Program for the development of technical creativity. Implementation of the direction "scientific and technical creativity"

INTRODUCTION

In search of various means of increasing the readiness of schoolchildren and vocational schools for productive work, we can by no means do without creativity. Today, few people doubt that creativity is a very reliable reserve of labor activity, the development of thinking, and, in general, one of the powerful means of forming a comprehensively developed, harmonious personality - a personality without which it is impossible to imagine our tomorrow's successes. But this problem is not as simple as it might seem at first glance. In fact, it would seem, what is simpler; take and teach students creativity - technical, scientific, artistic. But teaching creativity is a very complex process that requires a systematic and thoughtful approach.

The significance of technical creativity in the formation of personality traits and the labor development of a young person is extremely high and multifaceted. Technical creativity is primarily a means of education. Education of such important qualities as respect and love for work, inquisitiveness, purposefulness, the will to win.

In the technical creativity of adults today they see a kind of "bridge" from science to production.

The purpose of this course work is to study the scientific and methodological literature on the problem under consideration and to analyze the recommendations for the master of industrial training in technical creativity.

If we look in Dahl's dictionary, the word invention means - a new, technical solution to a problem, which has a significant difference, giving an economic effect. Inventive activity makes it possible to quickly modernize old and create new equipment and technology, to reduce costs and improve the quality of products. In 1989, the number of inventors who received copyright certificates (AC) in the country amounted to 97 thousand, and the economic effect from the introduction of inventions was 3.9 billion. rub. (at the rate of banknotes in 1989). During the period of independence of the country, these indicators have significantly decreased.

The successes of leading foreign enterprises and firms are due to their high-quality machinery and equipment and are the result of creating perfect conditions, truly creative mass activities in the field of technical invention, and prompt implementation of results into practice. The failures of the country in the development of the economy are mainly due to the lack, along with other reasons: a systematic approach to training, education and development of the inventive principles of the individual; conditions for mass creative activity, etc.

1. THEORETICAL PART

technical creativity student circle

1.1 General characteristics of technical creativity

In the system of creativity, a certain range of objects of psychological study can be distinguished. This is the problem of the essence of creative activity, its specificity and features of manifestation; the problem of the creative process, its structure, flow features; the problem of a creative personality, the features of its formation, the manifestation of its creative abilities; the problem of collective creativity; the problem of the product of creative activity: the problem of teaching creativity, activating and stimulating creative activity, and some others. Let us dwell in sufficient detail on each of these problems, but we will try, at least in general terms, to touch on some of the most natural aspects of creative activity.

In passing, we note that at different times in the definitions of the essence of creativity and creative activity, changing ideas about this important phenomenon were reflected. In one of the most authoritative philosophical dictionaries of the early twentieth century, compiled by the famous idealist philosopher E. L. Radlov, it was noted that creativity is associated with the creation of something, that the ability to create is inherent in the deity to the greatest extent, and a person can only perform relatively creative actions. . Along with such statements, attention was paid to the presence of unconscious processes in the structure of the creative process. Then, with the scientific study of various types of creativity, both the attitude towards it as a whole and the definitions given to creativity changed. Recently, most attention has been paid to the fact that creativity is associated with the creation of a fundamentally new product that has never existed before; creativity manifests itself in various spheres of human activity, when new material and spiritual values are created. “Creativity is the ability of a person that has arisen in labor to create (on the basis of knowledge of the laws of the objective world) a new reality that satisfies diverse social needs from the material delivered by reality. The types of creativity are determined by the nature of creative activity (creativity of the inventor, organizer, scientific and artistic creativity, etc.)”.

In the definitions of creativity, we are talking about creating something new, different from what already exists. Although from a psychological point of view, some of the existing definitions are too categorical (when it comes to creating “never before”), nevertheless, the main thing in the definition of creativity is connected precisely with the creation of a product (material or spiritual), which is characterized by originality, unusual, something significantly different in form and content from other products of the same purpose. In psychological terms, it is of paramount importance that creativity, the process of creativity are experienced as a new subjectively. If from a philosophical, socio-economic point of view it makes sense to consider creativity only that which is associated with the creation of a product that has never been before, then from the psychological side it is important that we can talk about creating something new for a given subject, about subjective novelty. Indeed, in everyday practice, and especially in the practice of mastering new concepts by a preschool child, schoolchild, young worker, solving problems that are new to him, we often deal with creativity, which reflects the process of creating new values for a given subject in the form of a concept , knowledge, skills, problem solving, part creation, etc. In this sense, we can talk about the creativity of a person, which is manifested in his playing, educational, and labor activities.

Therefore, it is important that the psychological definition of creativity should reflect precisely this moment of subjective significance: creativity is an activity that contributes to the creation, discovery of something previously unknown for a given subject.

Another point has to do with the scale of creative activity. In social practice, as a rule, creativity is measured by such categories of novelty as discovery, invention, rationalization. Recently, much has been said about innovative (innovative) activities associated with the introduction of something new into organizational and technological processes. But this kind of activity can be summed up as rationalization.

If we focus on such a working definition of creativity, then it seems appropriate to associate it with solving new problems or finding new ways to solve previously solved problems, with solving various kinds of problems, situational difficulties that arise in production and everyday life.

Before proceeding to consider the structure of the creative c solution of a new problem, let us dwell on an overview of the types of technical creativity. Among the types of professional creativity include invention, design, rationalization, design.

There is a close relationship between all these types of technical creativity. In the first period of intensive development of technology, such a division was not observed, and in the scientific literature it was mainly about inventive activity. Now there is a scientific and practical division of discovery, invention and rationalization proposal, which, moreover, is implemented not only in relation to technical objects. Thus, a discovery is understood as the establishment of a previously unknown objectively existing property or phenomenon. An invention is a substantially new solution to a problem, task that has a positive value for production, culture, etc. Inventions are divided into constructive (devices), technological (methods) and related to the creation of new substances. A rationalization proposal is understood as a local (as opposed to an invention, which is of general importance) solution of a particular problem to improve the functioning of already known equipment in a new specific environment (for example, in some workshop of a plant, but not on a scale of the entire plant, but most of the production). It is clear that in certain cases a rationalization proposal can be an invention.

Design can be "woven" into both inventive and rationalization activities, if their implementation requires the creation of certain structures. The practical difference between inventing, designing, and rationalizing is to be found in the nature of the goals pursued by each of the activities. The invention is aimed at solving a technical problem, a task in general; design - to create a structure; rationalization - to improve the use of existing technology (we take only the aspect related to the solution of technical problems). Thus, we can say this: the inventor is primarily interested in the final effect, the function, the designer is interested in the device that performs the function, and the innovator is interested in a more rational use of the finished device for some private purposes.

There is another psychologically significant difference. As a rule, inventive and rationalization tasks are found and set by engineers and technicians themselves; in this sense, inventors and innovators, and to some extent spontaneous professionals. Constructors receive a task (technical task) from the outside; they are organized professional workers with a certain regulation and hierarchical distribution of official roles.

As for design, this term means the same as artistic design. Design as a kind of construction has become widespread in recent years and can be applied primarily to those types of design (including technical design) where we are talking about creating an object with certain aesthetic characteristics. "Simple" technical design and artistic design cannot be completely identified. However, they always retain their fundamental identity - both are aimed at creating structures with certain functions, but the aesthetic factor plays a special role in artistic design.

As for the concept of "constructive-technical activity", which is widely used in the psychological literature, it practically coincides with the concept of "design and design activity", but, as a rule, is related to the activities of secondary school students. The solution of structural and technical problems is associated with relatively simple forms of design.

Thus, by constructive-technical activity we mean a pre-professional form of technical creativity. From what has been said, it is easy to understand that in practice we most often deal not with “pure” types of technical creativity, but with “hybrids”. So, the implementation of an invention requires the creation of a certain design, and even the invention itself is reduced to one or another technical device, etc.

1.2 Methodological aspects of the development of scientific and technical creativity of students

The complex mechanism of creative thinking is inherent in intuition and logic. Thinking begins where there is a problematic situation, involving the search for solutions in conditions of uncertainty, lack of information. Intuition has a materialistic explanation and is a quick decision resulting from a long accumulation of knowledge in a certain area. Intuition comes as a reward for work.

The specificity of the act of creativity lies in a sudden insight, in the awareness of something that has surfaced from the depths of the subconscious, in the coverage of the elements of the situation in those connections and relationships that guarantee the solution of problems. The search for a solution to a creative problem most often continues in the subconscious, and the process of information processing itself is not realized at the same time (only the result of the solution is reflected in awareness).

One of the problems of creativity is its motivational structure. Motivations (inducements) are related to human needs (Fig. 1).

The most important type of thinking for creativity is imagination. Creative imagination, fantasy plays a decisive role in the creation of the new and the development of society. This ability must be constantly developed, stimulated and trained (Fig. 2).

The activation of creative thinking presupposes knowledge of the factors negatively affecting it (Fig. 3).

The opposite of creative imagination is the psychological inertia of thinking associated with the desire to act in accordance with past experience and knowledge, using standard methods, etc. The process of technical creativity of students can be represented as a solution to a specially selected system of educational and production technical problems. In this regard, tasks should be formed in such a way as to exclude the possibility of psychological inertia and its negative impact on creativity. Without perseverance, perseverance and purposefulness, creative achievements are unthinkable.

In technical creativity, materialistic dialectics and a systematic approach constitute a single direction in the development of modern scientific knowledge. The elements of the theory of knowledge are the main methodological means of technical creativity, which also include methods of engineering creativity (Fig. 4).

Further increase in the effectiveness of the student's creative activity is associated with the acquisition of their own experience and the expansion of the set of methods used to solve problematic technical problems.

Methodological means of creative search can be used by the researcher in different combinations and sequences, but the general scheme for solving technical problems.

Each new technical solution, rationalization proposal or invention is an irreplaceable step in the spiritual growth of a person as a person, his self-affirmation in life. Scientific and technological progress, the economic power of the country are directly dependent on the creative potential of its employees and, first of all, on the contingent of creatively thinking and acting students, therefore, at present, the training of such creative personalities is the most important task of vocational schools.

1.3 Strategies and tactics of creative activity of students

A strategy is a general program of actions, the main direction of search and development, subordinating all other actions to itself. As in the art of war, strategy includes preparatory, planning, and executing actions. The study of the condition of the problem is, in fact, the preparatory actions; the formation of the project - planning actions, and its implementation - realizing.

According to these dominant directions, organizing activities to solve a specific problem, one or another strategy is judged. When studying creative design activity, five main strategies are distinguished, namely:

I - search for analogues (analogization strategy);

II - combinatorial actions (combination strategy);

III - reconstructive actions (reconstructive);

IV - universal;

V - random permutations.

We briefly describe each of these strategies.

Search strategy for analogues associated with the use of a previously known design or part of it, a separate function when creating a new device. For example, a new car model is created based on the model of another car. In the same way, a student can apply the rotational motion transmission mechanism known to him, which was used in a lathe, in a completely different design - when developing a model of a car, an airplane, etc. It should be borne in mind that since we are talking about creative activity, there is no question of complete copying of what has already been created. The newly created must necessarily contain something new or must be used in new conditions.

The search strategy for analogues implies a wide range of changes, ranging from minor to very significant. It must be remembered, for example, that the creation of a new design may be associated with such analogues that exist in nature. So at one time bionics arose, based on the principles of the structure and functioning of living beings. Of course, artificially created structures can be very different from their living counterparts: with all the similarities, the former with a fish has a very specific internal structure. In the same way, you can compare birds and planes, etc.

The strategy of combinatorial actions implies the combined use of a wide variety of mechanisms and their functions to build a new structure. In everyday design, we deal with this strategy at every turn. Combinatorics is associated with a variety of permutations, reduction and increase in size, changing the arrangement of parts in an existing structure. For example, replacing one part in a radio device can lead to significant changes in all its main indicators.

Reconstruction strategy associated with restructuring, and, so to speak, of an antagonistic nature - this is a redesign, or, more precisely, a reverse design. If, for example, a rotational movement was performed in the design, then when implementing the reconstructive strategy, the direction of rotation or even the type of transmission can be changed (reciprocating motion is used). A rectangular piece can be replaced with a round piece, etc. We can assume that reconstruction is the most creative approach, it is associated with the search for a truly new one, different from what was used before. Of course, the range of creativity here will be different; in the device, only one detail can change, or its entire design can be completely rebuilt.

As its name suggests, universal strategy associated with the relatively uniform use of analogization, combination and, to some extent, reconstruction. This refers to the option when the combination of actions is such that it is difficult to single out the predominance of any of them. (After all, this is how other strategies are defined: if the main thing is the actions associated with the search for analogues, then this will be the strategy for searching for analogues, etc.)

There are cases when it is generally difficult to find out the nature of the subject's actions, when there is no dominant tendency and the search is carried out as if blindly, without a plan, or, at least, neither the subject himself nor an outside observer can establish such logical connections. It seems that the search is carried out according to some random landmarks. It is difficult to judge how random it really is. However, we call a strategy of this kind random substitution strategy.

Each of these strategies is aimed at structural and functional transformations - the construction of structures with certain functions, which is the essence of design. All strategies have their subspecies, include various tactics as smaller components. So, strategies can be aimed at finding the desired structure (for example, the strategy of searching for a structure - analogue) if the function of the structure is known, or vice versa on function search (similar function search strategy), if a structure is given. Each strategy can be implemented in the form of synthesis or analysis: finding a general principle, and then detailing, or vice versa - detailed development, and then integration of blocks and nodes.

Strategies are implemented with the help of specific actions, the combination of which constitutes a certain mental tactic. There are a number of such tactics that characterize the activities of design engineers. Let us dwell on a brief description of each of them, keeping in mind that students implement only some tactics, so to speak, in spontaneous variants.

interpolation tactics, provides for the inclusion in the device of any new part that will correspond to the desired function. The simplest example: a gearing taken from another mechanism is installed in the gearbox. This means that a new element, a block, is substituted exactly inside the mechanism.

Respectively extrapolation tactics associated with the external addition of one or another element to the mechanism, literally - with external completion. For example, in the same gearbox, a coupling, or gearing, is added to the output shaft.

Two other tactics also rely on opposite actions: tactics reduction is aimed at reducing the size, speed, etc., and tactics hyperbole, on the contrary, involves an increase in size, shape, speed, and other parameters.

Duplication Tactics is related to the exact use of some part, assembly or function in the new mechanism. For example, in a new model of a car, an engine or a body taken from another car (not necessarily a car) is completely used.

breeding tactics is implemented when a new device uses not one, but two or more identical parts, or when several elements, nodes perform the same function. For example, an airplane model does not include one motor, but two or four.

To some extent related replacement and modernization tactics, but, as it follows from their names, the first is aimed at the complete replacement of a certain part or assembly in the mechanism, and the second is at adapting the mechanism to new conditions.

The following three tactics are also related: convergence, deformation(transformations) and integration. The first is related to transformations that are based on a combination in some part of two opposite features (or structures), for example, when a device uses a reciprocating motion in combination with an oscillatory one, or when a part is located vertically and horizontally (alternately), etc. . Deformation and transformation suggest that a particular device undergoes certain changes, which, however, do not affect the essence of the structure or function (for example, the shape of the part changes, but not the principle of its use). The tactic of integrating blocks or parts means that some new device is being built from already known parts, and several of these parts are used.

Basic Tactics details implies the use of any one part of the mechanism, which serves as the basis for the subsequent construction of all other parts. This detail stands out as the main one either by its objective functional features, or by some other characteristics specified in the assignment condition.

Autonomization, in contrast to the tactics of the base part, is associated with the allocation of a separate part in the whole mechanism and the subsequent restructuring of other parts. For example, in the model of an airliner, the cockpit is taken as the basis; Initially, changes are made in it, and then in other parts.

The tactics of sequential subordination means actions along the chain in a certain sequence, when all parts of the mechanism are built (or rebuilt) one by one without gaps, i.e. in strict order in accordance with the "geography" of each part or each node.

Displacement tactics, or permutation, is aimed at changing the location of any part within the same mechanism. Let's say the motor in a car can be moved from the front to the body; any handle on the control panel moves vertically or horizontally, etc.

Tactics of differentiation is aimed at a special separation of structures and functions in devices. For example, if a block simultaneously performs a number of movements, then it can be divided into independent blocks, each of which will perform only one movement.

Some tactics consist of a few simple operations, others of a larger or smaller system of operations and various actions. Often, the implementation of one tactic requires the additional or intermediate use of another. Tactics are found in the most diverse combinations. But all of them are subject to strategic trends in finding analogues of the design, in combining nodes and blocks, in reconstructing structures and functions in various combinations.

The listed tactics are grouped, more or less related to certain strategies. For example, the tactics of interpolation, extrapolation, replacement, integration, block aggregation, displacement are typical for strategy, combination; tactics of reduction, hyperbolization, duplication, replacement are encountered in the implementation of the reconstruction strategy; Tactics of reproduction, autonomization, consistent subordination, integration, differentiation are relatively uniformly applied in various strategies.

We can say that strategies are largely personal, they depend on stable tendencies in the mental actions of a person, and tactics are more situational.

Tactics- private design techniques; one and the same
same tactics use different constructors in a variety of situations. Certain strategies are more characteristic of specific designers, more correlated with the abilities, orientation of the individual in a particular activity.

After considering the strategies and tactics of design and development activities, we can proceed to consider the methods for developing technical thinking among students.

1.4 Nature of creative thinking

Creative thinking is a process, and, like any process, it is subject to certain laws. Let the latter be very complex, but ultimately we can discover them and, on this basis, foresee how creative thinking will develop depending on certain conditions.

At the initial stages of research, creative (or productive) thinking is usually characterized as a process leading to the solution of new problems and tasks for a person, in contrast to reproductive thinking, which manifests itself in solving standard, similar tasks, when the methods for solving them are known and worked out.

In psychology, it has long been established that creative thinking originates in a problem situation, and mental processes are aimed at resolving it. The process of solving the problem itself begins with the formulation of a hypothesis, the mental anticipation of the desired result. The advancement of these hypotheses depends on how versatile, flexible and mobile knowledge a person possesses. Initially, the hypotheses may not be sufficiently defined. But, having arisen, the hypothesis begins to direct actions (otherwise, the latter would turn out to be blind and accidental). The results of the actions performed are compared with the created hypotheses, due to which the hypotheses are tested, refined, transformed, getting closer and closer to the desired result. Creativity as a complex productive activity aimed at discovering something new. of great social importance, always purely individual and unique

In psychology, questions of the development of creative thinking are closely connected with the problem of abilities and giftedness, and this is natural, because they largely determine the success of a particular activity. Ability is an individual characteristic of a person, something special and unique that is characteristic of one person in contrast to another. That is why the types of abilities (musical, technical, organizational, design, pedagogical, etc.) are diverse, and their varieties are even more diverse in different people.

The interaction of pedagogical and technical abilities has become the subject of deep research by A.A. Tolmacheva. He substantiates the fact that when formulating creative tasks, the teacher must have certain qualities:

1. Technical observation;

2. Criticality;

3. The ability to find critical problems;

4. See the shortcomings of technical objects;

5. Ability to associate;

6. Establishing analogies;

7. Generation of new technical ideas.

The weakest quality of many leaders of technical creativity is criticality. But criticality, according to well-known inventors (Tupolev, Dulchevsky, Loginov, etc.), should become not only a property of the mind, but also a property of the innovator's personality. Critical thinking is manifested in the ability to analyze and evaluate the design features of mechanisms or features of a technical process, in the ability to analyze and evaluate one's own work and the work of colleagues. However, the master, teacher, leader of the circle can be a great inventor and innovator, but not be able to teach this to his students.

1.5 Methods for developing technical thinking in students

For the development of technical thinking in students, the most important thing is to create a setting for a creative search in the student.

For example, you can invite students to visit an exhibition of technical creativity and find a device there that can be used (directly or indirectly) in a new solution. It can be recommended to look through technical literature (magazines, books, certain websites), watch certain TV shows, etc.

A very important psychological characteristic of the development of technical thinking is learning with the use of difficult conditions. For this, special methods have been developed, a brief description of which is given below.

Time Constraint Method(MVO) - is based on taking into account the significant influence of the time factor on mental activity (however, not only on mental activity). Experiments have shown that with an unlimited time for solving a problem, the subject can find several options, think through his actions in detail, as well as the desired qualities and structures of objects, etc. With limited time, as a rule, the solution either can be simplified - the subject is limited to using what he knows best (more often this is the use of a template option), or, in any case, the solution is deformed to a greater or lesser extent; by the nature of these deformations, it is possible to judge the general tendencies of human mental activity. Different groups of subjects react differently to time constraints. For some, time constraints cause an increase in activity and the achievement of even higher results than in a “calm” environment; others (most of them) change their behavior to varying degrees, reduce results and do not always reach the final solution; on the third, time constraints have a decelerating, a kind of shock effect, they become confused, panic, and more or less quickly abandon the task.

brainstorming method(MMSH) - lies in the fact that the task is proposed to be solved by a group of students, and at the first stage of the solution they put forward various hypotheses, sometimes even absurd ones. Having collected a significant number of proposals, they work out each of them in detail. This method develops group thinking (work in a team), allows sharing personal experience in solving similar problems among group members.

Sudden ban method(MVZ) - consists in the fact that the subject at one stage or another is forbidden to use any mechanisms in his constructions (for example, when solving problems for the construction of kinematic chains, use certain gears or a certain type - gear or only gear cylindrical, conical , worm). This method also turns out to be very effective because it destroys stamps, the ability to use well-known types of devices, assemblies, parts to the test subject. Thus, professional designers quite naturally develop certain levels of preferences, a style of activity that includes the use of certain techniques, specific mechanisms. To some extent, students may develop stereotypes of activity. The use of cost centers will contribute to their "rocking", destruction.

As the subjects adapt to the application of this method (as well as others, by the way), those tendencies in activity that are, for them, usual and established, begin to emerge again. In other words, as the tasks are solved, the existing style of activity, “absorbing” new techniques, reappears. In general, the use of cost centers contributes to the development of an important ability to change one’s activity depending on specific circumstances.

Speed Sketching Method(ITU) - one way or another, they will be included in all instructions when students are invited to solve new problems and the goal is to diagnose the features of their mental activity . In such cases, according to the instructions, it is required to draw as often as possible everything that students imagine mentally at one time or another. It may be suggested to continuously "draw" the process of thinking - to depict all the constructions that come to mind. Thanks to this technique, it becomes possible to more accurately judge the transformation of images, to establish the meaning that the concept and visual image of any design have. This teaches the students themselves to more strict control of their activities, regulation of the creative process through images.

New Variants Method(MNV) - consists in the requirement to solve the problem in a different way, to find new options, solutions. This always causes additional activation of activity, aims at creative search, especially since you can ask to find a new option even when there are already five or six or more solutions. It should be noted that this methodological technique can be applied at any stage - not necessarily only after the subject has reached a complete solution (in a draft version). Then this method can become at the same time a variation of the method of sudden prohibitions.

Information deficiency method(MIN) - is used when the task of a special activation of activities at the first stages of the solution is set. In that In this case, the initial condition of the problem is presented with a clear lack of data necessary to start the solution, so, in the condition of the problem, one or another essential functional and structural characteristics of both given and sought data (direction of movement, shape, speed of rotation) can be omitted. An important modification of this technique is the use of various forms of representation of the initial condition It is known that in the most convenient form, the condition of the design problem includes text and a diagram (figure). But it is possible to specially propose tasks, the initial conditions of which are presented only in graphic or only in text form. This can be especially effective in studying the features of understanding, in identifying the real stock of knowledge of students.

Information overload method(MIP) - is based, respectively, on the inclusion of obviously redundant information in the initial condition of the problem. A variation of this method is a hint given orally and containing unnecessary data that only obscures useful information. The teacher himself decides how to apply this method: he can offer students to choose the information they need, or not to say that there is an excess of information in the condition.

Absurd method(MA) - consists in the fact that it is proposed to solve a task that is obviously impossible. Typical variants of absurd problems are the problems of building a perpetual motion machine. You can also apply tasks that are relatively absurd, so to speak (for example, to propose to design a device that can be used for a completely different purpose than is required by the condition). Here it is important to keep in mind that the activities of students, their specific actions that characterize the specifics of thinking, only to a certain extent depend on the conditions, but mainly reflect the personal attitudes, strategies of the subject, his style of creative activity.

Method of situational dramatization(MSD) - lies in the fact that, depending on the specific pedagogical plan and the current solution of the problem, certain changes are introduced into the course of the solution. These changes are designed to hinder the student's activity and can be very diverse, ranging from questions asked by the teacher ("interference questions"), and ending with various requirements that are not provided for by the usual procedure. The sudden ban method is a variation of this method.

Each of these methods can be combined with others and have a number of modifications.

It goes without saying that these methods must be applied thoughtfully, dosed, taking into account the individual characteristics of students. Otherwise, you can only achieve the "effect of complete repayment" of both the activity itself and the desire to engage in it.

1.6 Circle as the main form of organization of technical creativity

A graduate of a vocational educational institution, in addition to the professional knowledge, skills and abilities provided for by the requirements of the State Standard in the specialty, must also possess such skills as competence and professional mobility, self-education and advanced training skills, initiative and self-discipline, entrepreneurialism and efficiency, the ability to introspection and making responsible decisions. Today, special attention is paid to the competent approach in education. For the teacher, this is a transition from the transfer of knowledge to the creation of conditions for active learning and for students to gain practical experience. For students - the transition from passive assimilation of information to its active search, critical reflection, and use in practice. The solution of these problems can only be facilitated by the transition to a new type of education - innovative.

The most common organizational form for the development of technical creativity of vocational school students is a circle. A circle is a voluntary association of students based on a common interest in a particular branch of technology or science.

Circles are most often created according to the problematic principle. This principle is gradually replacing the subject principle, on which circles are often still based.

It is known that any creative activity involves obtaining new, previously unknown data. But obtaining results that have an objective novelty, as a rule, is characteristic of a creative person with a high level of general cultural development.

The circle of technical creativity can be compared with a self-adjusting system, and the role of the leader of the circle can be compared with the role of the tuner of this complex system. If the system is working correctly, then the tuner does not intervene, but carefully observes the operation. In case of deviation from the accepted conditions, the tuner adjusts, tightens, loosens, etc. At the same time, the more independence in the work of the circle, the more active the initiative of the circle members, the faster and brighter the results of their upbringing and self-education are manifested, the faster the actions of an adult specialist can be.

The activity of students can be managed reliably only if they themselves participate in creating conditions for the manifestation and development of their activity in the required direction. An indispensable condition for the development of students' activity in scientific and technical creativity is the presence of an enthusiastic and highly qualified specialist and the material and technical support for the activities of these enthusiasts. The new programs of technical circles for schools, vocational schools and out-of-school institutions provide ample opportunities for increasing the effectiveness of education in extra-curricular and out-of-school work of students, for the further development of technical creativity.

2. PRACTICAL PART

2.1 Work plan of the radio club "Radiotechnician"

The work of the circle is held on Tuesdays and Thursdays. The circle is designed for third-fourth year students who know the basics of radio engineering.

Didactic - to help consolidate knowledge, improve the skills of students in the manufacture of LED displays.

Educational - to promote the education of diligence, accuracy in work, independence.

Developing - to develop technical thinking.

	the date of the	Responsible for carrying out work	Notes
Organizational work		2. The leader of the circle
Conduct organizational outreach
Objective: learn how to design and manufacture LED display board Tasks: to design and manufacture an LED display board
Room decoration: the circle is held in radio engineering workshops
Statement: operating mode; circle work plan; group asset selection		1. The leader of the circle; 2. Master;
Theoretical work
Introductory lesson: Purpose: to familiarize students with the work on the manufacture of LED scoreboards Task: to make an LED display		Circle leader
I acquaint with the work plan of the circle
Conduct safety training handing out literature Familiarize yourself with the rules for the selection of material
Familiarize yourself with the principles of operation of microcontrollers and memory chips		Circle leader
Familiarize yourself with the principles of microcontroller programming		Circle leader
Explain the features of the development of the printed circuit board design of the product and the programmer		Circle leader
Explain the features of checking elements and mounting them on the board		Circle leader
Explain principles of microcontroller programming		Circle leader
Explain checking and adjusting the finished product		Circle leader
Explain the principle of changing data in the product memory and switching program modes		Circle leader
Practical work
Conduct a selection of materials and elements		Circle leader
Develop a drawing of the printed circuit board of the programmer and the product
Carry out the pickling and tinning process
Check the elements and install them on printed circuit boards		Circle leader
Perform microcontroller programming		Circle leader
Make product settings		Circle leader
Assemble the device into the case		Circle leader
Save data to the device's memory for display		Circle leader
Equipping the work circle
Number of jobs 10		For the safety of equipment and tools is the master
Instruments: 1. Tweezers - 10 2. Soldering irons - 10 3. Nippers - 10 4. Multimeters - 10 5. Computer (laptop) - 1 6. Stationery
Materials: 1. Wire coil - 5 m. 2. Textolite - 2.5 m 2. 3. Solder - 100 g. 4. Flux - 300 g. 5. Ferric chloride - 700 g.

On October 11, hold an exhibition of LED scoreboards on performance and creative approach to writing programs (various effects, displayed information, etc.).

1. The work of the circle should begin after everything necessary has been prepared.

2. Serious attention should be paid to the acquisition of the circle.

3. Strive to ensure that the members of the circle were of the same age and had the same training. Only in this case is the correct pedagogical formulation of all educational work in the circle possible.

Usually circles are created separately for junior students and separately for senior students.

4. There should be no more than 15 people in the circle. Classes are held once or twice a week for two hours.

5. When organizing a circle, the leader takes into account the employment of members of the circle in vocational schools. Before the start of the sessions, he reduces the number of circle classes, and during the holidays - increases.

6. The circle, as a rule, begins its work in September and ends in April.

7. Before the start of the work of the circle, it is useful to conduct a scientific and technical evening, a gathering or an excursion.

8. The result of the work of the circle - its public report - is an exhibition of works by young technicians, which is organized at the end of the academic year. It is important that the final exhibition clearly show the results of the work of young technicians and give prospects for the future work of the circle.

9. The labor activity of students in a circle should not be of a handicraft nature. It is necessary that the technical circle broaden the horizons of the students, awaken their creative thought, and pose feasible socially useful tasks for young technicians. It is very important that the circle members see the results of their work and feel pride in their work.

Other leaders of circles build their work entirely on modeling, on the manufacture of instruments and models according to prescription descriptions. Consequently, they replace all creative work in the circle with blind mechanical copying of samples. In an effort to make more models in order to shine at the final exhibition, members of such a circle work without understanding the principle of operation of the model or device being made, without knowing why it should be done this way and not otherwise.

Such circles, in which students work blindly, without realizing the production process, cannot be approved: they do not expand the knowledge of the circle members, they do not instill in children design skills.

10. The head of the technical circle must necessarily acquaint the members of the circle with the main theoretical issues, with the elements of designing models and the technical calculation of individual nodes; moreover, the classes of the circle in no case can repeat the program of the lesson.

An inexperienced leader can, in circle classes, get lost on the beaten path of lessons with a slightly different educational content. Students quickly feel this, and their interest in classes is waning.

In the practice of technical circles, it also happens that the leader of the circle takes the path of entertainment. Entertaining in the work of the circle, especially in the first lessons, is needed. But you shouldn't get too carried away with it. After two such classes, the leader "runs out of steam" and does not know what else he could "occupy" the children in the next lesson of the circle.

Some leaders organize circles of the so-called "verbal" type. Students prepare for reports, hold conferences, discuss reports. Such a statement of work saves the head of the circle from the hassle of selecting tools, materials, measuring instruments, organizing a workshop or laboratory for practical exercises.

However, such "theoretical" classes do not satisfy young technicians. Students, in the classroom, strive to show their ingenuity, they want to make things. And in order to satisfy this need of children, the leader must correctly combine theory and practice in circle classes.

11. Work in technical circles proceeds according to programs or thematic plans, which, although they correspond to curricula, differ in many respects from them. Each program combines practical work in the circle with the necessary theoretical information that the members of the circle should know.

12. The circle program is optional in all its parts. Each such program, depending on local conditions, on the skill of the leader, on the interests and training of the circle members, can be changed both in theoretical and practical parts. The head of the circle can reduce the material on one topic and increase it on another, and in some circles exclude certain topics and introduce new ones. This implies the conditionality in the time required for the execution of the program.

The main goal of the theoretical, educational part of the program is to explain to the members of the circle the principle of operation and the device of technical models, to acquaint students with the device of real machines and their use in production conditions.

13. When instructing members of the circle to complete one or another technical task, the leader must remind the members of the circle about the physical or other laws underlying the device and operation of this model or machine.

14. Members of the circles should get acquainted with the history of the branch of technology they are studying, its current state and field of application, and the role of Russian and Soviet scientists in its development.

15. The program should provide for the acquaintance of students with modern production, with characteristic technological processes, with machine science and energy, with the work of production leaders, with the organization of labor in enterprises.

Often the circle is ahead of the vocational school program. In this case, the leader communicates to the circle members some information from the curriculum for senior courses, but only to the extent that is necessary for the planned practical work. In this case, the age and knowledge of the members of the circle must be taken into account.

16. In the work of the circle, it is necessary to take into account the age characteristics of children.

17. Theoretical information in the circle is given in the form of conversations before practical work. But they can also be communicated in the course of practical work in the course of the entire lesson.

18. In addition to theoretical information, the program also provides for a wide range of practical work. However, practical work cannot be an end in itself. Performing it, young technicians must acquire general labor skills, the ability to handle various metalworking tools, skills in installation work, learn to read a drawing well, make elementary calculations, understand the design of a model or machine and manage it.

19. A wide variety of homemade products can be made in technical circles: working models and models, devices and visual aids, laboratory equipment and utilitarian things.

In the shipbuilding circles of the first year of classes, the simplest models of a yacht, boat, submarine, etc. are built; in radio clubs - various simple receivers, visual aids and devices; in carpentry and locksmith circles, mostly utilitarian things are made.

20. When carrying out practical work, the leader must take into account the possibilities of the circle: the availability of materials and tools, the interest and degree of training of the members of the circle. So, in the same circles, in addition to the listed models, you can build models of a seaport, a lighthouse, radio stations, the simplest telephone exchanges, etc.

21. For a number of circles, the program does not provide for mandatory practical work. In such circles, young technicians are offered to make for each topic those models and devices, the expediency of which follows from the objectives of the circle.

22. Carrying out practical work with members of the circle, the leader should not give them ready-made developments of models. Its task is to push young designers on the right path, help them in their independent work, warn against mistakes, and give timely advice. The leader teaches members of the circle to work with books and reference books, arouses students' interest in reading popular science literature.

23. Of great importance in technology is the drawing, which is rightly called the language of technology. The technical circle provides ample scope for the practical application of drawing, the knowledge and skills that young technicians receive in the classroom.

It is very important that in the classes of the circle, students learn how to correctly draw a drawing or a sketch, correctly put down the dimensions of a product, and be able to work according to a drawing.

Drawing up a drawing is associated with accurate measurements and calculations. Therefore, the head of the circle should more often use a measuring tool and various measuring instruments in the classroom.

24. The correct selection of objects for work is crucial in circle studies. Often circle members spend months fiddling with some model and, without finishing it, they take on another, because the work turned out to be too difficult, rough processing operations got bored with their monotony.

In radio engineering circles, the pride of the leader is often the “creeping line”. Of course, the "creeping line" is an interesting and fascinating design, but not for junior students. Therefore, most of the work has to be done by the leader himself, and not by the members of the circle.

25. It must not be allowed that in the practical activities of the circle the design capabilities of the circle members themselves are not taken into account, that the creativity of students is replaced by the work of adults, and the participation of young technicians is limited to "rough" work operations.

26. In the manufacture of instruments and models, it is necessary to accustom circle members to such types and forms of work that would help them understand production processes, modern methods of technology and organization of labor.

27. It is very important for young technicians to learn how to work in a team, to be able to correctly distribute work and organize collective work. In this regard, the experience of circles that manufacture certain products with a division of labor is of interest. The essence of this method of labor lies in the fact that the manufacture of the device is divided into separate operations and each member of the circle is entrusted with the performance of any one of them. With this method, the products are of good quality, since not the entire product as a whole is rejected, but individual parts. To gain a variety of skills, circle members move from one operation to another. In such work, members of the circle feel especially strongly the dependence of their work on the work of a comrade.

This method of labor organization is used by some managers in the manufacture of the same type of instruments in large quantities for frontal laboratory work.

28. The circle is a voluntary organization, but this does not mean that there should not be order in the circle, the same serious educational work should not be carried out as in the PO lessons.

The leader is obliged to teach students the culture of work: to properly organize the workplace, plan work, use material sparingly, and finish the product beautifully and well.

29. Pay attention to the technically competent execution of the model, its finishing and practical application.

Circle classes begin an introductory conversation by the leader, which introduces young technicians to the content of the work of the circle, gives them an idea of the knowledge and practical skills that they will receive. The leader should pay the most serious attention to the preparation of this conversation. Only a lively, interesting conversation, accompanied by a demonstration of experiments and instruments, showing films and transparencies, will interest the members of the circle. It is desirable to finish the lesson with a show of finished models and performances by the senior pupils of the circle.

At the very first lesson, it is necessary to acquaint the members of the circle with the schedule of classes, with the order of work in the workshop and choose the head of the circle.

In all subsequent classes, theoretical conversations should be given the first 15-30 minutes. Each of them should be well thought out by the leader.

It is very important that the content of the talks and their order correspond to the practical exercises. To do this, each leader, according to the program, draws up his own work plan: lists the topics, the main practical work and outlines the time required for their implementation. This plan provides for: organization of mass events, group and individual consultations.

For each lesson of the circle, the leader draws up a brief plan, as is done by the teacher in the lesson. After the lesson, the work done is noted in this plan. This improves the quality of the lessons.

The plan should also include reports and abstracts of members of the circle. Such reports on individual issues of the program, as a rule, are held in circles of older students. In the circles of young technicians of a younger age, it is desirable to set aside time for reading popular science books and magazine articles.

In each circle, the leader gives the circle members the right to choose a topic for practical work within the program. It is quite easy to do this in radio engineering and electrical engineering circles. It is more difficult to give such a list of topics in the aircraft modeling and shipbuilding circles, since the program provides for mandatory practical work in these circles. However, even here the manager can find various options for the manufacture of a particular design.

Such work develops the creative initiative of the members of the circle, allows members of the circle to visually see the results of their work, study the structure in depth, and more meaningfully apply the knowledge gained at school in practice.

Practical work in the circle is carried out at each lesson after the conversation. The leader distributes tools and materials, explains how to work with them, and checks that the circle members have drawings. After that, the circles proceed to the implementation of the planned work. The head of the circle monitors the correctness of reading the drawing and working methods, and in case of significant errors, typical for many circle members, suspends the lesson and conducts additional briefing.

It is very important from the first steps of work to teach the circle members to work rationally and in an organized manner. Usually a novice young technician, when performing a practical task, scatters the tool and material on the desktop, makes a lot of unnecessary movements and quickly gets tired of this. Noticing this, the leader explains to the circle members how to properly organize their workplace, talks about the work of production leaders.

The manufacture of some home-made devices and models takes much more time than the program allotted. Therefore, students can do part of the work at home in their free time. Some complex jobs are done collectively by division of labor.

The head of the circle carefully prepares for practical work, selects all the necessary materials and tools, and thinks over the organization of work. Each manufactured model or device is tested and discussed at the circle. When discussing, circle members should note the positive and negative aspects of the model, indicate what improvements can be made. The technical assessment and testing of the products of the circle are of great educational importance, as they teach students to be responsible and accurate in their work.

It is necessary to ensure that the members of the circle constantly improve the quality of their work, complicate the design of the model.

The work of the technical circle should be based on the initiative and initiative of students. It is necessary that young technicians feel full responsibility for the work of their circle. The first person to take the circle is the attendant. He checks the readiness of the premises and the order in the workplace, helps the leader to prepare experiments.

The duty officer is appointed by the head of the circle - the first assistant to the leader. The headman monitors the attendance and discipline of the members of the circle, the safety of property, and the general routine of work.

The leader must listen to the proposals of the members of the circle, give them all possible social work, help the members of the circle understand and correctly evaluate certain actions of their comrades.

The leader is obliged to educate and in every possible way support a sense of camaraderie, mutual assistance. The entire organization of the work of the circle must comply with the rule of young technicians: "I learned it myself - teach a friend."

The education of young technicians-activists who have organizational and technical skills is one of the main educational tasks of the circle.

The circle of young technicians should not become isolated in their work. Each circle can provide real assistance to vocational schools in the production of visual aids.

Successfully working circle members should be encouraged and celebrated. So, when demonstrating a home-made device in a lesson, you should name the name of the student who made the device. Stimulates the work of the circle and the order of the director, which notes the useful activities of individual members of the circle or the entire circle.

Of the forms of mass work on technology, olympiads, competitions, excursions, competitions, exhibitions, etc. can be recommended. Each of these events is built on the basis of the broad initiative of students and the organic connection between theory and practice.

CONCLUSION

One of the most important tasks of vocational schools is the development of students' creative initiative and independence, design and rationalization skills. In this regard, the role of technical creativity in the formation of a personality that is capable of highly productive work, technically saturated production activity in the future is increasing.

Extra-curricular work on technical creativity in combination with training sessions helps students acquire deep and solid knowledge in the field of technical sciences, valuable practical skills; fosters hard work, discipline, work culture, the ability to work in a team. Being engaged in technical creativity, students can practically apply and use the acquired knowledge in various fields of technology, which in the future will facilitate their conscious choice of a profession and the subsequent mastery of a specialty.

Through the efforts of many teachers, extensive experience has been gained in working with young technicians, specific organizational forms have been developed for this link in the educational process, and the foundations for working with vocational school students in various areas of technical creativity have been developed.

Technical creativity is the first, but very important step in the labor development of a young person's personality.

Technical creativity acts as a means of improving production and developing the personality itself, therefore, focusing on creative activity should become the basis for training students and young professionals.

LIST OF SOURCES

1. Abdullaev A.B. "The system for the formation of technical invention of students in institutions of additional education" - Makhachkala, Education 2003 - 270 p.

2. Altshuller G.S. "Creativity as an exact science" - M.: Sov. radio, 1979 - 183 p.

3. Kaloshina I.P. "Structure and mechanism of creative activity" - M.: Publishing House of Moscow State University, 1993 - 68 p.

4. Molyanko V.A. "Technical creativity and labor education" - M.: Knowledge, 1988 - 256 p.

5. Smetanin B.M. “Technical creativity. Manual for the leaders of technical circles "- M .: Molodaya Gvardiya, 1981 - 85 p.

6. www.kudr-phil.narod.ru

7. www.nauka-shop.com

One of the factors contributing to the development of students' interest in the specialties of the technical sphere is the formation of their conscious professional choice, when organizing classes in scientific and technical creativity. Technical creativity - a type of creative activity to create material products - technical means that form an artificial environment for a person - 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 in the school, a School Work Plan in this area was drawn up.

Objective: development of a stable and deep interest of students in the design of the simplest models, the formation of elementary skills in design thinking and technical modeling.

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

to give students theoretical knowledge of the basics of initial technical modeling;
to instill in students special practical 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 relations, a sense of responsibility for the quality of the work performed.

Principles of work of the scientific and technical direction in MAOU Alabinskaya secondary school with UIOP
named after the Hero of the Russian Federation S.A. Ashikhmina:

Inclusion of students in active activities.
Accessibility and visibility.
Relationship between theory and practice.
Accounting for 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 form continuity in the implementation of the information technology profile, classes with in-depth study of informatics 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 school, work was planned in the main areas in 2017-2018:

Additional education

extracurricular activities: circles "Info-knowledge" (4a cl.), "Young computer scientist" (5a, 5b, 5c, 5d cl.), "Robotics" (6b, 6c, 6d, 6d, 7a, 7b, 7c, 7d, 8a, 8b cells),

Technological excursions

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

Scientific activity, competitive movement

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

Summer camp

from 1.06.2018 to 30.06.2018 a summer camp for gifted children "Erudite" was opened on the basis of the school
(25 people) - direction of robotics. The main disciplines are computer science, logic, mathematics.

Involvement of teachers of educational organizations of higher education

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

Cooperation with schools of the Naro-Fominsk region

School robotic club "Werther" MAOU Aprelevskaya secondary school No. 3 SUIOP visited and held a master class.

Equipment

There are sets of Lego education constructor and Moway smart city constructor, basic parts, computers, 3D printer, projector, screen, video equipment.
The educational robotic module "Basic competitive level" was purchased.

Second phase

Work plan 2017-2018

Open the 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 in order to exchange 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 teachers. in the direction of robotics.

2019-2020 year

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

Extracurricular work on technical creativity in combination with studies helps students acquire deep and solid knowledge in the field of technical sciences, valuable practical skills; fosters hard work, discipline, work culture, the ability to work in a team. Being engaged 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.

Initial technical modeling

in terms of establishment additional education

Today, the important priorities of the state policy in the field of education are the support and development of children's technical creativity, attracting young people to the scientific and technical sphere of professional activity and increasing the prestige of scientific and technical professions. At present, when the state and social order for the technical creativity of students is being carried out, the educational organizations of our region are faced with the task of modernizing and expanding activities to develop the scientific and technical creativity of children and youth. Classes of the studio "Forge of Hephaestus" are held according to an additional general educational general developmental program of initial technical modeling, which is technically oriented and contributes to the formation of a holistic view of the world of technology, the arrangement of structures, mechanisms and machines, their place in the outside world, as well as creative abilities. Associations of technical orientation in our institution of additional education are a launching pad for future engineers, inventors, designers, people of working professions who own modern technology. In the education system of the Ershovsky municipal district, only one educational institution of additional education for children implements a technical focus. This is MBU DO "The House of Children's Creativity in the city of Ershov, Saratov Region." 35 children are currently involved in technical associations of the House of Children's Creativity. DDT has a sufficient human resource, many years of experience in additional educational programs of a technical nature, and partially equipped classrooms. The curriculum is used to implement the program; methodological literature for teachers of additional education and students; resources of information networks according to the methodology of conducting classes.Educational and visual aids:posters, diagrams, models, demonstration material, teaching aids, didactic games, fiction and auxiliary literature, photographs, illustrations, development of conversations, games, samples, diagnostic tests. According to the results of the survey, students of grades 2-6 of the city's schools show the greatest interest in specialties related to information technology, design, modeling, technical sports (aeromodelling, ship modeling, robotics). The relevance of this program lies in the fact that it is aimed at obtaining students' knowledge in the field of design and technology and aims children at a conscious choice of a profession related to technology: design engineer, process engineer, designer. In DDT, students are oriented towards pre-professional education and provide an opportunity for primary, secondary and senior students to acquire theoretical and practical skills in initial technical modeling; aircraft modeling; ship modeling; auto-simulation; robotics; modeling from paper and waste material; construction of railway transport. The technical creativity of children is inextricably linked with the development of a system of educational and research, scientific and technical events: gatherings of young technicians, exhibitions of technical creativity, educational and research conferences, and others. In order to increase the motivation of children for inventive and rationalization activities, activities are carried out both at the level of the institution and at the municipal level. The students of our technical association at the regional and municipal levels take the first places. At the same time, it should be noted that in the additional education of the technical direction, regressive processes have been identified, which are due to the specifics of this profile. Technical creativity is the most resource-intensive area of additional education for children, requiring significant financial investments, expensive equipment and tools, specialized premises. PThe first lessons in this program, of course, are theoretical.The spirit of collectivism is brought up in the children, attentiveness, purposefulness, interest in technology and technical thinking develop. And then practical classes are already introduced, in which the children get the opportunity to freely plan and design, transforming their assumption in various mental, graphic and practical options. The desire to learn how to independently build models from various materials, learn how to use a hand tool, learn the basics of mechanical engineering, participate in competitions and competitions in modeling with self-built models can captivate children, distract them from the harmful influence of the street and antisocial behavior. By constructing this or that technical product, students get acquainted not only with its structure, main parts, but also with their purpose. They receive information of a general educational nature, learn to plan and execute the planned plan, find the most rational constructive solution, and create their own original models. While observing, the child analyzes the image of the product, tries to understand how it is made, from what materials. Next, he must determine the main stages of work and their sequence, while learning the skills of independent planning of their actions. In most cases, the main stages of work are shown in manuals in the form of diagrams and drawings. However, children have the opportunity to offer their own options, try to improve the techniques and methods, learn to apply them on other materials. Children can make products by repeating the pattern, making partial changes to it, or implementing their own idea.

In order to increase the motivation of children for inventive and rationalization activities, on May 15, 2016, on the basis of the State Budgetary Institution SODO "Regional Center for Ecology, Local History and Tourism" (GBU SODO OCEKIT), a regional exhibition of bench modeling was held, dedicated to the 71st anniversary of the Victory in the Great Patriotic War, where Lego associations - studio and "Forge of Hephaestus" of the House of Children's Art presented their works. The jury and participants of the exhibition evaluated the work of young DDT technicians, recognizing them as winners in the regional competition. The experience of the association "Forge of Hephaestus" was presented by a master class included in the seminar program. The construction of the model of the Buran spacecraft from waste material caused a storm of positive emotions and delight among children and teachers. Also, the children and I conduct open master classes for children, teachers, parents of the city of Ershov and the region.

The development of scientific and technical creativity is one of the options for additional education for schoolchildren, providing initial (basic) technical knowledge and concepts that allow them to develop skills in working with materials and tools, with their practical implementation. In general, the technical direction of additional education is an important component of the overall career guidance activities of the education system. In modern conditions, technical creativity is the basis of innovation, so the process of its development is the most important component of the modern education system, which requires large material investments. And keeping pace with the times, without a decent material base, we are implementing this direction by disseminating knowledge among students on the basics of mechanical engineering, educating them in interest in technical specialties. Robotics is great and very expensive! And these are the finished parts. We independently create sketches, drawings, and already design robots, spaceships, cars and even entire cities according to them! We are creating!And without creative imagination, one cannot budge in any area of human activity. A child has a huge fantasy potential, which decreases with age, so our task is to retain and develop this potential, to form and improve unique children's abilities.

Introduction.

At present, the education system of the Purovsky District operates in new organizational and regulatory conditions, determined by the priority areas for the development of the educational system of the Russian Federation.

In the additional education of children, the cognitive activity of the individual goes beyond the scope of the actual educational environment into the sphere of a wide variety of social practices. Becoming members of highly motivated educational communities for children and adults, children and adolescents receive a wide social experience of constructive interaction and productive activity. Under these conditions, additional education is perceived not as preparation for life or mastering the basics of a profession, but becomes the basis of a continuous process of self-development and self-improvement of a person as a subject of culture and activity.

The disclosure of the abilities of each student, the education of a personality ready for life in a high-tech, competitive world - this is how the goals of modern education are defined in the Second Generation Standard: from the recognition of knowledge, skills, skills as the main results of education to understanding learning as a process of preparing students for real life, readiness to successfully solve life problems.

In accordance with the Concept of additional education, approved on September 4, 2014, the teaching staff of MBOU DO "DDT" in the village of Purpe considers the construction of the educational process, taking into account the construction of individual educational routes for graduates of associations who continue to do what they love, as well as for talented and gifted students of associations .

Additional education fundamentally expands a person's capabilities, offering greater freedom of choice, so that everyone can determine for themselves the goals and strategies of individual development, capitalize (turn into a resource) their own existing qualities and circumstances, as well as design and form future, possible qualities. Additional education is aimed at ensuring the personal life-creativity of students in the context of their socio-cultural education, both "here and now", and in terms of their social and professional self-determination, the implementation of personal life plans.

The needs of families for a variety of educational services and services for children are expanding and becoming more differentiated. Even more diverse and dynamic are the interests of children and adolescents. Additional education is focused on meeting individual and group needs, which objectively cannot be taken into account when organizing general education.

In additional education, education is seen not just as "preparation for life" or mastering the basics of the profession, but as, in fact, the basis of life - a continuous process of self-development, self-improvement, exciting and joyful consumption of intellectual resources.

Since 2015-2016, in MBOU DO "DDT" in the village of Purpe, the work of associations has been carried out in five areas, including scientific and technical.

Distinctive features teaching children in scientific and technical associations is that in the development of such programs, emphasis is placed on:

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

Increasing motivation for classes by including children in creative activities;

Formation of students' special knowledge 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, contributing to the development of design inclinations and abilities in children, creative technical solutions.

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

Children and teenagers, being engaged in the studio of technical creativity and the studio of design and design, will have the opportunity to be trained in the associations "Samodelkin", "TECHNOMIR", "Robotics" and "Young Architects". Additional general educational programs of work of these associations are aimed at ensuring that students go through a creative path from an “idea” to its “implementation”. They have the opportunity to put their creative intuition into an idea, effectively organize the assembly unit, find out why nothing ever works the first time and how long it will take to test and refine the project; then upgrade and improve everything. And as a result, to gain knowledge of the basics of mechanics and design, automatic control, programming, and many competencies that are in demand on the labor market.

The project is aimed at introducing and disseminating the best practices for vocational guidance of talented youth in engineering and design specialties, instilling interest in engineering, programming, high technologies in such areas as design, robotics.

The features of our project are:

Novelty (base for holding village competitions in robotics);

Public significance (raising the status of the institution in the district);

Comfortable material-technical and psychological-pedagogical environment for participants;

Joint planning and organization of the activities of teachers, students and their parents (and (or) their legal representatives) as equal partners in achieving the goals of education, upbringing and development;

Accessibility for all students (free additional education);

Implementation of quality services.

Goals and objectives of the project.

Goals:

improving the conditions for teaching children and adolescents the basics of technical creativity through LEGO-designing, robotics, through the formation of technical modeling and design techniques;

promotion of pre-profile and pre-professional training of children.

Tasks:

improve the qualifications of teachers;

to create informational and program-methodical support of pedagogical activity;

ensure the activities of the institution for the development of technical creativity on the basis of social partnership;

increase the level of social success of students;

to form students' understanding of engineering and technical activities;

generalize and disseminate the experience of introducing and using LEGO-construction, robotics, computer design in the educational process;

to finance activities related to the implementation of the project;

provide the necessary conditions for the uninterrupted operation and safety of the equipment of the MBOU DO "DDT" in the village of Purpe.

Management and personnel.

Director together with curator ensures the activities of the teaching staff for the implementation of an innovative project in accordance with the annual annual plan; provides support for the activities of teachers involved in the implementation of the project, provides consulting support in this area of specialists; organizes monitoring studies of the process and results of activities of scientific and technical associations, provides management and quality control of educational activities; ensures the participation of teachers in advanced training programs (retraining of personnel). Organizes the distribution of job responsibilities of employees. Provides the activities of the institution on the basis of social partnership, acquires consumables necessary for the educational process. Provides student participation in activities at various levels.

Teachers of additional education organize the educational process in children's associations, daily in two shifts for groups of children of different ages; implement additional general educational programs for the innovative development of children's technical creativity; provide participation in the preparation of winners and prize-winners in competitive mass events of various levels; are responsible for the safety of the equipment.

Evaluation of the effectiveness of the project.

Today, the concept of developing talented and gifted children is widely used in the system of additional education. Since 2008, the development of scientific and technical associations in the Russian Federation has been based on the federal program "Robotics: Engineering and Technical Personnel of Innovative Russia". This program is aimed at involving children and youth from 8 to 30 years old in technical creativity, nurturing an engineering culture, identifying and promoting promising engineering and technical personnel.

The driving mechanism of the Program is a system of engineering competitions culminating in the All-Russian Robotic Festival "RoboFest", which is also the national qualifying stage for a number of major international robotic competitions: FIRST, WRO, ABU ROBOCON, ELROB.

Based on the above prospects for the development of innovative technical creativity, the assessment of the effectiveness of the project is to support talented children in the field of technical creativity, to implement an action plan for the development of technical circles and associations in the territory of the village of Purpe, Purovsky district, as well as to implement agreements on joint activities for development of innovative children's technical creativity for 2015-2018. with educational institutions of the village on the basis of the implementation of additional general educational programs.

The project is aimed at achieving by students personal, meta-subject and subject results of mastering the program of additional education in technical areasl values.

The general results of technological education are:

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

acquired experience of various practical activities, knowledge and self-education; creative, transformative, creative activity;

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

readiness to make a conscious choice of an individual trajectory of subsequent professional education.

Education under the programs of scientific and technical orientation is designed to provide:

the formation of a holistic view of the modern world and the role of technology and technology in it; the ability to explain the objects and processes of the surrounding reality - the 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 relations 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 each person, the social need for the development of science, engineering and technology, attitudes towards technology as a possible area of future practical activity;

the acquisition by students of the experience of creative and creative activity, the experience of cognition and self-education; skills that form the basis of key competencies and are of universal importance 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 labor; measurement skills, cooperation skills, safe handling of substances in everyday life.

Evaluation of the effectiveness of the project for students of associations of scientific and technical orientation is built on the basis of indicators of the social development of the student's personality and indicators of the development of the student's competence.

Competence development indicators:

Students at the end of the project are competent in:

obtaining the necessary information about the object of activity, using drawings, diagrams, sketches, drawings (on paper and electronic media);

creation of projects, including those using multimedia technologies;

understanding the scope and purpose of tools, various machines, technical devices;

substantiation of the stated judgment.

application of the rules of safe behavior and hygiene when working with a computer.

presenting the same information in different ways.

search, transformation, storage and transmission of information using indexes, catalogs, directories, the Internet.

Indicators of the social development of the individual.

Comprehensive socialization of the child through labor training, obtaining various labor skills;

Formation of a holistic personality through the support of the initiative, self-development, independence, self-sufficiency of the student;

The socialization and self-development of students is formed through the participation of children in competitions of various levels, which gives a versatile experience of communication, the realization of their capabilities in activities, the recognition of others, and awareness of their own changes as a result of learning. The studied field of activity is considered as a variant of the future choice of profession, professional self-determination of planning one's future life.

Expected results.

The implementation of the goals and objectives of this project will increase the interest of students of technical associations in the choice of professions that are relevant for our industrial region.

It is planned to introduce children and adolescents to additional general educational programs of a technical orientation with an innovative component.

Innovative technologies used in the associations of the technical creativity studio and the design and design studio will allow children to feel the joy of work in learning, awaken self-esteem in their hearts, reveal their creative and communication skills, expand their horizons, give a greater degree of assimilation of the material and help them get involved in active activity.

The created conditions will help the formation of a harmonious, highly moral, socially adapted, mobile personality of students.

Bibliography.

Trishina SV Information competence as a pedagogical category [Electronic resource]. INTERNET MAGAZINE "EIDOS" - www.eidos.ru.

Khutorskoy A.V. Key competencies and educational standards [Electronic resource]. INTERNET MAGAZINE "EIDOS" - www.eidos.ru.

The concept of modernization of Russian education for the period up to 2010 [Electronic resource]. -

"New information technologies for education". UNESCO Institute for Information Technologies in Education. Moscow publishing house. 2000

A set of teaching materials "Pervorobot". Institute of New Technologies.

Chekhlova A.V., Yakushkin P.A. “LEGO DAKTA designers are aware of information technologies. Introduction to Robotics. - M.: INT, 2001

Internet resources:

http://learning.9151394.ru/

http://www.prorobot.ru/

INTRODUCTION

In the technical creativity of adults today they see a kind of "bridge" from science to production.

1. THEORETICAL PART

technical creativity student circle

1.1 General characteristics of technical creativity

Portal for the student. Self-training

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