Методи творчої діяльності в евристичній освіті
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Дата
2013
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Анотація
У статті викладено авторські позиції щодо сутності й особливостей методів творчої діяльності на просторі інноваційної евристичної освіти, яка активно впроваджується у вітчизняній і зарубіжній педагогічній науці та практиці. В умовах переходу до інноваційного навчання й виховання, де пріоритети віддаються пізнавально-творчій діяльності учнів і вчителя, викладача й студентів автор розглядає методи творчої діяльності як пріоритетну частину дидактичних і виховних способів діяльності у вищій і середній школі. Пропонується нова типологія методів творчої діяльності, особливості освоєння їх майбутніми вчителями.
The article presents the author’s position on the essence and characteristics of creativity methods in the space of heuristic innovative education that is being promoted in national and foreign educational science and practice. In the transition to innovative education, with priority given to cognitive and creative activity of students and teachers, the author examines methods of creative activity as a priority of didactic methods and upbringing activities in higher and secondary education. The author offers a general typology of creative methods: 1) research methods (diagnostic and forming); 2) creative monologue methods (heuristic lectures, figurative narrative stories, research reports, reviews, annotations, etc.); 3) creative dialogue methods (heuristic conversation, discussion, polemic, dispute, etc.); 4) playing methods (role-playing and situational games, dramatization of training or educational material); 5) reflective methods (self-analysis, self diagnostics, self-evaluation, etc.). The author criticizes too broad interpretation of the term «research method» that exists in modern didactics, including the theory of problem-based learning. It has been established that such method as educational diagnostics (opposed to psychological) can be successfully used in the real educational process only by the specialist who is familiar with the process and implementation of it. It has been found that future teachers can successfully create professional research skills only in constant and confident cooperation of universities and secondary schools based on common and important for both research and pilot projects. Training and experimental work of students on the basis of the innovative achievements of the university and the school requires serious organizational and contextual improvement and substantial assistance of the Ministry of Education and Science of Ukraine to optimize curricula.
The article presents the author’s position on the essence and characteristics of creativity methods in the space of heuristic innovative education that is being promoted in national and foreign educational science and practice. In the transition to innovative education, with priority given to cognitive and creative activity of students and teachers, the author examines methods of creative activity as a priority of didactic methods and upbringing activities in higher and secondary education. The author offers a general typology of creative methods: 1) research methods (diagnostic and forming); 2) creative monologue methods (heuristic lectures, figurative narrative stories, research reports, reviews, annotations, etc.); 3) creative dialogue methods (heuristic conversation, discussion, polemic, dispute, etc.); 4) playing methods (role-playing and situational games, dramatization of training or educational material); 5) reflective methods (self-analysis, self diagnostics, self-evaluation, etc.). The author criticizes too broad interpretation of the term «research method» that exists in modern didactics, including the theory of problem-based learning. It has been established that such method as educational diagnostics (opposed to psychological) can be successfully used in the real educational process only by the specialist who is familiar with the process and implementation of it. It has been found that future teachers can successfully create professional research skills only in constant and confident cooperation of universities and secondary schools based on common and important for both research and pilot projects. Training and experimental work of students on the basis of the innovative achievements of the university and the school requires serious organizational and contextual improvement and substantial assistance of the Ministry of Education and Science of Ukraine to optimize curricula.
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Ключові слова
методи творчої діяльності, евристична освіта, пізнавально-творча діяльність, інноваційне навчання, нова типологія, вища і середня школа, майбутній учитель, methods of creativity, heuristic education, creative activity of students and teachers, innovative learning, new a general typology, universities and secondary schools, future teacher
Бібліографічний опис
Лазарєв, М. О. Методи творчої діяльності в евристичній освіті [Текст] / М. О. Лазарєв // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №8 (34). – С. 110–124.