Developments of TRIZ specialists for preschool education:

TRIZ is a science that studies the objective laws of systems development and develops a methodology for solving problems. Methods of technical creativity appeared as a need to increase the productivity of intellectual labor, primarily in the sphere of production. Two concepts can be traced in their development. According to the first, the development of technical systems is a consequence of processes occurring in the thinking of inventors; new strong ideas arise as “insights” from outstanding individuals with a special mindset, and this process cannot be studied or replicated. As a result, methods of psychological activation of creativity and enumeration of options emerged. According to the second concept, changes in artificial systems do not occur according to the subjective will of a person, but are subject to objective laws and occur in the direction of increasing the level of their ideality. The patterns identified by G.S. Altshuller formed the basis of a system of laws for the development of technical systems and a new science of creativity - the theory of inventive problem solving (TRIZ).

The author of TRIZ, G.S. Altshuller, created it as a methodology for finding solutions to technical problems. Long-term use of TRIZ develops in inventors the qualities of thinking that psychologists evaluate as creative: flexibility, range, consistency, originality, etc. These opportunities made it possible to develop pedagogical technologies for the development of thinking on the basis of TRIZ.

Basic concept: knowledge of individual subjects is not transmitted in the classroom, but is acquired by students during the educational process and is not a goal, but a means for developing the qualities of a creative personality. In the educational process, this allows subject teachers to present their subject as real problem, and also provides ample opportunities for the development and implementation of integrated learning. Currently, a set of exercises based on TRIZ has been developed, which includes methods and techniques that develop creative thinking and its main component - imagination. The learning process is aimed at understanding each train of thought, and in general - at creating a culture of thinking. A culture of thinking is the result of a targeted influence on the process of a subject performing mental operations in order to obtain the most effective solutions to problem situations. Such an influence on the subject can be carried out by the education system. Education should become training in the art of using knowledge, developing a style of thinking that allows one to analyze problems in any area of ​​life.

Biography of G.S. Altshuller: Born on October 15, 1926 in Tashkent. Then he lived in Baku. Graduated from the Azerbaijan Industrial Institute. The first publication (together with R. Shapiro) devoted to the theory of invention - Altshuller G.S., Shapiro R.B. “On the psychology of inventive creativity” // Questions of psychology, 1956, No. 6. Inventor, Author of the Theory of Inventive Problem Solving (TRIZ), developer of the business game “Life Strategy of a Creative Personality” (ZhSTL), a system of techniques for developing creative imagination (CTI). Writer. He began publishing science fiction works (under the pseudonym Genrikh Altov) in 1957. Debut publication - the story "Zinochka" co-authored with Vyacheslav Felitsyn. One of the leading Russian science fiction writers of the first half of the 1960s. Author of the "Register of Fantastic Ideas" (a kind of patent fund of world science fiction ideas). He died on September 24, 1998 in Petrozavodsk.

The first lesson of this section is an introduction to the basics of the classical Theory of Inventive Problem Solving. It provides answers to the following main questions: how and when did TRIZ emerge, what are its goals and what problems does it solve, in what areas is it applied?

The TRIZ method system, like others, has its own base and functions, and in order to understand it and learn to apply it, you must first of all study in detail the methods and principles for solving inventive problems proposed by this theory. This will be discussed below.

Brief history of TRIZ

“We need to teach creativity,” said Genrikh Saulovich Altshuller. He made this idea fundamental in the system of his scientific priorities. Today, his teaching is of interest not only as a generalization of many years of diverse experience in invention, but also by the practice of the author himself, who, in addition to being a scientist and engineer, received his first patent at the age of 17, and by the age of 25 he had 10 of them.

It was G. Altshuller’s interest in all aspects of invention, and not in the details of specific developments, that became the reason for the search for an algorithm that would give practical guide to how to make invention easier. The author of the future theory, together with his friend Rafail Shapiro, decided in 1946 that there must be a certain method of invention and tried to find it. But analysis scientific literature of that time showed that problems of creativity were mainly interested in psychology, and most of the works had a subject. Having studied the method itself, the friends became convinced of its ineffectiveness and began to develop their own “method of invention.” In 1947, G. Altshuller and R. Shapiro began to analyze the history of the development of technology in order to identify patterns of discoveries. Unlike psychologists, who studied human cognitive activity as the basis of invention, they focused on technical systems created by man himself. After reviewing tens of thousands of copyright certificates and patents, the original theory of solving inventive problems was born in 1948.

G. Altshuller wrote about the developed methodology in a letter addressed to Stalin with a proposal to start teaching. But to some extent, the country's top leadership did not like the harsh assessments of the situation with invention in the USSR. The result is accusation, investigation, 25 years in the Gulag. In 1954, after rehabilitation, Altshuller again began working full-time on TRIZ. As a result, in 1956, his first article on the theory of solving inventive problems was published in the journal “Questions of Psychology”. In the 1970s Altshuller's technology was recognized, and the first schools appeared. Such works as “40 techniques for eliminating contradictions (principles of invention)”, “Table of basic techniques for eliminating typical technical contradictions”, “Algorithm for solving inventive problems (ARIZ)” and others have been published.

Today, there is again an increase in interest in the theory and practice of TRIZ not only in Russia and the CIS countries, but also in the USA, Canada, European countries, Southeast Asia and South America. Companies are being created all over the world that implement TRIZ practices in various fields of activity. This is especially true in industry, where Altshuller’s technique is used to obtain promising solutions to production problems. The theory of solving inventive problems is studied by students of many specialties and schoolchildren of all ages; there are TRIZ training courses for teachers. In 1989, in Petrozavodsk, G. Altshuller created and headed the TRIZ Association, which became international in 1997.

You can read more about TRIZ, in particular about the history of the development of the theory, in the book “TRIZ Fundamentals”.

Goals, objectives and functions

The main goal of TRIZ ( or even a mission) - identification and use of laws, patterns and trends in the development of technical systems. TRIZ is designed to organize the creative potential of the individual in such a way as to promote self-development and the search for solutions to creative problems in various fields. The main task of TRIZ- proposal of an algorithm that allows, without going through endless options for solving a problem, to find the most suitable option, discarding lesser ones. Or, to put it more in simple words, TRIZ allows you to solve an inventive problem in such a way as to obtain the highest efficiency at the output.

The newest view is offered by Anatoly Gin, a specialist in the field of TRIZ, who developed 5 principles of modern TRIZ pedagogy:

• The principle of freedom of choice. In any teaching or control action, provide the student with the right to choose.
• The principle of openness. Not only to give knowledge, but also to show its boundaries. Use open-ended tasks in teaching - tasks that stimulate independent generation of ideas.
• Operating principle. Students acquire knowledge and skills primarily in the form of activities.
• Feedback principle. Regularly monitor the learning process using developed system feedback techniques.
• The principle of ideality. Make maximum use of the opportunities, knowledge, and interests of students themselves in order to increase productivity and reduce costs in the educational process.

Business and marketing. One way or another, TRIZ has found its application in these areas. All industrial enterprises in their activities are forced to turn to the TRIZ information fund. It contains indicators of the use of physical, chemical and geometric effects, a bank of standard techniques for eliminating technical and physical contradictions, which is constantly updated.

Many companies turn to the services of TRIZ consultants in order to develop the skills of finding solutions for their employees and improve their skills. A special section of TRIZ dedicated to the development of human creative potential is intended to help with this.

The theory of solving inventive problems will also be useful to many managers - in the 90s. TRIZ developers came to the conclusion that the laws of development of technical systems manifest themselves in a similar way in the development of other organized systems, including social ones. The use of TRIZ tools in SWOT analysis is also progressive in activity planning. In marketing research, the principle characteristic of TRIZ is always applied - dividing the target audience into categories according to social, demographic and other characteristics. It also underlies the Kano diagram, which shows how customer preferences are distributed depending on quality categories.

The theory finds its application in other fields, such as law, art, literature and others. To learn more about the range of problems solved using TRIZ, you can go to page with TRIZ tasks and examples (coming soon).

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. For each question, only 1 option can be correct. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on completion. Please note that the questions are different each time and the options are mixed.

Modern parents and teachers set themselves the task of developing a child, first of all, creatively. Great attention is paid to the development of such abilities. Therefore, you can often find educators who use TRIZ for preschoolers in their educational programs. The games and tasks on which this system is based contribute to the development of active thinking, and also make the process of creative personality development much more exciting for both children and adults.

What is TRIZ?

TRIZ is an acronym that stands for “theory of inventive problem solving.” Like any other theory, it has its own structure, functions and algorithm. Many parents use TRIZ elements in their own without even knowing it.

TRIZ for preschoolers is a program that does not pretend to replace the main one. It was created in order to increase the effectiveness of existing teaching methods.

Many games are familiar to mothers and educators, but when training and development take place systematically, it is easier for the child to acquire new skills. Therefore, those who are interested in developing a harmonious creative personality in a child need to take a closer look at TRIZ for preschoolers. This is not only useful, but also very interesting.

At the origins of the theory

The theory of solving inventive problems is one of the most unique methods for child development. Its founder in 1956 was G.S. Altshuller, a Soviet engineer. He believes that anyone can learn to invent, and you don't need to have innate talent to do it.

Genrikh Saulovich himself has been inventing since childhood and already at the age of 17 had an author’s certificate. In addition, he was also a science fiction writer, among whose works are the famous “Icarus and Daedalus”, “The Ballad of the Stars”, “Legends of the Star Captains” and many others.

Situation today

To date, several development centers have been created, which are based on the classical TRIZ methodology for preschoolers. But gradually, as they work, they add new sections.

It is noteworthy that many techniques from the theory of solving inventive problems are gradually being introduced into the system of classical preschool education in order to develop in children

The essence of the technique

TRIZ for preschoolers - classes in which the child enjoys his first creative discoveries. Here children have no time to be bored, because dialogues, live communication, and discussions are used during learning.

Educators who adhere to TRIZ development for preschoolers first of all pay attention to curious things. At the same time, they suggest looking at interesting event or an object from different sides. Find something good, then something bad. If the object under study allows, then you can carry out interesting experiments, but do not explain to the child why this particular result was obtained.

All this develops curiosity and interest in new discoveries in the child. As the founder of this technique himself said: “TRIZ is a controlled process of creating something new, combining precise calculation, logic, and intuition.”

The purpose of TRIZ (games for preschoolers) is not just to develop imagination, but to teach the child to creatively approach solving a particular problem.

Basic methods and techniques of TRIZ

To organize a proper research process with children, a teacher or parent must well understand and use the various methods and techniques that are used in TRIZ.

The main ones are the following.

1. Brainstorm. During this activity, children are given an inventive task. Students, in turn, try to find various ways solving it by searching through resources. Every effort must be made to find the perfect solution.
2. Each proposed solution is assessed from the perspective of “what is good and what is bad.” From everything available, the optimal one is selected.
3. This method develops the child’s ability to analyze, has a stimulating effect on creative activity in searching for new answers, and shows that any problem can be solved.
4. “Yes-no-ka” is a kind of game that allows children to learn to identify the main feature of an object, classify things according to general indicators, and also be attentive to the statements of other children, and build their own proposals based on their answers. This TRIZ method plays an important role in the development of speech in preschool children.
5. Synectics is a method of analogies. It is divided into several directions: empathy, direct analogy and fantastic. In the first case, children are given the opportunity to be the object of a problem situation. In a direct analogy, the child looks for similar processes in other areas. A fantastic analogy is responsible for everything that is beyond reality, and here you can offer the most incredible ways out of a difficult situation.
6. necessary in order to check all the options for solving the problem that might have been missed during the usual enumeration.
7. The method of focal objects is that they try to substitute for a certain phenomenon or object the properties and characteristics of something that is completely unsuitable for it (at first glance).
8. Robinson's method will teach preschoolers to find uses for any, even completely unnecessary, at first glance, objects.

What goals are set during the training process?

TRIZ technology for preschoolers has many different teaching methods and techniques that are used in the development of children. For example, agglutination, hyperbolization, emphasis and others. All this makes it possible to conduct training in a fun way, different from lessons. Such methods ensure strong assimilation and systematization of the information received by children.

During such activities, the child’s thinking is stimulated, as well as the comprehensive development of a creative personality with the help of children’s imagination and fantasy.

The point is that in modern society We need people who know how to think outside the box, find and propose bold solutions, who are not afraid to do something differently from everyone else. TRIZ for preschoolers is dedicated to this. The classes are structured in such a way that children easily learn the proposed material thanks to clearly structured research activities.

Stages of conducting classes

Each lesson has several stages of work. Each of them has its own specific purpose.

1. At the first stage, the child learns to detect and distinguish between inconsistencies and contradictions that surround us in everyday life. What do trees and grass have in common? What do paper and tree bark have in common?
2. The second stage teaches the child to show imagination and ingenuity in solving assigned problems. For example, come up with a toy that you would like to play with all the time, so that you never get bored.
3. At the third stage, children are given fairytale tasks and given the opportunity to create their own stories. In this case, you need to use TRIZ techniques for preschoolers.
4. The fourth stage gives children the opportunity to apply new knowledge to solve problems in a non-standard way.

Two main rules for TRIZ classes

There are rules to make the process as efficient as possible.

1. At each stage of the lesson, children are offered objects, phenomena from areas that are understandable: “I and nature”, “I and I”, “I and another person”, “I and the object”. This helps the child more easily grasp the contradictions of the world around him.
2. All TRIZ classes for preschoolers are conducted in game form. Moreover, each game, each task must be accompanied by visual material.

Interaction between teacher and child

During TRIZ (games for preschoolers), communication between children and adults should be built according to certain principles:

• When children answer, you need to listen to them carefully and admire the new idea.
• Absence of negative assessments and criticism of the child.
• Habitual evaluative words are replaced and diluted with synonyms, for example, using not the word “correct”, but the words “wonderful”, “great”, “interesting solution”, “unusual approach”.
• Support the child when he wants to object to an adult, do not stop these attempts, on the contrary, teach him to prove, object, argue, and defend his point of view.
• Don’t be afraid of mistakes, but use them to look at solving a problem from a different perspective.
• Communication between children and the teacher should be accompanied only by positive impressions: the joy of new discovery, creativity, awareness of one’s own importance.
• Motivating the child to actively participate in games and activities.

What games are there in TRIZ

Naturally, in the classroom the teacher actively uses TRIZ games for preschoolers. The catalog of this technique is very diverse. Let us consider some examples of typical games for the theory of solving inventive problems.

1. "Yes, no, yes." The adult comes up with a word. The child is required to ask leading questions. In this case, the one who thinks of the word can only answer a monosyllabic “yes” or “no” until the correct answer is received.
2. "Black and white." The adult shows the children a card with a picture of a white object. Children must name all the positive qualities of this object. Then a card with the same item, only black, is shown. This time we need to name all the negative traits.
3. "Shifters." To play you need a ball. An adult throws a ball to a child and says a word, and the child comes up with a word that has the opposite meaning and throws the ball back.
4. "Masha the Confused One." To play you will need cards with images of various objects. "Masha" is selected. She pulls out a card and says, "Ouch!" One of the players asks her a question: “What’s wrong with you?” She looks at the image on the card and answers: “I lost what is shown (for example, scissors). How will I make applique now?” The rest should offer different options for getting out of this situation. "Masha the Confused" chooses the best answer and gives a coin. At the end of the game, the number of coins is counted and the winner is determined.

Explanatory note .

In the process of socio-economic transformations of society, problems arise that require new approaches to solve. Society's need for people who not only have deep knowledge, but also those who are able to creatively approach solving complex tasks and problems is increasing. The ability to solve creative problems, developed imagination - these qualities largely determine the personality of not only tomorrow, but also today.

Domestic pedagogy responded to the demands of society by transitioning to 12-year education, the main task of which for primary schools is to “ensure the initial development of the child’s personality, identify and develop his abilities” through creating an environment for successful self-development, self-determination and self-realization of the individual.

The use of traditional methods and forms does not allow us to completely solve the tasks, so there is a need to introduce innovative technologies for creative orientation.

The RTV course based on TRIZ is an attempt to solve the problems that the state sets for primary schools - creating conditions for creative development the personality of each student.

When starting to compile this program, I used the experience of teaching this course in primary school teachers - TRIZ members, allowing the most accessible and in an interesting way to develop creative thinking and imagination in younger schoolchildren, to introduce elementary TRIZ concepts and methods of activating thinking, ways of solving tasks and problems, and life situations. There is no established methodology for teaching the course, there is only work experience and general recommendations for conducting classes. But I consider it impossible to use anyone’s system as a whole,

because in elementary school there is a big difference even between children of neighboring classes. What some have grown to may be completely unacceptable to others. That is why I set the task of creating independent material, adapted to the regional conditions of our republic, taking into account the psychological and age characteristics of children.

The concept of TRIZ appeared in the 50s. Its founder is G.S. Altshuller, inventor, science fiction writer. It is based on a systematic study of the results of human intellectual activity. Currently, TRIZ is being studied in more than 300 cities of the CIS and Kazakhstan. different levels: in kindergartens, schools, institutes .

Why was TRIZ chosen?

TRIZ helps to understand that the creative process can be controlled and this can be taught and learned, because “talent can be developed with constant, purposeful training, just as muscles and memory are developed” (B. Nemensky).

TRIZ teaches you to fantasize (world experience in techniques, algorithms, and methods for activating creative thinking has been accumulated).

TRIZ has developed the basic principle of resolving contradictions.

TRIZ reveals the patterns of development of the individual, team, and system, thereby promoting the child’s adaptation in the world around him.

Triz helps develop talented systems thinking (teaching to think means solving existing patterns with an understanding, and not giving in to emerging problems).

Triz helps to get closer to “ideality”, when the required result is achieved by itself, while minimal human participation is allowed or excluded altogether.

Purpose The introduction of this course is to develop the creative abilities of children, allowing them to solve problematic problems and create creative products (riddles, fairy tales, proverbs, stories, crafts, drawings, etc.). The course is focused on developing creative, extraordinary thinking in children of primary school age, developing the ability to solve inventive (problem) problems, cultivating interest in their own creativity, and in finding rational solutions.

Course Feature is that teaching children is based on TRIZ techniques and methods, as well as on some non-algorithmic methods of generating ideas. The difference from the well-known problem-based learning is in the use of world experience in techniques, algorithms, tables, creative and open tasks, as well as in the pursuit of ideality, i.e. maximum use of the opportunities, knowledge, interests of the students themselves in order to increase productivity and reduce costs in the educational process.

When compiling the program, the following were observed: principles:

principle of consistency and complexity,

principle of a CREATIVE approach to teaching creativity (children seem to “discover” many techniques and models themselves as a result of educational activities structured in a certain way);

the principle of continuity and taking into account age abilities,

principle of a single conceptual apparatus(introduced concepts must pass through the entire RTV course and be used in other academic subjects;

6. the principle of activity and ideality,

feedback principle(work results are controlled through

children's test answers and creative tasks);

9. principle of teaching at the level of method (teaching methods of action),

10.productive output principle(any creative work ends with a product that is meaningful to the child).

The organization of creative activity consists of stages:

goal setting

organization

forecasting

planning

implementation and reflection

Forms of organization activities Students in the classes are varied: individual, group, collective, work in pairs.

Features of this course:

free groups in which the child feels relaxed and does not feel subservient to the teacher;

pedagogy of cooperation, co-creation between student and teacher;

application of teamwork techniques: brainstorming, organizational and activity game, free creative discussion;

gaming techniques;

motivation: the individual’s desire for creativity, self-expression, self-affirmation, self-realization.

In accordance with the objectives of the RTV course, I propose the following: structure classes:

1.Warm up(includes various creative tasks, “open” tasks, games “Yes - no”, “Guess what’s in the bag” and others).

2 . Development of mental processes, underlying the creative abilities of students (memory, thinking, attention, imagination, etc.).

3 Main stage(program material).

4. Reflection.

The purpose of the lessons: to discover something new at the instrumental level and use it when creating something new, introducing inventive tasks that allow students to discover basic TRIZ concepts.

Form of conducting classes: lessons - travel, lessons - fairy tales, business games, trainings, lessons - theaters, in grades 3 - 4 - lessons - workshops, etc.

Time distribution.

RTV is an oral subject. Work in the workbook takes 1/3 of the class time, the rest of the time is oral work.

Assessment.

1. TRIZ in school is non-judgmental.

2. It is possible to evaluate using a two-point system (“4” and “5”) or a special reward system.

3. The main stimulating principle for students is their interest in the creative process, both in class and in optional creative homework, which presupposes the child’s freedom of self-expression and the possibility of applying the acquired knowledge in practice.

At the end of studying the topic, children are presented with problematic situations that need to be resolved (orally or in writing). Another option for testing the assimilation of the material is creative homework with subsequent analysis, generalizing classes, as well as control creative tasks at the end of each half-year in the form of lessons - courts, investigative experiments, business games, integrated tasks. In this regard, special tests, assignments for each class after studying the topic and the end of each half-year, and trainings have been developed. The result of studying the entire course is the creation of collective and individual creative books for schoolchildren with the best creative works of students.

Expected results:

original solution to problems and tasks, the ability to easily overcome emerging difficulties;

development of strong thinking skills and creative imagination with the help of special exercises and methods using TRIZ elements and foreign methods of finding new ideas in educational activities: brainstorming, morphological analysis, synectics, etc.

development of students’ search activity and ability to solve non-standard problems: inventive, research;

training in collective cognitive activity, conducting problem dialogue; tolerance and at the same time doubt when coming into contact with an unusual, different point of view;

fostering a positive and constructive attitude;

development of flexibility and critical thinking; associative thinking, figurative speech;

formation of positive self-esteem and self-confidence.

The program is intended for students in grades 1–4. Studying this program requires dedicated hours (1 hour per week).

Depending on the availability of the allotted time to study the course,

The program may be subject to changes, both in content and in form.

Individual topics can be enlarged or taken selectively. Acceptable

studying or consolidating certain topics at an interdisciplinary level in

close connection with other subjects, because The RTV course fits well into all developmental education systems.

The structural basis of learning is a lesson, which has its own educational topic.

formation in children of initial ideas about nature, society, man, as well as about their nation, national characteristics, and Motherland, based on regional conditions.

Ministry of Education and Science of the Republic of Kazakhstan

State Institution "Rudnensky Department of Education", gymnasium No. 2

RTV course program

(development of creative imagination) based on TRIZ

teacher primary classes

License No. 0622, KST series

Ore

2011

Program

RTV (based on TRIZ)

1st class (34 hours)

Basic Concepts: TRIZ, imagination, fantasy, dream, problem, solution,

RVS operator, contradiction, brainstorming, IFR, analogy.

Methodological support for the RTV course based on TRIZ.

To ensure the educational process, an educational and methodological complex has been prepared to help the teacher, which includes:

approximate thematic planning,

test and training tasks, business games, tests, integrated tasks, separate notes best activities(from work experience).

Program

RTV (based on TRIZ)

2nd grade (34 hours)

Basic Concepts: Triz, problems, associations, analogies, contradictions, MFO, morphological analysis, RTV, system operator, system, supersystem, subsystem, MMC.

Approximate thematic planning

Program

RTV (based on TRIZ)

3rd grade (34 hours)

Basic Concepts: invention, creativity, inventor, creator, methods of resolving contradictions: trial and error, unification, separation, turning harm to benefit, “all by yourself”, “in advance”, “without interruption”, “matryoshka”, “necessary - unnecessary” , “assistant” and others, resources: material and human, hidden; techniques for activating the creative process, techniques for fantasizing, ways to solve “open” problems.

Approximate thematic planning.

Program

RTV based on TRIZ

4th grade (34 hours)

Basic Concepts: methods for activating creative thinking: trial and error, brainstorming, synectics method (direct analogy, fantastic, method of garlands and associations, symbolic graphic analogy, verbal symbolic analogy, personal analogy), MFO, morphological analysis, system operator, versification.