"Application of TRIZ methods in the everyday life of preschool educational institutions."

“Application of TRIZ methods in the everyday life of preschool educational institutions.”

MASTER CLASS

"APPLICATION OF TRIZ METHODS

IN THE DAILY LIFE OF KINDERGARTEN"

Target:

—

increasing the professional competence of teachers participating in the master class in the field of application of TRIZ technology in the educational process of kindergarten in the course of active pedagogical communication.

Master class objectives:

· expand the knowledge of preschool teachers about the variety of gaming techniques of TRIZ technology and their practical application in the everyday life of kindergarten;

· encourage the use of TRIZ games - technologies in joint activities with children .

· To create motivation among master class participants to use methods and techniques of TRIZ technology in their teaching activities .

Material and equipment:

multimedia installation, computer, presentation, route sheets for the implementation of technological maps, technological maps, models of thinking, visual material for games, game guide “Carousel of Features”.

Progress of the event:

1.Relevance.

The process of raising and educating a child is a glimpse of modern humanity into the future. The main task of the education system is to prepare the younger generation for a creative life in tomorrow. We have entered a rapidly changing world, the era of the information revolution. Knowledge that is relevant today will become hopelessly outdated tomorrow. And this naturally led to the emergence of a number of global problems in the field of education at all levels. There is an obvious new need to teach children to live in a dynamic, rapidly developing world.

Traditionally, in pedagogy the question is brought to the fore: WHAT TO TEACH? Education often relies on the transmission of outdated knowledge. And how can one keep up with science if technological and scientific paradigms began to change within one generation?

It is obvious that the content of education today should be considered, first of all, in children’s mastery of technologies for working with new knowledge, the development of their research skills, and the ability to independently obtain information that is missing for solving problems.

Accordingly, the question arises: how to build the educational process today? What can really be changed in the education system of children, starting from preschool age? Some answers to this question are given by the pedagogical direction, today called TRIZ - pedagogy.

TRIZ - pedagogy is defined as a pedagogical direction that reveals the essence, goals, objectives of the process of education and training, based on the general laws of the theory of solving inventive problems.

TRIZ pedagogy is based on:

1. Methods and technologies that allow you to master ways to remove psychological inertia (development of creative imagination - RTV);

2. Methodology for solving problems, based on the laws of development of systems, general principles of resolving contradictions and mechanisms for applying them to solving specific creative problems (general theory of strong thinking - OTSM);

3. An educational system built on the theory of development of a creative personality (theory of development of a creative personality - TRTL).

The effectiveness of TRIZ pedagogy lies in its instrumentality, relative universality and sufficient guarantee of the formation of students’ research skills. Working with models allows you to use OTSM – TRIZ – RTV approaches to implement any educational program.

2. Description of the work on introducing TRIZ technology into the educational process of the second junior group.

I began work on introducing TRIZ technology into the educational process of my 2nd junior group by studying theoretical and methodological literature, manuals, and watching video seminars of leading experts.

At the moment there are 3 Main Russian TRIZ schools.

“Classical” TRIZ pedagogy (Leningrad TRIZ school)

Main representatives: A.V. Kislov, E.L. Pchelkina M.N. Shusterman

Peculiarities:

The “classical” school programs are closest to the “adult” TRIZ. Children gradually become familiar with the following concepts: fantasy techniques, function, system, system operator, ideal end result, conflicting couple, resources, physical and technical contradiction, patterns of development of technical systems, etc. Children learn to solve problems using an algorithm using the example of social and everyday situations.

OTMS (General Theory of Strong Thinking)-TRIZ (Ulyanovsk TRIZ school)

Main representatives:
N.N.
Khomenko, I.Ya. Gutkovich, I.N. Muraszkowska, A.A. Nesterenko, T.A. Sidorchuk and others. Features:

OTSM is a broader area because it considers tools for solving problems not only in technical systems, but also in social, organizational and others. If we talk about OTSM in pedagogy, then here we see a lot of experience in integrating elements from RTV and TRIZ into other educational subjects. This, first of all, is important for the formation of an objective picture of the world in children. OTSM-TRIZ has many methodological platforms based on kindergartens and schools; in their programs they take into account the requirements of the Federal State Educational Standard, conduct intramural and correspondence competitions of research projects, and organize visiting conferences.

“Popular” TRIZ pedagogy (Moscow TRIZ school)

Main representatives:
A.A.
Gin, I.Yu. Andrzheevskaya, S.A. Gin, A.F. Kavtrev and others. Features:

“Popular” TRIZ is aimed at both teachers and parents, providing overview knowledge about the education and development of creativity. Clearly explains and popularizes the need to develop creative thinking and imagination. The main concept concepts are open problems (there are materials on fairy tales and various school subjects) and creative battles (team competitions to solve such problems).

Analysis of the literature, comparison of the possibilities of using TRIZ methods in different age groups of preschool educational institutions, ranking TRIZ methods in accordance with the stages of introducing TRIZ technology into the educational process led me
to the methodological complex “I know the world” created on the basis of OTSM-TRIZ-RTV
by a certified specialist of the International TRIZ association, scientific director of the public organization "Volga - TRIZ", candidate of pedagogical sciences
Sidorchuk Tatyana Aleksandrovna
The methodological complex "I know the world" was developed as a solution to the problem of planning work with OTSM - TRIZ - RTV technologies in preschool institutions and is aimed at developing the intellectual - creative and cognitive activities.

The main pedagogical tool

implementation of MK: modeling of mental actions. For a child, these are diagrams of the steps of an algorithm that allows you to solve some cognitive problem.

The teacher should not learn algorithm diagrams with children. It is necessary to create pedagogical conditions under which preschoolers become aware of

steps of the algorithm with their subsequent schematization in front of the children. This scheme is a signal sign that allows the child to apply a well-known algorithm to organize his own intellectual and creative activity.

The methodological complex includes:

— technological maps for the implementation of OTSM - TRIZ - RTV methods.

A total of 67 technological maps in six areas:

— analyzers (6 cards),

— signs of objects (17 cards),

- questions (7 cards),

— cause-and-effect relationship (1 card),

— transformers (12 cards), thinking models (24 cards);

-route sheets for the implementation of technological maps in different age groups;

-checklists for monitoring;

- a universal visual aid for children “I am exploring the world” (six zones combined into a single storyline).

Using the OTSM - TRIZ - RTV methodology in my work,
I developed:
· Planning for the development of TRIZ technology by children of the younger group, based on route sheets for children 2-3 years old and 3-4 years old, developed by the authors of the international TRIZ association of the public organization "Volga-TRIZ" "led by scientific supervisor T.A. Sidorchuk, since they contain the basic competencies that need to be developed in children while working with this technology.

· Technological maps for familiarization with the capabilities of the sensory organs and the emotional state of a person

· Technological maps for familiarization with the names of features.

· Technological maps for children’s development of ways to formulate questions.

· Technological maps for children’s development of methods for transforming the characteristics of objects. (Typical fantasy techniques)

· A catalog of games and trainings to develop systems thinking for preschool children.

· A card index of games for the development of creative imagination in preschool children.

· A draft universal manual has been compiled, which contains schematic images of 17 meanings of feature names, question marks, images of “smart head assistants”, human analyzer organs, figures of “wizards”, transformers of object features, a manual for developing the ability to establish cause-and-effect relationships.

Work on creating a methodological case continues. It is planned to produce a playbook “Explore the World”, circles of Lull, and enrich the “Magic Chest” with subject pictures.

I have been conducting practical work on technological maps in the form of game trainings in the form of experimental, research activities, using practical observations, inspections of objects based on information relevant to the child from the outside world since December.

Tatyana Aleksandrovna Sidorchuk draws attention to the role of analyzers in mastering the world around us: “A person learns the world through various means and methods, but the first steps of getting to know the world around us allow us to make the senses, our “smart head assistants.” Therefore, at the first stage of work, I began to introduce children to analyzers
(tactile, visual, auditory, olfactory, tactile).
In parallel with the analyzers, in
regulated and joint activities, I introduced children to “Magic Cards” with the names of signs that help describe objects
(humidity, temperature, size, shape, smell, taste, sound, color, place, direction, quantity, action, relief, material , parts, weight, time). A sign is any characteristic of an object, this is the side by which it can be recognized, defined or described, which serves as a sign, a sign of the object.

Familiarization with the signs took place in a certain order:

Stage 1: A sign comes to visit the children, and at the request of the teacher, the pupils begin to look for the meaning of this sign in their immediate environment;

Stage 2: Children’s ideas about the concepts “name of feature, meaning” are clarified

feature name";

Stage 3: Appearance of a schematic representation of the feature name. Accommodation

schemes for the name of a feature in the game manual “Poznavaykin’s World”;

Stage 4: Children independently determine the meaning of the name of a feature in the world around them.

For example: “Magic card - color” - asks the object what color it is? “Shape card” - what shape is it? All these questions come from the card itself

I become familiar with the names of signs during game trainings.

To conduct game trainings, it is necessary to prepare cards depicting the names of the characteristics.

Practical part

Game training “Carousel of signs” with teachers.

Goal: consolidation of feature names .

Progress: The manual is a circle made of fabric or oilcloth, on which there are 17 circles for sign icons along the edge and 1 circle for an object in the center.

Conducted with a subgroup of children. The teacher invites 3-4 children to stand in a circle, choose an object and begins to count: 1,2,3-run. (children run in a circle around the playground.)

Educator:: 1,2,3- freeze.
(Children stop)
.
sign icon card , provided that they are familiar with 17 signs (as many icons are laid out as they know)
.
One by one, the children name the attribute and characterize the selected object by it. For example: Teacher: Olya, Petya, Masha go out. Olya, choose an object. (Olya Selects grapes and puts them in the center.)
1,2,3 - run.
1,2,3-freeze. (Olya says: I have a sign of temperature . Which grapes are based on temperature ? - warm. Petya says: I have a sign of humidity. What are the grapes based on humidity ? - dry on the outside, juicy on the inside. Masha says: I have a sign of quantity . How many grapes? - there is one brush, but there are many berries.)
Pedagogical science has determined that creative thinking already in preschool age begins to be systemic in nature and among the factors that have the greatest influence on its formation are the level of development of creative imagination and the formation of intellectual operations (analysis, synthesis, comparison, establishment cause-and-effect relationships, etc.).

Therefore, in play activities with children in the group, games are actively used to develop the ability to identify the functions of an object, determine the lines of development of an object, identify supra-system and sub-system connections, classify objects and compare systems.

“What can he do?”
, “What Was - What Became”, “Earlier-Later”, “Locomotive” , “Where Does He Live?” , “Magic Traffic Light”, “Good-Bad”, “Masha-Confused”, “One, Two, Three, Run to Me!”, “What It Looks Like”, “Teremok”, “Everything in the World Is Confused”
Work is being organized on “Magic path” with one vertical indicator (hero) and two to four horizontal indicators (shape, color, size). The work is based on the visual perception of the “Magic Path”. Pictures (diagrams) of objects are used to indicate indicators. From 3.5 years of age, it is useful to place the “hero” on the border of different indicators (sign values).

Ex .: a bunny got on the border of the paths - he stands on both the green path and the red one. What color did he become?

Practical part. Game "Teremok" with teachers.

Rules of the game

Children are given various object pictures. One child (or a teacher in the younger group) plays the role of leader. Sits in the "teremka". Everyone who comes to the “teremok” will be able to get there only if they say how their object is similar to or different from the presenter’s object. The key words are: “Knock, knock.” Who lives in the little house?

Note:

During the game, the leader can change the settings: “I’ll let you into the tower if you tell me how you’re like me. Or: “I’ll let you into the little house if you tell me how you differ from me.”

Game “One, two, three, run to me!” with teachers.

Rules of the game:

The presenter distributes pictures depicting various objects to everyone playing. Depending on age, the content of the pictures changes: in younger groups these are objects of the immediate environment, animals. The children stand at the other end of the hall and, according to a certain instruction of the teacher, run up to him.

Progress of the game:

“One, two, three, everyone who has wings, run to me!” (Children run up with images of an airplane, a bird in the picture...) The rest of the children stand still. “One, two, three, those who can sing, run to me!”, “One, two, three, everyone who used to be little, run to me!”

3. Conclusion.

In conclusion, we can say that, despite the difficulties, working with basic models gives positive results in the formation of the cognitive abilities of young children. Under the guidance of a teacher, children successfully master ways of learning the meanings of signs through analyzers; generalize the meanings of feature names, assigning them a name, group objects by features, and recognize them by description. I noticed that children have become more sociable and are not afraid to express their opinions. The main thing is that children develop the ability to listen to each other and respect the opinions of other children. I consider working on the TRIZ system important, interesting and necessary.

TRIZ pedagogy has created a fairly extensive fund of trainings, techniques, and methods that make it possible to develop in a child the ability to see a systematic picture of the world, operate with contradictions, and, at an older age, purposefully overcome psychological inertia and solve problems of a creative nature from different fields of knowledge and human activity.

I tried to select games for you that you can play with the children of your groups. TRIZ gives you and your children methods and tools of creativity that a person can master regardless of his age. By owning a single instrument, children and adults can more easily find a common language and understand each other. When raising and teaching your child, be guided by the motto: “Creativity in everything!”

4.Reflection .

I thank you for participating in the master class and invite you to evaluate its productivity. Before you is the “Magic Tree”

-If you liked it, the information is interesting, there are a lot of impressions and the master class was fruitful , attach an apple.

-If something was missing, it was interesting, but burdensome, attach a flower.

-If you were not interested, indifferent, the information was useless, then attach the piece of paper.

Dear Colleagues! At the end of our meeting, I would like to wish you a flight of fantasy, the beauty of the images you create in your classes,

MAGAZINE Preschooler.RF

Card index of games using TRIZ technology, first junior group

Author's development teacher: Tkachenko E.A.

1. Didactic game: “Relief sign and hand analyzer”

(Balls in relief)

Goal: To develop in children the ability to independently examine an object to determine the meaning of a sign. We determine the name of the feature using the hand analyzer.

Objectives: Development of children's cognitive abilities in the process of joint research activities;

Develop observation skills;

To introduce children of primary preschool age to the sign “relief” and its meanings;

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Relief.

Q: Which smart head assistant will help us determine the topography of an object?

D: Hand.

Q: Look at the balls in the box.

Let's determine which ball is based on its relief?

D: (smooth), (prickly).

Q: Which smart head assistant helped us determine the relief of objects?

D: Hand.

Q: The hand touches, and the smart head sees and understands what kind of relief the ball is.

Thanks guys!

2. Didactic game: “Humidity sign and hand analyzer”

(handkerchief)

Goal: To develop in children the ability to independently examine an object to determine the meaning of a sign. We determine the name of the feature using the hand analyzer.

Objectives: Development of children's cognitive abilities in the process of joint research activities;

Develop observation skills;

To introduce children of primary preschool age to the sign “humidity” and its meanings;

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Humidity.

Q: Which smart head assistant will help us determine the humidity of an object?

D: Hand.

Q: Look at the handkerchiefs in the box.

Let's determine which handkerchief by moisture content?

D: (dry), (wet, damp).

Q: Which smart head assistant helped us determine the humidity of objects?

D: Hand.

Q: The hand touches, and the smart head sees and understands the moisture level of the handkerchief.

Thanks guys!

3. Didactic game: “Color sign and eye analyzer”

(Masha and her plates)

Goal: To develop in children the ability to independently look to find out the meaning of a sign. We determine the name of the feature using the eye analyzer.

Objectives: Development of children's cognitive abilities in the process of joint research activities;

Develop observation skills;

To introduce children of primary preschool age to the sign “color” and its meanings;

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Color.

Q: Which smart head assistant will help us determine the color of an object?

D: Eyes.

Q: Look at the multi-colored plates in the box.

Let's help Masha identify which plates by color?

D: (blue), (red), (green), (yellow).

Q: Which smart head assistant helped us determine the color of objects?

D: Eyes.

Q: The eyes look, but the smart head sees and understands the color of the plate.

Thanks guys!

4. Didactic game: “Color sign and eye analyzer”

(Flowers and butterflies)

Goal: To develop in children the ability to independently look to find out the meaning of a sign. We determine the name of the feature using the eye analyzer.

Objectives: Development of children's cognitive abilities in the process of joint research activities;

Develop observation skills;

To introduce children of primary preschool age to the sign “color” and its meanings;

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Color.

Q: Which smart head assistant will help us determine the color of an object?

D: Eyes.

Q: Look in the envelope for multi-colored (four-color) flowers and butterflies of the same color. Let's help the butterflies find a flower by color.

D: (blue), (red), (green), (yellow).

Q: Which smart head assistant helped us determine the color of objects?

D: Eyes.

Q: The eyes look, but the smart head sees and understands the color of the butterfly and flower.

Thanks guys!

5. Didactic game: “Sign color and eye analyzer”

(Like a cockerel choosing its own color).

Goal: To develop in children the ability to independently look to find out the meaning of a sign. We determine the name of the feature using the eye analyzer.

Objectives: To clarify children’s knowledge about colors: red, yellow, green, blue. Encourage children to fantasize based on changing the values of the “Color” .

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Color.

Q: Which smart head assistant will help us determine the color of an object?

D: Eyes.

Q: The Cockerel (colorless silhouette) came to visit us.

D: The children greet him and get to know him.

Q: He notes that the Cockerel is white and asks the children how to make him beautiful (listens to all the options without comments).

I suggest you send Cockerel for a walk along the “magic path” .

D: Children name the colors that live on this path.

Q: The cockerel walks along the path and is painted in the appropriate color.

The Cockerel asks the children to bring toys of the appropriate color, name the toy and its color. The teacher generalizes that all toys are red.

The cockerel asks the children to find the color red in the children's clothes.

Q: Which smart head assistant helped us determine the color of objects?

D: Eyes.

Q: The eyes look, but the smart head sees and understands the color of objects (cockerel, path, toys).

At the end of the lesson, the cockerel thanks the children for making him beautiful, elegant, and colorful.

Next >

Author's development of a card index of games using Triz technology for the first junior group

1. Didactic game: “Relief sign and hand analyzer”

(Balls in relief)

Goal: To develop in children the ability to independently examine an object to determine the meaning of a sign. We determine the name of the feature using the hand analyzer.

Objectives: Development of children's cognitive abilities in the process of joint research activities; Develop observation skills; To introduce children of primary preschool age to the sign “relief” and its meanings;

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Relief.

Q: Which smart head assistant will help us determine the topography of an object?

D: Hand.

Q: Look at the balls in the box.

Let's determine which ball is based on its relief?

D: (smooth), (prickly).

Q: Which smart head assistant helped us determine the relief of objects?

D: Hand.

Q: The hand touches, and the smart head sees and understands what kind of relief the ball is.

Thanks guys!

2. Didactic game: “Humidity sign and hand analyzer”

(handkerchief)

Goal: To develop in children the ability to independently examine an object to determine the meaning of a sign. We determine the name of the feature using the hand analyzer.

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Humidity.

Q: Which smart head assistant will help us determine the humidity of an object?

D: Hand.

Q: Look at the handkerchiefs in the box.

Let's determine which handkerchief by moisture content?

D: (dry), (wet, damp).

Q: Which smart head assistant helped us determine the humidity of objects?

D: Hand.

Q: The hand touches, and the smart head sees and understands the moisture level of the handkerchief.

Thanks guys!

3. Didactic game: “Color sign and eye analyzer”

(Masha and her plates)

Goal: To develop in children the ability to independently look to find out the meaning of a sign. We determine the name of the feature using the eye analyzer.

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Color.

Q: Which smart head assistant will help us determine the color of an object?

D: Eyes.

Q: Look at the multi-colored plates in the box.

Let's help Masha identify which plates by color?

D: (blue), (red), (green), (yellow).

Q: Which smart head assistant helped us determine the color of objects?

D: Eyes.

Q: The eyes look, but the smart head sees and understands the color of the plate.

Thanks guys!

4. Didactic game: “Color sign and eye analyzer”

(Flowers and butterflies)

Goal: To develop in children the ability to independently look to find out the meaning of a sign. We determine the name of the feature using the eye analyzer.

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Color.

Q: Which smart head assistant will help us determine the color of an object?

D: Eyes.

Q: Look in the envelope for multi-colored (four-color) flowers and butterflies of the same color. Let's help the butterflies find a flower by color.

D: (blue), (red), (green), (yellow).

Q: Which smart head assistant helped us determine the color of objects?

D: Eyes.

Q: The eyes look, but the smart head sees and understands the color of the butterfly and flower.

Thanks guys!

5. Didactic game: “Sign color and eye analyzer”

(How the cockerel chose its color)

Goal: To develop in children the ability to independently look to find out the meaning of a sign. We determine the name of the feature using the eye analyzer.

Objectives: To clarify children’s knowledge about colors: red, yellow, green, blue. Encourage children to fantasize based on changing the values of the “Color” feature.

Progress of the game:

Q: Guys, what sign is shown on the box?

D: Color.

Q: Which smart head assistant will help us determine the color of an object?

D: Eyes.

Q: The Cockerel (colorless silhouette) came to visit us.

D: The children greet him and get to know him.

Q: He notes that the Cockerel is white and asks the children how to make him beautiful (listens to all the options without comments).

I suggest you send Cockerel for a walk along the “magic path”. D: Children name the colors that live on this path.

Q: The cockerel walks along the path and is painted in the appropriate color.

The Cockerel asks the children to bring toys of the appropriate color, name the toy and its color. The teacher generalizes that all toys are red.

The cockerel asks the children to find the color red in the children's clothes.

Q: Which smart head assistant helped us determine the color of objects?

D: Eyes.

Q: The eyes look, but the smart head sees and understands the color of objects (cockerel, path, toys).

At the end of the lesson, the cockerel thanks the children for making him beautiful, elegant, and colorful.

LiveInternetLiveInternet

TRIZ https://forum.razumniki.ru/showthread.php?t=360 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 a 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 purposeful 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. EXPLANATORY NOTE 1. Games to develop the ability to identify the functions of an object 2. Games to determine the line of development of an object 3. Games to identify supra-system connections. 4. Games for determining the sub-system connections of an object 5. Games for combining the super- and sub-systems of an object 6. Games for the ability to identify the resources of an object 7. Games for comparing systems 8. Games for classifying an object 9. Universal system games. ——————————————————————————— EXPLANATORY NOTE Pedagogical science has analyzed the essence of the concept of “creative thinking” (L.A. Venger, N.E. Veraksa , L. S. Vygotsky, L. A. Grigorovich, O. M. Dyachenko, N. N. Poddyakov, E. E. Sapogova, etc.). It has been determined that creative thinking already in preschool age begins to be systemic in nature and among the factors that have the greatest influence on its formation are the level of development of creative imagination and the maturity of intellectual operations (analysis, synthesis, comparison, establishing cause-and-effect relationships, etc.). The main pedagogical means of developing creative (systemic) thinking is rightfully considered a didactic game. The collection presents a gaming complex that must be used both in various types of activities and in free time. The concept of systematicity developed by G.S. is taken as the basis for constructing the complex. Altshuller (1947). Systematic thinking in relation to an object is the ability to carry out the following mental operations in a complex: select an object and determine its function; determine the line of development of both the object itself and its functions; identify the components of an object; determine the basis for constructing the classification structure in which the object is located; compare an object with other objects based on various characteristics. Based on these mental steps, work with the child is built taking into account the formation of each component: object - function (resources); object - subsystem; object - supersystem; development of an object over time; comparison of systems based on a number of characteristics. The result of training is the ability of a child of senior preschool age to describe all the systemic connections of any object in the material world. Positive results are achieved by working to develop a high level of imagination. It is more expedient to organize it during the process of each game, but with the condition of dividing the pictures of the world into fantastic and real. The games are presented as a description of the expected dialogues between the teacher (B) and children (D). 1. Games to develop the ability to identify the functions of an object 1.1. “What can he do?” (game for children from 3 years old) Rules of the game: The presenter names the object. (The object can be shown or guessed using a Yes-No game or a riddle.) Children must determine what an object can do or what can be done with its help. Approximate course: B: TV. D: It can break, it can show different films, cartoons, songs, it can gather dust, turn on and off. Q: What can the ball do? D: Jump, roll, swim, deflate, get lost, burst, bounce, get dirty, lie down. Q: Let's imagine. Our ball ended up in the fairy tale "Kolobok". How can he help Kolobok? Note: You can move an object into fantastic, unrealistic situations and see what additional functions the object has. Familiarization with the surrounding world. Q: What can a traffic light do? D: Control the movement of cars and pedestrians. He can switch. If the red light comes on, all cars will stop, and at that time the green light will be on for pedestrians and they will be able to cross the road. Q: What else can a traffic light do? D: Burn out, break down. Q: What could happen then? D: A car can push a person, it can collide with a car, that is, an accident will occur. Q: Let's imagine. So the traffic light ended up in a fairy tale... and what business did you find there? (Children's answer options). The basis of personal culture. Q: What is a polite person and what can he do? D: Say hello, politely see off guests, take care of a sick person or dog, he can give up his seat on a bus or tram to an old woman, and also carry a bag. Q: More? D: Help another person out of trouble or difficult situation. Ecology. Q: What can a plant do? D: Grow, drink water, bloom, close, may sway in the wind, may die, may smell delicious, or may not taste good, may prick. Q: What can an elephant do? D: An elephant can walk, breathe, grow. The elephant gets its own food, transports goods and people, and performs in the circus. He helps people on the farm: he even carries logs. Q: What can rain do? D: Dissolve the ice. Q: When and why? D: When the sun shines brightly, it is warm. Q: What else can ice do? D: Ice can split and crack. Q: What are the useful functions of ice? D: It should be applied to the bump (bruise). Food is stored in the refrigerator, and there is ice there. Q: What can you do with ice? D: You can paint with paints and make multi-colored pieces of ice. You can skate on the ice or just on your feet. Ice floes can be used to decorate all kinds of snow buildings. Q: What can rain do? D: Drip, pour like a bucket, create puddles, water the plants. Rain makes the air fresh and washes the roads so that they are clean and beautiful. The rain may drizzle. Musical education Q: What can a song do? D: The song lifts the mood, but if it is sad, the mood will disappear. The song can be listened to and sung. Q: What can sound do? D: Deafen, increase, decrease, sound can produce an echo, create music. Visual activity. Q: What can paint do? D: She leaves a mark on the paper, paints, splashes, draws, paints over the water and turns out to be a different color. The paint may run out and dry out. Q: What can an artist do? D: Draw pictures, paint, mix paints, get dirty with paints, sharpen pencils. Q: What can clay do? D: Lie in the ground. Get wet. Dry and break into small pieces. The clay sticks to your hands. It can be soft and then you can sculpt something out of it. Mathematics. Q: What can the number “4” do? D: Indicate the number of objects, become another number. Q: What can a triangle do? D: Be in another object, for example: a triangular clock. Q: What can the “+” sign do? D: Add, indicate a positive result, be in a book, notebook.

History of the creation of TRIZ.

The history of the creation of TRIZ (Theory of Inventive Problem Solving) is not simple and in some places very sad.

Its founder is the Soviet inventor and science fiction writer Genrikh Altshuller. The future scientist was born in 1926 in Baku and since childhood was distinguished by his insatiable curiosity.

While still at school, the boy created a boat with a chemical engine. Instead of the usual gasoline or diesel fuel, the boat could run on water: water was poured into the carbide, a chemical reaction began, and gas was released. One spark is enough, the gas ignites and the boat rushes on jet propulsion. Altshuller even ordered tests of the invention, but fortunately, the person who dared to ride it was almost immediately thrown overboard. The boat quickly crossed the pond and exploded on the other side. This did not stop the young inventor. The next, already successful, invention was a device for diving under water. For this, the student received his first copyright certificate.

Then there was the army and the capable young man was immediately sent to the patent department. There he had to not only invent himself, but also teach it to others. Altshuller approached the problem seriously, and in order to understand how the creative process occurs, he studied the history of all available inventions. He conducted an analysis and found the very thing that distinguishes a good invention from a bad one. Having understood the principle of creation, Altshuller and his colleague decide to write a letter to Stalin - a fatal mistake. The scientists wrote the letter for more than six months; no, they were not careful. They wrote a detailed report on the problems of invention in our country and gave specific instructions. For which they received not recognition and an award, but 25 years in camps.

TRIZ is the only thing that saved Heinrich Altshuller from inevitable death. He successfully applied theory into practice.

The main principle of TRIZ can be formulated as follows: to solve a problem, set the problem correctly and find the contradiction that prevents you from eliminating it.

Example: in the camp where Altshuller was imprisoned, prisoners were punished for their offenses with sophisticated torture - they were deprived of sleep. At night, a person was brought into a brightly lit cell, sat on a chair facing the door, and watched through a viewing window. You can't fall asleep, just sit and look at the door. Genrikh Saulovich formulated the task: you need to fall asleep unnoticed. And the main contradiction is that they sleep with their eyes closed, but they cannot be closed, otherwise punishment will follow. The solution is to pretend that your eyes are open. The inventor drew eyes on two small pieces of paper. And when the warden turned away, he put them on his eyelids and dozed off. Do you also remember Jack Sparrow now?

In 1954, Altshuller was rehabilitated, and 2 years later he published an article in a magazine about the basics of TRIZ. However, even after this, the scientific world did not submit to the inventor. He was reluctantly hired, despite the fact that he won all kinds of competitions and proposed unique ideas.

Then the science fiction writer Genrikh Altov was born. But TRIZ was not forgotten; for 10 years Altshuller wrote letters to the Central Council of the All-Union Society of Inventors about the need to implement his method. And only in 1970 they decided to give the persistent inventor a chance. Laboratories of Invention were opened under the leadership of Altshuller. This is how the movement of TRIZ fans appeared, which in the 90s broke out of the post-Soviet space and gained recognition from Western society.

Game “Caterpillars - Helpers” (TRIZ)

Game “Caterpillars - Helpers” (TRIZ)

Target:

formation of the concept of the significance of analyzers.

Tasks:

to develop in children the ability to independently examine an object to find out the meanings of certain features. To promote the child’s conscious attitude towards perceptive action as the basis of sensory knowledge of the world;
give the concept that a person has a brain that receives information from “helpers” (analyzers).

Game description

Children, look who is in my envelope: caterpillars are helpers. What is depicted on them (eye, hand, nose, tongue, ears). Take one caterpillar at a time, tell who got which helper - the caterpillar went to them. Children choose a caterpillar and answer

(I have eyes, eyes look, and my smart head sees and understands the signs of an object;

hands touch, and the head understands the signs of objects;

the ears listen, and the head “hears” and understands the signs of sounds;

the tongue tastes, and the head understands the meaning of the “taste” attribute of objects;

the nose smells, and the head understands the meaning of the “smell” attribute of objects).

Now take for your caterpillar helpers signs with the names of the features (temperature, smell, taste, color, sound) and explain why this particular sign of the name of the feature was chosen (I chose sound because the helpers are ears, etc.)

Now we will be researchers, and the assistants will help.

Boxes are prepared in advance - surprises for studying objects using all five analyzers. On the lid of the box there are signs with the names of the characteristics.

First

objects with the name of the attribute
“taste
” are placed - containers with pieces of chocolate, carrots, orange, garlic, lemon, napkins and individual forks. Children eat a product with their eyes closed, guess it and name what it tastes like (chocolate tastes sweet, etc.)

Which assistant helped? Did he complete the task?

In the second

- objects with the name of the sign “
smell”
(opaque jars with holes so that you can smell what is there (coffee, garlic, orange, cucumber, onion). Children smell and guess what is there.

Which assistant helped? Did he complete the task?

On the third

- objects with the name of the attribute
“sound”
(rattle - rattles, whistle - whistles, hammer - knocks, paper - rustles, bell - rings). Children try out what sounds objects can make and name them.

Which assistant helped? Did he complete the task?

On the fourth

- objects with the name of the attribute “
temperature” and “color
” (jars with different colored lids; hot, cold, ice water is poured into the jars). First, the feature name “color” is examined. Children name the color of the caps. Then the children are asked to examine the temperature of the jars and name which jars by temperature (a jar with a red lid is hot by temperature). This is how the contents of all surprise boxes are examined.

At the end of the game, children are given a set of cards with objects from which they assemble the remaining parts of their caterpillars. When the caterpillars are collected, the children explain their choice (my assistants are eyes, the attribute of the object is color, I chose the rainbow and colors, etc.)