидактических приёмов, способствующих качественному усвоению большого объёма информации студентами в отведённые сроки профессионального обучения в техническом колледже. Авторы полагают, что в основу решения данной проблемы должна быть положена идея интенсификации процесса обучения в колледже. Дидактическими условиями интенсификации процесса обучения должны выступить: использование информационных технологий, способствующих повышению производительности педагогического и учебного труда на каждом из видов занятий в единицу времени; освоение преподавателями «молодёжных» методов общения, среди которых коммуникация в социальных сетях и на различных учебных платформах в сети; решение вопросов трансдисциплинарности (изучение специальных дисциплин при помощи методов других дисциплин) и междисциплинарности (сотрудничество в совместной деятельности двух или более преподавателей в какой- либо общей сфере); построение процесса обучения на каркасе творческой деятельности студентов. В статье описана реализация дидактических условий интенсификации профессиональной подготовки архитекторов в техническом колледже в пилотном эксперименте и её результаты.
Ключевые слова: интенсификация, дидактические условия, профессиональная подготовка, среднее профессиональное образование, технический колледж.
Глобальные изменения, происшедшие во всех сферах жизнедеятельности общества, в том числе и в образовании, требуют от учащейся молодёжи не только ускорения процесса получения в учебном заведении практико-ориентирован-ных теоретических знаний и профессиональных компетенций, но и применения без значительного временного отставания полученных знаний и умений на рабочем месте.
В условиях высокой динамичности окружающей действительности полностью изжила себя экстенсивная форма совершенствования профессионального образования, проявляющаяся в непрерывном увеличении учебного времени студентов (контактного и дистанционного), в перегруженности учебных программ теоретической подготовкой. Ученые-педагоги считают, что «лишь интенсификация учебного процесса указывает выход из создавшегося противоречия, способствует повышению качества подготовки будущего специалиста при сохранении прежних сроков обучения» [1; 2].
В современных условиях приоритетными направлениями профессиональной подготовки стали следующие: повышение коэффициента трудового участия каждого преподавателя и каждого студента в учебном процессе, борьба с бесполезной тратой учебного времени и нецелесообразным использованием имеющихся образовательных ресурсов. Ученые-педагоги, исследующие сферу современного профессионального образования, к числу ведущих тенденций его развития относят направления, ускоряющие этот процесс, такие как непрерывность образования; гуманизация и гуманитаризация, демократизация, интеграция, интенсификация [3].
Анализ и обобщение педагогической литературы по проблеме исследования интенсификации обучения показали, что наиболее разработанными являются вопросы, связанные с интенсификацией профессиональной подготовки студентов в университете. Лишь в единичных работах обсуждаются проблемы научно обоснованной интенсификации подготовки специалистов в техникумах
