Ознайомлення майбутніх учителів початкової школи з технологією ТРВЗ

Abstract

Освітні інновації ведуть до змін мети, змісту, методів і форм навчання та виховання, що дозволяють адаптувати педагогічний процес до сучасних вимог. Освітні заклади різних рівнів упроваджують системні та локальні інноваційні педагогічні технології. Мета статті: поділитися досвідом ознайомлення майбутніх учителів початкової школи з педагогікою ТРВЗ під час навчання у ВНЗ. У процесі викладання дисципліни «Педагогіка ТРВЗ» ми мали можливість спостерігати за відношенням студентів до цієї технології, за практичним оволодіванням методами ТРВЗ. Резуль¬тати дослідження показали високий рівень зацікавленості студентів цією технологією та бажанням використовувати її в своїй майбутній професійній діяльності.

Discoveries in pedagogy cause impact on innovations, changes, which in turn contribute to finding innovative methods of teaching and education, which would facilitate the formation of a new generation of creative individuals. Educational innovations lead to the changes in objectives, content, methods and forms of education and training that allow adapting the teaching process up to date. System and local innovative educational technologies, including technology TIPS, are released today in the educational process of institutions of different levels. This technology promotes the development of research abilities of students, providing the ability to work with information independently. Some facilities of innovative thinking can be used in the self studying in the classroom, walks, tours, educational activities. Application of these methods reveals the thinking process technology, brings perseverance, self-esteem, independent thinking. In our view, the main thing that makes TIPS so attractive to modern teacher and a student is ability to speak free without fear that the answer is incorrect. This is a guarantee of freedom of thought, imagination, logical and abstract imagination independence. The purpose of the article: to share experience of future teachers exposition with elementary school TIPS pedagogy during studying at the university and paying attention to this, in our view, effective innovative technology. A number of theoretical and empirical methods were used during the conducted study. Theoretical methods (analysis, synthesis, system method) allowed defining the problem, examining the literature on this issue; reading the opinions of teachers on innovation in education and technology of TIPS; determining the level of implementation of TIPS technologies in teaching process. Empirical methods (observation, questioning, learning performance of students) helped with determination of the level of interest and practical mastery of future elementary school teachers the technology of TIPS methods. The results showed a high level of students’ interest in this technology and desire to use it in their future careers. In their view, TIPS pedagogy is the most appropriate for the development of creative abilities of children. Students will master the communication skills such as the ability to listen and hear someone else, be attentive to themselves and to understand the feelings and spirits of others, take part in free conversation. While teaching the course “TIPS Pedagogy” students got creative problems that contributed to their mastery of new methods of finding and generating original ideas, reducing a psychological inertia of fantasy, systematic and dialectical speech. We agree with A. Nesterenko, who stresses that the main thing that TIPS technology teaches is the ability to act.