November 3, 2016 at 20:00

Decision theory inventive problems on fingers

• Algorithms,
• Entertaining puzzles

Imagine you are faced with the problem of how to improve something, or how to make something work. How to come up with something new? For this, the Theory of Inventive Problem Solving was invented. In this topic, I will try to tell on my fingers what it is about

For warm-up

Life situation: in good weather, the windows in the apartment should be open, but if it rains outside, then it will be necessary to close them. We have no desire to follow this and close them ourselves. What solution comes to mind?
An interesting fact: we always come up with things that we have already seen, or just some ready-made solutions.

The correct statement of the problem

One of the first problems that everyone faced was not understanding the condition. For a given problem, you need to build alternative questions which also solve the problem.

For example: find an inexpensive express method for detecting air leaks in car tire(this is a problem as given by the PKD).

Alternative questions (this is a problem as understood (PKP)):

• How to find a leak in a tire
• How to predict possible place tire leaks
• How to find a way to fix a leak in a tire

The first option is clearer than the original one, as it is more specific. The more specific the problem is, the easier it is to solve.

Solution enumeration activation method

There are many ways to activate a variable approach to solving inventive problems (in case you need to come up with a specific new one, and not new way use of what already exists). Here are the main ones:

1. Morphological method
   We create a table where the axes are important parameters and characteristics for us. For each axis, we describe the possible achievements of this characteristic. Thus, choosing one method from each axis, you can choose the most correct and best option solutions for the entire technical system.
2. Rethinking the task
   The same problem can be solved in different ways depending on the goal. For example: it is necessary that the ram does not break when it collides with the door.
   You can change the material of the ram; try to make the battering ram stronger from hitting the door (like rams and their horns on impact).
3. analogy method
   Direct analogy: any similar situation or problem solved in another field of activity, science or nature.
   Personal analogy: an attempt to look at the task, identifying oneself with the object, an attempt to enter into its image, to find personal analogies in the experience of a person.

Example

Consider an ordinary cup. If you pour boiling water into it, then it will become hot on its own, and it will not be easy to hold it in your hands. But we want to use it!
Let's formulate the problem (a contradiction. After all, it is the contradiction that forces us to solve the problem): We need to be able to pour something hot into the cup, and not scald while picking it up.

What are we working with?

One way to keep the temperature of the poured liquid without letting the cup heat up is to make it from a thicker material. This will not lead to significant changes in production, apart from additional material costs. A similar decision would be to change the material from which the cup is made.

What if there are other options? You can make sure that the cup has a non-heating place. This idea led to the creation of cup handles.

The cup remained a cup and gained almost no weight. Additional expenses are minimal, as the handle consists of the same material.

Why not do otherwise?

Certainly this is not the only ways problem solving. Except one BUT. How easier solution the easier it is to apply.

A technical object is ideal if it does not exist, and the function is executed
In other words, a solution is best if it requires nothing more than what we have in the condition.

Solutions for other areas

Sometimes some tasks that were big problem long time in one area have already been resolved in another.

Small example

Being in the conditions total darkness required to navigate in space. If we can't see, then who can? (we immediately form a contradiction in ourselves: a person cannot see in the dark, but he needs to be able to navigate in it).

Here you can recall animals that feel good in the dark. This role is most claimed by cats and the bats. In the first option, at least a weak light source (direct or reflected) is needed. And in the case of a bat, light is not needed at all, they move with the help of reflected sound.

On the example of bats, echolocators were made, but night vision goggles were based on the ability of cats to navigate in low light.

Another interesting example

And another example from the animal world: how to get rid of lacing in clothes? One of good decisions- to tie clothes with an additional patch of this very clothes, which formed the basis of most dressing gowns.

The second fairly common solution is to use fasteners instead of fasteners, a variant of which are Velcro (their prototype at one time was the burdock fruit).

Eventually

Brief scheme of TRIZ application in general view can be represented as:

1. Define the task and formulate it (the problem is given and the problem is understood)
2. Find a contradiction and what prevents you from solving the problem (what is the problem of the situation)
3. Allocate the resources that we have
4. Apply existing decision techniques (in space, time screen, decision from other areas, and so on)
5. Analyze the solution and see if it can be improved

I hope that despite the brevity, I was able to explain in in general terms what TRIZ is (or at least prompted them to find out more).

TRIZ - the theory of inventive problem solving

One of the modern and interesting methods training remains 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. You just need to introduce him to the techniques creative imagination and learn to solve inventive problems.

TRIZ pedagogy as a scientific and pedagogical direction formed in our country in the late 80s. It aims to form strong thinking and education creative personality prepared for the decision difficult 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 of school age, but by mistake the listeners 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. To kindergartens this program entered 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 logical thinking to develop the ability to formulate and solve problems. There are many methods of this technology -

Methods and techniques of TRIZ.

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

". 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 images 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 children preschool age this method allows not only to develop imagination, speech, fantasy, but also to control your 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 - example systems approach in the field of invention. The method was developed by the famous Swiss astronomer F. Zwicky. Through this method, he was able to a short time get a significant amount of original technical solutions in rocket science. Usually for morphological analysis build a morphological box, 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 new game with a ball. 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 activities educator with children, integrating with other areas.

For example: 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 - knowledge of the language and the world in their relationship, development creative thinking and imagination, enrichment 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 internal structure substances

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, these are molecules (of course, you all remember this from the course school chemistry). 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.

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" Heinrich Altshuller is studied at universities different countries 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 get basic knowledge 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 creative process 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. The inventive task is a complex task, for the solution of which it is necessary to identify and resolve contradictions that lie in the depths of the task, 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 the 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 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 necessary materials to delve into various areas TRIZ.

Do you want to test your knowledge?

If you want to check 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 technical systems.
• Algorithms for solving inventive problems: algorithms, techniques and methods.
• TRIZ analysis methods: Su-field analysis, FSA, diversion analysis, system analysis other.
• 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 need to be used to develop a skill. successful solution inventive tasks. 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!

Today there are many methods for raising a child comprehensively. developed personality. One of them is TRIZ. What does this abbreviation stand for? This is the theory of inventive problem solving. What is this technique? Read about it below.

What is TRIZ

This abbreviation stands for "inventive problem solving theory". What does she represent? This is the science of how modern man must solve problems. The theory was developed by the Soviet scientist Heinrich Altshuller. Who is he? This is a science fiction writer and an inventor-engineer rolled into one. This man deduced the theory, and then confirmed it in practice, that if you look at any problem, then the solution to it can be found in the same way. That is, by performing the same algorithm of actions, you can solve all problems.

If already in the 40s of the last century such a wonderful manual was developed, then why are some insurmountable obstacles facing a person today? The fact is that not all teachers know what TRIZ is. After all, we all heard about speed reading, but how many people on earth own it? The same goes for language learning systems. There's a lot various benefits and courses, but for some reason only a small part of our compatriots is fluent in two or three languages.

Why was TRIZ created?

The main goal of the theory of inventive problem solving is to find a single solution. For many PR people and creatives, this may seem strange. Just one solution? But, as you know, the most best idea- always the simplest and lies on the surface. Before the theory of TRIZ was developed, people believed that in order to find the optimal solution, it was necessary to examine the problem up and down, to conduct brainstorm and find 100500 various options solutions. But after all, if you think about it, then in the end they always left one option, and the one for the implementation of which would require the least amount of costs, both physical and material.

TRIZ principles

• Inventions. Thanks to them, a person improves the world in which he lives. And as you know, we live according to the laws already created by nature. People improve the system in many ways. Those who the best way fit into everyday life, remain, others are simply forgotten over time.
• There are always contradictions. This principle is easiest to understand with an example. The efficiency of any mechanism will be directly proportional to its volume, which is how the engineers who assembled computers thought for a long time. Indeed, 10 years ago the most powerful computers there were those devices that had very weighty dimensions. But with the invention of new ways of storing data, the size of the computer has decreased. The contradiction has disappeared.
• For every problem there is a solution. Everything will depend on the resources available to the person or the system. Let's explain with an example. Adults want to give children as much as possible more information. But children's books are always small. How do you compress stories? Thanks to pictures and verses, part of the text can be shortened.

Who is the system for?

We have found out what TRIZ is, and now we need to understand who can be taught this theory. Like most experiments, this one was done on children. After all, no one else can test the success of a new method of education. Therefore, preschool children became "guinea pigs." When the TRIZ system showed that the scientists were not mistaken, and the children were able to be taught to think more systematically, they continued to study with them in school age. More than challenging tasks. The children were given tasks, but there were no tips or hints.

Also, the TRIZ system has proven itself quite well as a program for the improvement of adults. It is clear that the brain at a young age is more plastic, but it is worth understanding that a person is able to perceive new information at any age. Therefore, today a person has any age group there is an opportunity to study according to the TRIZ system. And this can be done both at home and in special institutions who conduct courses, seminars and intensives.

How long does training take

The theory of inventive problem solving is whole science. Moreover, by analogy with physics or chemistry, we can say that it should be taught all your life. How is it, because in kindergarten and school, children are trained in exercises, and entering higher education educational institution, a person no longer practices TRIZ all the time? Everything that he has settled on the subcortex, he uses it.

This is how many people live in our country. But if you draw parallels with a language, for example, with English, it becomes clear that it is quite possible to learn it in 10 years. But if you do not then apply the language in practice, knowledge will quickly evaporate. Therefore, the answer to the question of how long it takes to learn how to apply TRIZ can be as follows: any adult is able to master the basics in a month, but it will take more than one year to hone the acquired knowledge in practice.

TRIZ in kindergarten

The theory of inventive problem solving has the same structure. To understand it, you need to break it down into points and illustrate with examples.

• The first stage - the children are given a task, and they must solve it without the help of adults. What might a task look like? It should be formulated in the form short question where you can find the answer. Examples: how can you find out what time it is if there is no watch on your hand; how to find yourself smart person in the world? You can even guess the standard riddle: How do you put an elephant in a refrigerator?
• TRIZ in kindergarten means finding contradictions. Let's take an example. The sun is good, it gives the earth light and heat. But if there is no rain, then a drought will begin, which can then turn into a fire.
• The final step is to resolve conflicts. When the task is set, for example: it's raining, what should be done? Found a contradiction: take an umbrella, but it is too big and does not fit in a backpack. It remains only to draw a logical conclusion: you should take a folding umbrella, which will protect you from the rain and fit perfectly in your bag.

TRIZ at school

As is known, training program all educational institutions is certified, approved and, as a result, does not change for years. And if TRIZ technologies exist in preschool educational institutions according to the Federal State Educational Standard, then this system is not officially used at school. as an additional or extracurricular activities some teachers implement it, but not on permanent basis. And as we have already found out, knowledge that has not been confirmed by sufficient practice is of no particular value.

How can you entertain children on an elective? TRIZ for preschoolers are easy puzzles, mostly based on fairy tales or their life experience. Children 9-12 years old can already be given serious tasks, the answers to which they will come up with, and not look for in their past. What could it be?

Job example. Two neighbors live in a dorm room. One of them watches TV in the evening, the other reads. There is only one light bulb in the room, hanging in the center on the ceiling. The light prevents one of the neighbors from watching TV, as it illuminates the screen. What can be thought of as a solution to such a problem? The answer is quite obvious. It is necessary to stick a piece of opaque adhesive tape on the light bulb from the side of the TV, then the light will stop, and the second person at this time will still be able to read calmly in the light.

Adults can increase their inventive abilities?

Despite the fact that with age the brain loses its plasticity, the ability to learn in humans remains. The use of TRIZ will be useful for a person of any profession and any age. After all everyday problems sometimes annoying no less than the workers. Today, in the age of digital technologies, everyone can download books on the theory of TRIZ, or, if there is no time to learn the basics on their own, you can sign up for specialized courses. On them for 2-3 weeks you can get knowledge in a compressed form.

What games to play with the guys

TRIZ in kindergarten is not lessons. New knowledge is presented to children in the form of a game. One of them is called "Masha the Confused". The child approaches a deck of cards on which objects used in the household are drawn. For example, knives, forks, spoons or a mixer. He pulls out a card, and there is a knife. He explains to the group that the knife is lost. Now the child must complain that he does not know how he will cut the bread. The group must propose solutions to the problem. For example, bread can be cut with a fishing line, a ruler, or broken off by hand. And you can cut it with a hacksaw or pick it with a fork.

Another example of TRIZ problems is the game of teremok. The task of children is to learn to see common signs at different items. Each of the children is given a card on which an object is drawn. One child becomes the leader and climbs into the house. In his hands he holds a card with a picture of, for example, a guitar. A friend approaches him, in whose hands is a picture of a fishing rod. The host announces the conditions: I will let you into the house if you name common signs between me and yourself. A child with a picture of a fishing rod begins to list that both the guitar and the fishing rod are made of wood, both of these items have threads and fishing lines, etc.

How to look for answers

TRIZ for preschoolers is not only a way to solve imaginary problems, but also a way to develop fantasy. Therefore, when in everyday situation you need to quickly come to some conclusion, the child can do it with ease. In what way? How more people solves all sorts of problems, the more analogies will remain in his head, thanks to which it will be possible to quickly find answers.

For example, if a child has already solved the problem that bread can be cut not only with a knife, but also with a ruler or a spoon, then on a hike he will be able to quickly navigate when there is nothing cutting at hand. the main task TRIZ is not about solving problems for the sake of the solution itself, but about finding answers to life's questions.

Problem with solution

TRIZ games in the garden are popular. But not all educators can quickly come up with suitable tasks for children. Therefore, we offer this option. The ceramic mug retains heat well, but also heats up quickly. You need to figure out how to make it so that, without changing the material, you can make an object of the same type, but with the condition that it will be comfortable to hold in your hands. Children may suggest using a variety of wrapping materials, coasters, or knitted “clothes”.

It is worth saying that in production such mugs will be very expensive, since a person, in addition to cutlery will have to buy more additional items. It is worth waiting until some child comes up with the idea of ​​attaching a handle to the mug. This answer will be correct. After all, the handle is made of the same material as the mug, which means that there will be no extra costs in production. A lesson with TRIZ elements can be invented quickly, one has only to practice. Here are more examples. How to move the chair around the apartment so that it does not leave marks on the surface? How to quickly defrost food?

What does the system give

After a month of TRIZ classes in preparatory group You can already see the first results. Children begin to be interested in the world around them and try to solve paradoxes. And this desire is commendable. TRIZ technology in preschool educational institutions according to GEF is gaining momentum every year. If further preschool education will apply this theory and master it in practice, then maybe the next generation of children will grow up to be geniuses.

What can be gained from TRIZ training? The ability to look at problems from a different angle and find a solution where it was not visible before. Moreover, you no longer need to spend hours on collective brainstorming, one person, thanks to his power of imagination, is quite capable of coping with even the most difficult task.

TRIZ - the theory of inventive problem solving 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. Practical use had a modification of ARIZ-77 and ARIZ-85V.

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. Receptions are formulated and classified on the basis of statistical studies 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 inventions are described. physical effects and the possibility of their use for solving inventive problems.


• Methods for the development of 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 "how 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 contradictions, 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 scientific approach, which is based on the analysis of regularities structural development 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 specific person to this kind of 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 departure 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. This, in our opinion, is the main reason why recent times nothing new worthy of serious attention has appeared in TRIZ.

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.