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N.N.Ashirbayeva
Kazakh National Pedagogical University named after
Abay, Kazakhstan
TRAINING OF CREATIVITY AS A CONDITION OF DEVELOPING STUDENTS’ INTELLEGENCE IN
MILITARY SCHOOLS.
The complexity of the transition period in the
development of our state, the magnitude and severity occurring in today's world
of socio-economic, cultural and political problems contributed the best ways to
find quality training of future officers with innovative thinking, professional
mobility, a fundamental knowledge, ready to understanding innovation and
implementation in activity.
Our
President Nursultan Nazarbayev in his Allocution to the Nation said: "The source of income should be
education, innovation, and their use in practice" [1].
After receiving the independence Kazakhstan began to open
military schools with military way of life. Their main task is to prepare
future career officers and develop:
- Strategic mobility;
- The ability to quickly adapt to different situations;
- Skills nonstandard tasks in limited time.
The solution of such problems is interconnected with the need to create
conditions for the development of intellectual abilities of future defenders of
the Motherland. Condition - a philosophical category, which determines
"that which determines something else due to" [2, P. 445].
Scientific literature as a
pedagogical condition understands an essential component of the educational
process that integrates a specific set of measures aimed at achieving this
goal. By "set of measures" scientists understand the external
characteristics of the educational process - the content, forms, methods,
teaching methods and means of the material and spatial environment focused on
certain relationship with the inner world of the student - needs, interests,
values, etc.
V.I.Andreev believes that the pedagogical conditions are the result of
"purposeful selection, design and application elements for the methods
(methods), and organizational forms of training in order to achieve the
objectives ..." [3.p 124].
Traditional form of education
involves the development of analytical thinking. Few, using lateral techniques
give effect to the creative process. However, all use in their practice
intuition and reflection. Barriers to the development of creative thinking in
the T. Ribot’s opinion are that firstly the people put
thinking barriers themselves (try to do everything with reliance on the
consciousness); Secondly, many sincerely believe that there is always only one
correct solution (hence they tend to mental operations such as analysis,
synthesis, generalization, comparison, specification); Third, the majority
always expects (by scientists, managers, authorities) specific
"instructions", "recipe", answers [4. p.132].
Nowadays, one of the most common social and psychological means of
implementing learning objectives in the organization, including the expansion
of creativity, are training. Consider the features of the training as a form of
studying. The training (from the
English. «Train» - educate, train) understand active forms of learning,
self-knowledge and the world, the formation of individual skills. If we
consider the training in the paradigm of modern education, we must remember,
the main feature of modern education - aimed at preparing for an active
development situations of social change. The task of training - to develop
individual algorithms changing situations, algorithms, suggesting
paradoxically, flexibility and adaptability to change.
Essential for the success of the training is to understand the basics of
the psychology of learning coach. Raleigh offers to consider the six criteria
for evaluating the success of the training. These criteria are:
1. Motivation or a sense of purpose - people learn better when they see
a useful end product of this process.
2. The relevance in terms of personal interests and choices - training
will be better motivated if teaching considers it appropriate.
3. Training practice - the old proverb says, "I hear and I forget.
I see and I remember them. I do and I understand. " Understanding is
essential for effective performance and achieve real understanding can only be
doing something.
4. Ability to make mistakes with impunity - teaching practice means that
people are at risk of failure. Therefore, practice and teaching methods should
guarantee people the opportunity to make mistakes, they should know that they
will not hurt, but the instructors to help them derive lessons from their
mistakes.
5. Feedback - the best way for students to learn what they are doing,
and to see their own progress.
6. Presentation of opportunities for pupils to study at a convenient
time and at your own pace - training will be more effective if the students
themselves will manage it according to their own preferences and ideas about
success.
Analysis of development
intelligence in psychological and pedagogical literature determine that the main source of
intelligence are a variety of social influences and above all education and
training [5.p 384]. In the context of improving the quality of the educational
process it is possible to develop intelligence through training. Training, as
mentioned above, it is the active form of learning and knowledge, so training
is not perceived as a simple lesson in school or lecture [6. p14]. Informal
atmosphere of communication in the training provides leading. The training he
communicates on an equal footing with the students, it is the same as all the
participants, it is - part of the group. Another characteristic that
distinguishes the training of traditional occupations, is an unusual
arrangement of the participants in the audience - they sit in a circle. Circle
provides confidential atmosphere allows participants to see all communicate
freely with each other and leading. The position of the circle is associated
with trusting, security, interest and attention.
We should remember that the creation an atmosphere of trust in the group
is only possible if the number of participants does not exceed 20 people.
Anyone will feel more confident and comfortable when it is surrounded by a
small number of people. The atmosphere of a small group promotes a more rapid
convergence of the participants and group cohesion. One of the features of the
training sessions is group rules that the group takes on the first lessons.
They need to create an environment in which everyone present can speak openly
and express their feelings and opinions without fear and become the object of criticism. Participants also need to be
sure and that everything is said and discussed in the classroom will not go
beyond its scope [6. p17].The duration of the training depends on the age of
the participants and the mood of the group. It is necessary to allocate time
and moving to alternate exercises with physically less active, which will be
effective and not tiring for the participants. Students aged 15 to 18 years are
able to talk and discuss a long time, because already have the information, and
most importantly their own opinion, which is expressed openly. In such group
training can last a long time. But, here we also must remember that a person's
attention can not be the same throughout the session. Arranged time or break
mobile physical game - is the best option to recover your audience.
When the training finishes, we should
ask the participants how they feel, if they have any sense of
satisfaction or, conversely, dissatisfaction, innuendo, need something else to
discuss, ask whether the participants received answers to all their questions
and generally how successfully passed the training in their opinion. The
responses received help to establish feedback and draw conclusions about the
successful activities, develop recommendations and strategies for further studies.
Objective assessment can be accessed using. Specially designed questionnaires.
In our work we have developed a training program that consists of
diagnostic work and training "creativity.
"Prior to beginning work, we chose the goal of this training, such
as awareness of creativity in itself, the development of intellectual potential
and creative thinking, define your own creativity barriers, the formation of
the creative process management skills. In accordance with the objectives
identified by the problems solved by training participants - is, first of all,
awareness of the characteristics of creative environment (problem, the presence
of uncertainty, accepting, non-judgmental), and secondly, to overcome barriers
in the manifestation of creativity, in the third, non-standard training
thinking, as well as the development of imagination, communication and
emancipation movements.
All activities carried out by psycho-pedagogical support training
planned and conducted in accordance with the psychological characteristics of
the stages in educational process. In
the experiment as a scientific tool to achieve better learning outcomes students of military schools was chosen as
the training of creativity, which is central to the modeling of open creative
situations. In confirmation of the working hypothesis, we managed to get a
positive result. We have proved that the general level of training, subjects
were compared with the control group increased average ball through the
application developed in the course of the study techniques of cognitive mental
processes.
Experimental testing program of psycho-pedagogical support was based on
statistical methods of processing and analysis of data, such as correlation
analysis and Student's t-test. Comparison
the sample of students in the experimental class with a set of control
showed that they are representative. Balanced
conditions during the pedagogical experiment is homogeneous contingent
of students in all groups, their level of training and personal characteristics,
as well as the same composition and qualifications of teachers, the type and
complexity of learning tasks, objective assessment of comparable learning
outcomes, organization and methods of training, strict compliance with general
and specific learning objectives, organizational forms, the sequence of passage
of stages of training applicable regulatory documents (curriculum) within the
study time.
Pedagogical experiment provided
the theoretical and practical training in the control and experimental groups
are organized in the traditional way, but in the experimental groups used training designed to develop creativity. The
study was theoretically demonstrated the possibility of improving the quality
of learning students in specialized military schools through the use of
techniques to develop creativity in the form of training, as well as prepared
checklists for each topic sessions, control cards with several questions content for each practical work and the
correct answers the control questions and proposed organizational,
methodological recommendations for the control of knowledge in written
questionnaire in each practical lesson. Based on the above, it was concluded
that the use of methods of creativity creates the conditions for improving the
quality of learning and skills of formation in students. This in turn leads to
the development of intellectual abilities.
In conclusion, it can be argued that the developed methodology for
conducting the training the intellect of military schools students can be seen
as one of the most promising ways to improve the quality of studying and the
effectiveness of the whole educational system.
References.
2.
Philosophical Encyclopedic Dictionary / Ed.
IT Frolov. -4 Ed. M .: 1981.- 445 p.
3.
Andreev VI Pedagogy: a training course for
creative self-development / VI Andreev. 2nd ed. - Kazan: Center for Innovative
Technology, 2000. -124 p.
4.
T. Ribot creative imagination. Spb., 1901. p
132
5.
Educational
Encyclopedia. /Sov. entsiklopediya Vol.3, p 384.
6.
Khryashcheva, Peter L. Socio-pedagogical
training with adolescents. M., 2003, p.14