Conducting classes on triz technology in kindergarten. Triz as a pedagogical technology

The mind of kids is free from stereotypes and patterns, it is truly active and open to learning about the vast world around. The non-standard worldview allows children to have charming spontaneity and purity, delightful ingenuity, the ability to be surprised and notice what serious adults sometimes cannot see. No wonder they say that the mouth of a baby speaks the truth. Over the past decades, one of the most popular methods in kindergartens is a version of the TRIZ technology (theory of inventive problem solving) adapted for preschoolers, aimed at unlocking the creative potential of children, which is very important.

Goals and objectives of TRIZ pedagogy in kindergarten

The theory of inventive problem solving (TRIZ) was born in the fifties of the twentieth century thanks to the intellectual efforts of the national scientist and science fiction writer Genrikh Saulovich Altshuller, who developed this concept based on the thesis "creativity in everything" - in the formulation of the question, the presentation of material, techniques and working methods. He relied on the statement of L. S. Vygotsky that the child perceives the programmatic moments of learning to the extent that they correspond to the nature of his “I”, that is, the teacher must work in accordance with the principle of natural conformity. TRIZ methods and techniques have universal properties, have different levels difficulties, in kindergarten used from the age of three pupils.

Each child is initially talented and even brilliant, but he must be taught to navigate the modern world in order to achieve maximum effect at a minimum cost.

G. S. Altshuller

Heinrich Saulovich Altshuller was an outstanding scientist, who was distinguished by kindness and foresight

The strategic goal of TRIZ pedagogy is the comprehensive development of the child's creative abilities. Tasks of using TRIZ technology:

• development of non-standard, systemic, uninhibited, wide-ranging, flexible thinking, the ability to track subtle cause-and-effect relationships, to see the logical patterns of ongoing phenomena and events;
• formation of a holistic picture of the world;
• fostering interest in search activities, the desire to develop unusual options for solving the problem;
• development of speech, memory, creative imagination.

The strategic goal of TRIZ pedagogy is the development of the child's creative potential

The fundamental difference between TRIZ and the generally accepted traditional methods of education and upbringing is the desire to form a heuristic skill of independently searching for answers to questions, discovering the problematic grain of the problem, rather than automatically and thoughtlessly reproducing the algorithm proposed by adults.

The algorithm for solving any problems is built in a certain logical sequence of stages:

1. Competent formulation of the task, identification of the problem (solving riddles, deciphering metaphors, children independently determine tasks).
2. Identification and understanding of contradictions (good-bad, good-evil).
3. Definition of resources (children find out what an object can do, what actions it performs).
4. Expected optimal result (expectations are based on actual conditions).
5. Modeling various options solutions, conflict resolution (exercises, role-playing games, puzzles, rebuses, etc.).
6. Unexpected, bold solutions.

TRIZ technology can be an effective tool for developing analytical and structural thinking

Advantages of using TRIZ elements:

• is a universal toolkit applicable during compulsory classes, gaming activities, regime moments;
• allows you to reveal the individuality of each child;
• stimulates the interchange of original ideas;
• helps to feel the taste of success in achieving goals;
• stimulates creative active independent thinking;
• develops children's imagination, which is embodied in play, practical, artistic activities;
• helps to form a personality capable of offering a non-standard solution, finding a way out of a difficult situation, helping others to look at the problem from a different angle.

Video: five steps to creative thinking (master class)

https://youtube.com/watch?v=XwWMZeytZEA Video can’t be loaded: Tatyana V. Lyashko - TRIZ technology: 5 steps to talented thinking (https://youtube.com/watch?v=XwWMZeytZEA)

Video: lesson with TRIZ elements (the world around)

https://youtube.com/watch?v=cXR6Huz0YxE Video can’t be loaded: A class to introduce children to the world around them (https://youtube.com/watch?v=cXR6Huz0YxE)

Methods and techniques of TRIZ technology

Let be creative people will become as much as possible, the creator will always understand the creator. And the world will change for the better.

L. E. Belousova

Brainstorm

Brainstorming - from a large number of proposed solutions and creative ideas, the most promising from a practical point of view are selected. This method can be called a "magic wand" because with its help children can find a way out of difficult situation(how to save the Snow Maiden, how to draw without a brush, how to transfer water in a sieve, etc.).

Organization and conduct of brainstorming:

1. Preparatory stage:
   • a clear and understandable statement of the problem,
   • formation of a team of participants and distribution of roles,
   • choice of leader.
2. Main stage. The teacher encourages the creative passion and enthusiasm of his pupils, does not criticize, does not evaluate, does not limit the expressed thoughts and suggestions. Even the most absurd and bold ideas are heard and accepted for discussion. Contents of the main stage:
   • development,
   • combination,
   • idea optimization.
3. The final stage:
   • critical analysis,
   • grade,
   • selection of the most valuable ideas.

During the brainstorming session, the most promising ideas are selected from a large number of proposed solutions.

Examples of questions for discussion:

• how to prevent the bear from destroying the tower;
• how to perform a melody without musical instruments;
• how to tell a story without words;
• how to draw without paints;
• where to find summer in winter;
• how not to stain the floor with dirty shoe soles.

Synectics

The method was officially proposed by William Gordon in the early sixties. The purpose of the method is to introduce the unfamiliar, to move away from the familiar. According to the author, to develop Creative skills analogy will help the child:

Developed in the thirties of the twentieth century by Professor E. Kunze of the University of Berlin, it is used in the development of creative writing skills, when children compose a new, often unpredictable fairy tale plot from random words chosen at random from a book that denote characters, objects, actions, etc.

The catalog method promotes the development of children's imagination

Focal object method

It is a logical continuation of the catalog method. The method contributes to overcoming the inertia of thinking, the development of fantasy, since children are faced with the task of transferring the properties of one object to another, which, of course, breaks the stereotypes of perception. Subject cards are used for games, children name the characteristic features of these objects, then transfer them to other objects.

• Game "Surprise" ( senior group). The material is cards with the image of various objects (an elegant dress, a children's car, a bright ball, a balloon, a doll, a book, etc.). Two participants choose cards and name the features of the depicted objects, for example, “a beautiful, high-speed automatic car” or “an interesting, big book with fairy tales”. Then the teacher invites the children to “exchange” properties and again talk about their objects, but with new features: “I have beautiful book with automatic control, which itself tells fabulous stories. And I have a big car for fairy tale characters.”
• The game "Inventors" (middle group) invites kids to design pieces of furniture, technical devices, unusual buildings, come up with a non-existent fantastic animal, for example, "Bunny Monkey" - was born in a family of a hare and a monkey, lives in the forest, runs fast, deftly climbs trees, jumping from branch to branch, loves sweet fruits and juicy vegetables.

System analysis (system operator)

The method helps to form a holistic picture of the world, develops "multi-screen" thinking, as it teaches to see the interaction of objects in unity and opposition, to be aware of the movement of time, as well as to understand and evaluate the role and place of each object. The value of system analysis:

• System: hare.
• Subsystem: eyes, nose, long ears, soft paws, fluffy tail.
• Supersystem: forest animals.
• Past: before the hare was a little hare, the hare mother took care of him, she fed him milk, taught him to get food, hide from predatory animals.
• Present: now the hare is an adult, he is beautiful, strong, dexterous and fluffy.
• Future: the hare will grow up, turn into an old, wise hare who will take care of his grandchildren.
• Anti-system: the hare is afraid of the wolf, therefore, the wolf hunts the hare and can eat it.

In working with older preschoolers, an extended, nine-screen version of the Magic Screen technique is used; for younger preschoolers, three or five elements are used, located in a horizontal or vertical row. Similarly, you can build an interesting cognitive conversation during games and walks, for example, about why it rains, snowflakes fall, a rainbow appears, birds and butterflies fly, trees and flowers grow, etc.

How to master systems analysis: Lull rings

Lull's rings help to master systems thinking - an effective multifunctional game aid that is used in all types of educational activities (mathematics, speech development, musical education, literacy) and consists of three rotating circular zones:

• a small circle - cards with the image of objects participating in a role-playing game (fairy-tale heroes, a person, an animal, an object, etc.);
• middle circle - attributes for the game (magic wand, steering wheel, syringe, hole, nest, etc.);
• large circle - actions of objects (rescues the princess, rides, heals, runs, etc.).

Rings of Lull is an effective multifunctional game tool that is used in all types of educational activities

• The game "Fairy tale on new way". Two rings are spun, then the child models a story using a random combination of two cards (a fairy tale hero and a fairy tale attribute). You need to compose the plot of a fairy tale, considering, for example, such unusual couples as Cinderella and the Golden Key, Pinocchio and walking boots, Cheburashka and a magic carpet, etc.
• The game "Who is whose cub." Circles depicting animals and babies. A paradoxical situation is discussed, for example: “How will hares raise a wolf cub, and a chicken a fox?”.

Video: Lull rings

Morphological analysis

Morphological analysis is a combinatorial method, the essence of which involves the birth of a new original creative solution or image by systematic enumeration of all theoretically possible solutions or object characteristics. The morphological table consists of two coordinate axes - horizontal (object) and vertical (features). The morphological box includes a larger number of axial lines, for example, there can be several objects (child, teenager, old man), the list of characteristics is expanding (clothes, mode of movement, appearance, character).

Example: random selection of characteristics gives very interesting new images, for example, Carlson is a cute, obedient child dressed in a festive costume, living in an enchanted castle and moving around on roller skates. Such a fun game opens up new opportunities for children's artistic experimentation and the development of imagination.

The morphological table consists of two coordinate axes - horizontal (flower) and vertical (color, shape, quantity, shape)

Danetka

Rather a game than a method, Danetka teaches to formulate questions accurately and clearly, to highlight the most significant features, to systematize objects according to general characteristics.

Rules: children guess the object with the help of leading questions, which they themselves formulate, you can only answer “yes” or “no”. Initially, questions of a general nature are raised (this is a person, an animal, a mechanism, a plant, etc.), then more directed and clarifying.

Danetka is a method that teaches you to formulate questions accurately and clearly, to find the most important features, to systematize objects according to general characteristics.

"Gold fish"

The method teaches to distinguish between the real and fantastic worlds, to see the interpenetration and interweaving of these two worlds. Analysis of the fairy tale in terms of the separation of real and fantastic events:

• the old man threw a net and pulled out a fish - a real situation;
• caught a talking Goldfish - unrealistic, because aquarium fish do not live in the sea.

Hypothesis: an aquarium crashed on the deck of a ship making a round-the-world voyage, and a goldfish fell into the sea. Thus, the hypothesis helps to step over from a fabulous, fantastic situation into a real one.

Typical fantasy techniques - six true wizard friends help a child to get used to the world of fantasy, who, under the power of an adult, turn into a baby, transform a stone into a person or animal, go on a trip in a time machine, connect the fragments of a broken vase.

Modeling by little men develops an understanding of the essence of natural phenomena, the composition of matter. Fairy-tale characters behave differently in different substances, for example, in solids they are inseparable, motionless and tightly pressed against each other, in liquids they are next to each other, but not so close, finally, in gaseous ones they are very playful and constantly are moving. Therefore, through experimentation, children come to the conclusion that when water turns into ice, little men change their character and behavior.

Modeling by little men is valuable for its simplicity and clarity

TRIZ technology classes in kindergarten

Each teacher is interested in the fact that the children in the lesson are not bored, and they perform the tasks as consciously as possible, while showing independence and creativity.

Types of occupations:

TRIZ lesson plan

The TRIZ technology lesson is held within the same time frame (15 minutes for the junior group, 20 minutes for the middle group, 25–30 minutes for the senior and preparatory group) as the traditional one and in a similar structure, but the filling of the stages differs in specific tasks and exercises corresponding to logic of solving inventive problems.

1. Stage one (introductory, motivating) - awakening interest, identifying a problem, setting a task, formulating the topic of the lesson. Tools: morphological analysis, synectics (tips in the form of metaphors, riddles, elements of theatrical staging).
2. The second (main) stage is the clarification of contradictions, the clarification of the resource base with the help of games, the modeling of possible solutions using the techniques of the TRIZ methodology.
3. Stage three (reflection) - choosing the optimal solution, self-assessment and introspection (What did you do? What did you learn new? What worked and what didn’t?), tracking the logical chain of reasoning. Tools: introduction to the work of the element of the system operator, the use of morphological analysis.

Table: summary of the lesson in the preparatory group "Visiting a fairy tale", author Natalia Olegovna Paraunina

Table: examples of topics for TRIZ classes

Table: card index of TRIZ games

Video: games based on TRIZ technology

Development of speech according to TRIZ technology

TRIZ can also be widely used to develop students' speech skills.

Main stages

Development of expressiveness of speech by creating figurative characteristics of the object:

1. Stage one (from the age of three) - the creation of comparisons in color, shape, actions (a red fox, the same as Antoshka in a children's song).
2. Stage two (4–5 years) - compiling your own riddles in accordance with the developed models in the form of tablets with questions. For example, the proposed object is the sun. Children consistently answer questions, the teacher fills in the table, entering the characteristics (color, shape, action): what? - yellow, round, warming; what happens the same? - chicken, ball, stove. Next, the children are given the task to name the signs of objects: a fluffy chicken, a balloon, a warm stove. After filling out the table, the teacher asks the children to try to make a riddle, inserting links “How” or “But not” between the phrases. Students work both individually and in collaboration with each other. The final version of the riddle about the sun: “Yellow, like a fluffy chicken; round like a balloon, warming, but not a warm stove.
3. Learning to compose metaphors (six-seven years) - it is proposed to master the simplest algorithm for independently inventing a metaphorical phrase. For example, first an object (stars) is selected, about which a proposal will be made, a property is determined (bright), then an object with a similar feature is selected (burning embers), a place is indicated (night sky), finally a proposal is made (The night sky sparkled brightly with burning embers) .

writing poetry

Compilation of rhymed texts - scientists came to the conclusion that children from the age of three have a natural need for such word game like a verse. TRIZ proposes to use the genre of funny absurdity, a five-line poem, which got its eponymous name from the Irish town of Limerick. An example of a limerick poem:

What would happen if the songbird
Was not as beautiful as a titmouse
Then she would not run after the beetle,
And then did not lie on the grass for a long time?
It would be better if she flew in the sky.

In addition, writing rhyming texts can be presented in the form of fun creative games that require a little preliminary preparation from the educator:

• “Rhymed pictures” - the teacher selects pairs of pictures depicting objects whose names make up a simple rhyme, then shows one of the pictures and asks to pick up a pair.
• “Pick up a word” - children learn to choose a rhyme for the proposed word.
• “Teaser” - children modify words-characteristics with the help of diminutive suffixes and seem to “tease” objects (covering cap, lost umbrella, etc.).

Drawing up creative realistic and fantasy stories from a picture

Possible options and techniques:

• games "Spyglass", "Hunters for details", which help to focus children's attention on the object and emphasize all its most important details and characteristics;
• “Looking for friends”, “Unifiers” - aim children at establishing links between objects;
• selection of metaphors, figurative verbal comparisons, moving an object into the past or future;
• empathy technique - reincarnation into a hero, "getting used to" his emotional state and telling on his behalf, conveying character traits with the help of facial expressions and gestures.

Picture storytelling teaches children to fantasize and develops logic

Compilation of fairy tale texts

Retelling and changing the famous fairy tale plot. Games and exercises that are a kind of creative and intellectual warm-up in the preparation of children:

• “Name the hero”: the teacher indicates some general feature or characteristic, and the children name specific fairy-tale characters. Example: Remember the fairy-tale heroines-girls. (Little Red Riding Hood, Cinderella, Malvina, Gerda, Alyonushka, etc.).
• “Actions of a fairy-tale character”: the teacher calls a fairy-tale hero, for example, Masha from the fairy tale “Geese-Swans” and asks to name all the actions of the girl. According to the terms of the game, only verbs can be used (didn’t obey, ran, walked, forgot, saved, helped). Then the teacher offers to recall the heroes of other fairy tales who would perform similar actions.
• "Wizard's Miracles": the game is built on the method of a typical fantasy technique. The teacher suggests imagining themselves as magicians and telling what extraordinary property they endowed ordinary objects with, then assessing the practical significance of miraculous powers, explaining why magic can be good and sometimes evil. Example: a bird in an enchanted forest meets with a Wizard of Glaciation, now everything it touches turns into an ice block. It is bad if she sits on a tree branch and good if she stops the evil hunter.
• "There, on unknown paths ...": the game is based on the intersection of an object and a place. The teacher works with cards depicting characters and the place where the plot will unfold. Example: Alyonushka ended up in Koshcheevo's kingdom. How will she be saved? Who will help her?
• Descriptive stories. The fairy tale story unfolds in accordance with the traditions of the storyline: the hero grows up, shows unusual abilities and talents, faces difficult circumstances in adulthood, defeats witchcraft, returns his vitality.

Making a corner using TRIZ technology

A well-designed, accessible and safe TRIZ corner is an excellent tool for stimulating curiosity, individual cognitive activity, and independence of kids.

Benefit Kit:

• "System Operator" - helps to develop systemic and logical thinking.

  

  Visualization is a prerequisite for the acquisition of new knowledge and skills by children.

• "Rings of Lull" - promotes the development of creative, paradoxical thinking and imagination.

  

  The Ring of Lull manual uses a simple and ingenious logical principle: combining

• Board game and subject cards for didactic games in TRIZ technology format.

  

  In TRIZ classes, you can also use didactic manuals designed to familiarize you with a particular topic.

• Natural material for experimentation (shells, pebbles, twigs, dry leaves, etc.) - helps to acquaint kids with objects of nature, touch the understanding of the laws of the natural world.

  

  Natural material is a great thing: it contributes to the development of thinking and environmental education

• Tables, plot pictures for the speech development of children.

  

  Tables and plot pictures contain information that is also useful for educational and methodological tasks.

Open lesson on TRIZ technology

An open lesson must meet certain requirements:

• high scientific and methodological level of professional training of a TRIZ teacher;
• educational work with teachers, including methodological master classes and the transfer of innovative experience in the process of the final discussion of an open lesson;
• presentation of the results of the teacher's work within the framework of the topic of self-education in TRIZ methods;
• demonstration of the effectiveness of non-traditional approaches that solve actual problems of modern preschool education;
• open screenings do not require special conditions or preliminary rehearsals, however, it is desirable to psychologically prepare the children for the presence of strangers.

Table: card file of topics for an open lesson

"Introduction to the properties of glass" - a lesson on the development of speech and familiarization with the outside world in the senior group.	Program tasks: introduce children to the materials from which various things are made; help reveal glass properties (transparency, water permeability, smoothness, thickness, temperature, brittleness, etc.); develop memory, imagination, thinking, speech. Material: glass objects, bedspread, chips, task scheme.
"Along the magic path" - a lesson on speech development in the middle group.	Program content: develop children's memory, imagination, thinking, attention; to develop the speech and cognitive activity of children, the ability to compare, generalize, draw conclusions and conclusions; activate children's vocabulary; learn to characterize the characters, their behavior; teach retelling; to teach the ability to listen to your friends without interrupting, supplementing their answers; educate interest in Russian folk tales.
"In the footsteps of the kolobok" - a sensory lesson in the first junior group	Goal: Formation of sensory standards and abilities that allow the child to fully perceive the world around him. Tasks: To consolidate knowledge of the signs "Color", "Shape", "Relief", "Sound", continue to exercise to compare objects by signs and navigate on the plane. Develop fine motor skills, memory, attention and observation. To instill in children a sense of responsiveness, a desire to help.
"Journey to the Forest" - a comprehensive lesson in the preparatory group	Target: The development of coherent speech of preschoolers, the development of logical thinking. Consolidation of children's knowledge of geometric shapes, some knowledge about nature. Continue learning to work in companies. Equipment: Toy - dragonfly; two sets of geometric shapes; magnetic board, felt-tip pen, subject pictures for the Triz game "Traveler's Backpack", "Green Glade"; “Guess whose footprint” cards, album sheets with Rorschach spots (2 sheets), crayons; Euler circle "Inhabitants of the Earth".
"Fashion House of Lady Clothes" - a complex lesson with elements of TRIZ in the senior group	Program tasks: To draw the attention of children to the functional variety of clothing, its parts - details. Lead the children to the fact that each piece of clothing is a whole of some kind. To fix the classification of clothes according to one attribute (boys - girls, men - women). Involve children in creating something new (modeling clothes for dolls, trying on), explaining on their own, showing the result. Strive to create a comfortable microclimate in the classroom, where each child, regardless of gender, will reveal himself as a person.

Video: open lesson in the middle group on social and emotional development with elements of TRIZ technology

https://youtube.com/watch?v=cYdBMioKpwc Video can't be loaded: GCD abstract for middle group for Social Emotional Development (https://youtube.com/watch?v=cYdBMioKpwc)

In life, a person often encounters situations that test his ability to use previously acquired knowledge and skills. And in modern rapidly changing conditions, the formation of the ability for creative thinking and active mental activity free from psychological inertia and following stereotypes, is of particular relevance. TRIZ pedagogy requires a teacher to have serious preparation, a sincere desire to help a child realize himself and reveal his creative potential in drawing, playing music, solving logical and mathematical problems, working or writing works of art.

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Today, there are many methods for raising a child to be a 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 are many different manuals 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 best idea is 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, you need to examine the problem inside and out, brainstorm and find 100,500 different 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 that best 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, even 10 years ago, the most powerful computers 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 information as possible. 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 even at school age. Here more complex problems were solved. 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 should be understood that a person is able to perceive new information at any age. Therefore, today a person of any age group has the opportunity to study according to the TRIZ system. Moreover, this can be done both at home and in special institutions that conduct courses, seminars and intensives.

How long does training take

The theory of inventive problem solving is a 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 with exercises, and when entering higher 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 as a short question in which the answer can be found. 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 i do? 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 you know, the curriculum of 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 additional or optional classes, some teachers introduce it, but not on a 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 experiences. 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 irritate no less than 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 features in different objects. 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 a domestic situation you need to quickly come to a conclusion, the child can do it with ease. In what way? The more a person 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 of TRIZ is not to solve problems for the sake of the solution itself, but to find 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 will have to buy additional items in addition to cutlery. 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 the preparatory group, one 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.

Theory of inventive problem solving

TRIZ - the theory of inventive problem solving- a field of knowledge that studies the mechanisms of development of technical systems in order to create practical methods for solving inventive problems. " The purpose of TRIZ: based on the study of objective patterns of development of technical systems, to give the rules for organizing thinking according to a multi-screen scheme. » The author of TRIZ is Genrikh Saulovich Altshuller.

Work on TRIZ was started by GS Altshuller and his colleagues in 1946 . The first publication - in 1956 - was a technology of creativity, based on the idea that "inventive creativity is associated with a change in technology that develops according to certain laws" and what "The creation of new means of labor must, regardless of the subjective attitude to this, obey objective laws." The emergence of TRIZ was caused by the need to speed up the inventive process by eliminating elements of chance from it: sudden and unpredictable insight, blind enumeration and rejection of options, dependence on mood, etc. In addition, the purpose of TRIZ is to improve the quality and increase the level of inventions by removing the psychological inertia and enhancing creative imagination.

The main functions and areas of application of TRIZ:

1. solution of inventive problems of any complexity and orientation;
2. forecasting the development of technical systems;
3. awakening, training and competent use of human natural abilities in inventive activity (primarily figurative imagination and systemic thinking);
4. improvement of teams (including creative ones) towards their ideal (when tasks are completed, but this does not require any costs).

Story

G. S. Altshuller began to invent from an early age. At the age of 17, he received his first copyright certificate (November 9), and by 1950 the number of inventions exceeded ten. It is widely believed that inventions come unexpectedly, with insight, but Altshuller, being a scientist and engineer, set out to reveal how inventions are made and whether creativity has its own patterns. To do this, for the period from 1946 to 1971, he studied over 40 thousand patents and copyright certificates, classified solutions according to 5 levels of ingenuity and identified 40 standard techniques used by inventors. In combination with the algorithm for solving inventive problems (ARIZ), this became the core of TRIZ.

Initially, the “method of invention” was conceived as a set of rules such as “to solve a problem means to find and overcome a technical contradiction”.

In the future, Altshuller continued the development of TRIZ and supplemented it with the theory of development of technical systems (TRTS), explicitly formulating the main laws of development of technical systems. Over 60 years of development, thanks to the efforts of Altshuller, his students and followers, the TRIZ-TRTS knowledge base has been constantly supplemented with new techniques and physical effects, and ARIZ has undergone several improvements. The general theory was supplemented by the experience of introducing inventions, concentrated in his life strategy of a creative personality (ZhSTL). Subsequently, this unified theory was given the name of the general theory of strong thinking (OTSM).

Structure and functions of TRIZ

TRIZ basics

Inventive situation and inventive problem

When a technical problem confronts an inventor for the first time, it is usually formulated in a vague way and does not provide guidance on how to solve it. In TRIZ, this form of setting is called inventive situation. Its main drawback is that the engineer is faced with too many ways and methods of solution. Going through them all is laborious and expensive, and choosing paths at random leads to inefficient trial and error.

Therefore, the first step on the path to invention is to reformulate the situation in such a way that the formulation itself cuts off unpromising and inefficient solutions. This raises the question, which solutions are effective and which are not?

G. Altshuller suggested that the most effective solution to the problem is one that is achieved “by itself”, only at the expense of existing resources. Thus, he came to the formulation of the ideal end result (IFR): “Some element (X-element) of the system or environment myself eliminates harmful effects while retaining the ability to perform beneficial effects.

In practice, the ideal end result is rarely fully achievable, but it serves as a guide for inventive thought. The closer the solution is to the IFR, the better it is.

Having received a tool for cutting off inefficient solutions, it is possible to reformulate the inventive situation into a standard one. mini task: “According to the IFR, everything should remain as it was, but either a harmful, unnecessary quality must disappear, or a new, useful quality must appear”. The main idea of ​​the mini-problem is to avoid significant (and expensive) changes and to consider the simplest solutions first.

The formulation of the mini-task contributes to a more accurate description of the task:

• What parts does the system consist of, how do they interact?
• Which connections are harmful, interfering, which are neutral, and which are useful?
• Which parts and relationships can be changed, and which cannot?
• What changes lead to the improvement of the system, and what - to the deterioration?

contradictions

After the mini-problem is formulated and the system is analyzed, it is usually quickly discovered that attempts to change in order to improve some parameters of the system lead to a deterioration in other parameters. For example, an increase in the strength of an aircraft wing can lead to an increase in its weight, and vice versa - lightening the wing leads to a decrease in its strength. There is a conflict in the system contradiction.

TRIZ distinguishes 3 types of contradictions (in order of increasing complexity of resolution):

• administrative controversy: “the system needs to be improved, but I don’t know how (I don’t know how, I don’t have the right) to do this”. This contradiction is the weakest and can be removed either by studying additional materials or by making/withdrawing administrative decisions.

• technical contradiction: "improvement of one parameter of the system leads to the deterioration of another parameter". Technical contradiction - this is the setting inventive task. The transition from an administrative contradiction to a technical one sharply reduces the dimension of the problem, narrows the search for solutions and allows you to move from the trial and error method to an algorithm for solving an inventive problem, which either suggests applying one or more standard technical methods, or (in the case of complex problems) points to one or several physical contradictions.

• physical contradiction: “To improve a system, some part of it must be in different physical states at the same time, which is impossible.” The physical contradiction is the most fundamental, because the inventor runs into limitations due to the physical laws of nature. To solve the problem, the inventor must use the reference book of physical effects and the table of their application.

Information fund

It consists of:

• conflict resolution techniques and application tables;
• systems of standards for solving inventive problems(typical solutions of a certain class of problems);
• technological effects(physical, chemical, biological, mathematical, in particular, the most developed of them at the present time - geometric) and tables of their use;
• resources nature and technology and how to use them.

Technique system

An analysis of many thousands of inventions made it possible to reveal that with all the variety of technical contradictions, most of them are solved by 40 basic techniques.

The work on compiling a list of such techniques was started by G. S. Altshuller at the early stages of the formation of the theory of solving inventive problems. To identify them, it took an analysis of more than 40 thousand copyright certificates and patents. These techniques are still of great heuristic value for inventors. Their knowledge greatly facilitates the search for an answer.

But these techniques only show the direction and area where strong solutions can be. They do not issue a specific solution. This work is up to the individual.

The system of techniques used in TRIZ includes simple and paired (reception-antireception).

Simple tricks to resolve technical conflicts. Among the simple techniques, the most popular 40 basic tricks.

Real field (su-field) analysis

Main article: Su-field analysis

vepol(substance + field) - a model of interaction in a minimal system that uses characteristic symbolism.

G. S. Altshuller developed methods for resource analysis. Several of the principles he discovered consider various substances and fields to resolve contradictions and increase the ideality of technical systems. For example, a "teletext" system uses a television signal to transmit data, filling in the small time gaps between television frames in the signal.

Another technique that is widely used by inventors is the analysis of substances, fields and other resources that are not used and that are in or near the system.

ARIZ - algorithm for solving inventive problems

Algorithm for solving inventive problems (ARIZ)- a step-by-step program (sequence of actions) for identifying and resolving contradictions, that is, solving inventive problems (about 85 steps).

• the actual program
• information supply fed from the information fund
• methods of managing psychological factors, which are integral part in the methods of development of creative imagination (RTI).

Alternative approaches

There are other approaches that help the inventor to reveal his creative potential. Most of these methods are heuristic. All of them were based on psychology and logic, and none of them claims to be a scientific theory.

1. Focal object method
2. Control question method

Criticism of TRIZ

After the death of G. S. Altshuller, TRIZ experienced a stagnation in development. In it, as well as in the complexity of the practical application of the theory, according to critics, the following problems are to blame:

• There is no methodology for solving problems, despite attempts to form it based on certain laws of technology development.
• Distortion of the dialectical approach due to the introduction of some new concepts.
• The appearance of new modifications of ARIZ complicated the algorithm instead of eliminating the inaccuracies.
• No mechanisms for transitions from the formulated contradiction to its resolution were found suitable for real problems.
• A lot of TRIZ tools were an enumeration of options despite the declaration of rejection of them.
• Use in the Su-Field analysis of physical fields, the existence of which has not been proven.
• The impossibility of introducing TRIZ into production due to the strong dependence on the personal choice of a person.

Modern TRIZ

Modern TRIZ includes several schools that develop classical TRIZ and add new sections that are missing in the classics. The deeply developed technical core of TRIZ (techniques, ARIZ, Su-Field analysis) remains practically unchanged, and the activities of modern schools are mainly aimed at rethinking, restructuring and promoting TRIZ, that is, it is more philosophical and advertising than technical. In this regard, modern TRIZ schools are often reproached (both externally and mutually) for sterility and idle talk. TRIZ is actively used in the field of advertising, business, art, early childhood development, and so on, although it was originally designed for technical creativity.

Classical TRIZ is a general technical version. For practical use in technology, it is necessary to have many specialized versions of TRIZ, which differ from each other in the nomenclature and content of information funds. Some large corporations use TRIZ elements adapted to their areas of activity.

Currently, there are no specialized versions of TRIZ to stimulate discoveries in the field of sciences (physics, chemistry, biology, and so on).

The main obstacle in the development of TRIZ is the lack of a methodology for analyzing the original problem situation, diagnosing and predicting problems as a source of setting goals for improvements in sociotechnical systems. To overcome this shortcoming, the development of a modern methodology of futurodizayn - "designing solutions that are adequate to the Future" is aimed.

One of the trends technical progress is the intensification of the struggle for copyright of product developers. Therefore, there is a growing demand for innovative activities of personnel and, accordingly, for methodological and software support for these works. From this point of view, it is necessary to expand the database with a full range of theoretical approaches. Meanwhile, the heirs of Altshuller reject any deviation from the position in the original source. They have the right to insist on their interpretation of the name "TRIZ" and, at the same time, to act in a humanitarian environment, to pedagogy with art, up to memoirs. The alternative is loyalty to new approaches that keep TRIZ afloat as a brand of theoretical developments. New aspects of modeling the innovation process can, in order to avoid excessive disputes, acquire a new name, especially since TRIZ consists of words known before the birth of G. S. Altshuller.

see also

TRIZ/ARIZ:

Evolution of technical systems:

Development of a creative personality:

• Psychological inertia (inertia of thinking) and methods for its elimination:
  • RBC Operator - Size-Time-Cost (RBC) Operator,
  • Little man modeling method (MMM),

Thesaurus

Information fund:

• List of standard techniques
• Register of Science Fiction Ideas
• Tables of application of techniques and physical effects

Main manufacturing process(GPP):

• Product
• Working body (RO), tool
• Conflicting couple
• operational time
• operational zone
• x-element

Organizations

Bibliographies

• Short annotated list of books. N. N. Khomenko, D. Kucheryavy

Notes

1. Altshuller, G. S. (1991). FIND AN IDEA. Introduction to the theory of inventive problem solving. - 2nd ed., add. - Novosibirsk: Science. ISBN 5-02-029265-6; - c. 58-59
2. Alshuller G. S., Shapiro R. B. On the psychology of inventive creativity//Questions of psychology. - 1956, No. 6. - p. 37-49.
3. Altshuller G.S. Creativity as an exact science. 2nd ed., supplement.- Petrozavodsk: Scandinavia, 2004. - p.208
4. http://www.trizland.ru/trizba/pdf-books/zrts-01-history.pdf
5. Structure and functions of TRIZ
6. Series of articles "Laws of development of systems", § 6, Vladimir Petrov
7. The book "Basic TRIZ course". Petrov
8. Structural real-field analysis | TRIZ, learning, problem, creativity, idea, task, creative success, methodology and thinking
9. Algorithm for solving inventive problems | TRIZ, learning, problem, creativity, idea, task, creative success, methodology and thinking
10. Receptions | TRIZ | Works | Official G. S. Altshuller Foundation (the author of TRIZ-RTV-TRTL) | www.altshuller.ru
11. development | pair tricks
12. TRIZ-CHANCE TRIZ-CHANCE Do we know geometry?
13. TRIZ - the theory of inventive problem solving
14. TRIZ in business. Business cube Semyonova.
15. The simplest methods of invention
16. Pair tricks
17. Extended Standards System
18. Generalized models for solving inventive problems

The diversity of modern child-rearing systems sometimes confuses many parents when choosing an educational paradigm for their child. All pedagogical systems currently support the idea of ​​harmonious development, equally paying attention to the intellectual, emotional, moral and other areas of the child's personality. And the main task of developmental education is to most effectively adapt the child to the upcoming life, to teach him to cope with unpredictable situations that he will fall into during his life, and here the ability to quickly make effective, and often non-standard decisions is of decisive importance.

One of the advanced pedagogical technologies, actively supported by many Russian practitioners and theorists of child education, is the so-called TRIZ or technology for solving inventive problems, created in 1946 by Heinrich Altshuller. After spending considerable time analyzing the data collected by numerous patent funds, he came to the conclusion that all inventions are based on the same premises. Having identified and systematized them, he was able to create his own theory, which is often called not the theory of inventive problem solving, but the theory of finding the right solutions, which reflects the essence of the method much more accurately.

The name of this system is associated more with scientific creativity than with the upbringing of children, however, in the upbringing of children, the use of this technique gives very effective results. This does not prevent the use of TRIZ in "adult" life - in engineering, business, politics, and even in creativity. In fact, the main content of the theory is to teach a child or an adult not only to invent, but to make the right decisions, guided by certain logic and algorithms for assessing the current situation. At present, even analytical computer programs, built on the basis of TRIZ technology, and having the ability to provide ready-made solutions for any area of ​​human activity.

The essence of TRIZ technology

Usually, when we find ourselves in a situation that requires us to make a decision, to find a way out of a difficult situation, we can start looking for the best solution to the problem only based on our existing experience, using the trial and error method, and, of course, logic. This approach is not very effective and, if a non-standard solution is needed, it can take a long time and does not guarantee success at all. But what if we had universal principles of search non-standard solutions applicable to any situation and field of activity? Principles that would allow you to approach the problem systematically, and not situationally? This is exactly what TRIZ teaches.

The search for a solution, a way out of the situation based on TRIZ technology is based on standardized logical operations that grow from the general laws of development of any technical systems. The main premise of TRIZ is that any, even the most technically complex, systems do not arise on their own, but on the basis of common patterns that can be learned and used to create new systems, as well as to solve current problems. The theory of inventive problems makes it possible not to waste time on trial and error or waiting for creative insight, but to use systematic approach and decide most routine work at an intellectual level, finding the optimal solution.

TRIZ in kindergarten

Although TRIZ technology is effectively used in almost all spheres of human activity, it is best to start forming systems thinking from early childhood. That is why many kindergartens and educational systems for preschoolers are increasingly using elements of TRIZ, and in domestic pedagogical science one hears more and more about the emergence of a new direction - TRIZ pedagogy.

The tasks of TRIZ in preschool education are:

1. To teach to see the objects of the surrounding world as multifunctional, versatile.
2. To teach the child to highlight the contradictions between the objects of the world.
3. Teach the child to fantasize and invent new things.
4. To teach how to solve fantastic, fabulous, game problems using TRIZ techniques.
5. Learn to find a way out and effectively solve real situations.

These tasks are consistently implemented in the course of interaction between the teacher and the child, gradually accustoming him to systemic thinking and a non-standard approach in finding solutions to any situation.

We will not now devote you in detail to the intricacies of various options for educational programs for preschool age created on the basis of TRIZ, it is not difficult to do this on your own after studying any of the books on the theory of inventive problems proposed at the end of this article. We only note that there are many of them, and each involves detailed guidelines for educators on a specific embodiment of the theory. TRIZ interaction with children is based on collective games and activities, where children are taught to identify contradictory properties of objects and phenomena and effectively resolve these contradictions based on the task set by the educator. At the same time, TRIZ-oriented educational programs do not replace the main pedagogical program at all, but only reinforce it, allowing you to make the process of education interesting, entertaining and take it to a qualitatively new level.

The main tool used in TRIZ not only for preschoolers, but also for older children is pedagogical search. When the child is not offered a ready-made solution, but is given the opportunity to find it on his own, focusing not so much on the successful result of solving the problem, but on the effective application of the search algorithm.

TRIZ methods

TRIZ classes with children and adults quite often use characteristic methods that allow changing the idea of ​​the initial situation. This makes it possible to reveal new features of an object or system as a whole, still unknown to a novice researcher.

The most frequently used methods in TRIZ systems are:

• The little man method- for ease of understanding of complex, composite processes, they are depicted as little people who are in different relationships with each other. Especially often the method of little men is used in solving problems related to the molecular level. So, the little men-molecules of gas do not swing each other, liquids - hold hands, and solid substances - are tightly linked with both hands and feet.
• Focal object method- the original object is assigned properties that are not originally inherent in it, often fantastic. This breaks the stereotyped perception of the system and allows you to find unexpected solutions.
• System Operator- for any system, subsystems (constituent parts) and supersystems (larger formations, for example, for the “tree” system, the “plant” will be the supersystem) are also worked out.
• Resources- the whole system is considered from the point of view of resources or their derivatives. This makes it possible to approach the solution of the problem in a functional way. In addition, the properties of resources can complement each other, thereby expanding the capabilities of the researcher-inventor.
• contradictions- any system has contradictory properties, with respect to the same function. That is, the “A” property of any system, which allows it to perform a useful function, necessarily implies a negative “non-A” property, which makes it possible not to perform a harmful function.
• fantasizing- through the unification of parts of the whole (for example, a horse and a man are a centaur), reduction or increase, acceleration or deceleration, crushing or unification, statics or dynamics, revival and universalization of objects, and so on.

The combination of these methods allows building a single educational process, making it interesting, and most importantly, effective in terms of the development of the personality and cognitive abilities of the child, a systematic vision of the world and constructive solutions to life problems.

TRIZ games in kindergarten

The first classes in kindergarten are always worn game form, and TRIZ training is no exception. The beginning of critical thinking is laid in the course of simple games:

• "Many-Little"- children are offered to quickly express with conditional gestures (strongly spread palms - a lot, palms together - few, above each other - enough) their attitude to the phrases they heard, such as: “One leg for all people is ...”, “A bucket of water for an elephant - this is ... "," A bucket of water for a sparrow is ... "and so on.
• "Good bad"- children answer the question why it is good or bad in relation to the same situation, and the situations gradually follow one from the other. For example, sweet candy is good and tasty, but also bad, because it can make your teeth hurt. Teeth hurt - this is good, as it is a signal that it is time to go to the doctor, but also bad, because you can go to the doctor in advance ... and so on.
• "Ran away"- a group of children is offered to quickly scatter around according to some sign that the teacher calls. For example, who has clothes with pockets - to the right, and who has no pockets - to the left; who was brought to the kindergarten by dad - to the right, who not by dad - to the left.

Within the framework of this article, we were able to state only the most general points of the theory of inventive problems. To get to know this system better, you can read one of the numerous books on TRIZ, especially since in most cases it is not only informative, but also fascinating reading. As must-read books we can recommend you:

• "Creativity as an exact science" Altshuller G.S.;
• “Kolobok and everything-everything-everything, or How to reveal the creator in a child” Shusterman Z.G., Shusterman M.N.;
• “Fundamentals of Classical TRIZ. A Practical Guide for Inventive Thinking” M. Orlov;
• "Principles of Survival, or Theory of Creativity for Every Day" Kizevich G.;
• "New Adventures of the Kolobok or the Science of Thinking for Big and Small" Shusterman Z.G.;
• “And then an inventor appeared” Altov G.;
• “Denis is an inventor. A book for the development of inventive abilities of children of primary and secondary grades "Ivanov G.I.;
• "How to become a genius: Life strategy of a creative personality" Altshuller G.S., Vertkin I.M.;
• "TRIZ in Kindergarten" Gin.S.;
• "World of Fantasy" series of books;
• "World of Mysteries" series of books.

Thus, TRIZ is an effective effective method applied in all spheres of human activity and for all ages. It allows you to systematically approach problem solving, as well as develop critical thinking. preschool age- most the best time to start mastering this way of perceiving the world, since it is at this age that the foundations of future principles of interaction between man and the world are laid.

And finally, a video about how TRIZ methods are used and actively implemented in the kindergarten in Petrazovodsk. Interesting)))

The Theory of Inventive Problem Solving (TRIZ) is the science of systems development and effective thinking in general, in any field of creativity. TRIZ is also called applied dialectics, and sometimes called: the General Theory of Strong Thinking or the General Theory of Creativity. The main difference between TRIZ thinking and other types of thinking is the conscious control of the thinking process, this is thinking according to algorithms, this is thinking according to laws and rules. If we learn to control the mind, we will control our lives.

The goals of TRIZ as a pedagogical technology coincide with those that pedagogy offers in this area, as already mentioned:

1. Development in a child of a natural need for knowledge of the world around him, laid down by nature.

2. Formation of systemic dialectical thinking (strong thinking) based on the laws of development.

3. Formation of skills for independent search and obtaining the necessary information.

4. Formation of skills for working with information that the child receives from the surrounding reality spontaneously or as a result of targeted training.

5. Education of certain personality traits

6. Development of imagination, fantasy and creativity.

The ideological basis is connected with dialectical views: the evolution of the education system takes place in accordance with the objective laws of the development of systems; components of conscious and controlled thinking technologies can be formed as a result of specially organized educational activities.

The psychological basis is the understanding of the process of creative thinking as the unity and interaction of the logical and emotional-figurative components.

The form of education is an educational dialogue based on subject-subject relations. Since, as a result of teaching TRIZ techniques, an active position of both the student and the teacher is required, the interaction between them can only be based on the pedagogy of cooperation.

In the process of using TRIZ technology in educational activities, students should develop the following knowledge and skills:

Systemic and associative-figurative thinking.

apply knowledge about systems, their properties and functions to describe various objects;

use knowledge about the properties and functions of systems to solve simple inventive problems;

Establish relationships between different systems;

· to reveal various properties of systems in various interactions and supersystems;

predict changes in systems over time (line past - present - future);

determine what and how to learn about the system;

· to Work with various types information;

The development of the imagination.

· use various methods for writing fairy tales;

get fantastic ideas in various ways;

change the properties, functions, structure of systems using fantasy techniques;

apply fantasy techniques to solve simple inventive problems;

Problem solving technique.

identify and formulate contradictions;

Highlight conflicting features

Find the part of the system in which a contradiction has arisen;

highlight the relationships and interactions that cause contradiction;

formulate the ideal solution;

· mobilize resources;

predict the consequences of proposed changes;

solve simple inventive problems according to the scheme;

· to select information for educational tasks;

formulate tasks;

explain various phenomena.

Let's look at the procedural side of the phenomenon. What should a teacher take into account when using TRIZ technology.

The teacher himself must select exercises and form classes, but always taking into account the age characteristics of his children and the material taught at school. For example, for young children - the development of fairy-tale fantasy and figurative thinking, and for seniors - more logic, laws and abstractions.

Experienced teachers and developers of TRIZ pedagogy (A.A. Gin, A.A. Nesterenko, G.I. Ivanov, etc.) give the following recommendations for conducting classes:

1) Prepare for each lesson with the utmost seriousness, mentally replaying its entire course.

2) Strive to create an atmosphere of free conversation, do not press with authority, do not interrupt children. More often admire their answers and, if necessary, repeat the answers of the children, imperceptibly changing the content in the right direction. In the classroom there should be a relaxed atmosphere of equal people and high activity of children.

3) It is desirable to create an environment of some exclusivity ("We are all future talents!") and even mystery in TRIZ lessons. Establish interesting traditions. For example, awards for original ideas.

4) Problems should be submitted in the form of an adventure or fantasy situation.

5) When analyzing the solution of problems, always emphasize the TRIZ elements contained in them - Contradictions, Ideal Final Solution, Resource.

6) Do not express the decision yourself, but bring the children to it. If the children do not succeed in the lesson, set a task at home for an independent solution.

7) Children love to solve problems that they can't handle. No need to be afraid to give them such tasks, even if they do not solve them, but this is a wonderful opportunity to grow. "Mind is born in struggle."

8) A rather high pace of classes, which does not allow distraction and teaches you to think intensively for a long time.

9) The inclusion of "discharge inserts" and "sessions" of general laughter, at least once per session. For this alone, they will love classes!

10) In one lesson, make several switches from one type of activity to another.

11) In the classroom, you need to fantasize a lot and solve many interesting and useful, from the point of view of children, tasks. TRIZ classes are lessons in the wisdom and happiness of creativity. First of all, it is necessary to create in students the motivation and desire to develop their thinking.

12) Protect students from rash inert decisions in the form of shouts, give time to think about a possible solution to the problem, and only then give an algorithm for solving it.