DEVELOPMENT OF CREATIVITY OF SCHOOLCHILDREN IN EXCEPTIONAL WORK Zhukova T.V.

Ключевые слова

способности, творческие способности, внешкольная работа , abilities, creative abilities, extracurricular work

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Аннотация к статье

В статье рассматривается внеклассная работа как основной фактор развития творческих способностей.

Текст научной статьи

The beginning of the 21st century poses new challenges for the education system: improving the efficiency of the upbringing of the younger generation; an integral part of the development, prosperity and competitiveness of any country is a quality education. President of the country N.A. Nazarbayev emphasizes: "We must continue modernization of education ... Quality education should become the basis of industrialization and innovative development of Kazakhstan." In the light of the trends in the development of education, an urgent problem is the formation of a fully developed personality [1]. "Developing the abilities inherent in a person, not letting them die - this means, to strengthen the spiritual strength of man, to help him find himself" [2]. The socio-economic development of our country, the increasing role of the human factor in all spheres of activity, necessitated the development of new approaches to the development of the creative abilities of schoolchildren as one of the priority areas in pedagogy. Creativity, as a human phenomenon, does not arise from nothing, it is based on knowledge, allows, on the one hand, to find new and familiar aspects in familiar and near, and on the other hand, to meet new and unknown, creating from it with the help of existing knowledge new experiences. Creativity begins with an unbiased view of the world, with inner freedom, with non-standard thinking. Many researchers define creativity through the properties of the personality, its abilities. Creativity is a personal quality, based on the development of higher mental functions, when creativity as a skill is included in all activities, behavior, communication, and contact with the environment [3]. For creativity, there are no standards, because it is always individual and can be developed only by the person himself. From the point of view of psychology, creativity is treated as "an activity resulting in the creation of new material and spiritual values ... It presupposes the person's abilities, motives, knowledge and skills, through which a product is created that is novel, original, unique" [4]. Pedagogy determines that creativity is "the highest form of activity and independent activity of a person. Creativity is assessed by its social significance and originality (novelty) "[5, p.132]. According to G.S. Batishchev, creativity is nothing like "the ability to create any fundamentally new opportunity" [6, c.19]. The term "creativity" is most often associated with the concept of creative abilities (opportunities) and is viewed as a personal characteristic. Abilities (English aptitude, abilities, capabilities) are: 1. - "individual psychological features of the personality that distinguish one person from another, determining the success of the performance of an activity or a series of activities that are not reducible to knowledge, skills and skills, but which make it easy and quick to learn new ways and methods of activity" [7, p. 52]; - "the properties of functional systems that implement individual mental functions that have an individual degree of expression and are manifested in the success and uniqueness of the development and realization of activities" [8, p.74]. Creative abilities are treated as the ability to create new things based on previous experience, the ability to apply knowledge, skills and skills in an unusual situation. They are associated with the emotions, thinking and personality of a person and include a number of skills and properties. The sources of revealing and development of abilities can be found in the works of the great thinker Al-Farabi, who in his tracts "Directing the Way to Happiness" [9], "The Big Book on Music" draws readers' attention to the psychological and pedagogical aspects of teaching and upbringing. special interest. Causes accessibility, systemic and strength of acquired knowledge, development of intelligence, character, formation of abilities of children, as well as methods and methods of work of mentors with their gifted guardians, which are reflected in these works. One of the founders of psychological thought in Kazakhstan in the 20th century is Zh. Aimautov. In 1926 he published the book "Psychology and the choice of profession", which gives an analysis of the work of a psychologist with children, including gifted schoolchildren. "Ability to art is not formed in the process of life, learning and activity. Man is born with innate abilities for art "[10, p. 37-41]. Since the 60-ies of the XX century, many scientists-psychologists, including: M.M. Mukanov [11], Prigogine I., Knyazeva E., Zhanabaev Z., Darinsky AV, are studying the influence of innate abilities on the successful performance of students' learning activities. A great contribution to the study of the development of creative abilities was made by the Russian scientist BM Teplov. In his works the definition of abilities as individual psychological characteristics distinguishing one person from another was given. In the concept of "ability", he concluded three signs: - Under the ability to understand the individual psychological characteristics that distinguish one person from another; - abilities are not called any individual peculiarities at all, but only those that are related to the success of performing any activity or many activities; - the concept of "ability" is not confined to the knowledge, skills or skills that have already been developed for a given person. In the opinion of B.M. Teplova, creative abilities best develop in extracurricular work [12, p.9-38.]. The development of the creative abilities of students, their involvement in creative activity in extracurricular work makes it possible to test oneself in different types of activity, to assess their capabilities. A feature of the process of developing the creative abilities of schoolchildren in extracurricular activities is that children are given freedom of choice, voluntary participation in their spare time. An extra-curricular activity, unlike after-hours work, is not directly related to the program and is optional for all students. An important factor in extracurricular activities is independent creativity. Collectively creative activities, organized by the children themselves and successfully implemented, contribute to increasing their initiative and motivation. The purpose of extracurricular activities is the creation of the necessary conditions for children and adolescents, in which they could realize their needs, interests, abilities in those areas of cognitive, social, cultural life that cannot be realized in lessons in the study of basic educational disciplines. The main tasks of extracurricular activities are: to broaden the general cultural outlook of students; to form a positive perception of the values of general education and to master its content more successfully; include personally significant and creative activities; to form moral, spiritual, aesthetic values among students; to develop social activity and the desire for real participation in socially significant cases; to assist in the determination of abilities for certain types of activities (artistic, sports, technical, etc.) and promote their implementation in creative associations of additional education; create spatial conditions for interpersonal, intergenerational, intergenerational communication. Extra-curricular activities should be organized in such a way as to provide spiritual, moral, physical culture, sports and health, social, general intellectual, general cultural development of the individual [13]. Extra-curricular activities should be organized in such a way as to provide spiritual, moral, physical culture, sports and health, social, general intellectual, general cultural development of the individual [13]. When organizing extra-curricular work using various methods and forms, each teacher seeks to disclose the creative individuality of the student, to form competencies that ensure success in society and are deployed against the background, selectivity of the students of their educational path, regime, level and final result. This specificity is expressed in the need to design in the educational program a special methodology for creative cooperation, the joint productively divided activity of the teacher and the child, and the children's association, the methods of active and intensive training. Solving creative tasks in cooperation with the teacher alters the psychological structure of the educational process as a whole, because a system of internal stimulation of the widest range of interactions, relationships, communication between all participants is created (like being with everyone, capturing the common cause, satisfying ambition, pride in yourself, etc.) Creativity and creative activity determine the value of a person, this proves once again that the formation of a creative personality acquires today not only a theoretical but also a practical meaning. The effectiveness of extra-curricular work is determined by ensuring the development of the creative abilities of each student, the formation of a creative personality and its readiness for creative cognitive activity. Thus, creatively developed personality is the crowning of the system of extracurricular work of any educational institution. This activity allows students to obtain new knowledge for them, strengthens the skills of independent search for knowledge. Psychologists believe that "the mental activity of a schoolboy in solving creative problems is in many ways analogous to the mental activity of creative and scientific workers" [14, p.76.]. The task of this type is one of the most effective means of forming a creative personality.