TRIZ - solution theory inventive problems declared by its author G.S. Altshuller as an alternative to numerous and inefficient methods of activating the enumeration of options, which allows "turning the process of solving inventive problems into an exact science". What is TRIZ really? What are its real possibilities and prospects?

Brief information about classical TRIZ

The theory of inventive problem solving appeared in the 1960s in the USSR.

The founder of the theory was G.S. Altshuller (10/15/1926 - 09/24/1998) - science fiction writer, engineer, inventor.

TRIZ is a set of methods united by a common theory. TRIZ helps in organizing the thinking of an inventor when searching for an idea for an invention, and makes this search more purposeful, productive, and helps to find an idea of ​​a higher inventive level.

For the first time in TRIZ, the main direction was the study and use of the laws of development of technical systems in invention.

The main instrument of TRIZ was Algorithm for solving inventive problems (ARIZ). ARIZ is a series of sequential logical steps, the purpose of which is to identify and resolve the contradictions that exist in the technical system and impede its improvement. In its development, ARIZ had a number of modifications. The modification ARIZ-77 and ARIZ-85V had practical application.

TRIZ uses a number of tools to solve problems. These include:

• Technical conflict resolution table, in which contradictions are represented by two conflicting parameters. These options are selected from the list. For each combination of parameters, it is proposed to use several methods for eliminating the contradiction. Only 40 receptions. Techniques are formulated and classified on the basis of statistical research of inventions.


• Problem solving standards. Standard problem situations. To resolve these situations, typical solutions are offered.


• Sue-field(real-field) analysis. Possible variants of connections between the components of technical systems are defined and classified. Regularities are revealed and the principles of their transformation for solving the problem are formulated. Based on the Su-Field analysis, the standards for problem solving were expanded.


• Index of physical effects. The most common physical effects for inventions and the possibilities of their use for solving inventive problems are described.


• Development Methods creative imagination. A number of techniques and methods are used to overcome the inertia of thinking in solving creative problems. Examples of such methods are the Little Man Method, the PBC Operator.

Participated in the development and popularization of TRIZ big number talented professionals. Among them - Shuvalov Valentin Nikolaevich.

In the mid-80s of the last century, theories of inventive problem solving began to train specialists from enterprises in the electrical industry within the framework of the method of functional cost analysis (FCA) that was being introduced there. However, due to the crisis of industrial production in Russia, which followed as a result of the reforms of the early 90s, the use of FSA at the enterprises of the industry completely ceased. TRIZ also turned out to be unclaimed.

TRIZ: reality and illusions

TRIZ was conceived "as an exact science". What is TRIZ really?

The undoubted advantage of TRIZ was that it attempted to use dialectical approaches to solve inventive problems related to the identification and resolution of contradictions. For this purpose, a special algorithm (ARIZ) was developed in TRIZ, which is a sequence of logical procedures aimed at representing the inventive problem being solved in the form of contradictions and a number of recommendations for their resolution. In addition, books on TRIZ provided a large number of interesting examples and tasks that in themselves had great cognitive value.

However, the Theory of Inventive Problem Solving had a number of significant flaws, which, obviously, led to a stagnation in its development after the death of the author, as well as to significant difficulties in its practical application. What were these shortcomings?

1. In TRIZ, an attempt was made to formulate the laws of development of technical systems, which were supposed to form the basis of TRIZ and common methodology problem solving. However, most of the formulated laws are not. They should rather be called regularities in the development of technology, and far from complete. For this reason, a coherent methodology for solving problems based on the laws of development has not appeared. And the formulated laws were mainly used as methodological justifications for the given examples of inventions.


2. The dialectical approach (analysis of contradictions), incorporated into the main tool for solving problems, which was ARIZ, was distorted by the introduction of new concepts (technical and physical contradiction). These new concepts distorted the essence of the dialectical contradiction formulated in dialectical logic, which led to difficulties in identifying the contradiction when trying to solve real inventive problems using ARIZ.


3. The improvement of ARIZ (creation of new modifications from ARIZ-77 to ARIZ-85V) did not go along the path of eliminating the inaccuracies in the procedures for identifying a contradiction, but along the path of complicating the algorithm. As a result, the latest official modification of the ARIZ-85V algorithm has become extremely cumbersome and unsuitable for practical use construction.


4. In TRIZ, clear mechanisms for the transition from a formulated contradiction to its practical resolution have not yet been found. This created serious difficulties in real tasks with the help of ARIZ.


5. TRIZ declared the rejection of the methodology for activating the enumeration of options, however, the main part of the so-called TRIZ tools consisted of just such methods (the method of little men, the PBC operator, Su-Field analysis).


6. Su-Field analysis was represented in TRIZ as a scientific approach based on the analysis of regularities in the structural development of technical objects. However, the assumption of the use of non-existent physical fields in su-fields, as well as the possibility of ambiguous interpretation of su-field constructions and the rules for their transformation, rather allow us to attribute su-field analysis to methods of activating the enumeration of options, but not to scientific analysis.


7. The closest thing to the idea of ​​formalizing the procedure for solving inventive problems was the creation in TRIZ of a table and techniques for resolving technical contradictions. This approach was based on statistical analysis descriptions of inventions existing at that time. However, despite the available prospects, he did not receive in TRIZ further development, and due to a number of existing shortcomings and obsolescence of statistical conclusions, it has lost its relevance for practical use.


8. There is a widespread illusion about the possibility of introducing TRIZ into real production. At its core, TRIZ is a method of thinking aimed at solving inventive problems, the possibility of using which largely depends on the abilities of a particular person for such thinking. For this reason, to make TRIZ a part of this or that production process impossible. AT best case an enterprise can organize TRIZ training for its employees in order to increase their creative capabilities.

In the period of its active development (80s of the last century), these shortcomings and mistakes were successfully compensated by the enthusiasm of TRIZ adherents. However, the existing shortcomings of TRIZ and the withdrawal from TRIZ as a result of the crisis in the production of its main developers, who are able to see these shortcomings, led to a stagnation in the development of the theory. In our opinion, this is the main reason why nothing new worthy of serious attention has appeared in TRIZ lately.

At the same time, the importance of TRIZ in putting forward the idea of ​​creating a directed search methodology based on the analysis of contradictions in thinking should be noted. The relevance of this direction is justified by the fact that everything that has been and will be created by man is the result of resolving such contradictions.

• There is such a thing as TRIZ - The Theory of Inventive Problem Solving. I have written quite a bit about her. It was invented by the Soviet inventor Heinrich Altshuller in the middle of the last century. He invented it for good purposes, namely to create single algorithm for solving engineering problems.
  
  To do this, he had to study the patent fund of the USSR and identify general patterns in copyright certificates. It can be said that Genrikh Samuilovich tried to make a template, according to which one could come up with ideas. Do not walk around the room back and forth, but take some kind of table in which you can find a direction to search for an idea. But, I want to warn you that TRIZ was originally developed to solve engineering problems. It was only later that the followers tried to adapt laws, techniques and standards for other sectors: social, humanitarian, etc.
  
  Of course, Altshuller was an idealist and a romantic dreamer. Only such individuals write fantasy stories, create TRIZ schools and sit in camps for their ideas. It seems to me that he was driven, like any idealist person, to make society and humanity a little better, so he devoted more than 50 years to studying and promoting his ideas and his theory to the masses.
  
  It is quite difficult for me and other young people to imagine what it is like to give most life for a dream - create an invention algorithm! In our time of mercantilism, hedonism and constant temptations, it is almost impossible to devote your life to something.
  
  So, here's what I'm all about. After reading his book, having studied the materials on TRIZ, I was delighted: how cool, everything has already been invented for us, you just need to substitute the situation into the formula and you can already find an idea. I wrote articles, tried to adapt the TRIZ methodological apparatus to applied design. It didn't come out very well. But I did not despair and tried again. The adaptation remained on paper, but in the work I did not know how to apply it.
  
  And I tried again. But how beautiful, see for yourself.
  All technical systems are developing:
  1. in the direction of increasing the degree of ideality
  2. in increasing the degree of dynamization
  3. up to a certain limit, beyond which the system is included in the supersystem as one of its parts
  4. in the direction of crushing
  5. in the direction of increasing controllability
  
  It's kind of hard to write. But, in fact, everything is quite simple. Technical systems develops according to dialectical laws. These patterns are cognizable, they can be used to consciously improve old systems and create new ones. That. knowing the laws of development of systems, an engineer can imagine what the system he is changing should be like and what needs to be done for this.
  
  All this wealth is needed to improve systems. A person always needs something to improve.
  
  But my main claim to TRIZ is Mr. Captain Evidence. And without TRIZ, people thought of using dynamization to improve, for example exterior mirrors side view in cars when they became foldable, and not fixed as it was until recently. There are many examples. Such laws and techniques, it seems to me, only reduce the effectiveness of the search for ideas. Humanity cannot do without experiments and research.
  
  The only thing I will leave for myself is the idea of ​​the ideality of the object. Again, I am tedious with terminology and apparent complexity of the syllable. But again, it's simple. The ideality of an object is when there is no object, but its function is performed. When you understand this, your brain will no longer be able to work as before. Looking at any subject you want to improve it, I tell you for sure. And improve it so that something is thrown out of it without losing its meaning and functionality. This is great.
  
  The best example of the ideality of an object for me is ford gas tank hatch
  
  
  
  « It would seem that we are all used to unscrewing and screwing the gas tank cap - and so, Ford is gradually introducing a neck without a separate cap on its models. It closes with a hatch. So no worries about where to put it, and zero chance of losing it or forgetting it.».
  
  For independent study:
  1.
  2. TRIZ for a designer: laws and techniques, second version
  3. Discussion with Mike Lisyansky
• Valiullin Artur Rights are protected 2005
• Write - [email protected]

Genrikh Saulovich Altshuller, the founder of the theory of inventive problem solving (TRIZ), had a dream. He dreamed of equalizing all people in rights and opportunities for creative work in the field of science and technology. Noble dream...
Yes, and it was worth a try: Colt equalized the chances of the strong and the weak with his revolver ... True, the nobility of his cause is very doubtful, but the success of his venture is clearly beyond doubt.
The great mentor of professional inventors was a man of action. Conceived - planned - done! He was not a dreamer like the famous heroes of Dostoevsky, Gogol or Turgenev. Now to be done conscious choice way. could be chosenpath of the armchair scientist.To think over the concept, and then deploy and prescribe it in all details. Write a solid scientific monograph.
Offer it to the scientific community and patiently wait for recognition based on the results of a decisive experiment, which you don’t have to conduct yourself ...
could be chosen wrestler's way , creator of mass social movement. That is, first get involved in the fight, and then see what happens. Napoleon also took specific solutions right on the battlefield ... But he did not leave us serious scientific works on the art of war, similar to the works of Moltke. But most of the battles were won...
Honestly, in specific conditions for a particular person, the choice is predetermined. He has no choice! The path of an armchair scientist did not bode well for the founder of TRIZ. He was born movement leader . And he had no experience of scientific work at all... This is how his biography developed in the era of totalitarianism, when the fates of millions of people broke like matches.
But in order to get involved in a fight or start a dispute, you still need to have something in your hands and on your hands ... In your hands you need to have something that is attractive to many Movement banner , and on the hands - at least a sketch of a concept that can attract people under this Banner. And everything else there is hope to gain in the struggle.
concept sketch was compiled and published 60 years ago in the journal Questions of Psychology. To its development took Active participation narrow circle like-minded people of the founder of TRIZ, who at that time was still an equal among equals. He acquired the title of the founder much later... Among equals, one should especially note such an associate as Shapiro. Now it is difficult to establish the weight of the creative contribution of each of the associates in the formation and development of TRIZ. Different things were said during the lifetime of Altshuller himself, and after his death, those who had previously been silent at all began to speak ... Let the historians of science judge this! Here and now, I do not intend to touch on this delicate topic.
I wrote about the formation of TRIZ in my trilogy " Invisible worlds Universe of Knowledge"
(http://www.sura.ru/pekc2/) to the extent necessary to solve the tasks assigned to this trilogy. For this I was often scolded. Some for the lack of gilding on the monument to the founder of TRIZ and his ideas, others for the lack of dirt on this monument...
Later, I added something in terms of my understanding of the achievements of TRIZ (by the time of the anniversary of the first publication on TRIZ) on my page in the journal "Samizdat" at the Moshkov Library (http://www.zhurnal.lib.ru/w/wullo_l_i/) . I emphasize, only in terms of solving the problem of anniversary reflection, and not in terms of gilding or dirt! Let others do it...
They scolded me for thoroughnessmy trilogy making itcompletely inaccessiblefor the already established TRIZ parties who is accustomed to reading and writing only popular scientific and children's books on TRIZ, which are in great demand in the collapse of the book market modern Russia. I confess about spiritual requests TRIZ - parties I didn’t think before, and I’m not going to think now... The founder of TRIZ dreamed of a better future for his brainchild than the futurepseudo-scientific party. True, he created this party himself!But it was impossible to create science before the tusovka, during the reign of totalitarianism.Tusovka played the role of a well-prepared soil for the future perception of TRIZ as a science, after its creation in the distant future by completely different people. Such soil cannot do without manure, but it is highly desirable that not only manure be present in it. We also need seeds of bright ideas that can germinate on this soil and bring the desired fruits...
But in this part, problems arose even during the life of the founder of TRIZ. He broke up with the smartest Shapiro, and he often expelled the best TRIZ developers. These wise men not only offered very practical things, but also asked questions that were not at all necessary at that time, to which there was no answer then ... Would you like it? Especially in a situation of war for the elementary survival of TRIZ!
To be honest, some of these smart guy questions have been answered. And the founder of TRIZ knew perfectly well what these answers were!But the public announcementthese obvious answers could do irreparable damage to the interests of the movement, which in those days was far from scientific. And do scientific movements even exist today? At the pre-scientific stage and now this happens. There is also a movement of ufologists... But then everything falls into place.And then the party-goers, who do not have a vocation to work in the field of science, and besides, they have never worked in it at all, are looking for a new field for their endless (and often useless for society) games ...God bless them, let them hang out. Tourists hang out too. It's even good for them.
The bad thing is that serious people, which accidentally fell into TRIZ - party , believing that they are engaged in serious scientific research, wasting precious time there.
Moreover, they will make an erroneous conclusion for themselves that TRIZ generally It's just a science buzz. But now it's not like that at all!But for this I had to write "Invisible Worlds of the Universe of Knowledge" for ten years, and not hang out ...
And crowds of disappointed people will flow into the arms of a certain Mr. Frost, who, for a substantial reward, promises them a quick enrichment at the expense of his mind, wiser by science ... Our humane criminal code does not forbid either them or him to do this at all. True, he did not forbid a certain Grobovoy to teach the art of resurrecting the dead. For the time being, for the time being...
Now it is obvious that it was necessary to clearly separate the functions leader of the TRIZ movement and his supervisor. These functions are generally extremely rarely able to perform the same person. The founder of TRIZ was an excellent leader of the movement and a weak supervisor. This should be recognized now. Everyone will only benefit from this. What could he do with the wise men who asked questions harmful to his cause?
And what did the leader of the proletarian revolution known to you do with the philosophers and thinkers of Russia, who also asked him then questions harmful to his cause? Remember the philosophical ship...
Lucky for Darwin that he didn't have smart students! If only they would have started to ask him their questions then, and we would not have had Darwinism until now ... Yes, and Gleb Zheglov, known to you, also advised to postpone with killer questions.
Any movement needs biting slogans. Whether they are scientific or pseudoscientific, it doesn't matter. The only essential thing is that they attract the electorate. The electorate of TRIZ of the last century consisted of proletarians and engineers, not much different from the proletarians in terms of education, culture and intelligence. The electorate was promised that by inventing according to daring formulas of creativity, it would eventually surpass the academics... Are you jarred by such a promise? Me too... Didn't the promise of communism in 1980 jar you?
The bison of invention assessed the real possibilities of the technical version of TRIZ of that era quite soberly. They said: "It is very useful for those who are thinner (than we) ...". The quotation is verbatim with the preservation of all its attributes.
It was the pure truth! But the truth was that there were a lot of those who were "thinner than them".And this incompetent majority also created, as skillfully ...That is mediocre and extremely illiterate! Bringing untold losses to society...Even the TRIZ of that era brought such "creators" up to acceptable standards.
For the miscalculations made in those days, one has to pay the bills even now. Intellectuals organically unacceptable slogans TRIZ, designed for the proletarian electorate of the last century. My trilogy was supposed to explain to them that these were just slogans ... And modern version TRIZ for physicists has already been cleared of them! Now it's quite serious science, which has nothing to do with the TRIZ-party of those years, and even modern TRIZ - party too ... It was also necessary to straighten the brains of some proletarians who were furious from crafty slogans. That is, to explain that even having mastered TRIZ, they will not receive in addition the necessary for creativity. vocation . Vocation and talent are the gifts of the Creator! This also needs to be understood...
So what about the dream of the founder of TRIZ? But nothing ... Dreaming is not harmful. If you want, dream alone, if you want, dream in groups.At the TRIZ party!In this world, it's justan impossible dream.But, perhaps, in the next world you will be rewarded according to your faith ...

Vullo Leonid Iosifovich

Once created in the USSR, the Theory of Inventive Problem Solving (TRIZ) almost lost its popularity in the 90s of the last century. But now TRIZ technologies are again gaining popularity in science, industry and even in humanitarian disciplines. Today " Soviet theory inventions" by Heinrich Altshuller is studied at universities around the world, and gradually it returns to domestic scientific and educational activities.

After passing the TRIZ classes offered in this training, you will be able to gain basic knowledge of solving inventive problems. You will learn about the constituent elements, methods, techniques, programs of Altshuller's theory, get acquainted with examples of the use of TRIZ. And most importantly, our lessons will teach you how to apply the skills of effective invention in your work.

What is TRIZ?

Theory of inventive problem solving(TRIZ) is a set of algorithms and methods created by the Soviet inventor Genrikh Altshuller and his followers to improve the creative process of scientists.

TRIZ- is not only, although it contains recommendations for improving the creative process. Altshuller's theory is aimed at solving the so-called inventive problems. Inventive task - difficult task, for the solution of which it is necessary to identify and resolve the contradictions that lie in the depths of the problem, i.e. identify the root cause (root of the problem) and eliminate this cause. This requires special skills and technologies, which will be discussed in the lessons of our online course.

Application of TRIZ

The main task of TRIZ, according to the author of this theory, is to help scientists-inventors quickly find solutions to creative problems from various fields of knowledge. TRIZ allows solving many creative problems. In accordance with the opinion of people who have studied Altshuller's theory, knowledge of TRIZ provides the following advantages (according to the book "Fundamentals of TRIZ"):

• Ability to identify the essence of the problem;
• The ability to correctly determine the main directions of the search, not missing many points that you usually pass by;
• Knowledge of how to systematize the search for information on the choice of tasks and the search for directions for solutions.
• Learn to find ways to move away from traditional solutions;
• Ability to think logically, alogically and systematically;
• Significantly improve efficiency creative work;
• Reduce decision time
• Look at things and phenomena in a new way;
• TRIZ gives impetus to inventive activity;
• TRIZ broadens one's horizons.

Some people argue that the Theory of Inventive Problem Solving can only be useful in exact sciences. This is partly true: the theory was created and was imprisoned precisely under technical application. But knowledge of TRIZ will undoubtedly help application in the humanities and in business, due to the fact that the basis of the TRIZ methodology is universal for any creative tasks.

How to learn it

If you have tried to understand TRIZ on your own, you have probably encountered a number of problems.

• First of all , educational materials TRIZ needs to be adapted to today's tasks, including not only technical, but also humanitarian ones.
• Secondly , the TRIZ methods described in many textbooks are poorly structured for the process of studying this theory.

This training, consisting of several lecture notes, is aimed at presenting the basics of TRIZ and the possibilities of applying this theory to solve any creative problem.

Target this course - structure the material, put all the TRIZ elements on the shelves, combine everything into single system. main idea classes and lessons this section 4brain website - to make TRIZ accessible to everyone. Teaching the Theory of Inventive Problem Solving should be understandable and exciting. Key task of our classes - to provide a knowledge base, as well as links to the necessary materials for deepening into various areas of TRIZ.

Do you want to test your knowledge?

If you want to test your theoretical knowledge on the topic of the course and understand how it suits you, you can take our test. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question.

TRIZ lessons

The theory of invention, created by Heinrich Altshuller, and later supplemented by his students and followers, has formed its own fairly strict structure. The classical TRIZ structure, which is given on most specialized websites and books, looks like this:

• Laws of development of technical systems.
• Algorithms for solving inventive problems: algorithms, techniques and techniques.
• TRIZ analysis methods: Su-field analysis, FSA, diversion analysis, system analysis and others.
• Methods creative development individuals and teams.
• An information fund consisting of numerous tables, applications, lists that help in technical creativity.

The lessons of this online course are aimed at mastering these basic parts of the “theory of invention”. Each lesson corresponds to a certain component of TRIZ. The lesson plan looks like this:

How long will the training take?

In general, there are no special developmental exercises in TRIZ that should be used to develop the skill of successfully solving inventive problems. Although TRIZ has a separate area for the development of creative imagination and inventiveness in creative teams, a separate section “Creative Thinking” is devoted to this area on our website.

Therefore, TRIZ training is associated with the study and memorization of algorithms and techniques, as well as their improvement and practical application. You can learn TRIZ all your life, constantly polishing your own algorithms. But you can get acquainted with the basic methods in 1-2 weeks of intensive or 1 month of moderate study.

…I would like to warn against the opinion that sometimes develops that one has only to get acquainted with TRIZ and the efficiency of your work will instantly increase. It is not that simple. To master TRIZ, you need to invest a lot of work, as in the study of any other science. Bringing the use of TRIZ to automatism requires even greater efforts. But I hope this warning doesn't stop you.

We wish you success in mastering TRIZ!

Education, according to English philosopher A.N. Whitehead is teaching the art of using knowledge. The modern student knows a lot, but the avalanche of scientific information is growing. There is a need not so much for the information itself, but for the ability to operate with it, to find unusual, non-standard solutions controversial issues, be aware of the need for a natural change scientific ideas. Many theories, effects, phenomena, facts from school subjects can lie in the storerooms of memory for decades, not finding practical application. Need a bridge between theoretical knowledge school disciplines and variations in their use. This bridge is being built with the help of the proposed program "Theory of Inventive Problem Solving" (TRIZ).

The essence of TRIZ technology is that new information is given mainly in the form of problematic and inventive problems and situations, the solution of which requires both knowledge of school subjects and knowledge of the logical system of methods for solving them, i.e. TRIZ (theory of inventive problem solving).

The theory of inventive problem solving (TRIZ) was created and tested in the process of practical application by the famous engineer and writer Heinrich Altshuller as a result of analyzing large amounts of patent information and was initially used to solve engineering and technical problems. However, later it showed its fruitfulness for solving problematic problems in the most various areas human activity, including art, business, advertising, politics, journalism, forensics, etc., i.e. It turned out to be very interesting and very effective for developing the creative abilities of students.

Distinctive features of the proposed program

Previously existing programs working on the basis of TRIZ technology, set as their goal "providing young technicians assistance in mastering the basics of the design methodology and the search for new technical solutions for their application in technical work... "or" show students the possibilities of developing their own creative abilities, encourage them to creative activity, to form corresponding persistent interests.

The program "Theory of inventive problem solving" is designed to form the system-logical thinking of students in the process of studying the theory of inventive problem solving (TRIZ), which will allow:

• to form the system-logical thinking of students,
• solve at a higher level not only scientific and technical problems, but also other problems (social, cultural, domestic, etc.),
• show the potential of intellectual activity of students.

The study of TRIZ allows children to understand that anyone can learn to think creatively, find optimal solutions to the most complex problems. difficult problems and even become an active inventor. This requires such qualities of the mind as observation, the ability to compare and analyze, combine, find connections, dependencies, patterns, etc. - all that together constitutes creative abilities.

• the way of mastering the past experience of mankind, i.e., the acquisition of knowledge;
• self-realization of their capabilities and development creativity through inventive activity.

Knowledge of the basics of school disciplines, together with the theory of inventive problem solving, is organized in such a way that during the lesson it is possible to obtain non-traditional solutions to problems that scientists and engineers struggled with for many years in the past.

The basic provision of TRIZ says: "Systems develop according to certain laws that can be identified and used to consciously solve inventive problems, without random wandering and meaningless trials." That is, the solution of any problematic task is considered an act of development of some system.

The development of the solution is carried out by overcoming (resolving) the contradictions that hinder the achievement of IFR (ideal end result). In the future, contradictions are eliminated by applying a system of studied principles, techniques, standards, algorithms. These thought tools are taken from history human thought, the history of discoveries and inventions, when they were applied spontaneously, by insight, and the authors of these inventions and discoveries did not even think that they were using this or that method. With the help of TRIZ, each movement of thought is accurately verified and organized. The effects and phenomena studied at school, together with inventive techniques, are included as an integral part in the logical system of step-by-step, step-by-step problem solving.

The first year of the program implementation includes the study theoretical basis TRIZ and its use in the practice of solving inventive problems created by the authors of the theory on the basis of patents, copyright certificates, social problems and works of art. The information fund of inventive problems is huge.

Practical building experience research activities shows that a personal information fund, collected by one's own labor, motivates the work of children much more reliably than a problem lowered "from above". Therefore, the main content of the second year of study is the formation of the ability to compose inventive problems as a result of the analysis of copyright certificates, patents, problems and achievements of mankind.

TRIZ is an algorithm used by a person, not a machine, so the theory includes special operators to control psychology in order to remove the inertia of thinking. It is imperative that each lesson touches on one or another way of developing creative imagination in order to neutralize psychological barrier, forcing children to stubbornly sort out bulky mechanical solutions, even if the student is well aware of the effect that gives a beautiful physical, chemical, biological, or even psychological decision proposed task.

With each subsequent lesson, there is a complication of the material in order to repeat, expand and deepen theoretical knowledge.

The content of the course deals with tasks that affect the basics, stages and ways of development specific subjects and concepts: physical and biological objects, historical periods, philosophical ideas, industries, types art and other categories. It is proposed to search for ways to solve the most pressing problems of our time, for example, such as the crisis of the fuel economy and the production of new types of energy, problems of protection environment, crime detection issues, etc.

A program was directed at the development of systemic logical thinking students and implements a system of teaching creativity in institutions additional education, which makes it possible to effectively manage the process of students' creativity as a core interdisciplinary course of the basic school. Thus, the orientation of the program is social and pedagogical.

The relevance of the proposed program is determined social order society into a creative person with systemic and logical thinking, able to master, transform and generate new ideas: “The solution of social, economic and cultural issues, characteristic of today's reality, is determined by the willingness of the individual to live and work in new social - economic conditions, the ability to implement continuous education. The implementation of these requirements significantly changes the order addressed to modern school. A modern student needs to be transferred not so much information as a collection of ready-made answers, but a method for obtaining, analyzing and predicting them. intellectual development personalities."

The information base of the program - the theory of inventive problem solving by G. Altshuller - is now recognized and popular not only in Russia, but also in the USA, Japan and a number of other foreign countries, where it is often called "applied dialectics".

Program novelty

The development of "Trisian" (system-logical) thinking has not yet become an object of wide application. The reason for this is that the paradigm of systemic-logical thinking has not found its own semantic niche in the personal professional priorities of most teachers. Its recognition should be based on the study of theoretical aspects this issue, as well as practical mastery of the theory of inventive problem solving. This process is slowed down due to the fact that most of the works devoted to TRIZ issues are focused on the activities of teachers who already own the TRIZ apparatus, and are published in specialized journals and collections, and not for a wide range teachers.

Candidate of Pedagogical Sciences German Konstantinovich Selevko in his book "Modern Educational Technologies" writes:

" ... Achievement creative level personal development can be considered the highest result in any pedagogical technology. But there are technologies in which the development of creative abilities is a priority goal, these are:

• identification and development of creative abilities of I. P. Volkov;
• technology of education of social creativity I.P. Ivanova;
• theory of inventive problem solving G.S. Altshuller".

"Theory of inventive problem solving" - innovative theory of development strong thinking in education. Providing students with the "tools" of creativity, it allows not only to acquire knowledge under the guidance of a teacher, but also contributes to their further independent development.

Pedagogical expediency of the program

The theory of inventive problem solving G.S. Altshuller, on the basis of which the program is built, allows children to rediscover the studied laws and make inventions themselves, and not receive them ready-made. Truth, as Diesterweg said, should not be presented to the teacher, but taught to find it. For this you need to have certain type thinking and knowing a lot. The theory of teaching creativity based on TRIZ develops this trend in teaching and education.

Most school programs there is a fair bias towards the assimilation of individual important facts at the expense of understanding general patterns. The study of TRIZ is designed to solve the problem of science integration based on systems approach and implements the transition from the pedagogy of memory to the pedagogy of thinking, from the pedagogy of diligence to the pedagogy of initiative. The system is logged out subject into a supersystem, i.e. into different areas human knowledge and human activity, which helps to form a holistic picture of the world in children.

With the advent of TRIZ, a real opportunity arose to effectively manage the process of thinking and the process of creativity, based on the laws of system development. Developing education (Elkonina-Davydova) introduces the world to students, its various objects in the vertical column of the system operator (supersystem - system - subsystems), while the powerful thinking tool of TRIZ - the system operator - provides at least 9 screens of perception, including similar vertical columns for the past and future of the system. The addition to a full system operator plus the inclusion of TRIZ tools in research lessons will give a further impetus to the developmental education system.

New things in the development of science are often created in frontier areas. The bulk of inventions was made at the intersection of educational sciences, and children's knowledge is clearly delimited by subject. This knowledge remains without active application and the coefficient of its use is very low. The school, using programs overloaded with scientific information in the educational process, does not have the opportunity to include areas of these boundaries in the topics studied. And, of course, the depth of their meaning cannot be covered by information and references to interdisciplinary connections. TRIZ touches and fills this gap in a rather fascinating way.

The combined use of TRIZ pedagogy and CSR (collective learning method) will make it possible to implement the principle of continuous transfer of knowledge by students to each other.

The system of dialectical learning (LMS), previously known as the "verbal-logical method of teaching", puts students in a mode of partial (under the guidance of a teacher) rediscovery of knowledge. This is well consistent with the task of forming the cognitive (cognitive) sphere of personality activity. At the same time, the accelerating pace of civilization development requires the development of a creative (creative) sphere of activity, which TRIZ offers.

Based on the technology of TRIZ research, it is possible to effectively pose and solve the problems of teaching schoolchildren the basics of search, research activities so necessary for modern man.

The project method of teaching aims students at solving problematic problems with a special organization of this process. Application of TRIZ in design method allows you to significantly increase the efficiency of project implementation, more often and more efficiently present the results of projects to scientific conferences schoolchildren.

motivational plan learning activities education has not been fully resolved. The course content of the program is the most effective way solves this problem, both in additional and basic education. If the school teaches knowledge, then "TRIZ, or the theory of strong thinking" teaches the ability to use it, which increases the authority of school theoretical courses, allows students to realize the huge potential of the knowledge gained in terms of their applied value contribute to successful career guidance. In turn, the use of knowledge as tools of creativity makes it possible to better memorize scientific theories, facts, effects and phenomena.

The problem of success in learning is solved due to the fact that students, analyzing in the course of learning tasks problematic tasks are significantly more motivated to obtain the knowledge they need.

The study of TRIZ contributes to the implementation of health-saving technologies, since information stress is reduced, the emotionality of the lesson increases, and the joy of creativity is felt.

Of the main goals of school education (educational, cognitive and developmental), TRIZ technology brilliantly fulfills the developmental one. BUT developed intellect decides the cognitive goal. As for educational purpose pedagogy, then creativity has a great potential for morality, and the culture of the mind brings up the general moral culture of a person, determining his active life position.

Purpose of the program

The main goal of the process of implementing the program is to develop the systemic and logical thinking of students in order to reveal their creative potential with the further application of the acquired knowledge in study and life.

Program objectives

Formation of methods of mental actions and skills for development determined by the program practical experience work with algorithmic material in the form of analysis and solution of inventive problems.

Mastering by students a wide range of techniques and methods for solving creative problems, for analyzing the strength of a solution, for reducing the complexity of the process of obtaining a strong solution.

Development of the position of an active world changer, a creative active person, able not only to apply and assimilate knowledge, but also independently create new knowledge in the form of earlier unknown solutions current problematic issues.

The formation of civic consciousness among students, due to the focus on fundamentally overcoming both technical and social contradictions(including interpersonal conflicts), when the interests of not one, but all its participants win.

The formation of economic and environmental thinking of students, due to the idea of ​​the development of systems as an increase in the degree of ideality, i.e. the ratio of the sum of useful factors to the sum of payback factors.

Formation of an idea of ​​the highest level of creativity as an act of replacing the solution of a problem with its prevention.

Disclosure of the potential talents of children and the transfer of the student's personality from the state of potential giftedness to the state of actual giftedness.

Formalization of some processes creative thinking to simplify the process of creativity for those to whom it is difficult or even inaccessible, which will allow those who are lagging behind, “standing on the shoulders of the great”, to move further and higher.

Identification of the levels of development of systemic-logical thinking of students (initial, minimal, intermediate, advanced, high) and analysis of the potential of their intellectual activity for subsequent career guidance.

Expected results

After completing the course, students should:

understand the system structure of the surrounding world;

stages and laws of systems development;

history human civilization as the history of the creation of inventions and objects of art;

what driving force progress is the creativity of people;

that major inventions and masterpieces of art are the result of resolving the contradictions contained in inventive problems, which in the history of science, culture and art were solved in different ways;

structure, essence and basic techniques of the theory of inventive problem solving (TRIZ) as a scientific system for the formation of skills rational thinking in the creative process;

basic methods for solving inventive problems;

basics of ARIZ (algorithm for solving inventive problems) as the main method of TRIZ (theory of solving inventive problems);

be able to explain the meaning of invention methods: trial and error, brainstorming (brainstorming), synectics, morphological analysis F. Zwicky; empathy; TRIZ (Altshuller's theory of inventive problem solving);

use ARIZ techniques and methods to obtain the optimal result according to the problem posed in the problem;

determine the levels of creativity of inventions and objects of culture, art; use o knowledge of the fundamentals of science in creative tasks as tools for obtaining solutions of higher levels; o a systematic approach to solving inventive problems of any subject;

theories, effects and phenomena of the studied school disciplines for solving contradictions both in inventive problems and in life situations; represent the difficulties that prevent a person from achieving a goal in a creative endeavor, know and apply ways to overcome them.

Verification methods and summarizing forms

Each lesson involves students solving inventive problems and problems on different levels creativity. To identify the levels of development of systemic-logical thinking (initial, minimal, intermediate, advanced, high), the results of the activity are studied and analyzed by the teacher, and potential opportunities for further intellectual activity of students are identified.

Evaluation of the results is carried out as in each lesson (praise for the initiative, making creative solutions to the register, etc.), and on the final ( statistical processing results in terms of the number and level of creativity of the solved problems; awarding certificates, diplomas; assignment of "titles"; participation in competitions, seminars, educational and research conferences, festivals; publication of the best works; obtaining certificates and patents).

Materials for current, boundary and final control are control tasks, tests, reports and abstracts, speeches at scientific and technical conferences and the results of participation in olympiads.

Children's age

The study of TRIZ or the theory of strong thinking (technology of creativity) is carried out with the help of inventive tasks, which are formulated from the patent fund of discoveries, inventions, as well as from the content of cultural and art objects. Therefore, the formation of systemic and logical thinking can be started at almost any age, choosing tasks appropriate for age to reveal the topics of the program.

This program in more focused on middle and older age (14-21 years old), because sets the motivational aspect of learning activity as one of its tasks and, based on the criteria for levels of creativity, proposes to form the concept that inventions that use deep knowledge the foundations of sciences are almost always inventions high level. Practically at every lesson there is an idea about the importance of knowledge of school disciplines for solving inventive problems.

Implementation timeline

The program is designed for 2 years of study. With each lesson, the volume of information on topics due to the analysis and solution of new problems increases and becomes more complicated. The second year of the course allows students to repeat the material covered, expand and systematize new knowledge, create their own fund of inventive problems, and possibly make an invention.

Forms and mode of employment

The program implements various forms of children's work in the classroom: frontal, individual and group. The first involves the joint actions of all students under the guidance of a teacher. The second is the independent work of each student. The most efficient organization group work. Such forms of classes as competitions, competitions, games, workshops, seminars, consultations, olympiads are applicable. A variety of forms implement the main content of the course - the process of search, inventive activity, which contributes to the manifestation of the child's desire for independent work, self-realization, the embodiment of his own ideas aimed at creating a new one.

Classes are held twice a week. The duration of each lesson is 2 hours, i.е. - 144 hours per year, total - 216.

TRIZ - the theory of inventive problem solving

One of the modern and most interesting teaching methods is TRIZ technology - the theory of inventive problem solving.

It was invented by Genrikh Saulovich Altshuller, an inventor and science fiction writer from Baku. G. Altshuller believed that any person can be trained creative activity. It is only necessary to acquaint him with the methods of creative imagination and teach him how to solve inventive problems.

TRIZ pedagogy as a scientific and pedagogical direction formed in our country in the late 80s. It aims to develop strong thinking and education creative personality prepared to solve complex problems in various fields of activity

The TRIZ program came to kindergarten in 1987 by chance. Participants of one of the seminars asked to show a lesson on the TRIZ program with children school age, but by mistake the students were brought to the kindergarten to the preparatory group. This misunderstanding allowed the Trizovites to “discover” for themselves the abilities of preschool children and new age involving the child in solving inventive problems. Currently, TRIZ techniques and methods are successfully used in kindergartens to develop ingenuity, inventive abilities, creative imagination, and dialectical thinking in preschoolers. This program was included in kindergartens under the conditional name "Umka".

The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge, reveal the truth to them, he should teach them to find it. If a child asks a question, do not immediately give a ready-made answer. On the contrary, one should ask him what he himself thinks about it. Invite him to discuss. And lead with leading questions to ensure that the child himself finds the answer. If he does not ask a question, then the teacher must indicate the contradiction. Thus, he puts the child in a situation where you need to find the answer.

TRIZ technology helps us in the development of imagination in children, in the development of logical thinking, in the development of the ability to pose and solve a problem. There are many methods of this technology -

Methods and techniques of TRIZ.

One of the methods of activating thinking is the method of focal objects (FFO).

". It was proposed in 1926 by the German professor F. Kunze,

The essence of the method is as follows. Before us, as if in focus, is an object that needs to be improved. By arbitrarily selecting several other objects, for example by opening dictionary of the Russian language on any page, we name the words, at random, where the eye will fall (preferably nouns). Then we "apply" these words to the given object. Unexpected combinations give interesting results.

The method liberates thinking and leads to unexpected combinations

Work on the M.F.O. can begin at 2 junior group. In this case, the following tasks are solved:

1. Come up with something new, modifying or improving a real object.
2. Introduce children to a new object.
3. Create a story or fairy tale about the object in question, using the found definitions.
4. Analyze artwork.

Let's look at this with an example.

To improve objects or details using the focal object method, you must adhere to the following rules:

1. Considering or changing any object, for example, an apple, we arbitrarily choose another object that has nothing to do with an apple. The number of selected items can be unlimited, but for ease of use, it is better to select 2 - 3 objects.

2. How to choose another item? It can be any word from any book (it can be chosen by children who can read). You can offer picture cards laid out face down, you can arrange toys or bright objects and ask them to quickly name any (any) of them.

3. Item(s) found. We invite children to describe it, choosing 5-10 definitions. In order to help children, you can ask them: “What is he (it, she, they)?” For example, the word "penguin" is selected. We write down (or designate with a picture, symbol, toy) on the board the selected definitions: jumping, running, flying (in a jump), floating, laughing, caring.

4. We substitute the selected definitions for the word in focus, considering the resulting phrases: jumping apple, flying apple, laughing apple, running apple, floating apple, caring apple. You can discuss all the phrases, or you can take the most interesting.

5. After the desired (or interesting) phrase is found, you need to give the apple necessary qualities. To do this, it is necessary to “introduce” into it those elements that are not characteristic of it, which will change the object considered by the children.

"Flying Apple" - you need wings, inflate like a balloon and tie

rope; the apple is empty inside, there is only one peel left - it is light.

"Running Apple" - the legs have grown on the apple.

"Laughing apple" - it must have a mouth and eyes.

And "flying", and "laughing", and "running" apples grow on a tree. They must be collected. How? Just touch the "laughing apple" - it will burst out laughing so much that it can burst with laughter. He first needs to tell something sad, and then rip off. Or the “tear-off” should be dark: the apple will decide that the night has come and fall asleep. With "flying" and "jumping" apples it is more difficult. You want to pick it, but it jumped or flew off to another branch. How to be? Grab the tail (shank), throw a net, tie a thin thread in advance and hold on to it ...

The imagination of children in the process of inventing such stories, as a rule, has no limit.

In preschool children, this method allows not only to develop imagination, speech, fantasy, but also to control their thinking. At first, it is enough lexical explanation obtained phrases, and for consolidation and generalization, you can invite children to draw what happened as a result of collective fantasy.

In speech classes cognitive development, children of senior preschool age can play the game "Inventors" with interest, in which they invent pieces of furniture, dishes, animals, vegetables and fruits, confectionery, Christmas toys. To select other objects, use subject pictures 7-8 pieces. This creates an atmosphere of mystery, even more interested in children, concentrates their attention.

Using the MFI method, you can come up with a fantastic animal, come up with a name for it, who its parents are, where it will live and what to eat, or offer pictures "funny animals", "pictograms", name them and make a presentation.

For example, "Left Monkey". His parents: a lion and a monkey. Lives in hot countries. Runs very quickly on the ground and deftly climbs trees. Can quickly run away from enemies and get fruits from tall tree. . .

In the process of classes, children are liberated, they are not afraid to express their thoughts and ideas.

Morphological analysis

Morphological analysis is an example of a systematic approach in the field of invention. The method was developed by the famous Swiss astronomer F. Zwicky. Thanks to this method, he managed to obtain a significant number of original technical solutions in rocket science in a short time. Usually, for morphological analysis, a morphological box is built, that is, a multidimensional table. The main characteristics of the object under consideration are taken as axes and their possible variants are recorded along each axis.

For example, we need to come up with a new ball game. This can be done using the morphological box. First, let's define the main characteristics of the components and their possible options:

BUT what part of the body can play with the ball

1A - by hand

2A - head

3A - foot

4A - torso

AT - what can be the ball

1B - rubber

2B - plastic

3B - wooden

4B - balloon

With - What can you hit the ball with?

1C - stick

2C - stick

3С - racket

4C - part of the body

Then you need to build a morphological box:

1A, 2A, 3A, 4A

1V, 2V, 3V, 4V

1C, 2C, 3C, 4C

Combinations of elements are extracted from the constructed box.

For example: 1A, 1B, 1C;

1A, 1B, 2C;

1A, 1B, 3C, etc.

AT preschool it is also convenient to use a flannelgraph to work with the morphological box. So, for example, when working on the development of the creative imagination of preschoolers, they use the game "Fantastic Animal", which is based on the principle of action with a morphological box. A table is built where the body parts of one animal (head, torso, limbs, tail) are located vertically, and the body parts of the same name of different birds, fish and animals line up horizontally. For example: on the first horizontal line the head of a parrot, horse, fish, monkey will be located. On the second - the body of a parrot, horse, fish, monkey. On the third - the limbs of all 15 of these animals. And on the fourth - their tails. Parts of the body are not drawn, but ready-made ones are put on a large flannelograph in given order. Children are invited to choose the head of the animal first, then the body ... (Two parts of the body from one animal cannot be taken).

The "fantastic" animal is lined up on a separate small flannelgraph. After the animal is “built”, you need to give it a name, think about what its habitat will be like, how it will eat, move, raise children, etc. After finishing the lesson on the development of speech, you can invite the children to draw this animal, mold it, play it.

Here are some of the possible animals: seal pig, bird lion, elephant jumper, etc.

"Rings of Lull"

As an option, you can use, in addition to tables and "morphological boxes", the so-called "Circles of Lull" (rings of Lull). This method used in work with preschoolers and is very effective.

The founder of this method was Raymond Lull (1235-1315) - poet, philosopher, missionary;

These circles are very easy to make yourself. Several circles of different diameters are cut out of cardboard or thick paper, for example, four. All circles are divided into 6 sectors (the number of sectors may vary, but on all circles their number should be the same). In accordance with the task, for example, to come up with new types of jackets, sectors are filled on each circle. On the largest circle, each sector represents a specific color: white, black, green, pink, blue, yellow. On the second circle, smaller, the purpose of the jacket is also indicated by sector: work, sports, for walking, weekend, girls, boys. On the third circle, even smaller, the size, size, shape of the jacket is affixed in each sector: wide, long, narrow, short, thin, thick. On the fourth circle, the smallest, the material from which the jacket can be sewn is indicated: cotton, fur, bologna, oilcloth, tarpaulin, nylon. Circles are strung on a rod (pin, carnation). For ease of use, an arrow - a pointer - is tightly attached to the same axis. Circles rotate around the axis alternately, starting with either the largest or smallest. The arrow indicates the options.

"Rings of Lull" can be used in any organized joint activity of a teacher with children, integrating with other areas.

For example: the educational area "Communication" - circles are used depicting sounds and objects with the same sounds (at the end, middle, beginning of words).

Area "Cognition" - circles for games with ecological content (an animal and its dwelling, animals and their cubs, birds and their tails, trees and their leaves, fruits, etc.), as well as circles with the image of objects different sizes(more - less, etc.), with numbers (number composition).

Reading area fiction» - circles with the image fairytale heroes and their dwellings or objects.

There are many combinations, you just need to dream up well.

It should be noted the versatility of the "Rings of Lull" benefit, using only a few rings you can get either different variants games, or additions to the used game.

The effect of the game is huge - the knowledge of the language and the world in their relationship, the development of creative thinking and imagination, the enrichment of vocabulary, and much more.

The game method learning contributes to the creation of an interested, relaxed atmosphere, relieves psychological and physical stress, provides the perception of new material.

TRIAL AND ERROR METHOD.

“What if ...” - this phrase is very often heard by children when they want to solve something, that is, there is a search for solutions - some options are more successful, others less. Sometimes you can even solve the problem with their help. This is the trial and error method. (MPiO).

In the classroom, children understand that any, even the most unimaginable, assumptions can be made. The kids are starting to dream. At the same time, quite often they in their assumptions go away from the problem itself. But for kids, this is not a barrier. Using M&E, you can reach a compromise solution to the problem.

Communicating with children, you constantly have to experiment: it didn’t work out, we try in a different way. And often the phrase "And if ..." accompanies us as a faithful assistant.

M&E has existed for a very long time, it surpasses the age of mankind. Even nature in its development has been using it for a long time. With the help of this method, many discoveries have been made, but a lot of money and time have been spent on this.

SYSTEM OPERATOR.

PURPOSE OF THE METHOD: Development of systems thinking.

Comprehensive acquaintance with the subject or phenomenon helps the method of system analysis. It allows you to look into the history of the creation of an item, decompose the item into details, and even look into the future of the item. The system operator can begin to be used in the 2nd junior group when getting acquainted with household items, the immediate environment, when describing toys. The system is characterized by the RCS operator (size, time, cost). By changing one of these operators, you can change the properties and qualities of an object. For example, when solving the problem of saving Kolobok, we change the “size” operator, increase Kolobok so that the fox cannot swallow it. In the fairy tale about Cinderella, the “cost” operator changes.

The system operator gives:

1. Most full view about the subjects in question.

2. Develops imagination and fantasy.

3. Allows you to solve creative problems, makes the solution varied and interesting.

Modeling by little people.

PURPOSE OF THE METHOD: Acquaintance with the internal structure of matter

It is TRIZ that helps children understand what is happening in the world. inanimate nature: why stone is solid and water is liquid, why snow melts in warmth, and water turns into steam when heated. There is another method in TRIZ technology - this is the method of SIMULATION BY LITTLE PEOPLE. Little men, in the understanding of us adults, are molecules (of course, you all remember this from the school chemistry course). Remembering that everything around is made up of molecules - smallest particles, which are interconnected in a certain way, it is easy to explain to children why substances are solid, liquid, gaseous;

Learning TRIZ allows children to understand that anyone can learnthink creatively, find optimal solutionsthe most difficult problems and even becomeactive inventor.This requires such qualities of the mind as observation, the ability to compare and analyze, combine, find connections, dependencies, patterns, etc. - all that together constitutes creative abilities.