Start in science. Students currently. Main directions of development of technical creativity Main directions of technical creativity

Creativity is a process human activity, as a result of which qualitatively new material and spiritual values are created. All the spiritual powers of a person take part in the creative process, including imagination, as well as the skill acquired in training and practice, necessary for the implementation of a creative plan. In the study of creativity and creative thinking today there are still many mysteries awaiting their thoughtful researcher.

Creative studies in our time, in a difficult economic and social situation, are especially relevant and can give humanity new strength on the path of economic, social and spiritual development.

Types of creativity are determined by the nature of human creative activity (for example, the creativity of an inventor and innovator, an organizer, scientific and artistic creativity).

The creativity of an inventor and innovator, scientific and scientific-technical creativity, and organizational abilities to implement the achievements of scientific and technological revolution are especially in demand in the current period of economic crises and social upheavals. But no less important in modern life is the role artistic creativity as a source for spiritual uplift, harmonization and improvement of the individual and society as a whole.

All types of creativity have a deep relationship with each other. For example, an inventor and innovator, a scientist, also needs to have organizational creativity in order to successfully organize research in his field.

The future undoubtedly lies in the integration of various types of creative activities. At all times, individuals talented in various areas knowledge (versatility distinguished Leonardo da Vinci, M. Lomonosov and many other great people who successfully worked in science, technology, and in the field of artistic creativity).

Explanatory note.

In modern society, the continuity of additional education and school subjects: mathematics, physics, technology, information technology is no longer conceivable in almost any aspect of social life; schoolchildren want to join the achievements of the modern information revolution.

Important role The integration of general and additional education plays a role, which allows students to prepare children for independent work in technical creativity classes.

Modeling and construction helps to realize the significance of one’s work, fosters responsibility, and increases self-esteem. The purpose of technical creativity: to teach oneself to create oneself as a creator who knows how to call on a computer to help oneself, to teach oneself to make toys and models with one’s own hands, to teach oneself to use a computer in order to use it to make a scan, a toy and its description. Learn to present yourself with the results of your work at a level worthy of achievements modern information culture. The process of obtaining a finished computer product (printing scans geometric bodies etc.) to carry out the intended work.

Technical achievements are increasingly penetrating all spheres of human activity and arousing children's growing interest in modern technology. Technical objects appear tangibly close to the child everywhere in the form of dozens of things and objects surrounding him: household appliances and apparatus, toys, transport, construction and other machines. Children learn and accept the world as they see it, try to comprehend, comprehend, and then explain.

The issue of attracting school-age children (especially boys) to technical creativity associations is relevant. All the benefits of civilization are the result of technical creativity, starting from ancient times, when the wheel was invented, and until today, technical progress is due to people creating new technology that makes life and work easierhumanity.

The educational program of the Technical Creativity Studio was developed on the basis of the Law of the Russian Federation “On Education”, the “Convention on the Rights of the Child”, on the basis of the “Technical Creativity” program, standard programs of the Ministry of Education of the Russian Federation in the subject “Technology” “Informatics” and is aimed at developing the creative potential of students in the process of mastering a variety of knowledge and skills in the field of technical design and modeling.

The educational program of the Technical Creativity Studio of the MBOU DO "DDT" in the village of Purpe was developed on the basis of the following regulatory documents:

Law No. 273-FZ “On Education in the Russian Federation” dated December 29, 2012;

Law No. 55 of JSC dated June 27, 2013. “On education in the Yamalo-Nenets Autonomous Okrug”, long-term target program “Development of the education system of the Yamalo-Nenets Autonomous Okrug” Autonomous Okrug for 2011-2015";

Concept of a nationwide system for identifying and developing young talents dated 04/03/2012;

Concept for the development of additional education in the Russian Federation, approved by order of the Government of the Russian Federation dated September 4, 2014 No. 172;

Federal state educational standard for primary general education, approved by order of the Ministry of Education and Science of the Russian Federation dated06.10.2009 No. 373;

Federal state educational standard for basic general education, approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010. No. 1897.

Mandatory minimum content of the main general course technology, information technology.

The program involves students' activities in the field of radio engineering,LEGO- design, robotics and is a modified program based on:

Sample programs For secondary schools in the course “information technology”, “technology”, and taking into account the requirements of the Federal State Educational Standard for initial andbasic general education;

Educational methodological manuals ByLEGO- design, robotics.

The program is designed in accordance with the Sample Requirements for educational programs additional education for children (letter from the Ministry of Education and Science dated December 11, 2006 No. 06-1844).

Methodological developments were used when developing the program:

Program “Robotics: design and modeling”, author Sergey Aleksandrovich Filippov, State Budgetary Educational Institution “Physics and Mathematics Lyceum No. 239 of the Central District of St. Petersburg;

Educational program of additional education in educational robotics, author: N.V. Nichkov, T.A. Nichkova, p. Panaevsk Yamalo-Nenets Autonomous Okrug;

Justification for choosing an example or original program for developing a work program.

Corresponds to the Federal State Educational Standard for Primary and Basic General Education

Information about changes made to the approximate or author's program and their rationale.

The program is focused on actively involving students in scientific and technical creativity, is developmental, personality-oriented in nature and allows you to satisfy the cognitive and communicative interests of children, as well as to develop skills at the level of practical application.

Feature of the program.

Novelty is that, having a technical focus that ensures the development creativity children, the program is comprehensive and represents an integrated course, including knowledge in subjects such as physics, mathematics, and computer science. The child’s acquisition of new knowledge and skills,the formation of his abilities does not occur through passive perception of material, but through active, creativesearch in progressvarious types of activities - independent work with drawings, development and implementation own projects using computer technology, design, modeling, manufacturing and practical launch of models.

Distinctive Features This program is that it focuses on:

An integrated approach to content in the field of technical creativity;

Increasing motivation for classes by including children in creative activities;

Formation of special knowledge among students in the field of technical design and modeling from various materials and using modern material and technical equipment of scientific and technical associations;

Awakening children's interest in science and technology, promoting the development of children's design inclinations and abilities, creative technical solutions.

A special feature of the program is the organization of the educational process on the basis of a competency-based approach: individual design, research and creative work is carried out and special competencies of students are formed.

Relevance of the program.

There is a high need for additional knowledge in the field of technical design, programming, computer science for successful training, self-determination and choice of profession, for the development of logical, algorithmic thinking, successful integration into the modern information society - these problems are solved during the development of educational programs of a scientific and technical orientation.

The Technical Creativity Studio organizes the educational process based on the activities of 2 associations: “TECHNO-WORLD”, “Robotics”.

Training at the TECHNO-MIR association takes place in several educational sections: “Introductory section”, “Fundamentals of radio electronics”, "Developmental"Lego", « LEGO-design”, “Design activities”.

Training at the Robotics association is carried out in the following sections: “Introductory section”, “Basics of design”, “Introduction to the LEGO Mindstorms Education NXT 2.1 program,” “Programming a servomotor,” “Creating and programming robots,” “Robot games and competitions,” “Creative projects.”

The content of the sections of the Studio program is integrative and practice-oriented.

Creative method is used in this program of the Technical Creativity Studio as the most important artistic and pedagogical method that determines the qualitative and effective indicator of its practical implementation. Creativity is understood as something purely original, unique, inherent in every child and therefore always new. This new thing manifests itself in all forms of children’s technical activities..

The content of the program is modeled on the basis of modern pedagogical approaches, among which the most significant are:

System-activity approach is aimed at achieving integrity and unity of all components of the program. In addition, a systematic approach allows you to coordinate the relationship of parts of the whole. Usage systematic approach allows interaction of one system with others.

Cybernetic approach involves a transition from a positive (low-quality) connection to a negative (quality) connection in the learning process.

Motivational approach is realized through the implementation of the following laws:

a) the educational process is built to satisfy the cognitive needs of children studying in a circle association;

b) cause-and-effect relationships emanating from the meaning of the activity encourage action.

Person-centered approach includes such conditions for the development of the student’s personality as:

a) the development of the student’s personality occurs only in the student’s activities;

b) personal development is effective when using the subjective experience of this individual - and involves the implementation of the following patterns:

1) creating an atmosphere of interest in the results of educational and cognitive activities;

2) teaching self-reflection activities;

3) nurturing the ability for self-determination, for effective communications of self-realization;

4) freedom of thought and speech of both students and teachers;

5) a situation of success in learning;

6) deductive teaching method (from particular to general);

7) increasing the level of motivation for learning.

Purpose of the program: Creating conditions for motivation, preparation and pre-professional guidance of schoolchildren to develop abilities for technical creativity.

Program objectives:

1. 1. 1. Educational

The use of modern developments in technical design and modeling in the field of education, the organization on their basis of active extracurricular activities students.

Introducing students to a complex of basic technologies used in modern technical design and modeling.

Implementation of interdisciplinary connections with physics, computer science and mathematics, drawing, technology.

Students will solve a number of cognitive problems, the result of each of which will be the independent development of a technical model using various materials and constructors.

1. 1. 1. Developmental

Development of students' engineering thinking, design, programming and effective use various technologies in the field of technical creativity.

Development of fine motor skills, attentiveness, accuracy and ingenuity.

Development of creative thinking and spatial imagination of students.

Organization and participation in games, competitions and competitions as a reinforcement of the material being studied and for the purpose of motivating learning.

1. 1. 1. Educational

Increasing students' motivation to invent and create their own technical models.

Forming in students a desire to obtain a high-quality finished result.

Formation of design thinking skills and team work.

Student category : children 7-10 years old.The program is designed taking into account the age characteristics of children and the accumulated experience of activities, and is designed for age groups: younger (7-8 years old), older (9-10 years old).

Implementation deadlines : 2 years.

From the first year of study, students are offered classes in various sections. Students can be admitted to the association both for the 1st year of study and for the 2nd year of study, based on the interview and the individual abilities of the children in the field of technical design and modeling.

The place where the Technical Creativity Studio merges in the curriculum.

In accordance with the curriculum of the MBOU DO "DDT" in the village of Purpe, the work program is compiled based on the requirements for educational programs of additional education of a scientific and technical orientation.

Classes in the program are held by age group 2 times a week for 4.5 hours, classes are held for 40 minutes with a 10-minute break. Training is carried out with a group of children of 10-15 people. Total hours per yearis 162 hours.

General characteristics of the educational process: methods, forms of teaching and training regimen.

The program includes the following activities:

Value-oriented and communication activity . Promotes enrichment visual memory and activation of imaginative thinking, which are the basis of creative activity. In the process of aesthetic perception of the world, children are appropriating higher spiritual - moral values and ideals of national culture; children acquire the competence of an active spectator, capable of conducting a dialogue and arguing their point of view;

Technical creativity - a type of student activity, the result of which is a technical object that has signs of usefulness and subjective (for students) novelty. Technical creativity develops interest in technology and natural phenomena, contributes to the formation of motives for studying and choosing a profession, acquiring practical skills, developing creative abilities, etc.

Classes in this program include organizational, theoretical and practical parts. The organizational part must ensure the availability of all the tools, materials and illustrations necessary for the work. The theoretical part of the lessons during work should be as compact as possible and accompanied by the display of illustrations, methods and techniques of work.

Methods of studying the subject.

a) explanatory and illustrative,

b) reproductive,

c) problematic presentation of the material being studied,

d) partially search,

e) research method.

Pedagogical conditions and means of implementing the standard (forms, types of classes and teaching methods).

Shapes: training session.

Types:

Theoretical classes;

Practical lessons;

- reflection (repetition, consolidation of knowledge and development of skills)

Combined lesson;

Master classes for children;

Control of skills and abilities.

Teaching methods:

Methods of organizing and implementing educational and cognitive activities:

Methods of stimulation and motivation of educational and cognitive activity:

Methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities:

Forms of control.

Individual and frontal survey

Work in pairs, in a group

Shearing work (tests)

Approximate content of the Robotics Association program by section

№ n\n

Section title

1 year of study

2nd year of study

"Introductory section"

"Basics of Design"

« Introduction to LEGO Mindstorms Education NXT 2.1»

« Programming the servomotor»

« Createddevelopment and programming of robots"

108

"Integrated programming and debugging environment BricxCC"

Total:

162

Student achievement assessment system; tools for assessing results.

The program is aimed at achieving personal, meta-subject and subject-specific results by students in mastering the technical additional education programl features.

The general results of technology education are:

The formation of a holistic understanding of the technosphere, which is based on the relevant knowledge, skills and methods of activity acquired by schoolchildren;

Gained experience in various practical activities, knowledge and self-education; constructive, transformative, creative activity;

Formation value orientations in the sphere of creative labor and material production;

Readiness to make a conscious choice of the individual trajectory of the subsequent vocational education.

Training in a scientific and technical program is designed to provide:

Formation of a holistic understanding of the modern world and the role of technology in it; the ability to explain objects and processes of the surrounding reality - natural, social, cultural, technical environment, using technical and technological knowledge for this;

Development of the personality of students, their intellectual and moral improvement, the formation of tolerant attitudes and environmentally appropriate behavior in everyday life and work;

Formation of a system of social values among young people: understanding the value of technological education, the importance of applied knowledge for every person, the social need for the development of science, technology and technology, attitudes towards technology as a possible area of future practical activity;

Acquisition by students of experience of constructive and creative activity, experience of knowledge and self-education; skills that form the basis of key competencies and have universal significance for various types of activities. These are the skills of identifying contradictions and solving problems, searching, analyzing and processing information, communication skills, basic labor skills of manual and mental work; measurement skills, collaboration skills, safe handling of substances in Everyday life.

Personal results students' mastery of the program are:

Manifestation of cognitive interests and activity in the field of technical creativity;

Development of hard work and responsibility for the quality of one’s activities;

Mastering the guidelines, norms and rules of the scientific organization of mental and physical labor;

Manifestation of technical, technological and economic thinking when organizing their activities;

Self-assessment of readiness for creative activity in the field of technical labor.

Meta-subject results mastering the program are:

Algorithmic planning of the process of cognitive and labor activity;

Determining ways to solve an educational or work task that are adequate to the existing organizational, material and technical conditions based on specified algorithms;

Combining known algorithms of technical and technological creativity in situations that do not require the standard use of one of them;

Demonstration of an innovative approach to solving educational and practical problems in the process of modeling a product or technological process;

Searching for new solutions to emerging technical or organizational problems;

Independent organization and performing various creative works on the creation of technical products;

Virtual and full-scale modeling of technical objects and technological processes;

Giving examples, selecting arguments, formulating conclusions to justify technical, technological and organizational solutions; reflection in oral or written form of the results of their activities;

Selecting various sources of information to solve cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and other databases;

Coordination and coordination of joint cognitive and labor activities with other participants;

Compliance with the norms and rules of safety of cognitive-labor activity and creative work.

The subject results are:

In the cognitive sphere:

Rational use of educational and additional technical and technological information for the design and creation of labor objects;

Assessment of technological properties of raw materials, materials and areas of their application;

Orientation in available and possible means and technologies for creating labor objects.

In the labor sphere:

Planning of technological process and labor process;

Selection of materials taking into account the nature of the object of labor and technology;

Carrying out the necessary experiments and research in the selection of raw materials and materials and design of the work object;

Compliance with labor and technological discipline;

Identifying mistakes made in the labor process and justifying ways to correct them.

In the motivational sphere:

Assessing your ability and readiness to work in a specific subject activity;

Awareness of responsibility for the quality of work results;

The desire to save and thrift in the use of time, materials, money and labor.

In the aesthetic sphere:

Product design or rational aesthetic organization of work;

Modeling of artistic design of the object of labor and optimal planning of work;

Aesthetic and rational arrangement of the workplace, taking into account the requirements of ergonomics and scientific organization of work.

In the communication field:

Formation of a working group to implement the project, taking into account the common interests and capabilities of future members of the work team;

Selection of sign systems and means for encoding and formatting information in the communication process;

Public presentation and defense of a product project, work product or service.

In the physiological and psychological sphere:

Compliance with the required amount of force applied to the tool, taking into account technological requirements;

The combination of figurative and logical thinking in the process of project activities.

ASSOCIATION "Robotics".

The association's program "Robotics" is designed to teach the basics of design and construction of robots, developed on the basis of a modified program "PervoRobot Lego", based on the materials of the distance course "LEGO Mindstorms NXT: basics of design and programming of robots" of the Center for Information Technologies and Educational Equipment (CITUO) .

In classes, students study the design features of Lego- computers, standard software functionality, basics of programming languages, methods for solving practical problems using robotics.

Robotics classes provide an opportunity to organize individual project and research activities for students. Elements of play, which are undoubtedly present in the initial acquaintance with the course, motivate the child and lead him to knowledge of the complex fundamental principles of adult design and programming.

Novelty "PervoRobot"Lego"is determined by the inclusion of robotics in the educational process with the aim of integrating and updating knowledge in subjects of the natural and mathematical cycle, the formation of universal educational skills in accordance with the requirements of the Federal State Educational Standard.

Relevance additional education programs"PervoRobot"Lego" lies in the great potential of the robotics course for implementing an activity-based approach in education. The student must be taught to solve problems using automated devices that he himself can design, defend his solution and implement it in a real model, i.e. directly design and program. Lego constructor and software it provides an excellent opportunity for the student to learn from his own experience. Such knowledge makes students want to move along the path of discovery and research, and any recognized and appreciated success adds self-confidence. Learning occurs most successfully when the child is involved in the process of creating a meaningful and meaningful product that is of interest to him. It is important that in this case the student builds his own knowledge, and the teacher only advises him.

Today, important priorities of state policy in the field of education are the support and development of technical creativity, attracting young people to the scientific and technical sphere of professional activity. At present, when the state and social order for the technical creativity of students is being carried out, educational organizations in our region are faced with the task of modernizing and expanding activities for the development of scientific and technical creativity of students. Technical creativity is inextricably linked with the development of a system of educational, research, scientific and technical events: technicians' meetings, exhibitions of technical creativity, educational and research conferences.

In the modern world everything big role play electronic resources. In order to keep up with the times, a modern student needs to develop abilities in technical creativity. Technical creativity is an activity aimed at developing abilities that are manifested in working with equipment. It should be noted that such work requires special mental abilities, as well as a high level of development of special skills.

A person engaged in technical creativity is characterized by an active, positive attitude towards technology, hard work, dedication, discipline, perseverance, independence, and the presence of certain knowledge and skills.

Along with the ability, which can be considered as technical genius or technical experience acquired by a person, there are independent factors for working with technology, such as: spatial awareness and technical understanding. Spatial representation is a set of spatial and spatiotemporal properties, relationships: size, shape, relative position of objects, their translational and rotational movement, etc.

1. Presentation of individual objects or images.

2. A representation that reflects the general spatial relationship between various objects. Spatial representation is a necessary element of all knowledge and practical experience, especially vocational and technical experience."

Developed spatial representation is necessary condition for scientific, technical, graphic and artistic activities related to the technical work of constructive thinking.

“Technical understanding is the ability to perceive spatial patterns, compare them to each other, and learn to find similarities and differences in different types of patterns.”

“The structure of technical creativity changes, develops and is in a state of mobility, putting forward certain components depending on the type of activity.

The structure of technical creativity includes the following components:

technical observation;
developed technical thinking;
developed spatial imagination;
ability to combine;
personal qualities (interest in technology, curiosity, activity).

“A special role in the structure of technical creativity is played by such a component as observation. Observation is a special form of perception that is organized, purposeful, meaningful and active. The technical capabilities of observation are manifested in a unique perception technical means and technical activities". “This specificity refers to the content of concepts, ideas with which a person mentally operates, as well as to his interests and inclinations.

The study of the structure of technical creativity and technical thinking is characterized primarily by practical rather than theoretical activity, well-developed spatial imagination and the ability to combine."

The originality of technical work contributes to the development of certain aspects of thinking. Describing the direction of technical thinking, we can highlight the following features:

a) technical thinking implies clarity and accuracy of mental operations;

b) technical thinking implies practical thinking;

c) technical thinking is the flexibility of the mind;

d) the activity of technical thinking is expressed mainly in diagrams and layouts.

The structure of technical thinking was deeply studied by T.V. Kudryavtsev, who suggested that the priority development of certain aspects of thinking is unique in production and engineering work. In his work “Psychology of Technical Thinking”, T.V. Kudryavtsev showed that psychological structure technical thinking is three-component and includes the following components: conceptual, imaginative and practical.

“Based on the information approach of T.V. Kudryavtsev identified the following technical abilities in the psychological analysis of students’ cognitive activity:

obtaining technical information - the ability to formally perceive the structure of a task;
processing of technical information.

Technical creativity is related to interests and motivations. It is a specific process, but it should be noted that there is no evidence that it is not determined by general mnemonic abilities."

The problem of the formation and development of creative technical abilities of students today has important socio-economic and pedagogical significance. Creative technical abilities are a valuable quality of a person’s personality, characterizing its orientation. They enrich the intellect, impart a favorable color to work activity, and create confidence and satisfaction at work.

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Kudryavtsev, T.V. Problem-based learning: origins, essence, prospects / T.V. Kudryavtsev. – M.: Knowledge, 2011. – 80 p.
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Keywords

TECHNICAL CREATIVITY / PRACTICAL SKILLS / PRINCIPLES OF TECHNICAL CREATIVITY / UNITED CENTER FOR ORGANIZATION AND MANAGEMENT OF MAIN TYPES OF TECHNICAL CREATIVITY/TECHNICAL CREATIVITY/SKILLS/ PRINCIPLES OF TECHNICAL CREATIVITY / UNITED CENTER FOR THE ORGANIZATION AND MANAGEMENT OF THE MAIN TYPES OF TECHNICAL CREATIVITY

annotation scientific article on the sciences of education, author of the scientific work - Potaptsev Igor Stepanovich, Bushueva Valentina Viktorovna, Bushuev Nikolay Nikolaevich

Currently, the systematization of the main directions is relevant technical creativity necessary in engineering education. Provides a brief overview of the use of forms technical creativity at MSTU. N.E. Bauman, the need to intensify this direction is shown. Structural diagrams developed technical creativity and forms of its organization. A holistic view of individual isolated species has been proposed technical creativity and the forms of its organization at a technical university, which represents a certain novelty. Main components technical creativity considered in unity and interconnection. In scientific and methodological literature an approach that expresses integrity technical creativity, not described. Its significance lies in its coordinating and orienting function. Recommendations for use are offered principles of technical creativity and forms of organization in working with students; the ratio of activation forms is given technical creativity in domestic and foreign practice, their advantages and disadvantages are shown. The necessity of forming practical skills technical creativity at all stages of training future engineers and it is recommended to create a single center for organization and management at the university various types technical creativity.

Text of scientific work on the topic “Main directions of technical creativity in engineering education”

Educational and methodological work

UDC 001:331.102.312:621

Main directions of technical creativity in engineering education

I.S. Potaptsev, V.V. Bushueva, N.N. Bushuev

MSTU im. N.E. Bauman, 105005, Moscow, Russian Federation, 2nd Baumanskaya st., 5, building 1.

The main trends of technical creativity in engineering education

I.S. Potaptsev, V.V. Bushueva, N.N. Bushuev

Bauman Moscow State Technical University, building 1, 2nd Baumanskaya str., 5, 105005, Moscow, Russian Federation. GShch1 e-mail: [email protected], [email protected], [email protected]

Currently, it is relevant to systematize the main areas of technical creativity required in engineering education. A brief overview of the use of forms of technical creativity at MSTU is given. N.E. Bauman, the need to intensify this direction is shown. Structural diagrams of technical creativity and forms of its organization have been developed. A holistic representation of individual disparate types of technical creativity and forms of its organization at a technical university is proposed, which represents a certain novelty. The main components of technical creativity are considered in unity and interconnection. Such an approach, expressing the integrity of technical creativity, is not described in the scientific and methodological literature. Its significance lies in its coordinating and orienting function. Recommendations are offered for the application of the principles of technical creativity and forms of organization in working with students; the relationship between the forms of activation of technical creativity in domestic and foreign practice is given, their advantages and disadvantages are shown. The necessity of developing practical skills in technical creativity at all stages of training future engineers is substantiated and the creation at the university of a single center for organizing and managing various types of technical creativity is recommended.

Key words: technical creativity, practical skills, principles of technical creativity, a single center for organizing and managing the main types of technical creativity.

Domestic and foreign practices are described along with their advantages and disadvantages. The importance of developing practical technical creativity skills at all stages of preparation of future engineers is proven. It is recommended that a united center for the organization and management of the main types of technical creativity should be set up at the University.

Keywords: technical creativity, skills, principles of technical creativity, united center for the organization and management of the main types of technical creativity.

Currently, the social order is aimed at creative specialists capable of creating new technology. With the current pace of development of science and technology, frequent changes in technologies and production processes, and the availability of information technologies, constant professional growth. old knowledge and skills are rapidly changing, new non-standard, alternative solutions are required, new application of the functioning of a particular technical object. In the conditions of an innovative economy, the problem of training engineers with a focus on creative skills is significant, which determines the introduction of elements of technical creativity and forms of its organization into the educational process.

B MGTU im. AD Bauman has always paid significant attention to technical creativity, in particular, special courses on technical creativity, student clubs, a student design bureau (SPKB), methodological seminars at departments, conferences, etc. were organized. Some employees still remember the seminar on technical creativity for teachers, which was led by Academician of the Russian Academy of Sciences K.S. Kolesnikov.

Over time, technical creativity began to receive less attention. For example, SPKB, which was quite effective, is not functioning today, and many other forms of work have been stopped. At the same time, new, interesting and significant areas appeared, for example, the participation of senior students in the implementation of contractual and state budget R&D. These works are now carried out by almost all departments of the university. However, modern conditions dictate the need to intensify work on technical creativity in such a way that technical creativity passes through all levels of training the future engineer, taking into account modern conditions and opportunities.

The purpose of the work is to systematize, present in a single structure, interconnection, continuity, disparate, separate types of work on technical creativity and forms of its organization.

The types of technical creativity discussed in the article cover all stages of preparation

future engineer. This approach, i.e. a holistic representation of all links in unified system, V methodologically has a certain novelty. In scientific and methodological literature, such a general systematization of technical creativity and the forms of its organization is absent; only certain individual links are considered and not always in connection and interaction. The significance of the proposed holistic view, which unites all the main types of technical creativity, lies in the coordinating, orienting function.

In modern scientific literature, the concept of “technical creativity” is used only when we are talking about the development of technical systems. In other cases, the concept of “engineering creativity” is used, which is much broader in content. This is explained by the fact that modern engineering activity includes many types of work: executive, organizational, design, technological, etc. However, the main activity of an engineer is the creation, improvement, development of technical systems, technologies, and the search for new technical ideas and solutions. And in this regard, the concepts of “engineering creativity” and “technical creativity” coincide.

The main types of technical creativity activity and its structure can be represented in the form of a diagram shown in Fig. 1. This diagram summarizes the experience of engineering activities, and also takes into account the most significant moments of the educational process at a technical university. Undoubtedly, the scheme can be clarified, supplemented, adjusted in accordance with the specifics of various industries, i.e. improved.

The most significant structural links of the general scheme presented in Fig. 1, are discussed in more detail in Fig. 2 and 3.

It should be noted that the content of each element of this scheme is determined by the specific focus and industry specifics of the problems under consideration. An illustrative example in this regard is the work, which examines the design process, taking into account the specifics of the Department of Laser and Optical-Electronic Systems of MSTU. N.E. Bauman.

Rice. 1. Structure and forms of organization of technical creativity

Preparation

Familiarization

Critical thinking

Problem formulation

Technical calculations

Feasibility study

Development of technical documentation

Rice. 2. Main stages of technical creativity

Of particular interest when working with students are the forms of organization of technical creativity. Various forms of organization of technical creativity are shown in detail in Fig. 3. In particular, the most significant, in the authors’ opinion, three areas are considered here: the educational process, work outside curriculum and organizational and methodological work.

Thus, the structure of technical creativity and the forms of its organization reflect the main directions of work carried out at a technical university.

In the given structure (see Fig. 1), technical creativity and its forms of organization are interconnected and represent a single, integral system. Consider the content of all constituent elements even in general view V

within the framework of one work is not possible. Therefore, we will dwell only on individual links in the organization of technical creativity (see Fig. 3), in particular, we will consider some aspects of methodological work on technical creativity and the main methods of activating technical creativity in domestic and foreign practice.

Ideally, methodological work at a technical university is the presence of a methodological fund, both general, in this case, faculty, and departmental, with a focus on technical creativity. Currently, many teachers note that methodological developments, there are so many instructions and methods that there is no need to develop them, you should collect them, systematize them, think them through

Work outside the curriculum

Subject student clubs

Technical creativity circles

Student scientific conferences

Exhibition of student works

Student participation in research work departments

Participation of senior students in R&D

Forms of organization

Organizational and methodological work

Development of programs taking into account the problems of technical creativity

Development of methodological works in terms of teaching technical creativity

Special courses on technical creativity taking into account the profile of the department

Tasks and exercises on technical creativity, taking into account the profile of the department

Techniques for activating technical

creativity: collective and individual

Rice. 3. Forms of organization of technical creativity

unity, interconnection and interaction. However, this is quite a complex work and is far from being completed, although at MSTU. N.E. Bauman there are interesting developments in this direction. Moreover, if such systematization is carried out, then many factors should be taken into account, for example, an interdisciplinary approach, which undoubtedly has a creative nature. To implement an interdisciplinary approach, you first need to collect generalizing material. This is a difficult task, both organizationally and methodologically. Moreover, it is necessary to create an interdisciplinary methodology between various technical disciplines, develop methodological and teaching aids, coordinated with each other from the perspective of various fields of knowledge, with a focus on practical activities. In this case teaching aids adopt a coherent logical system in accordance with a creative approach.

An important point is also that the block of interdisciplinary knowledge should be expanded not only by special technical disciplines, but also by others and, in particular, significant attention should be paid to environmental issues, which cover most engineering specialties. As is known, at its core, ecology is an integrating science. This complete system

knowledge from various fields, which is determined by the structure of ecology itself. Understanding the connection is based not only on technical, but also on natural phenomena and their specific relationship. Environmental safety is extremely difficult to introduce into production practices. For the future engineer in the conditions new technology and technologies, the environmental focus is of particular importance.

From the standpoint of an interdisciplinary approach, proprietary programs and special courses are being developed, which should cover new trends in various fields of knowledge, complement and expand the program of a particular discipline. In this version, their creative nature is also obvious.

The educational process with an interdisciplinary focus encourages students to independently search for missing information, i.e., it develops self-education skills, which significantly expands their general and professional horizons.

Section B of methodological work also includes methods for activating technical creativity. Considerable experience in this direction has been accumulated in Russia and abroad. Methods for activating technical creativity, both domestic and foreign, have been developed by practicing inventors based on an analysis of great law.

tical material and are aimed at solving non-standard problems.

In domestic and foreign practice, activation methods are different. In foreign methods, all attention is focused on activating the psychological aspects of creativity (associations, analogies, etc.), while much attention is paid to overcoming psychological inertia. The harmful influence of psychological inertia on the creative process has been recognized by everyone for a long time. The use of heuristic methods helps to reduce the psychological barrier. In this case, psychological inertia is understood as the habit of stereotyped thinking, the desire to do “the same as always, like everyone else,” and this is truly necessary and justified. However, when searching for a new solution, psychological inertia is a serious obstacle, preventing a non-standard approach and a new vision of the problem from different points of view. Therefore, it is no coincidence that in order to combat psychological inertia in foreign companies working in innovative areas, they limit the number of specialists with work experience, i.e. the creative team is formed not only from professionals and experienced specialists. A person is economical by nature, he thinks in the usual direction, stable knowledge guides him to look for answers in ready-made solutions that were previously used, the result is cliches, standard solutions. To weaken this situation, often a specialist from another field of activity is included in the creative team. As practice shows, this is justified, since he offers non-standard solutions, and it turns out as in the well-known aphorism: “Everyone knows that this is impossible, but one eccentric comes along who doesn’t know this and makes a discovery,” therefore, various heuristic approaches when searching new solutions are simply needed.

The method of brainstorming (brainstorming or conference of ideas) has become widely popular in world practice - a method of enhancing creative activity, developed by the American psychologist Alex Osborne.

Brainstorming is especially effective in youth and student audiences, since its use does not create the kind of tension that other methods require, it helps organize a search team, “disinhibit” participants, avoid habitual and therefore fruitless associations, i.e. it reduces psychological inertia, which, as in any collective form of work, seems to be mutually destroyed. At the same time, students

They learn to argue, express their thoughts, perceive each other’s arguments, jokes and paradoxes are allowed.

The brainstorming method is used, as a rule, when searching for new ideas in the absence of the necessary amount of information sufficient to conduct a logical analysis. There are many types of brainstorming, determined by the peculiarities of human thinking and the specifics of the problems being solved. However, they are all united by common technologies for carrying it out.

Osborne believed that people are divided into those who generate ideas (predominantly creative thinking) and analysts (dominated critical thinking). The development of an idea includes two main interconnected stages, which are in unity and mutually complement each other: 1) the creative stage, at which the generation and birth of new ideas occurs; 2) critical (logical) stage at which analysis, comparison, evaluation, conclusion, conclusion are carried out. Therefore, the process of finding a solution to the problem is divided into two stages, implemented in the work of two groups. The first group (generators) of 7-9 people is looking for a solution in a free discussion, subject to the prohibition of any criticism of the ideas expressed. Everyone knows that fear of criticism slows down the process of generating and putting forward bold ideas, and many non-standard provisions may remain unspoken. An atmosphere of optimism and faith in solving problems should reign at work. The second group of participants (7-9 people) analyzes, clarifies, and refines these ideas.

One of the modifications of the brainstorming method is reverse storming, which does not prohibit criticism, as is customary in the variant of brainstorming discussed above, but, on the contrary, activates critical comments, forces you to find as many flaws in the design as possible, allows you to find weak points, i.e. .checks the validity of the generated ideas.

One of the variants of the brainstorming method is shadow brain attack, the author of which is the domestic developer A.B. Popov. This option involves more than 30 people and significantly changes the form of participation in the work. A.B. Popov suggested dividing the participants into two groups and placing them at adjacent tables. If one group generates ideas, then the other (participants in the shadow attack) develop them, deepen them, write down their thoughts, suggestions, criticisms, without expressing them out loud. This approach helps

overcome the indecision and shyness of many participants. The quality of the ideas put forward in this method improves significantly.

A variation of the brainstorming method is “idea cross”, developed by German scientists. If in the brainstorming options discussed above there is no competition - all ideas are common, then here the author of the interesting, effective idea put forward is encouraged and is not criticized for unsuccessful proposals. The number of participants in the “cross of ideas” varies from 10 to 30 people.

An interesting modification of the “cross of ideas” is the “relay of ideas”. Here, the search for a solution idea is carried out by the participants not individually, but in teams. In this case, ideas within the team are formed jointly, and competition takes place between teams.

It should be noted that all types of brainstorming are quite successfully applied and used both for searching and generating non-standard problems, and for solving them. However, relatively simple problems can be successfully solved using brainstorming. You can enhance your brainstorming by using methods that suggest unexpected comparisons, allowing you to look at an object from an unusual angle. These include the method of focal objects, proposed by Berlin University professor E. Kunze and later improved by the American scientist C. Baiting. The essence of the method is that a technical system, when searching for its ideal improvement option, is considered by trying on the properties of other technical systems that are not even related to the original one. In this case, unusual, interesting combinations arise, which they try to develop further through free association. As practice shows, sometimes new, non-standard ideas are born. This method is also used to develop creative imagination and contributes to the acquisition of invention skills.

The basis of all types of brainstorming is general principle finding solutions to problems is a trial and error method, which also has many modifications. This is the most ancient method of creating all technical systems. The history of the development of technology shows that in the early stages all technical designs were created based on the trial and error method. However, with the improvement of technology, this method became less and less suitable, since the development of science made it possible to search for the best option for technical systems with

with the help of calculations and targeted research. However, even today the significance of the trial and error method in its various modifications is still quite great in the field of creativity and invention, when searching for fundamentally new ideas and solutions. Its importance cannot be absolutized, nor underestimated in search creative activity. The attractiveness of this method is that there are no restrictions: you can offer, put forward any options, even illogical ones. As a rule, the search for solutions begins with standard, traditional options, gradually moving to more daring ideas. If in this case a solution is not found, then various methods of systematizing the search are used. In this way, not a chaotic unsystematic search of options is implemented, but a targeted search, which significantly narrows the search field. It should be noted that the effectiveness of enumeration also depends on the complexity of the problem, which determines the number of tests that need to be done in order to be guaranteed to obtain a result. The history of invention shows that the number of search options can vary - from a dozen trials for the most simple tasks and to a more significant value for complex ones. The trial and error method is quite effective when the search for a solution has up to 20 options, but when solving more complex problems, it should not be used; it is not only ineffective in solving complex problems, but also complicates their formulation.

The search for solutions by trial and error without the use of systematization methods is graphically depicted in Fig. 4, a.

From the starting point “problem”, you need to come to the point “solution”. The direction of the search for a “solution” is unknown, and there are no selection rules; you have to act either intuitively or at random. They choose an arbitrary direction, make one attempt, another, a third, etc. If the solution to the problem is not found, the “course” should be changed and new attempts should be made. As a rule, all search attempts are concentrated in the usual, generally accepted, well-known direction. This approach is called the “vector of psychological inertia.” A non-standard, inventive task is difficult because its solution is carried out in a new, unexpected, non-standard direction. And here it is necessary to increase, expand the randomness of the search and change the systematization of the search. For this purpose, special psychological techniques are used to avoid inertia.

Rice. 4. Enumeration of solution options:

a - without the use of systematization methods; b - using simple shapes systematization; c - using

complex forms of systematization

search directions, which are based on the introduction of elements of randomness, unpredictability of the search, activating a person’s associative abilities and increasing the number of trials (Fig. 4, b).

As the forms of search systematization become more complex, the search field expands, repetitions characteristic of undirected search are eliminated, and a constant return to the same ideas is eliminated (Fig. 4, c).

Methods for systematizing the search include morphological analysis(F. Zwicky), numerous lists test questions, among which the most successful are the lists of A. Osborne and T. Eyloart.

The considered methods can be combined and modified. They are effective in solving simple problems. The use of these methods activates the ability to fantasize, intuition, a tendency to analogies, associations, etc. Indeed, as practice shows, it is the solution of inventive problems that is often carried out in a completely unexpected and new direction on the basis of these methods.

Of particular interest in foreign practice is such a collective form of work as creative groups. Unlike the collective methods of activation discussed above, creative groups can solve quite complex problems. Creative groups have found wide application in all industries abroad. In the educational process they

the value lies not only in the effective solution of certain specific problems, but also in training and the formation of practical skills in creative activity. A special advantage of creative groups is also that participants with average, ordinary abilities can work productively here. Unlike individual creativity, a creative group can not solve all problems, for example, certain theoretical problems.

Methods for organizing and working creative groups are widely presented in foreign literature. The most successful in this regard is the work of the founder of this direction; other technologies are only various modifications of the fundamental principles. Moreover, the methodology outlined in the work is focused on forms of organization, work in terms of technical creativity, for solving practical, technical problems.

Methods for activating and organizing creative activity in foreign practice differ significantly from domestic methods, which are mostly based on a logical approach to solving technical problems. Domestic practitioners believe that, first of all, when generating ideas, one should rely not on psychological characteristics developer, but on the laws of development of material technical systems. Knowledge of the patterns of development of technical systems makes it possible to sharply narrow the search field, replace “guessing

#8 2014 news from higher educational institutions. mechanical engineering

nie" scientific approach. These methods are the most complex, there are no game variations, but in terms of professional training and the formation of practical skills in technical creativity, they are more effective.

Domestic and foreign methods of enhancing technical creativity have both their advantages and disadvantages. For example, foreign methods are better able to generate non-standard, new technical ideas, while domestic ones are better able to improve the technical system. As a recommendation, it should be suggested to use both, depending on the complexity of the problem being solved and its specifics.

Thus, the main goal of various

forms of activation of creative activity, - formation of practical skills of technical creativity, preparation of students for independent work. In other words, all directions and forms of organizing technical creativity are aimed at training future engineers who are able to immediately get involved in the development of modern technology from the university bench.

In conclusion, it should be noted that a creative approach should be central in the development of both teaching methods and other forms of work with students. This work cannot be carried out spontaneously; a certain coordination and management of these processes is required.

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The article was received by the editor on 05/05/2014

POTAPTSEV Igor Stepanovich (Moscow) - candidate technical sciences, Associate Professor of the Department of “Elements of Instrument Devices”. MSTU im. N.E. Bauman (105005, Moscow, Russian Federation, 2nd Baumanskaya st., 5, building 1, e-mail: [email protected]).

BUSHUEVA Valentina Viktorovna (Moscow) - Candidate of Philosophy, Associate Professor of the Department of Philosophy. MSTU im. N.E. Bauman (105005, Moscow, Russian Federation, 2nd Baumanskaya st., 5, building 1, e-mail: [email protected]).

BUSHUEV Nikolay Nikolaevich (Moscow) - Candidate of Biological Sciences, Associate Professor of the Department of Ecology and Industrial Safety. MSTU im. N.E. Bauman (105005, Moscow, Russian Federation, 2nd Baumanskaya st., 5, building 1, e-mail: [email protected]).

Information about the authors

POTAPTSEV Igor" Stepanovich (Moscow) - Cand. Sc. (Eng.), Associate Professor of “Elements of Instrument Devices” Department. Bauman Moscow State Technical University (BMSTU, building 1, 2nd Baumanskaya str., 5, 105005, Moscow, Russian Federation, e-mail: [email protected]).

BUSHUEVA Valentina Viktorovna (Moscow) - Cand. Sc. (Phyl.), Associate Professor of "Philosophy" Department. Bauman Moscow State Technical University (BMSTU, building 1, 2-nd Baumanskaya str., 5, 105005, Moscow, Russian Federation, e-mail: [email protected]).

BUSHUEV Nikolay Nikolaevich (Moscow) - Cand. Sc. (Biol.), Associate Professor of “Ecology and Industrial Safety” Department. Bauman Moscow State Technical University (BMSTU, building 1, 2-nd Baumanskaya str., 5, 105005, Moscow, Russian Federation, e-mail: [email protected]).

One of the factors contributing to the development of students’ interest in specialties in the technical field is the formation of their conscious professional choice when organizing scientific and technical creativity classes. Technical creativity is a type of creative activity to create material products - technical means that form the artificial human environment ─ the technosphere; it includes the generation of new engineering ideas and their implementation in design documentation, prototypes and mass production.

To implement the task of developing scientific and technical education at the school, a School Work Plan in this area was drawn up.

Goal of the work: development of stable and deep interest of students in the design of simple models, formation of basic skills in design thinking and technical modeling.

The implementation of these goals contributes to the solution of the following educational tasks

give to students theoretical knowledge basics of initial technical modeling;
to instill in students special practical skills and skills in constructing a variety of simple models (using the tools necessary for modeling, working
with templates);
drawing models, reading simple drawings, testing models, analyzing the results of one’s work and others;
develop technical thinking skills;
to instill in students a culture of work, interpersonal relationships, and a sense of responsibility for the quality of the work performed.

Principles of work of the scientific and technical direction at MAOU Alabinskaya Secondary School with UIEP
named after Hero of the Russian Federation S.A. Ashikhmina:

Involving students in active activities.
Accessibility and visibility.
The connection between theory and practice.
Taking into account age characteristics.
A combination of individual and collective forms of activity.
Purposefulness and sequence of activities (from simple to complex).

The work plan in this area consists of three stages:

The first stage is 2015-2017.

The second stage is 2018-2020.

At the first stage To create continuity in the implementation of the information technology profile, classes with in-depth study of computer science were opened at the school: 2016-2017 academic year - 3 classes (7b, 8b, 9c).

To implement the task of developing scientific and technical education at the school, work was planned in the main areas in 2017-2018:

Additional education

extracurricular activities: clubs “Infoknowledge” (4a grade), “Young Informatician” (5a, 5b, 5c, 5d grades), “Robotics” (6b, 6c, 6d, 6d, 7a, 7b, 7c, 7d, 8a, 8b cells),

Technological educational excursions

#RoboCity2018 - festival of robotics organized by ANO
DO Robolatorium Odintsovo (9b class).

Scientific activity, competitive movement

participation in the regional scientific-practical conference“Step into the future”: 2016 - project work“Construction of robots based on the LEGO Mindstorms set” (prize winner, 7th grade student. Gaidukov A.), project work “ROBOT - MOWAY” (prize winner, 11th grade student. Urmantsev R.);
participation in the regional competition of drawings in programming languages "Gr@fal" nomination Animated drawing" (winner, student
7th grade Antonov K.);
participation in the All-Russian competition “Kit - computers, computer science, technology” - number of participants - 94 people;
school stage All-Russian Olympiad in computer science and physics - 145 participants;
participation in the municipal stage of the All-Russian Olympiad in Informatics and Physics: 1 - prize-winner in physics, 8 - participants.

Summer camp

from June 1, 2018 until June 30, 2018 was opened on the basis of the school summer camp for gifted children "Erudite"
(25 people) - robotics major. The main disciplines are computer science, logic, mathematics.

Attracting teachers educational organizations higher education

· An agreement was concluded for the Robotics Training program with NPO ANK EFFECT LLC with the involvement of university teachers to conduct robotics classes at the Erudite summer camp for gifted children.

Cooperation with schools in the Naro-Fominsk region

The school robotics club "Werther" MAOU Aprelevskaya Secondary School No. 3 SUIOP visited and held a master class.

Equipment

There are Lego education and Moway smart city construction sets, basic parts, computers, 3D printer, projector, screen, video equipment.
The educational robotics module “Basic competitive level” was purchased.

Second phase

Work plan 2017-2018

Open an information technology profile class (10b).
Continue work in the following areas: in-depth study of computer science in grades 8b and 9b; additional education (extracurricular activities) with the involvement of university teachers.
Organize a joint robotics club with MAOU Aprelevskaya Secondary School No. 3 SUIOP for the purpose of exchanging experience.
Take part in the RIP competition on the topic “Robotics as the basis for the development of scientific, technical and creative abilities of students.”
Send I.I. Podkolzina to advanced training courses for computer science teacher. in the field of robotics.

2019-2020

Continue work in the following areas: in-depth study of computer science in grades 5-9, specialized training in grades 10-11; additional education (extracurricular activities) with the involvement of university teachers and young specialists.
Joint work with MAOU Aprelevskaya Secondary School No. 3 SUIOP, holding contests and competitions.

Extracurricular work on technical creativity in combination with training sessions helps students acquire deep and lasting knowledge in the field of technical sciences, valuable practical skills; fosters hard work, discipline, work culture, and the ability to work in a team. By engaging in technical creativity, students will be able to practically apply knowledge in various fields of technology, which in the future will facilitate their conscious choice of profession and subsequent mastery of a specialty.

Educational

Developmental

Educational

annotation scientific article on the sciences of education, author of the scientific work - Potaptsev Igor Stepanovich, Bushueva Valentina Viktorovna, Bushuev Nikolay Nikolaevich

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Text of scientific work on the topic “Main directions of technical creativity in engineering education”