TRAINING OF STUDENTS' CREATIVITY IN PHYSICS LESSONS

ФОРМИРОВАНИЕ ТВОРЧЕСКИХ СПОСОБНОСТЕЙ УЧАЩИХСЯ НА УРОКАХ ФИЗИКИ

Вобликова Алина Юрьевна

студент, факультет математики и естественнонаучного образования, Белгородский государственный национальный исследовательский университет,

РФ, г. Белгород

ABSTRACT

This article considers the need to create in physics lessons conditions for the formation and development of creative thinking of students, the disclosure of their creative potential, as well as promoting the development of interests and abilities. The relevance of the article is determined by the fact that the problem of formation of creative abilities in the school course of physics is one of the important problems of methodology of teaching physics in modern school.

АННОТАЦИЯ

В данной статье рассматривается необходимость создания на уроках физики условий для формирования и развития творческого мышления обучающихся, раскрытия их творческого потенциала, а также способствование развитию интересов и способностей. Актуальность статьи определяется тем, что проблема формирования творческих способностей в школьном курсе физики является одной из важных проблем методики обучения физике в современной школе.

Keywords: physical education; physics lesson; creative abilities; methodology of teaching physics.

Ключевые слова: физическое образование, урок физики, творческие способности, методика обучения физике.

Modern education in Russia is characterized by changes in the field of content, which are aimed at forming and developing the creative thinking of students. The process of developing creative abilities should permeate the school course of all subjects, as it allows to awaken initiative and autonomy of students.

Within the educational program, physics serves as a cornerstone discipline for the entire spectrum of scientific subjects. Among the myriad objectives of teaching physics in schools, a paramount aim is to foster an environment conducive to nurturing students’ inventive reasoning skills and imaginative capacities. Additionally, it seeks to catalyze the growth of students’ diverse talents and capabilities. Consequently, cultivating creative faculties is regarded as a preeminent objective of physics education in schools and stands out as a pressing concern in contemporary physics pedagogy.

The process of learning in school, which is oriented to the development of the students' creative abilities, should ensure the mastering of fundamentally new ways of thinking and activities. This learning process should be based on:

1. The principle of development: consists in creating conditions for the realization of the abilities of each student.

2. The principle of psychological comfort: consists in creating a favorable atmosphere for students.

3. The principle of learning by doing: consists not only in the actions of the students, but in their ability to set goals and define the objectives of their own actions.

4. The principle of creativity: consists in teaching the ability to find solutions for problem problems on their own.

The successful development of creative abilities is facilitated by heuristic methods of educational activity, which are characterized by such features as: organization of the teacher’s study of new material in the form of conversation, which is combined with independent work of students; The deliberate presentation of problem situations and questions; organization of problem cognitive tasks [2].

Practical application of heuristic teaching methods:

1. Key Questions Method. The Key Questions Method serves as a tool for gathering data or organizing already obtained information during the development of innovative projects. The approach hinges on exploring a subject via pivotal queries such as «What? Why? Where? How?» [1]. These interrogatives, along with their various combinations, facilitate the generation of distinctive concepts. Despite its uncomplicated nature and efficacy in tackling diverse inventive challenges, this method is recognized for yielding a limited number of groundbreaking ideas.

2. The «Analogy» method. With the help of imagination, sensory and mental representations, students identify themselves with the object being studied, that is, they «move» into it and learn from within. Observing the object becomes a student’s self-observation.

3. Method «Semantic vision». This method consists in creating a mood for active sensory-mental cognitive activities [4]. The essence of the method is that the teacher by asking questions What origin has the object? What is the reason for the origin of the object? What is the design of an object?» helps students to concentrate on the object being studied, understand its primary reason, idea, essence.

4.  The method «Symbolic vision». This method consists in finding learning connections between objects and their symbols. The essence of the method is to observe the student object and its symbol in symbolic, graphic, verbal or any other form.

5.  Method of «Invention». This method consists in the creation of a new product as a result of mental actions.

6.  Brainstorm. This method is to collect as many ideas as possible as a result of the communication of students in a relaxed environment. The work on the task takes place in groups: generation of ideas, analysis of problem situations, evaluation of ideas, generation of assumptions. At the stage of idea generation, criticism is forbidden, all ideas, remarks, jokes are encouraged. Then, all ideas are systematized, combined according to common features. It then examines possible obstacles to the implementation of ideas and assesses the comments made. At the end, ideas that have not been rejected by the contrides are selected. The disadvantage of this method is that it requires prior preparation and low productivity at a high time cost.

The most effective methods for developing and shaping creativity in physics lessons are:

1) conducting physical experiments;

2) conducting didactic games (for example, game surveys on knowledge of formulas, laws, instruments and principles of their work, etc.);

3) Conducting extracurricular activities on past topics;

4) Use of creative work in class and homework (for example, rebus, charades, crossword puzzles, etc.).

Thus, it can be concluded that for the successful formation and development of students' creative abilities, the learning process must be based on the principle of development, the principle of building psychological comfort, the principle of learning in activity and the principle of creativity. It should be noted that conducting experiments, didactic games, extracurricular activities on the topics studied and using creative exercises in class are the most effective methods of forming and developing students' creativity in physics classes.

References:

1. Akimova, T.I. The method of playing improvisation - a way to develop the child’s creativity / T.I. Akimova // Moscow: Novoe Obrazovanie, 2015, №4. – p. 33-35.
2. Lareva, A.P. Developing creativity through a systematic approach / A.P. Lareva // Science and engineering. – Bratsk: BrSU, 2015. – p. 183-186.
3. Leont'ev, D.A. The path of creativity. Personality as a determining factor / D.A. Leont'ev // Imagination and creativity in education and professional activity. – Moscow: RSUH, 2014. – p. 214-223.
4. Martynova, V.S. Organization of collaborative ICT-based learning creativity / V.S. Martynova // Scientific journal «Education and self-development». – Kazan, 2013. №4. – p. 144-149.