Филологические науки/1.Методика преподавания языка и литературы

Candidate of Science Yerezhepova S.K.

MSc Popkova Y.V.

D.Serikbayev East-Kazakhstan state technical university, Kazakhstan

A Creativity Basis for Technical University Classes in Russian and English

Currently engineers with creative and offbeat approach to workplace problem solving are socially demanded. It is due to the pace of development of information and communication technologies human consciousness is required. Modern educational track affords ground for all the students to display their talents, creativity and realizing personal prospects. The following criteria correspond with the progress trends in education characterized by teaching oriented for students personal capabilities.

According to the modern literature analysis, modern educational goals and values, its challengers, scientists, educators and psychologists conclude that the principles for possible ‘mechanism of adaptation, creativity, reflection’, ‘saving the child’s individuality’[1] are necessary to design.

The question of shaping and developing individual creative qualities have been worked out by some researches. So, in the early 80's G. Altshuller and I. Vertkin in their studies founded that, a creative personality has the following basic qualities regardless of the activity nature:

-the student’s ability to set a creative goal and subordinate his activities to its achievement;

- the student’s ability to plan and control his activities;

- high workability;

- the ability to find and solve problems;

- the ability to defend his point of view [2].

It should be also noted that all these qualities are to be acquired, more precisely - self-acquired throughout one’s life. Though we cannot deny that each person has certain inherited predispositions to one or another activity.

Higher education aims at systematic developing student system of abilities that form the creative and moral qualities of an individual.

Т. Davydenko, I. Kotova, A. Savenkova focus on the defining means to increase the productivity of student’s cognitive activity, organization of joint creative activities.

The experimental psychological studies by R. Granovskaya, V. Druzhinina, B. Kossova, A. Leontiev consider the development of creative abilities of students, especially their shaping in educational and extracurricular academic activities.

The basis for determining the characteristics of the student creative activity are the works of famous Russian educators and psychologists A. Belkin, L. Bozovic, L. Vygotsky, V. Davydov, V. Petrovsky, E. Polat, and some others.

Methods of managing the creative processes of the individual intellectual activity and the technology of diagnosing the creative abilities of students are studied in works of I. Podlasiy, P. Torrens, E. Tunic, and L. Shragina.

The problems of the organization of creative situations and methods for their solution with the help of heuristic and algorithmic methods are developed by G. Altshuller, V. Andreev, I. Lerner, and A. Khutorsky.

The above mentioned studies reflect the diversity of scientific ideas and practical approaches to the organization of creative activity of students in the educational process.

A number of researchers stick to the following concepts as: “creative abilities”, “creative tasks”, which correspond to the concepts of “creative activity”, “methods of organizing creative activity”. A review of the literature has shown that the views of scientists on these concepts are ambiguous.

When defining the concept of “creative abilities” we, as well as A.Khutorsky, understand by creative tasks “the complex student abilities to learn to perform actions aimed at creating some new educational products”[3].

The problem of determining the components of student creative abilities remains controversial in up-to-date scientific literature. Based on the research of such scholars as G. Altshuller, L. Vygotsky, V. Druzhinin, Т.V. Kudryavtsev,and A. Petrovsky the following set of student creative abilities can be named: creative thinking, creative imagination and the application of creative methods by students in the process of performing creative tasks.

Despite the various interpretations of the selected components of creative abilities in the scientific literature, many scholars note that to develop creative thinking and imagination, students need to develop the ability to solve creative problems involving systematically and consistently transforming reality, connecting incompatible, leaning on the subjective experience of students, that is the basis of systematic, dialectical thinking, arbitrary, productive, spatial imagination, applied Heuristic and algorithmic methods of organizing student creative activity.

Especially it should be said about the technology of French workshops, which are based on the ideas of free education and creative self-development of the individual (J. Rousseau, L. Tolstoy, J. Dewey, J. Piaget, M. Montessori), implement the activity approach to learning L. Vygotsky, A. Leontiev, S. Rubinstein) and principles of personality-oriented education (E. Fromm, K. Rogers, E. Gusinsky, V.Serikov, E. Bondarevskaya ). The theoretical basis of workshop technology was created by the scientists of the French group New Education(A. and O. Bassis, M. Duke, and P. Collin) [4].

It should be noted that at present the person is in demand not so much owning the sum of knowledge, as capable of creative creation, of adopting an unconventional solution, able to predict, invent, and show initiative.

There are some research methods designed to capture the dynamics of creative personality development the in social space, to identify the type of personal life programming.

A special place in creative tasks is played by game forms. They can be used as an element of the lesson. Creative tasks are easily selected according to the thematic principle for each section of the course program. Games can be a convenient form of actualization of knowledge (at the beginning of the lesson or before starting to study a new topic); “Warm-up”, necessary during the training, at the end of the training session. In the form of the game can take a whole class (for example, classes, conferences, auctions, debates, travel, examinations, etc.).

Cinquain is a form of free creativity, carried out according to certain rules. This activity is increasingly used by teachers in the classroom. The rules for writing cinquain are as follows:

- the first line has one word written - a noun (this is the topic of the cinquain);

- the second line has two adjectives, relating to the topic;

 -on the third line contains three verbs, describing the actions relating to the topic of the cinquain;

 - the fourth line has a whole phrase, a sentence consisting of several words, with the help of which a student can characterize the topic as a whole, express his attitude to the topic. Such a sentence can be a set expression, a quotation, a proverb or a sentence composed by the students themselves in the context of the topic;

- the fifth line contains a summary word that gives a new interpretation of the topic, expresses the student’s personal attitude to the topic.

Studying the topic Vocabulary, you can create a cinquain:

Word

Bright, accurate

To use, to understand, to write

The word is an expression of thought.

Communication

When composing a cinquain, students realize their personal abilities: intellectual, creative, imaginative, etc. A properly composed cinquain has a bright emotional coloring.

Along with this, in the classroom we apply problem situations that arise as a result of encouraging students to put forward hypotheses, preliminary conclusions, and generalizations. Being a complex device of mental activity, generalization presupposes the ability to analyze phenomena, to highlight the main thing, to abstract, compare, evaluate, and define concepts. At the same time, any cognitive activity requires a person to be able to operate not only with common methods, but also with specific ones, which is conditioned by the content of the studied subject.

A necessary attention should be paid to the diversity of new pedagogical technologies, which are aimed at the realization of the personality-oriented approach. It includes a design method of teaching, where the ‘ego-factor’ (i-factor) is widely used, involving the refraction of all learning through the personality of the learner, through his needs and interests [5].

The project method allows us to develop the students creative abilities, by activating their knowledge from different fields in solving one problem, gives students the opportunity to acquire practical skills in applying the acquired knowledge, in addition, we also develop originality and accuracy, fluency and flexibility of thought.

In the project activity, the learning process is aimed at the learner, where, first of all, his interests, life experience and individual abilities are taken into account. The technology of educational design “... allows not only and not so much to teach as to help, to study the child, to direct his cognitive activity” [6]. When mastering the project method, it is necessary to understand that they can be different. So, the researchers distinguish the following projects: creative, adventure(game), information, practice-oriented.

Any project work aimed at teaching Russian/English as a foreign language means creating a situation that is as close as possible to the conditions of real communication with an emphasis on independent work of students (individual and /or group). The choice of a topic should be directly related to the conditions in which the project is being implemented and is usually of great interest to participants. The choice of language material, types of assignments and work consistency is also carried out in accordance with the purpose and theme of the project.

One of the most important conditions for the project is a visual presenting the results. All of the above is the feature of a project method. It is noteworthy that the method of projects implies focusing on group (team) study of the subject, instead of trying to do it individually, which is sometimes much harder. All main activities are to be carried out in pairs or in small groups. The teacher in the project is assigned the role of coordinator, expert, and additional source of information.

Thus, the traditional educational process is focused on the transfer of ready-made knowledge and weakly ensures the formation of personality, successful in the professional sphere and skillfully interacting with other people. Today, it is necessary to acquire and develop the creative qualities of a student, as one of the most important conditions for professional career is precisely the criterion of creativity.

Using the system of creative assignments, contributes to the development of creative potential, student creative abilities in the process of educational activity on the basis of cooperation, free choice, and teaching without coercion.

We believe that one of the main conditions for the formation of creative abilities is the formation of a unified system of theoretical and practical types of student activities: educational, project, and research.

Intensive independent work, joint research work involve students in solving problem situations in class. The method of projects enables the development of cognitive interest and student creative abilities in joint work. Joint work within the project teaches students creative communication, mutual understanding, cooperation, and initiative.

Bibliography

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