Development of creative abilities of students in the conditions of introduction of the Federal state educational system

Lutay Veronika Vladimirovna

Belgorod National Research University, student

Development of creative abilities of students in the conditions of introduction of the Federal state educational system

Keywords:creative abilities; younger students; creatively enriched environment; requirements of the Federal state educational standard; portrait of a school graduate.

Abstract:the article proves the relevance of the development of creative abilities. The substantiation of the effectiveness of creative development of children in primary school is given. It is proved that the development of creative abilities meets the requirements of the Federal state educational standard.

At all times, there was a need for people who have a non-standard view of solving problems and tasks, but this need is especially acute at the present time, when new specialists are required in the latest industries, the country needs creative people who would move it forward, develop and improve the methods of production and the achievements themselves in all fields.

This is the order of the school society. On its basis, the Federal state educational standard is formed, which contains a generalized portrait of a primary school graduate. [2] Therefore, the GEF involves the activities of teachers in the creation of conditions for the education of creative individuals to graduate school, contained the quality, denoted by creativity, creative thinking, ability to think in an unusual way, finding new, innovative ways of solving problems of the modern world. The basics of these qualities should be laid by the teacher in primary school, because the Junior school age is a sensitive period for the development of creative abilities. If you miss this age, it will be difficult to raise a creative person in the future, since the foundations for the development of the child are laid in primary school. It is important for the teacher to strive to help students develop their creative abilities to the fullest.

Special conditions are necessary for the development of creative abilities. The development of those properties and abilities of the school student that are included in the concept of "creative abilities" is impossible in a short time. This is a goal-oriented work, a long process that occurs during training. It is important that creative activity is a permanent part of educational and extracurricular activities. Getting knowledge independently, the student realizes himself as a creative person. Theoretical knowledge obtained independently and empirically will not be separated from practice. Federal state educational standards of the second generation are based on this. Their adoption was due to the fact that the traditional method of education based on reproductive activity did not solve the problems of improving the efficiency and quality of the educational process. The new generation of GEF is designed to solve these problems, in particular, to get rid of formalism in the assimilation of new knowledge. In the context of the introduction of the second-generation GEF, the importance of the creative activity of students in all fields of activity is increased. In these conditions, it is necessary to create a creative environment in education, focusing on finding new ways to solve standard problems.

As you can see, the relevance of the problem of developing students ' creative abilities in the context of the introduction of the GEF is obvious. In modern society, there is an acute need for creative, initiative people who are ready to find new approaches to solving problems. The task of modern education is to educate such people. It is solved, first of all, by creating conditions for the development of the creative potential of the individual.

Recently, creative abilities have become key among the qualities of a person. They help people take their place in an ever-changing world. Creativity is not just music or drawing. The creative abilities of a person can be manifested in all types of work, even those that at first glance are difficult to call suitable for the disclosure of creative abilities. So, what is creativity, the creative activity and the creative ability? In order to define these concepts, let's turn to the scientists who conducted research on this topic. D. B. Elkonin considered creativity "the creation of something new, which can be understood as a transformation in the mind and behavior of a person, as well as the products generated by him, which he gives to others." [1] American scientist P. Hill says that creativity is " a successful flight of thought beyond the known. It complements knowledge by contributing to the creation of things that were not known before." The definition of "creative abilities" is considered to be the one given By N. K. Vinakurova: "these are General intellectual abilities, which are understood as highly developed mental abilities of a General nature, forming the basis for achieving the best results in all fields of science and culture." [4] Creative activity is a form of human activity to create something new. The incentive for creative activity is a problem situation that cannot be solved by previous traditional methods. In the works of researchers, creative activity is considered as a set and interaction of convergent and divergent thought processes. The second process has the advantage. At the beginning of creative activity, the greatest number of possible solutions (divergence) is developed, which is a more difficult task, and then the optimal option is selected from a number of possible ones (convergence). Indicators of mental activity are fluency, flexibility, originality, and the degree of detail.

The constantly changing conditions of life in society provide new requirements for education. Thus, in the modern world, under the conditions of the introduction of the GEF, an important task is to educate a creative person who is able to make non-standard decisions, find new ways to solve old problems and come up with answers to new questions that arise as a result of the development of human society. The role of creativity and creative activity in education is increasing. The transition from the transfer of knowledge by the teacher to the transfer and learning of skills involves the inclusion of creative elements in this activity. Another function of creativity in the classroom is to increase the motivation of school students, interest them in the creative process of organizing the lesson, and give them the opportunity to unleash their creative potential. The goal of the teacher is to create conditions for the formation of creative abilities, their manifestation and development, as well as for the development of creative thinking.

An important fact is that creativity is formed when children apply their own knowledge in practice, can imagine the object in question, compare it with other objects and Express their attitude to it. In order to develop creative abilities, you need to develop the following qualities in children: observation, speech and General activity, sociability, memory, will, imagination, and the habit of analyzing and comprehending facts. Systematic creation of situations that would allow to Express the individuality of the student, the organization of research activities in the educational process also contribute to the development of creative abilities of students. For the most complete disclosure of creative abilities, the state standard provides for mandatory extracurricular activities that allow the child to open up, and the teacher to consider those qualities of the student that could have gone unnoticed during the course of the regular activity. Extracurricular activities develop an interest in various types of activities, and contribute to the desire to express themselves in different areas of productive, socially approved activities.

In order to study the level of development of creative abilities in modern schoolchildren, the diagnostics of pupils of the 3rd grade of primary school was carried out. The diagnosis involved 11 school students aged 8 to 9 years, who were asked to perform a technique to identify the level of development of creative abilities. E. Torrens 'diagnostic method is designed to evaluate five indicators: "fluency", "originality"," development"," resistance to closure" and "abstractness of names". In General, the result of the study showed that children have quite strong creative abilities. Some results for individual indicators were still at a low level. And this means that the work on the formation of creative abilities can not be stopped.

The following teaching methods have a positive impact on the creative aspect of the development of younger pupils. The research method involves the organization of a creative search for knowledge, its application, transfer of knowledge to a new situation, activity in new conditions, which is an indispensable attribute of creative abilities. [3] Partially-search method is accompanied by exercises to create something new. In the process of finding a way out of a problem situation (the method of problem learning), school students are faced with creative tasks. The project method has the greatest creative potential. Creating projects develops the creative abilities of students, because in the process of this activity, pupils create something new, which is a project, while creating the project itself, they use some methods, come up with ways to solve problems, set goals – this is also a creative activity.

The principles of effective organization of creative activity also have a special influence on the development of creative abilities in younger pupils. The first principle is based on the perception of the child as a person. The second principle is an attentive and sensitive attitude to all manifestations of creative activity of younger students. The third principle is based on providing the child with psychological freedom, that is, the freedom to choose activities, Express their ideas, and make an effective decision. The fourth principle is to increase and strengthen self-esteem. In order for a child to show some of his qualities, it is necessary to instill in him self-confidence, dispel doubts about his rightness, usefulness, and the need to Express his opinion and ideas. The fifth principle is to create a creatively enriched environment. Referring to the research of E. L. Yakovleva [5], it can be noted that the creation of a creative educational environment is favourably influenced by such conditions as problem-solving, dialogicality, and individualization of learning. The sixth principle is the creative position of the teacher, since the child needs a sample of creative behavior.

Thus, the development of students ' creative abilities is an important problem of our time, especially given the condition for the introduction of the GEF. International tests of PISA-2000 and PISA-2003 revealed that most Russian schoolchildren, leaving school, can not work with "contradictory, ambiguous, heterogeneous information, as well as see different possibilities of its interpretation in the surrounding reality". Competent are those school graduates who "know how to apply their knowledge, skills and abilities in non-standard situations, flexibly reconstruct the usual ways of action." Therefore, modern educational standards set the task of forming creative competencies. Primary school teachers need to revise their guidelines in the development of younger students, to direct the learning process to the education of a creative person who is able to not only survive in the current socio-economic situation in a complex social system, but also to be an active subject of this system, creatively transforming the surrounding reality.

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