Pedagogical Institute of SFedU Department of Pedagogy and Methods of Primary Education Graduation qualification (thesis) work Subject: "Development of creative abilities of younger schoolchildren in the process of literary education" Work completed: 4th year student Serova Nadezhda Vasilievna Scientific adviser: Ph.D., professor Sitko Rimma Mikhailovna Rostov-on-Don 2011

Research problem: "The development of creative abilities of younger students in the process of literary education"

Object of study - Literary education of junior schoolchildren.

Subject of study - the space of literary education, which ensures the development of creative abilities of younger students.

Purpose of the study - determination of the ways and conditions for the development of creative abilities of younger students in the process of literary education.

Hypothesis This study is based on the assumption that the development of the creative abilities of younger students in the process of literary education will be more effective if:

• indicators, criteria and levels of development of creative abilities of younger schoolchildren were identified;
• in the process of literary education, a system of work to develop the creative abilities of younger schoolchildren will be developed and implemented;
• elementary school teachers will be interested leaders in the process of creative development of schoolchildren.

Research objectives:

• - to analyze approaches to understanding creative abilities in psychological, pedagogical and methodological literature;
• - to consider the experience of developing the creative abilities of younger students in the lessons of literary reading;
• - organize experimental and pedagogical work on the problem of studying the creative abilities of younger students in the classroom in the process of literary education and identify its effectiveness.

Relevance of the topic choice

In recent years, the priorities of primary education have changed significantly. Today, its main goals are the development of the creative personality of the student. This task is reflected in educational programs, innovation processes, government documents, new generation standards.

Psychologists have established that the properties of a person's personality, the properties of the intellect and the entire spiritual sphere arise and form mainly in preschool and primary school age.

Primary school is the world of childhood, hopes, where the soil for creative activity is most favorable and where the spiritualizing search for goodness and reason does not fade away.

• Creation – the highest form of mental activity, independence, the ability to create something new, original .

Creative skills- a set of properties and qualities of a person necessary for the successful implementation of creative activity, allowing in the process of it to perform the transformation of objects, phenomena, visual, sensual and mental images, to discover something new for oneself, to seek and make original, non-standard solutions.

«… children carry with them the charge of creating spiritual and material values, they are able to create them, and therefore they are born to create and create. It is only necessary to help them open up, and it is still necessary that society, social phenomena do not distort their fate.

• Sh.A. Amonashvili

According to the theory of L.S. Vygotsky, at the center of the structure of mental processes occurring in primary school age is the development of intellect, which leads to high-quality processing - “intellectualization” of perception and memory

The most important mental processes for the literary and creative development of younger students are associated with the following changes:

• Active development of intellect, intellectualization of perception and memory;
• - the emergence of inner life, the development of the ability to fix the emotional state, to see the shades of experiences, to trace the dynamics of emotions;
• - the emergence of the opportunity to see and compare different points of view on the phenomenon;
• - the transition from visual-figurative to verbal-logical thinking, the development of the ability to establish cause-and-effect relationships, the emergence of a semantic indicative basis of an act

In the group of broad social motives of literary and creative activity distinguished by psychologists, the motives of self-development are primarily characteristic, namely, the development of thinking, imagination, emotions, memory, and speech.

The main criterion for the development of literary creativity is the level of speech development of the younger student, which is manifested in the independent creative work of the child - oral and written composition.

Ascertaining experiment

The purpose of the ascertaining experiment - to determine the initial level of literary creative abilities of primary school students.

The diagnostics of the literary creativity of the junior schoolchild is used. Literary creativity involves the creation by the child of written and oral compositions of various genres.

Levels of literary creativity :

• Lack of Intention Level
• The level of formal reproduction of the idea

Lack of Intention Level

Children cannot build a plot, the characters are faceless, children's work cannot be called a text, it is a set of sentences; speech is poor, inexpressive

The level of formal implementation of the idea

The inconsistency of the idea, the fuzziness of the composition, the text is not divided into parts, the children find it difficult to choose the means of creating a semantic image. Speech is poor, inexpressive

The level of partial implementation of the plan

The idea is formulated and traced in the work, but there may be deviations; the essay uses a colloquial style, dialogue, phraseological units; the created images need further improvement.

The level of figurative embodiment of the idea

Harmonious unity of the three sides of the text, creative implementation of the idea, own interpretation of the proposed plot. Speech is rich, emotional, figurative, expressive, there may be shortcomings.

Classification of methods and techniques of primary literary education, contributing to the development of literary creative abilities

Methods

creative reading

tricks

Creative work in the wake of the read works: analysis of the work, continuation of the plot, verbal and graphic drawing.

Emotional-figurative experience of the work

Staging; expressive reading from the book and by heart; role-playing, playing directors

Interpretation

Compilation of a video clip, film script,

dramatization, game interaction.

Project method

Literary creativity

Literary and musical compositions;

literary and art magazines (almanacs);

creation of a baby book.

The writing;

text editing

poetry

• Conditions for the formation of creative abilities
• Conditions for the formation of creative abilities
• Conditions for the formation of creative abilities
• Conditions for the formation of creative abilities

Systematic and

subsequence

freedom of choice

Favorable

situation

unlimited

in action

Fascination

Control experiment

The purpose of the control experiment - to identify changes in the level of development of creative abilities of students in the experimental class

Conclusion

• The development of creative abilities is a complex and important undertaking, the successful implementation of which is helped by close cooperation between the school and the family. And the teacher himself must be tolerant of the manifestations of children's creativity, whether they are not even at the right time or simply seeming silly to us. You need to be able to see them in time, encourage them and give them the opportunity to manifest themselves again.

• Creativity does not arise in a vacuum. Conditions are necessary for their development. We tried to create such conditions by conducting
• experiment.

Development of creative abilities of younger schoolchildren in extracurricular activities within the framework of the Federal State Educational Standard

MBOU "Borodino secondary school »

Primary school teacher Smirnova N.M.

The purpose of extracurricular activities:

With creation of conditions for the manifestation and development of the child's interests on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions.

Awakening the creative principle inherent in every child, helping to take the first steps in creativity is not an easy task. The period of primary education at school contains great opportunities for the development of the creative abilities of younger students. Therefore, the task of the school is to create an environment in which the maximum development of these qualities in a child is possible. .

“Children should grow up in a world of beauty, games, fairy tales, music, drawing, creativity…” V. A. Sukhomlinsky.

General cultural development and education involves extracurricular activities in the field of artistic and aesthetic creativity. Thus, the tasks of introducing children to culture and art are solved.

In this direction, the work of circles is envisaged

« Magic Workshop»

arts and crafts

« Dance Rhythm.

The programs of the circles are aimed at the formation of artistic and aesthetic culture as an integral part of the life of every person.

magical workshop

Arts and Crafts

The program of the circle is aimed at the formation of not only special skills, but, above all, the development of spiritual and cultural values ​​by students, familiarization with true humanity and the diversity of the surrounding world.

Program directions

Plasticineography

Making dolls and toys

The main purpose of each block is:

mastering the initial labor skills and abilities, experience in creating useful things for a person and society.

Works for manufacturing were selected in order from simple to more complex.

Classes in the circle of decorative and applied arts play a significant role in the creative development of the child, in his aesthetic and labor education.

They meet the spiritual needs and interests of the child, satisfy his craving for knowledge, artistic and technical creativity, and contribute to harmonious development.

Children should start their creative journey naturally and naturally. The development of imagination, fantasy, creative intuition and, in general, the artistic consciousness of a child can and should begin with the development of artistic moods and emotions common to all types of arts, with the formation of respect for folk traditions, national wealth, with the formation of the ability to enjoy communication with nature.

The main form of conducting classes is group

Children's communication with each other under the guidance of a teacher makes it possible for collective activity, as a result of which there is an interest in creativity.

The use of a combined type of classes allows you to better assimilate the proposed material, since involvement in the process contributes to an increase in interest in classes.

In the process of arts and crafts, students develop personal experience.

Children are learning

• set a goal,

• comply with the necessary safety regulations,

• plan the course of action necessary to achieve it,

• the ability to see and correct mistakes,

• Ability to work in pairs and groups

• adequately evaluate the results of their work,

• rejoice in the success of peers, share their knowledge and skills.

All children, without exception, are talented!

Having picked up plasticine or scissors, having made the first crafts, the child experiences joyful amazement, discovering that he himself can create things that previously seemed miraculous.

He becomes a participant in an exciting labor process to create useful and beautiful things.

Success in arts and crafts gives children self-confidence.

They overcome the barrier of indecision, timidity before a new kind of activity. They are brought up readiness for the manifestation of creativity in any kind of work.

The most visual representation of the results of the work is given by participation in school competitions and various thematic exhibitions.

Such exhibitions form an artistic taste, carry a cognitive and aesthetic load, when discussing works.

dance rhythm

The program of the circle allows you to fully realize the creative potential of the child, involves mastering the basics of rhythm and dance, performing children's ballroom and folk dances, educating students in a sense of beauty (through choreographic plasticity), a sense of friendship and collectivism, development artistic taste.

Program sections:

• rhythm

• ABC of choreography

• Dance moves

• Acting development

• Dance repertoire

Dance is a natural form of student involvement in creativity.

The great power of the emotional and moral impact of music, when experienced in motion, ensures the harmonious development of the child. In the friendly union of dance and music, creative abilities are born.

The wonderful world of dance will reveal the individuality of each child, show his talent

In dance rhythm classes, children master motor skills and abilities, gain experience in creative understanding of music, its emotional and bodily expression, develop attention, will, memory, mobility of thought processes, creative imagination, the ability to improvise in movement to music.

Acquiring knowledge and skills in the field of dance, students begin to understand that each dance has its own content, character, image.

In order to convey the expressiveness of dance images, children must remember not only the movements themselves and their sequence, but also activate their imagination, observation, creative abilities, which, in turn, allows for the harmonious development of the individual.

Development of creative abilities

of younger schoolchildren forms initiative, independence, contributes to the successful socialization of children and is one of the most important components of education in the interests of a person, society, and the state.

Description of the presentation on individual slides:

1 slide

Description of the slide:

The development of creative abilities in children Prepared by a practical psychologist of the Mangush school No. 2 Kuznetsova N.A.

2 slide

Description of the slide:

Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. V.A. Sukhomlinsky

3 slide

Description of the slide:

Everything starts from childhood All the inclinations of a person are formed from early childhood and in the course of subsequent life they are simply improved and realized.

4 slide

Description of the slide:

Creativity is highly valued in today's society. In addition, creative professions are currently one of the most popular and in demand, and many purposeful creative people always find their place in the sun to further realize their creative potential. Its development must necessarily go in step with all other areas, and this is necessary for every child. And let him not become a successful actor or a famous singer in the future, but he will have a creative approach to solving certain life problems. And this will help him become an interesting person, as well as a person who will be able to overcome the difficulties that have arisen in his path. Naturally, each child's creativity manifests itself in different ways: for some, to a lesser extent, for others, to a greater extent. All this will depend on natural inclinations. And if the baby has at least the slightest creative abilities, then it will be much easier for him to study, work and build relationships with others.

5 slide

Description of the slide:

The components of creative abilities are the ability to learn everything new; desire for knowledge; activity and liveliness of the mind; the ability to find the non-standard in ordinary phenomena and familiar things; striving for constant discovery; the ability to put into practice the experience and knowledge gained; freedom of imagination; intuition and fantasy, as a result of which the corresponding discoveries and inventions appear.

6 slide

Description of the slide:

Diagnosis of non-verbal creativity. Torrance test. Subtest 1. "Draw a picture." Draw a picture, while taking a colored oval spot cut out of colored paper as the basis for the drawing. The color of the oval is up to you. The stimulus figure has the shape and size of an ordinary chicken egg. You also need to give a name to your drawing. The figure test by E. Torrens is intended for adults, schoolchildren and children from 5 years old. This test consists of three tasks. Answers to all tasks are given in the form of drawings and captions to them. The time for completing the task is not limited, since the creative process involves the free organization of the temporary component of creative activity. The artistic level of performance in the drawings is not taken into account.

7 slide

Description of the slide:

Subtest 2. "Completion of the figure." Draw ten unfinished stimulus figures. And also come up with a title for each picture. Subtest 3. "Duplicate lines." The stimulus material is 30 pairs of parallel vertical lines. Based on each pair of lines, you need to create some kind of (non-repeating) pattern.

8 slide

Description of the slide:

Directions for the development of creative abilities Development of creative imagination; Development of the qualities of thinking that form creativity.

9 slide

Description of the slide:

Creating a harmonious and favorable atmosphere, goodwill. Creation of good conditions and material base for creative development. The child should have the opportunity to practice and exercise. Stimulation of the development of abilities, encouragement for creative ideas. 4. Freedom in the choice of activities. Factors allowing to develop creative abilities

10 slide

Description of the slide:

Creativity can be developed in children with the help of the simplest games and exercises Goals and objectives of developmental activities: 1. To develop the creative abilities of students, independence. 2. Develop creative thinking: originality, productivity, flexibility. 3. To develop thinking operations: analysis, synthesis, comparison, generalization. 4. Develop imagination, attention, memory. 5. Expand students' vocabulary. 5. Form adequate self-esteem. 6. To form a positive attitude towards their work and other students. 7. Raise interest in acquiring new knowledge, developing your skills and abilities.

11 slide

Description of the slide:

Exercises for the development of creative abilities of students of middle school age Exercise "What could this mean?" Before you are drawings of figures that look like several objects. Think about what it might be like.

12 slide

Description of the slide:

2. Fantasy games “What would happen if ......” Imagine what could happen if ... (trees disappeared; people could read each other’s thoughts; cows had wings; you were a resident of another planet; it will rain, not stopping; animals will speak in a human voice; fairy-tale characters will come to life.) 3. Exercise "Think up and tell" Think up and tell what happened to each of the characters. The child must understand the emotional state of each of the boys and tell what happened to them.

13 slide

Description of the slide:

4. Exercise "Make up a fairy tale" Look at the pictures and think of a fairy tale in which all these characters would participate. 5. Exercise "Pick up the words" Pick up the words that begin with the letters that make up the word "lemon" (you can take any words) L-elk ... I-needle ... M-milk ... O-eagle ... N-nose ...

14 slide

Description of the slide:

7. Exercise "Unfinished drawings" Try to draw something interesting using these figures. 6. Exercise "Magic blots". The child needs to determine what the blots depicted in the drawings look like.

15 slide

Description of the slide:

8. Exercise "New use of an unnecessary object" All things sooner or later become unusable. But some people are in no hurry to part with objects that have fulfilled their intended purpose. They come up with new uses for things and use them for a long time. Try to find at least twenty new uses for unnecessary items: - an empty tin can; - holey sock; - a burst balloon; - a burnt out light bulb; - an empty rod from the handle. 9. Exercise "Story with one letter" Here is a short story from modern life: "Adventurer Andrey Arkadievich Antoshkin rented a car, corporatized the watermelon barn, and Andrey was arrested by the ataman of the aborigines." In this story, all words begin with one letter - "A". Try to compose the same short story in which all words would begin with one letter, namely with the letter ... - "K"; - "M"; - "O"; - "P"; - "WITH".

16 slide

Description of the slide:

10. Exercise "The hero of an old fairy tale has a new character" Heroes of fairy tales are different: good and evil, cunning and simple-hearted, courageous and cowardly. Each fairy tale is a clash of different characters. What happens if one of the characters changes character? Probably, all the events described in the fairy tale will take place in a different way. Try to tell some old folk tales in a new way, taking into account the changed character of the protagonist. Imagine that... - Gingerbread Man - cruel and treacherous; - Mashenka ("Mashenka and the Bear") - stupid and tearful; - Wolf ("Wolf and seven kids") - kind and caring; - Emelya ("At the command of the pike") - greedy and cunning; - Hen Ryaba - capricious and arrogant. 11. Exercise "Clipmakers". Listen to the music video with your eyes closed. During the sound of music, associate and remember your associations. Create your own version of the clip based on associations. “Draw” the created clip with words and demonstrate your version to the group members. After the participants demonstrate creative products to each other, view the author's version of the clip.

17 slide

Description of the slide:

12. The game "What looks like what" This event is held in the form of a game. Up to 30 children can participate in it, it is better for the teacher to take on the role of the leader. With the help of the leader, children choose 2 people who should be isolated from the general group for several minutes. At this time, everyone else thinks of a word, preferably an object. Then isolated guys are invited. Their task is to guess what was guessed with the help of the question: “What does it look like?” For example, if the word “bow” is guessed, then to the question: “What does it look like?” the following answers may come from the audience: “On the propeller by the plane”, etc. As soon as the drivers guess what was guessed, the leader changes them, and the game is repeated again. 13. Exercise “Rhyming names” Participants need to compose a couplet in their name, which begins with the words: “My name is ...” Example: My name is Nikita, mosquitoes love me! My name is Nina, I came from the store! My name is Sasha, my porridge burned down! My name is Nastya, hello from me to everyone! My name is Rita, everything is watered in the garden!

18 slide

Description of the slide:

14. Exercise "Development of creativity" Find the similarities between the objects below. For example: "What do an elephant and a banana have in common?". Possible answers: thick skin, hot climates, etc. Three minutes are allotted for each pair. What do coffee and the people of Lapland have in common? What do shoelaces and trains have in common? What do mountains and chocolate have in common? What do walking and talking have in common? 15. Exercise "Transformations" For the development of technical intelligence, it is very useful to imagine the design of various machines and devices, as well as the principles of their operation. We offer you a new and effective exercise. If you do not know what the principle of operation of a device is, just invent it! Imagine that you are the gasoline in the gas tank of a car entering the engine. You turn into an explosive force and move the car. With your eyes closed, imagine the process happening to you in as much detail as possible. Imagine that you are a signal emitted by the transmitter of a local TV station. With your eyes closed, imagine in as much detail as possible your journey from the transmitter antenna to becoming a picture on a television screen. Imagine that you have become your own voice and make the journey from your handset through a communications satellite to your friend's handset on the opposite side of the planet. Close your eyes and visualize your journey in as much detail as possible.

19 slide

Description of the slide:

There are no uninteresting people in the world. Their destinies are like the histories of the planets. Everyone has a special, their own, And there are no planets similar to it. Creativity is contagious. Spread it. A. Einstein Thank you for your attention!

“A child who experiences the joy of creativity even to the smallest degree becomes different from a child who imitates the acts of others” B. Astafiev.

Completed by the primary school teacher MBOU "Lesnovskaya secondary school" Tishina N.S.

Development of creative and cognitive abilities of primary school students in Russian language lessons. in Russian lessons

• the main purpose of education is to prepare the younger generation for the future, for the new opportunities that life provides
• we live in the age of information, rapid changes are taking place in society, a person is forced to respond to them, in order to adequately respond to these changes, a person must activate his creative abilities, develop creativity in himself.

• A high level of interest in the lessons of the Russian language and literary reading.
• The ability to fantasize, imagine and model.
• The manifestation of ingenuity, ingenuity; discovery of new knowledge, ways of action, search for answers to questions in books.
• Expression of joyful emotions at work.
• The ability to experience a situation of success; enjoy the creative process.
• Showing independence at work.
• Ability to overcome difficulties .

• Combine learning activities with the development of individual inclinations of students.
• Notice any creative manifestations of students.
• To create conditions for the development of creative abilities in the classroom and in extracurricular activities.
• Use creative tasks in lessons and extracurricular activities.

Criteria for the level of development of creative and cognitive abilities of younger students:

cognitive a criterion by which knowledge, ideas of younger students about creativity and creative abilities, understanding of the essence of creative tasks are revealed. Motivational - need criterion - characterizes the student's desire to prove himself as a creative person, the presence of interest in creative types of educational tasks. activity criterion - reveals the ability to originally perform tasks of a creative nature, activate the creative imagination of students, carry out the process of thinking outside the box, figuratively.

Stages of development of creative and cognitive abilities.

Preparatory- elements of creativity in ordinary, performing activities, for example, games, take place more often in grades 1-2.

Research -creativity in language learning takes place in grades 2-3.

self-expression through various activities, for example, various compositions, takes place in grades 3-4.

• writing essays, presentations;
• reviewing creative works;
• various types of games;
• tasks to establish situational and causal relationships between objects and events;
• creative dictionaries, puzzles, charades;
• compiling syncwines;
• creative homework;

• Free writing (write what you want).
• “My diary” (write about what you just remembered).
• "Fantasy-picture" (picture of your imagination).
• Excursion to the art gallery.
• Cartoon script (according to the drawings on the board).
• Musical composition (under the impression of the listened work).
• An essay is a continuation of a presentation or dictation written the day before.

• "The child thinks in images"

You put on the wrong thing, You need not a fur coat, but ... ..

• AUTO M BIL
• KOSM C

• From b and nanos it is easy to lay out the letter "A", but you cannot lay out the letter "O".
• When you get stung by a beer, it's hard to keep from shouting "-A!".
• Well, what about the gathering without the sun?!

Phonetic clues.

• The passenger takes the ticket at the box office.
• I see familiar faces on my face.
• In the west the sun falls.

• highlighting opposite properties;
• search for analogies;
• asking questions;
• reformulation;
• generating ideas;
• establishment of situational connections between objects;
• establishing causal relationships between events;
• game-tasks for the development of children's imagination, language sense;

situational connections.

How many camels can be wrapped in one newspaper?

What does the newspaper say about camels?

Why do you slouch like a camel when you read a newspaper?

• A squirrel, sitting on a tree, missed a bump.

• The dump truck with the cargo did not arrive at the appointed time.

cinquain

This is a poem, consisting of five lines, in which a person expresses his attitude towards something or someone. These five lines are composed according to certain rules, in strict order. Let's take a look at how this is done.

First line - one key word determining the content of syncwine.

Second line - two adjectives, characterizing this concept.

Third line - three verbs showing the action of the concept.

Fourth line - short offer in which the author expresses his attitude towards someone or something.

Fifth line - one word, usually a noun through which a person expresses his feelings, associations associated with this concept.

True. Eternal, amazing. Runs, excites, triumphs. Truth is the mysterious unknown. Truth is a search.

Rights. Necessary, general. Guiding, guarding, protecting. You can't live without them. Need.

Beautiful

Little

Reliable

Desired

Guards

Protects

courting

Warms

House. Beautiful, reliable Protects, warms, loves. The house is cozy. This is the main thing.

Reliable, beloved. Protect, protect, protect. Everyone needs it. Love.

• 49 or more points . You have a significant creative potential, which provides you with a rich selection of creative opportunities. If you can actually apply your abilities, then a wide variety of forms of creativity are available to you.
• 24 to 48 points . You have quite normal creativity. You have those qualities that allow you to create, but you also have problems that hinder the creative process. In any case, your potential will allow you to express yourself creatively, if you so desire, of course.
• 23 points or less . Your creativity, alas, is small. But maybe you just underestimated yourself, your abilities? Lack of self-confidence can lead you to think that you are not capable of creativity at all. Get rid of it and thus solve the problem.

The main stimulus for creativity – great joy that it gives to both the student and the teacher.

Create yourself, show your creative abilities to the fullest, and your students will create.

Description of the presentation on individual slides:

1 slide

Description of the slide:

2 slide

Description of the slide:

Presentation topic: "Development of creative abilities of younger students in school and after school hours"

3 slide

Description of the slide:

Conditions for the formation of a teacher's personal contribution to the development of education Studying the literature on this topic Selection of methods and techniques for developing the creative abilities of students in my class Using the experience of other teachers. System of work on this topic

4 slide

Description of the slide:

The relevance of the teacher's personal contribution to the development of education 1. The need to increase the lost interest in learning 2. The upbringing of an active successful creative personality in demand by modern society 3. The development of the creative abilities of children of different levels 4. The revival of Russian culture and the Russian word, lost due to the dominance of Western culture 5. Education of morality and a good start 6 Introduction of new federal state educational standards

5 slide

Description of the slide:

Theoretical substantiation of the teacher's personal contribution to the development of education “In every child there is a dormant bird that needs to be awakened to fly. Creativity is the name of this bird" V.A. Sukhomlinsky "In everyday life around us, creativity is a necessary condition for human existence" in education (L.S.Vygotsky, A.N.Leontiev, N.E.Shchurkova) Humane-personal technology (Sh.A.Amonoshvili, V.A.Sukhomlinsky) Game technologies (I.P.Ivanov) Technology of developing education (D.B. Elkonin, B.V. Davydov, L.S. Vygotsky) Technology of collective creative education (I.P. Ivanov) Technology of natural conformity (M. Montissori)

6 slide

Description of the slide:

Purpose and objectives of pedagogical activity Purpose: "Studying the problem of developing the creative abilities of younger students in class and after school hours, namely those aspects of it, the knowledge of which is necessary for practical activities." Tasks: Study, analysis and generalization of psychological and pedagogical sources on this topic. Determine the forms and content of work to develop the creative abilities of younger students. The use of technologies in pedagogical activity aimed at developing the creative abilities of children. Determination of the effectiveness of the use of various methods that affect the development of children's creativity. Tracking indications for the use of pedagogical technologies.

7 slide

Description of the slide:

The leading pedagogical idea of ​​my experience is contained in the words of Vasily Aleksandrovich Sukhomlinsky: “Children should live in a world of beauty, games, fairy tales, music, fantasy, creativity.” Taking into account the requirements of the Federal State Educational Standard, I faced the problem of the need to create a model of work that would be aimed at: - identification and development of the creative potential of children. - building lessons and activities of the GPA on an active basis - conducting classes with children that implement humane-personal, developmental and research technologies, observing the principles: from simple to complex visualization principle individuality principle

8 slide

Description of the slide:

The activity aspect of the teacher's personal contribution to the development of education "The goal of teaching a child is to make him able to develop further without the help of a teacher" Elbert Hubbart Technology of work in the education system Used pedagogical methods Role-playing, business game, research work, independent work, practical work, training in cooperation (pair and group work). Pedagogical technologies used Problem-based learning, group technologies, collective creative work, pedagogy of cooperation, health-saving technologies, ICT technologies, project technology, system-activity approach. Self-education Designing a modern lesson in the framework of the implementation of the Federal State Educational Standard.

9 slide

Description of the slide:

Types of creative tasks in the lessons of the Russian language Games in the lessons: Game tasks aimed at practicing orthoepic norms (“Compose a text and voice it”, “Course of announcers”, etc.) Lexico-phraseological games (“Make a phraseological unit”, “make a proverb” , "Guess", etc.) Game tasks aimed at practicing spelling and punctuation norms ("Third extra", "help Petya Oshibkin", etc.) Non-traditional homework assignments: Assignments based on newspaper and television materials Development of visual aids Development of a crossword puzzle or cards with a grammar task on the topic Compilation of puzzles, charades, proverbs Compositions on a linguistic topic

10 slide

Description of the slide:

Types of creative tasks in mathematics lessons Come up with a designation for numbers, concepts; Give a definition of the studied object, phenomenon; Compose a problem according to the scheme, a mathematical fairy tale; Formulate a mathematical pattern; Make a cluster, a mathematical crossword puzzle, a game, a quiz, a collection of your tasks; Make a model, a mathematical figure, a geometric garden; When working in groups or pairs on the proposed equations, write the text of the problem and offer to solve them to other groups or pairs.

11 slide

Description of the slide:

Favorite creative tasks of the children of the class: “Reincarnation”, where a story is told on behalf of an object, toy, animal, bird or other person, which helps develop reflection in addition to creativity; “Crazy Hands”, where the goal is to select various and unexpected possibilities for using an object for something other than its intended purpose; "Composing", when the students' story is made up of the headings of the works of the book, magazine, etc. Styles and genres of composed works can be very different depending on the theme and goals; "Rhymes", when the host gives the first line and each child then composes one more; “Do you know…” when the host says, for example, “Do you know that cabbage is a vegetable….” and then the children are invited to write down as many categories of objects as possible to which the named object belongs. For example, cabbage is a vegetable, food product, ball, etc.; "Peepers", where students interpret what they see in the picture, wall, snow, in the field, anywhere in the space around them; "Dreamers", when students compose and write down various legends, fictions, something that cannot be; "Quirks" - modeling and drawing living beings with hitherto unseen appearance, abilities, etc., composing and recording a story about them.

12 slide

Description of the slide:

Types of creative tasks in the lessons of literary reading Grade 3: 1. Think of your own fairy tale. 2. Prepare a story about antiques that correspond to the time described in I. Surikov's poem "Childhood". 3. Draw what sounds you hear when reading S. Yesenin's poem "Powder". 4. Draw an elegant cover for an old family album. 5. Think up and write down a happy ending for the fairy tale. 6. Come up with a continuation to the poem. 7. After reading the fairy tale by E. Schwartz "The Tale of Lost Time", come up with a story about how you save your time and the time of the people around you. 8. Make a homemade book of your favorite works about mom (poems, proverbs), draw a portrait. 9. Think up and write an essay on the topic "A fairy tale is a lie, but there is a hint in it - a good lesson for a good fellow." 10. Answer the question: “What does the fable of I.A. Krylov mean to you?”. 11. Compile a set of fairy laws. 12. Creative work for the lesson-report "Hello, winter guest!". - Fill in the gaps with appropriate words and complete the short story. Give her a name. Like ____ in the forest! _______ flicker behind the trees. Scream in the night ___________. And little __________ is not afraid! Soon ______________! Here ___________ creaked. It goes _______________. He carries __________. With what joy _________ _________ _________.

13 slide

Description of the slide:

Compositions with elements of illustration It is interesting to go to the autumn forest. Some trees have become lemon yellow and some orange. There is also a dark red color. Brown is also present in the colors of autumn. Only evergreen firs and pines remain as they were. The breeze blows, and the leaves begin to fall in a multi-colored rain. They fall on the path and rustle great underfoot. You can hear the magpie chirping, the yellow titmouse fluttering, the woodpecker's measured knock, the last insects bustling around. Very soon the forest will plunge into winter sleep, and ringing frosty silence will envelop it.

14 slide

Description of the slide:

Creative project "Our Theater" Purpose: staging a puppet drama performance based on independently composed fairy tales. Showing the performance to classmates, parents, at the school level, kindergarten students. The activity aspect of the teacher's personal contribution to the development of education

15 slide

Description of the slide:

The range of the teacher's personal contribution to the development of education and the degree of its novelty To develop the creative abilities of younger students, it is necessary to develop creative independence, interest in learning: creative tasks at each lesson a system of non-traditional lessons creative work during extracurricular time The novelty of experience lies in a systematic approach to the formation of the child's creative potential . The main method of my work is the manifestation of my pedagogical creativity and the involvement of students in this activity.

16 slide

Slide

Description of the slide:

Literature: Federal State Educational Standard of Primary General Education M. Enlightenment 2010 The concept of spiritual and moral development and education of a person-citizen of Russia A.Ya. .Shadrikov "Development of abilities" Elementary school "2004 No. 4 N.K. Vinokurova "Development of students' creative abilities" Pedagogical search 2009 L.S. Vygotsky Imagination and creativity in childhood Academy 2011 Z.A. Zak Methods for developing abilities in children Pedagogy 2010. M.V. Ermolaeva Practical psychology of children's creativity 2011 Yu.V. Grigoriev "Extracurricular activities of schoolchildren" Education of schoolchildren "2012 D.B. Elkonin "To the problem of periodization of mental development in childhood" Questions of psychology Nach.shk 1974 No. 4 New pedagogical and information technologies in the education system, edited by E.S. Polat M. 2000 V.I. Kovalko "Junior schoolchildren after school" M 2000 A.V. Baranova "Modeling extracurricular activities" m. Enlightenment 2013