Ақпараттық технологиялар арқылы шығармашылықты дамыту

Developing creative abilities of students in teaching English through ICT tools

Аннотация

В данной статье предложено теоретические методы использования ИКТ для повышения творческих способностей учеников на уроках английского языка. И основной целью являются построение плана урока с использованием ИКТ для развития творческих способностей учеников.

Бұл мақалада ағылшын тілі сабақтарында АҚТ құралдарын пайдалана отырып оқушылардың сын тұрғысынан ойлау қабілеттерін арттыруға арналған әдіс тәсілдер ұсынылған. Сонымен қатар, негізгі мақсаты АҚТ құралдарын қатыстырып сабақ жоспарны дұрыс құру болып табылады.

One of the earliest ideas about the psychological mechanisms for solving creative problems is expressed in the theory of intuitivism. Even Plato, recognizing the existence of innate ideas, believed that ideas are visited by a select few as a kind of insight, as a gift of foreboding and foreseeing.

One of the most historically stable theories was the theory of unconscious work. According to these views, theories of unconscious ideation and unconscious cerebration were used to explain the psychological mechanisms for solving a creative task . In these theories, the development of events in the sphere of consciousness was viewed in direct proportion to the course of events in the unconscious sphere, and the decisive role was attributed to the latter. At an unconscious level, solving a creative problem goes through several stages:

· The first stage (conscious work) - preparation - a special active state, which is a prerequisite for an intuitive glimpse of a new idea.

· The second stage (unconscious work) - maturation - unconscious work on the problem, incubation of the guiding idea.

· The third stage (transition of the unconscious into consciousness) - inspiration - as a result of unconscious work, the idea of ​​invention, discovery, initially in a hypothetical form, flows into the sphere of consciousness.

· The fourth stage (conscious work) - the development of the idea, its final design and verification.

The theory of constructive intelligence is based on the concept of trial and error. This thorny and, in fact, endless way, according to scientists, led to the discoveries of those who diligently and patiently sought the "moment of truth."

However , the concept of trial and error ignored the fundamental fact of the suddenness of the culminating moment of solving a creative task. Already this alone could be a sufficient reason to criticize the concept of trial and error. As a result of this criticism, the concept of “understanding” was born, where the researcher from beginning to end retains all the positive qualities of a diligent and patient scientist, but more like a hunter who, at the right time and the right time, turns out with prey - an intuitive insight.

In recent years, works have appeared that consider creativity in historical and social aspects. The creative process is considered as a fusion of certain personal characteristics, cognitive abilities and social environment.

There are 3 components selected (according to Amabaila ):

· Specific skills in a particular area (use of the so-called elements of the social environment — knowledge and skills in a certain area — facts, paradigms, concepts, theories, technical skills, aesthetic criteria, etc.);

· Creative skills (cognitive and personal characteristics, traditionally regarded as underlying creative reactions — scrapping cognitive patterns, new decision strategies, using broad categories, various heuristics, the ability to concentrate for a long time, the ability to abandon fruitless strategies, self-discipline, lack of conformity ) ;

· Motivation for creative activity (includes an internal setting to solve the problem (vital need, internal interest) and an installation on the decision given by the social environment (reward or punishment), and in her opinion, external coercion to the decision reduces the degree of creativity ).

The theory of insight (guesswork) is considered as the central mechanism of the creative process. According to them there are 4 types of "good luck" that lie at the heart of the creative process:

· “Blind luck”, the result of the discovery is random and not related to the individuality of the subject;

· Luck as a result of general research behavior (individuals with increased curiosity and perseverance can “catch” a happy event);

· Luck as a result of ingenuity and insight, is possible in people with good special knowledge and a certain sensitivity;

· Good luck as a result of a characteristic personality trait, purposeful action.

Domestic scientists consider creativity not only as a gift, but also as a life installation, as a process inherent not only to human nature and its ontology, but also to nature in general, to the Cosmos as a whole, as a process of development. Therefore, in the domestic psychological literature, for example, a clear separation is not always made between creative and non-creative thinking. Brushlinsky (1997) develops the concept of the sociality of creativity. According to his concept, a person acts in a system of infinitely diverse and contradictory qualities, the most important of which is to be a creator. Since each person, by virtue of his uniqueness, participates in the development of culture and the whole society, the thinking of each person is at least minimally creative.

The types and levels of activity of the subject form an integral system of internal conditions through which external influences act (Rubinstein, 1958). It is on this principle that the mechanism of insight is based - the more internal conditions of readiness for a decision are formed, the easier it is to accept and understand any prompting from the outside (that is, the principle of the subject’s internal activity is postulated). The basis of the mechanism of creativity is the principle of analysis through synthesis (Rubinstein, 1958).