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The relevance of the problem of developing the readiness of primary school students for creative activity is due to the need to develop the creative potential of the individual as a key competence resource in the context of a dynamically transforming society, which requires primary school graduates to have the ability to solve educational and practical problems in an unconventional way, which is not fully ensured by the traditional education system, which is focused to a greater extent on the reproductive assimilation of knowledge. Therefore, modeling the process of developing readiness for creative activity in primary school students should be based on the integration of cognitive, personal and activity components, ensuring the transition from the reproductive assimilation of knowledge to the generation of subjectively new educational products in a specially organized pedagogical environment. The article discusses the most productive models of developing readiness for creative activity in primary school students: the TRIZ model (theory for solving inventive problems), the TRTM model (technology for developing creative thinking) and the game modeling model. These models represent a comprehensive toolkit aimed at developing divergent thinking, overcoming the inertia of cognitive processes and creating conditions for novel situations within the framework of educational activities, which together form a stable psychological attitude towards the creative transformation of reality. Also, within the framework of the activities of the circle organized by the author, a project-research model and an environmental model for stimulating the creative activity of students are implemented.
Keywords:creative abilities, readiness for creative activity, theory of inventive problem solving, technology of creative thinking development, game modeling, project-research model, environmental model of stimulating creative activity of students.
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