TRIZ (theory of inventive problem solving)
TRIZ MOTTO:
“Resolving contradictions is the key to creative thinking.
The means of working with children is pedagogical search.
If the child does not ask a question, then the teacher asks it himself: “What would happen if...”
Occupation is not a form, but a search for truth.”
TRIZ is the theory of solving inventive problems. The founder is Genrikh Saulovich Altshuller. The main idea of his technology is that technical systems arise and develop not “at random,” but according to certain laws: these laws can be known and used for conscious - without many empty trials - solving inventive problems. TRIZ turns the production of new technical ideas into an exact science, since the solution of inventive problems is based on a system of logical operations.
Technology G.S. Altshuller was successfully used for many years in working with children at young technician stations, where its second part appeared - creative pedagogy, and then a new section of TRIZ - the theory of creative personality development.
Currently, techniques and methods of technical TRIZ are successfully used in kindergartens to develop inventive ingenuity, creative imagination, and dialectical thinking in preschoolers.
The goal of TRIZ is not just to develop children’s imagination, but to teach them to think systematically, with an understanding of the processes taking place. To give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their own small problems.
The starting point of the TRIZ concept in relation to preschoolers is the principle of natural conformity of learning. When teaching a child, the teacher must follow his nature. And also the position of L. S. Vygotsky that a preschooler accepts the educational program to the extent that it becomes his own.
The TRIZ program for preschoolers is a program of collective games and activities with detailed methodological recommendations for educators. All activities and games require the child to independently choose a topic, material and type of activity. They teach children to identify contradictory properties of objects and phenomena and resolve these contradictions. Resolving contradictions is the key to creative thinking.
The main means of working with children is pedagogical search. A teacher should not give children ready-made knowledge or reveal the truth to them, he should teach them to find it. Learning to solve creative inventive problems is carried out in several stages.
At the first stage, classes are given not as a form, but as a search for truth and essence. The child is introduced to the problem of multifunctional use of an object.
The next stage is the “mystery of the double” or the identification of contradictions in an object, a phenomenon, when something in it is good and something is bad, something is harmful, something interferes, and something is needed.
The next stage is resolving contradictions. To resolve contradictions, there is a whole system of game and fairytale tasks. For example, the task: “How can you transfer water in a sieve?” The teacher creates a contradiction: water must be in the sieve in order to transfer it, and there should not be water, since it cannot be transferred in the sieve - it will leak out. The contradiction is resolved by changing the state of aggregation of the substance - water. The water will be in the sieve in a modified form (ice) and it will not be there, since ice is not water. The solution to the problem is to transfer water in the form of ice in a sieve.
At the invention stage, the main task is to teach children to search for and find their own solution. Children's inventiveness is expressed in creative imagination, in thinking, in coming up with something new. For this purpose, children are offered a number of special tasks. For example, design a new study chair that you would like to sit on. Come up with a new toy, etc.
The next stage of work in the TRIZ program is solving fairy tale problems and inventing new fairy tales using special methods. All this work includes different types of children's activities - play activities, speech, drawing, modeling, appliqué, design, etc.
At the last stage, relying on acquired knowledge, intuition, and using original solutions to problems, the child learns to find a way out of any difficult situation. Here the teacher only observes, the child relies on his own strength, his mental and creative potential. Situations can be different, from any area of human activity. Children are also placed in experimental situations where they need to make quick decisions.
The TRIZ program provides educators and children with creative methods and tools that a person can master regardless of his age. By owning a single instrument, children and adults can more easily find a common language and understand each other.
Basic provisions of TRIZ
Main functions of TRIZ
1. Solving creative and inventive problems of any complexity and focus without enumerating options.
2. Forecasting the development of technical systems (TS) and obtaining promising solutions (including fundamentally new ones).
3. Development of the qualities of a creative personality.
Principles of designing TRIZ classes.
- Minimum communication of information, maximum reasoning.
- The optimal form of organizing a discussion of problem situations is brainstorming.
- Systematic approach (everything in the world is interconnected, and any phenomenon must be considered in its development).
- Inclusion in the process of cognition of all mental operations and means of perception accessible to the child (analyzers, cause-and-effect inferences and conclusions made independently; subject-schematic visualization).
- Mandatory activation of creative imagination.
Thus, TRIZ, on the one hand, is an entertaining game, and on the other hand, it is the development of a child’s mental activity through creativity. What does creativity give to a child?
- Gives you the opportunity to express yourself.
- The desire to receive new information about the environment.
- Develops the need for cognitive activity.
- Gives you the opportunity to create, to create.
- Promotes the development of analytical skills.
- Develop the ability to develop and prove your point of view. TRIZ techniques and methods will help with this.
When conducting classes, you can use the following forms of work with children: conversation, role-playing and didactic games, listening to music, staging and modeling situations, and performing practical work. An important role is played by diagrams, tables, symbols and other ways of presenting information. Fairy tales, riddles, proverbs, and works of children's writers are used as illustrative material. A large place is occupied by poems selected in such a way that the moral, as well as the conclusion contained in them, do not “stick out” to the foreground, but “hide” within the situation, often mixed. The teacher’s skill lies in letting children see this morality for themselves and draw the appropriate conclusion.
As a result, the following positive aspects of TRIZ are highlighted:
- Children's range of ideas is enriched, their vocabulary grows, and their creative abilities develop.
- TRIZ helps to form dialectics and logic, helps to overcome shyness, isolation, timidity; The little person learns to defend his point of view, and when he finds himself in difficult situations, to independently find original solutions.
- TRIZ promotes the development of visual-figurative, causal, heuristic thinking; memory, imagination, affects other mental processes.
Main stages of the TRIZ methodology
1. Finding the essence
Children are presented with a problem (question) that needs to be solved. And everyone is looking for different solutions, for what is true.
2. “The Mystery of the Double” - identifying contradictions: good and bad
For example: the sun is good and bad. Good - it warms, bad - it can burn
3. Resolving contradictions (with the help of games and fairy tales).
For example: you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.
Methods
1. Brainstorming method
2.Directory method
3.Focal object method
4. System analysis method
5. Method of morphological analysis
6. Goldfish method
9. Modeling with little people
10. Trial and error
11. Thinking by analogy
19. Typical fantasy techniques
Questions to think about:
How to transfer water in a sieve (change the state of aggregation - freeze water);
How to Grow Fast (Change Over Time)
How to save a bun from a fox?
TRIZ recommends having conversations with children on the following topics:
1) historical: how was the wheel, airplane, fork, pencil, etc. invented?
2) on walks: who is the mother of the wind, who are his friends, what does the wind whisper about, what does the wind argue about with the sun?
3) Reception of empathy: what does this bush feel? Does the tree experience pain?
Signs of creativity:
Agility of thinking
Quick orientation
Non-standard approach to problem solving
Transfer of characteristics of certain phenomena, objects, situations to other conditions
The Theory of Inventive Problem Solving (TRIZ), once created in the USSR, almost lost its popularity in the 90s of the last century. But now TRIZ technologies are again gaining popularity in science, industry and even in the humanities. Today, the “Soviet theory of invention” by Heinrich Altshuller is studied at universities around the world, and it is gradually returning to domestic scientific and educational activities.
By completing the TRIZ classes offered in this training, you will be able to gain basic knowledge of solving inventive problems. You will learn about the constituent elements, methods, techniques, programs of Altshuller's theory, and get acquainted with examples of using TRIZ. And most importantly, our lessons will teach you how to apply effective invention skills in your business.
What is TRIZ?
Theory of solving inventive problems(TRIZ) is a set of algorithms and methods created by Soviet inventor Genrikh Altshuller and his followers to improve the creative process of scientists.
TRIZ- is not only, although it does contain recommendations for improving the creative process. Altshuller's theory is aimed at solving so-called inventive problems. An inventive task is a complex task, for the solution of which it is necessary to identify and resolve the contradictions that lie deep in the problem, i.e. identify the root cause (the root of the problem) and eliminate this cause. This requires special skills and technologies, which will be discussed in the lessons of our online course.
Application of TRIZ
The main task of TRIZ, according to the author of this theory, is to help scientist-inventors quickly find solutions to creative problems from various fields of knowledge. TRIZ allows you to solve many creative problems. In accordance with the opinion of people who have studied Altshuller’s theory, knowledge of TRIZ provides the following advantages (according to information from the book “TRIZ Fundamentals”):
- Ability to identify the essence of the problem;
- The ability to correctly determine the main directions of the search, without missing many points that you usually pass by;
- Knowledge of how to systematize the search for information on selecting problems and finding directions for solutions.
- Learn to find ways to move away from traditional solutions;
- Ability to think logically, illogically and systematically;
- Significantly increase the efficiency of creative work;
- Reduce decision time;
- Look at things and phenomena in a new way;
- TRIZ gives impetus to inventive activity;
- TRIZ broadens your horizons.
Some people argue that the Theory of Inventive Problem Solving can only be useful in the exact sciences. This is partly true: the theory was created and tailored specifically for technical application. But knowledge of TRIZ will undoubtedly help in application in the humanities and business, due to the fact that the basis of the TRIZ methodology is universal for any creative tasks.
How to learn it
If you have tried to understand TRIZ on your own, you have probably encountered a number of problems.
- Firstly , TRIZ educational materials need to be adapted to today’s tasks, including not only technical, but also humanitarian ones.
- Secondly , TRIZ methods presented in many textbooks are poorly structured for the process of studying this theory.
This training, consisting of several lesson notes, is aimed at presenting the basics of TRIZ and the possibilities of applying this theory to solve any creative problem.
Purpose of this course- structure the material, sort all TRIZ elements into shelves, combine everything into a single system. The main idea of the classes and lessons in this section of the 4brain website is to make TRIZ accessible to everyone. Teaching the Theory of Inventive Problem Solving should be understandable and fun. The key objective of our classes is to provide a knowledge base, as well as links to the necessary materials for deepening into various areas of TRIZ.
Want to test your knowledge?
If you want to test your theoretical knowledge on the topic of the course and understand how suitable it is for you, you can take our test. For each question, only 1 option can be correct. After you select one of the options, the system automatically moves on to the next question.
TRIZ lessons
The theory of invention, created by Heinrich Altshuller, and later supplemented by his students and followers, has formed its own fairly strict structure. The classic structure of TRIZ, which is given on most specialized websites and books, is as follows:
- Laws of development of technical systems.
- Algorithms for solving inventive problems: algorithms, techniques and techniques.
- TRIZ analysis methods: Su-field analysis, FSA, diversion analysis, system analysis and others.
- Methods of creative development of individuals and teams.
- An information fund consisting of numerous tables, applications, lists that help in technical creativity.
The classes in this online course are aimed at mastering precisely these basic parts of the “theory of invention”. Each lesson corresponds to a specific TRIZ component. The lesson plan looks like this:
How long will the training take?
In general, TRIZ does not have special developmental exercises that need to be used to develop the skill of successfully solving inventive problems. Although TRIZ has a separate area for the development of creative imagination and invention in creative teams, on our website a separate section “Creative Thinking” is dedicated to this area.
Therefore, TRIZ training is associated with the study and memorization of algorithms and techniques, as well as their improvement and practical application. You can study TRIZ all your life, constantly polishing your own algorithms. But you can become familiar with the basic methods in 1-2 weeks of intensive or 1 month of moderate study.
...I would like to warn against the sometimes emerging opinion that all you have to do is get acquainted with TRIZ and the efficiency of your work will instantly increase. It's not that simple. To master TRIZ, you need to invest a lot of work, as when studying any other science. Bringing the use of TRIZ to automation requires even more effort. But I hope this warning will not stop you.
We wish you success in mastering TRIZ!
The minds of children are free from stereotypes and patterns; they are truly active and open to learning about the vast world around them. The unconventional worldview allows children to have charming spontaneity and purity, amazing ingenuity, the ability to be surprised and notice what serious adults sometimes cannot see. It is not for nothing that they say that the truth speaks through the mouth of a baby. In recent decades, one of the most popular methods in kindergartens has been a version of TRIZ technology (theory of inventive problem solving) adapted for preschoolers, aimed at unleashing 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 domestic 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, presentation of material, techniques and working methods. He relied on the statement of L. S. Vygotsky that the child perceives 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 of complexity, and are used in kindergartens from the age of three.
Every child is initially talented and even brilliant, but he must be taught to navigate the modern world in order to achieve maximum effect with a minimum of costs.
G. S. Altshuller
Genrikh Saulovich Altshuller was an outstanding scientist, distinguished by kindness and foresight.
The strategic goal of TRIZ pedagogy is the comprehensive development of the child’s creative abilities. Objectives of using TRIZ technology:
- development of non-standard, systematic, uninhibited, wide-ranging, flexible thinking, the ability to track subtle cause-and-effect relationships, to see the logical patterns of occurring phenomena and events;
- formation of a holistic picture of the world;
- nurturing interest in search activities and the desire to develop unusual solutions to a 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 generally accepted traditional methods of teaching and upbringing is the desire to develop the heuristic skill of independently searching for answers to questions, identifying the problematic grain of a problem, and not automatically and thoughtlessly reproducing the algorithm proposed by adults.
The algorithm for solving any problem is built in a certain logical sequence of stages:
- Competent formulation of the task, identification of the problem (by solving riddles, deciphering metaphors, children independently determine the tasks).
- Identifying and understanding contradictions (good-bad, good-evil).
- Identification of resources (children find out what an object can do and what actions it performs).
- Expected optimal result (expectations based on actual conditions).
- Modeling of various solution options, resolving contradictions (exercises, role-playing games, puzzles, rebuses, etc.).
- 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, and routine moments;
- allows you to reveal the individuality of each child;
- stimulates the exchange of original ideas;
- helps you feel the taste of success in achieving your goals;
- stimulates creatively active independent thinking;
- develops children's imagination, which is embodied in playful, practical, artistic activities;
- helps to form a personality capable of offering a non-standard solution, finding a way out of a difficult situation, and helping others 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: Lyashko Tatyana Vasilievna - TRIZ technology: 5 steps to talented thinking (https://youtube.com/watch?v=XwWMZeytZEA)
Video: lesson with TRIZ elements (the world around us)
https://youtube.com/watch?v=cXR6Huz0YxE Video can’t be loaded: Lesson to familiarize children with the world around them (https://youtube.com/watch?v=cXR6Huz0YxE)
Methods and techniques of TRIZ technology
Let there be as many creative people 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 ones from a practical point of view are selected. This method can be called a “magic wand”, since with its help children can find a way out of a difficult situation (how to save the Snow Maiden, how to paint without a brush, how to transfer water in a sieve, etc.).
Organizing and conducting brainstorming:
- Preparatory stage:
- clear and understandable formulation of the problem,
- formation of a team of participants and distribution of roles,
- selection of a leader.
- Main stage. The teacher encourages the creative passion and enthusiasm of his students, does not criticize, evaluate, or limit the thoughts and suggestions expressed. Even the most absurd and daring ideas are listened to and accepted for discussion. Contents of the main stage:
- development,
- combination,
- optimization of ideas.
- Final stage:
- critical analysis,
- grade,
- selection of the most valuable ideas.
During a brainstorming session, the most promising ideas are selected from a large number of proposed solutions.
Examples of questions for discussion:
- how to prevent a bear from destroying a tower;
- how to perform a melody without musical instruments;
- how to tell a fairy tale 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 you to the unfamiliar, to distance yourself from the familiar. According to the author, analogies will help develop a child’s creative abilities:
Developed in the thirties of the twentieth century by Berlin University professor E. Kunze, 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 helps to overcome inertia of thinking and develop imagination, since children are given the task of transferring the properties of one object to another, which, of course, breaks perception stereotypes. Object 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 images 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 characteristics of the objects depicted, for example, “a beautiful, fast car with automatic control” or “an interesting, large book with fairy tales.” Then the teacher invites the children to “exchange” properties and talk about their objects again, but with new characteristics: “I have a beautiful book with automatic control, which itself tells fairy tales. 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, “Monkey Hare” - born in the 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 you 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. Meaning of System Analysis:
- System: hare.
- Subsystem: eyes, nose, long ears, soft paws, fluffy tail.
- Supersystem: forest animals.
- Past: the hare used to be a little bunny, a mother hare took care of him, she fed him milk, taught him how to get food, and 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.
- Antisystem: the hare is afraid of the wolf, therefore the wolf hunts the hare and can eat it.
When working with older preschoolers, an expanded, 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. In a similar way, you can build an interesting educational 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 rings help master systemic thinking - an effective multifunctional gaming aid that is used in all types of educational activities (mathematics, speech development, music education, literacy training) and consists of three rotating circular zones:
- small circle - cards depicting objects participating in the role-playing game (fairy-tale characters, person, animal, object, etc.);
- middle circle - attributes for the game (magic wand, steering wheel, syringe, hole, nest, etc.);
- large circle - actions of objects (saves the princess, rides, heals, runs, etc.).
Lull Rings are an effective multifunctional gaming aid that is used in all types of educational activities.
- Game "Fairy tale in a new way." Two rings are untwisted, then the child models a story using a randomly drawn 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 pairs as Cinderella and the Golden Key, Pinocchio and running boots, Cheburashka and a flying carpet, etc.
- Game "Who's whose cub." Circles with images of animals and babies. A paradoxical situation is discussed, for example: “How will hares raise a wolf cub, and a hen 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 through a systematic search of all theoretically possible options for a solution or characteristics of an object. 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 expands (clothing, method of movement, appearance, character).
Example: an arbitrary choice of characteristics gives very interesting new images, for example, Carlson is a cute, obedient child, dressed in a festive suit, 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 development of imagination.
The morphological table consists of two coordinate axes - horizontal (flower) and vertical (color, shape, quantity, shape)
Danetka
More of a game than a method, Danetka teaches you to formulate questions accurately and clearly, highlight the most significant features, and systematize objects according to general characteristics.
Rules: children guess the object using leading questions that they themselves formulate; you can only answer “yes” or “no.” Initially, questions of a general nature are posed (is this a person, an animal, a mechanism, a plant, etc.), then more focused and clarifying ones.
Danetka is a method that teaches you to formulate questions accurately and clearly, find the most important signs, and systematize objects according to general characteristics.
"Goldfish"
The method teaches you to differentiate between the real and fantastic worlds, to see the interpenetration and intertwining of these two worlds. Analysis of the fairy tale from the point of view of separating real and fantastic events:
- the old man cast a net and pulled out a fish - a real situation;
- I caught a talking Goldfish - unrealistic, since aquarium fish do not live in the sea.
Hypothesis: an aquarium broke on the deck of a ship sailing around the world, and a goldfish ended up in the sea. Thus, a hypothesis helps to step from a fairy-tale, fantastic situation into a real one.
Typical fantasy techniques - six faithful wizard friends help a child get used to the world of fantasy; they can turn an adult 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 people develops an understanding of the essence of natural phenomena and the composition of matter. Fairy-tale characters behave differently in different substances, for example, in solids they are inseparable, motionless and pressed tightly against each other, in liquids they are next to each other, but not so close, and finally, in gases they are very playful and constantly moving. Consequently, through experimentation, children come to the conclusion that when water turns into ice, little people change their character and behavior.
Modeling with little people is valuable for its simplicity and clarity
Classes on TRIZ technology in kindergarten
Every teacher is interested in ensuring that children are not bored in class, and that they complete tasks as consciously as possible, while showing independence and creativity.
Types of activities:
TRIZ lesson plan
A lesson using TRIZ technology is conducted in the same time frame (15 minutes - junior group, 20 minutes - middle, 25–30 minutes - senior and preparatory) as the traditional one and according to a similar structure, but the content of the stages differs in specific tasks and exercises corresponding logic of solving inventive problems.
- Stage one (introductory, motivating) – arousing interest, identifying a problem, setting a task, formulating the topic of the lesson. Tools: morphological analysis, synectics (hints in the form of metaphors, riddles, elements of theatrical staging).
- The second (main) stage is clarification of contradictions, clarification of the resource base using games, modeling of possible solutions using TRIZ techniques.
- Stage three (reflection) - choosing the optimal solution, self-assessment and introspection (What did you do? What new did you learn? What worked and what didn’t?), tracking the logical chain of reasoning. Toolkit: introduction to the work of the system operator element, use of morphological analysis.
Table: lesson notes in the preparatory group “Visiting a fairy tale”, author Natalia Olegovna Paraunina
| Purpose and objectives of the lesson | Goal: Continue to teach children creative storytelling using TRIZ technology. Educational objectives:
|
| First stage (introductory) | The chairs stand in a semicircle near the board. There is a landmark (flower) on each chair. Children come in to the music “Visiting a Fairy Tale” and stand near the teacher. Q: “There are many fairy tales in the world Sad and funny But to live in the world We can't live without them. Anything can happen in a fairy tale Our fairy tale is ahead. We will knock on the door of a fairy tale, Fairy tale, wait for us to visit. Q: Today we are going to visit fairy tales. “If you call it a fairy tale, Then you’ll take the flower with you.” Q: Name your favorite fairy tale. The children call, the teacher hangs a “flower” on each child’s neck - landmark. Q: These are unusual flowers - they will help you travel through fairy tales. “All the flowers swayed We found ourselves in the land of fairy tales." Children sit on chairs, each with its own “own” landmark on the back. |
| Second stage (main) | Q: Children, the wizard put “invisibility hats” on the fairy-tale characters, so now we will only hear their voices. Listen carefully and name quickly. An audio recording plays. Children name the characters. Voice: Brother - Ivanushka, Mashenka, Gold Fish, Carlson, Princess - Frog. Winnie the Pooh, Mama Goat, Fox, Emelya, Morozko, Ivan the Fool. Q: Well done! You recognize all the heroes, but the wizard continues to perform tricks. There is a poster “Fairy Tale Confusion” on the board. Q: Look what he did? D: He mixed up all the fairy tales. Q: What fairy tales did he mix up? Name them. D: “Puss in Boots”, “Cinderella”, “Little Red Riding Hood”, “Masha and the Bear”, “The Frog Princess”, “The Princess and the Pea”, “At the Order of the Pike”, “Zayushkina’s Hut”, “The Hare Boasts” " Q: Right. What did the wizard mix up in the picture? D: Cinderella is given a glass slipper to try on, not boots. It is not the cat in boots who tries on the shoe, but the prince. The bear is not carrying the frog princess, but Mashenka. The princess on Gorshin sleeps not on the stove, but on a feather bed, and the stove is from the fairy tale “At the Order of the Pike.” Little Red Riding Hood meets not a hare, but a wolf. (The teacher removes the poster from the board). Q: “We have all solved fairy tales And all the heroes were found. We need to go further." (Children stand up one after another and follow the teacher). Q: “We’ll walk along the path Let's cross the bridge." (“Bridge” - two arcs. Children pass between them). Q: The one who says the opposite word will walk across the bridge. Flowers will help you find your place. - Cheerful - sad, - good - evil, - Brave - cowardly, -Old - young, -Strong - weak, -Healthy - sick, - Smart - stupid, - Polite - rude, - Full - hungry, - Mighty - weak, - Mischievous - obedient, - Lazy - hardworking. The "bridge" is removed. To the left of the window is an easel. There are flowers on the floor - landmarks. Children stand up, each one, near their own landmark. On the easel are “shadows” of fairy-tale characters. Q: The wizard hid the heroes. If we solve them, we will rid them of magic.” Q: We name the shadow, turn it over to see if you guessed correctly. D: This is Baba Yaga, Puss in Boots, the King, Emelya, the Little Mermaid, Buratino, the Serpent Gorynych. (As they are named, children turn over the illustrations, there is a color image). Q: You recognized all the heroes, now let’s rest. Gymnastics for the eyes. We came to a wonderful forest. (Draw a circle to the right with your eyes). There are many fairy tales and miracles in it. (Circle to the left) Pines on the left - spruce on the right, (Eyes to the right and left) There's a woodpecker on top, knock and knock. (Eyes up and down) Open your eyes, close them. And quickly run home. B: Go to the window. Look at the circle on the window, look at the house. How many windows on the first floor have lights on? Count it. Look at the circle. On the top floor? Q: Well done! We return to our chairs Q: While you and I were traveling, the wizard visited here again and left us portraits, but unusual ones, portraits - lines. Q: What line is this? (The teacher shows a wavy line on the board). D: It's a wavy line. Q: What kind of character should a hero have that can be depicted with such a line? D: He must be kind, gentle, affectionate, hardworking, caring Q: List the heroes of fairy tales with such a character. D: Cinderella, Snow White, Swan Princess, Mashenka, Vasilisa the Wise, Elena the Beautiful. Q: True, why? D: They are all kind, generous, caring, affectionate, gentle. (The teacher hangs a portrait of Cinderella on the board next to the line). (There is a broken line on the board). Q: Do you think a good character can be drawn with a broken line? D: No. Q: What is this line like? D: It looks like lightning, like thorns, like needles. Q: So what kind of character can heroes be depicted with this line? D: They are evil, cruel, heartless, envious. Q: List them. D: Kashchei the Immortal, Serpent Gorynych, Baba Yaga, Miracle Yudo. (Together with the line of the character-Snake Gorynych). Q: Right, what is the name of this hero? D: His name is Ivan Tsarevich. Q: What line can you draw it with? D: You can draw it with a straight line. Q: Why? What is his character like? D: He is kind, strong, courageous, courageous, brave, powerful, wise. Q: List the heroes who have such a character. D: Ivan - peasant son, Ivan - Tsarevich, Prince Guidon, Tsar Saltan, Elisha. (On the board is the character of Ivan Tsarevich and a straight line.) (The teacher hangs Pinocchio and a line depicting an arc). Q: Why did I place this line next to this hero? What's his name? D: His name is Emelya. Q: What is his character like? D: Cheerful, mischievous, funny. Q: Why such a line? What does she look like? D: It looks like a smile. Q: What characters with such a character do you know? D: Emelya, Pinocchio, Peter Pan, Carlson. Q: Well done! You were right about the characters. And now you yourself will turn into fairy-tale characters. Music sounds, children get up, come out from behind the chairs, and form a circle. Psycho-gymnastics. Q: What kind of masquerade is this? And animals and birds parade, You won't understand anything Where is the squirrel, where is the hedgehog? Get ready and watch! Fairytale animal, freeze in place. Fairy tales came to visit us. Determine who is who. Pinocchio and Kashchei, Both Malvina and the villain. Get ready and watch! A figure from a fairy tale, freeze in place. (Children go to their chairs). Q: And now you and I will compose our own fairy tale. “We’ll play with dice, Let's write a fairy tale." (There is a plan diagram of fairy tales on the easel). Q: The first step is to throw the dice, count how many come up, look for a pattern, this is the beginning of a fairy tale. We make a proposal. We throw the dice again - we count, we make up a second sentence according to the scheme that appears. Just five steps. Our fairy tale should be interesting, complete, a miracle and magic should happen in it. It must contain fairy-tale heroes and good defeat evil. (Children compose a fairy tale based on the diagrams that have fallen out, the teacher guides and asks questions). |
| Third stage (reflection) | Q: Well done! Now it's time for us to return. Did you enjoy visiting fairy tales? D: Yes. Q: What did you like? What do you remember most? (Children answer) Q: Believing in a fairy tale is happiness, And to those who believe A fairy tale will definitely open all doors.” The teacher distributes medals - souvenirs. |
Table: examples of topics for classes using the TRIZ method
| “Advice to the cheerful Kolobok” (middle group) | A comprehensive lesson to develop imagination. Goal: development of children's creative imagination in speech and visual activities based on TRIZ elements. Equipment:
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| “Journey through fairy tales” (senior group) | Goal: To consolidate children's knowledge of fairy tales and their names. Tasks:
Materials and equipment:
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| “The World Around Us” (senior group) | Tasks:
Equipment:
Vocabulary work: highlighting the first sound in a word. |
| "Save the Princess" | Lesson on speech development and familiarization with literature. Goals:
Material:
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| “Seasons” (preparatory group) | Target. To develop the creative and musical abilities of children in the process of consolidating knowledge about natural phenomena at different times of the year. Tasks:
Equipment:
Musical repertoire:
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| “How the fox hid the rabbits” (middle group) |
Complex lesson. Goals:
Material:
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| “Chest with riddles” (middle group) | Classes to familiarize yourself with the outside world. Program content:
Materials and equipment:
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| "Ant Story" (senior group) | Cognitive development. Tasks:
Subject-spatial development environment:
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| “Listen with all your ears” (middle group) | Integration of play activities in the cognitive and experimental development of preschool children. Purpose: familiarization with the types and function of the ear, its structure. Tasks:
Activating the dictionary:
Material:
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| “Visiting Princess Droplet” (middle group) | Goal: to show children the importance of water in human life. Tasks:
Material for the lesson:
Preliminary work:
Follow-up work: inventing and drawing a magic fish using the game “Wonderful Things” (focal object method). |
Table: card index of TRIZ games
| What can he do? (game for children from 3 years old) | Goal: developing the ability to identify the functions of an object Rules of the game: The presenter names the object. (The object can be shown or guessed using a Yes-No game or a riddle.) Children must determine what an object can do or what can be done with its help. Progress of the game: Educator: TV. Children: It can break, it can show different films, cartoons, songs, it can gather dust, turn on and off. Q: What can the ball do? D: Jump, roll, swim, deflate, get lost, burst, bounce, get dirty, lie down. Q: Let's imagine. Our ball ended up in the fairy tale "Kolobok". How can he help Kolobok? Note: You can move the object into fantastic, unrealistic situations and see what additional functions the object has. The basis of personal culture. Q: What is a polite person and what can he do? D: Say hello, politely see off guests, take care of a sick person or dog, he can give up his seat on a bus or tram to an old woman, and also carry a bag. Q: More? D: Help another person out of trouble or difficult situation. Q: What can a plant do? D: Grow, drink water, bloom, close, may sway in the wind, may die, may smell delicious, or may not taste good, may prick. Q: What can an elephant do? D: An elephant can walk, breathe, grow. The elephant gets its own food, transports goods and people, and performs in the circus. He helps people on the farm: he even carries logs. Q: What can rain do? D: Dissolve the ice. |
| Earlier-later (from 3 years of age) | Goal: to teach children to create a logical chain of actions, to consolidate the concepts of “today”, “tomorrow”, “yesterday”... to develop speech and memory. Rules of the game: The presenter names a situation, and the children say what happened before or what will happen after. Can be accompanied by a demonstration (action modeling). For clarity, you can use the time axis, where you can see the step-by-step sequence of events forward or backward. Progress of the game: Q: We are now on a walk. What happened before we went for a walk? D: We got dressed for a walk. Q: And before that? D: Before getting dressed, we put away toys, and before that we played builders, and even earlier we had breakfast... B: We came from a walk. What's next? D: We will undress, wash our hands, the attendants will set the tables…. Q: I sewed a dress. What did I do before? Show me! D: You went to the store, bought fabric (the child silently demonstrates with actions), took scissors, cut the fabric... When consolidating the concepts of “today”, “tomorrow”, “yesterday”... Q: What day of the week is it today? D: Tuesday. Q: What day of the week was yesterday? D: Monday. Q: What day of the week will it be tomorrow? And the day after tomorrow?... |
| Train (from 3 years of age) | Goal: learn to build logical chains, develop attention, memory, and thinking. Rules of the game: The presenter prepares 5-6 options for depicting one object in different time periods: a tree or a bird, or a flower, a person, and so on (objects of a living system). Cards with the image of one object are distributed to the players. Progress of the game: The leader is a teacher, and later a child train, and the rest of the children are carriages. The “time train” is being lined up. Q: Let's go on the human time train. On the table there are disparate images of a baby, a little girl and a boy, a schoolchild, a teenager, an adult, an elderly person. Each child chooses the picture he likes. The leader takes his, stands up, and behind him stands a child with the next most meaningful picture, and so on. (When familiarizing yourself with the concepts of “system now”, “system in the past”, “system in the future”). (When expanding the understanding of the growth and development of representatives of the animal world, when observing the inhabitants of a corner of nature, as well as becoming familiar with the seasons). Q: Here is a picture of a green leaf. (Pictures of a leaf in different time periods were selected in advance: a yellow leaf, a fallen leaf, a leaf under the snow, a small leaf with a light green color, and so on). Children choose pictures and line up in a train. Q: What time of year is it now? D: Winter. Q: What happens in winter? D: It’s snowing, frosty. Q: Is this good? D: You can ride a sled. Q: Why is sledding bad? D: You can fall and get hurt. Q: I'm installing the first time train carriage. In the picture it’s snowing and people are skating. What time of year will be next? Children choose pictures. Note: For children of older preschool age, you can build a more complex “time train”. An object is taken from a non-living system: a car - as a type of transport or as a means of transporting cargo. |
| Where does he live? (from 3 years old) | Goal: to identify supra-system connections, develop speech and thinking. Rules of the game: The presenter names objects in the surrounding world. In early preschool age, these are inanimate objects from the immediate environment and objects of living nature. In older preschool age, these are any objects and phenomena of the real and fantasy worlds (where smiles and fire live). Children name the habitat of living objects and the location of real and fantastic objects. Progress of the game: Q: Look how many pictures there are! Choose any one for yourself! At an older age, objects can be guessed in advance by the children themselves, or the presenter can name the object to everyone on his own behalf. If the teacher has a clear goal: to consolidate, for example, the section “Living and non-living systems,” then the main set of pictures should consist of objects of a living and non-living system, and so on. Q: Where does the bear live? D: In the forest, in the zoo. Q: And also? D: In cartoons, in candy wrappers. Q: Where does the dog live? D: In the kennel, if she is guarding the house. In the house, right in the apartment. And there are dogs living on the street - stray ones. Q: Where does the plantain live? D: It grows on the path. On the lawn and in the field. And also at the pharmacy. And when I applied it to the wound, it lived on my leg. And I drank it, which means it was in my tummy. Q: Where does the nail live? D: In the table, in the factory, in dad’s garage. In the toolbox. On the wall. In a chair. In my shoe! |
| What will happen if... (from 3 years old) | Goal: to develop thinking, speech, flexibility of mind, imagination, introduce the properties of objects, the surrounding world. Rules of the game. This game is based on questions and answers. “What will happen if paper, a stone, a bug falls into a bathtub of water?”, “What will happen if it snows in the summer?” Questions can be different - both everyday and “fantasy”, for example: “What will happen if you end up on Mars?” Progress of the game: The teacher asks the child the question “What will happen if paper falls into a bathtub of water.” The child answers: the paper will get wet, melt, float, etc. |
| The sun is shining (from 3 years old) | Goal: to develop thinking, speech, speech, flexibility of mind, imagination. Rules of the game: You start a sentence and the child finishes it. For example, it’s raining, but also... the sun is shining... the dog is barking... the locomotive is rushing... Progress of the game: You can combine two objects or living beings and name the actions common to them. Snow and ice are melting, a bird and a plane are flying, a bunny and a frog are jumping. Or one action and many objects: a fish, a boat, a ship, an iceberg floats... And what else? The sun is warming, the fur coat is warming, the battery is warming... And what else? A car, a train is buzzing... |
| Good - bad (game from early preschool age) | Goal: To teach children to identify positive and negative aspects in objects and objects of the surrounding world. Rules of the game: A leader is any object or, in older preschool age, a system or phenomenon in which positive and negative properties are determined. Progress of the game. Option 1: D: Because she is sweet. Q: Eating candy is bad. Why? D: Your teeth may hurt. That is, questions are asked according to the principle: “something is good - why?”, “something is bad - why?”. Option 2: Q: Eating candy is good. Why? D: Because she's sweet. Q: Sweet candy is bad. Why? D: Your teeth may hurt. Q: If your teeth hurt, that’s good. Why? D: You will see a doctor in time. What if your teeth hurt and you didn’t notice? That is, the questions follow a chain. |
| One, two, three... run to me! (from 3 years of age) | Goal: to compare systems, to learn to highlight the main feature, to develop attention and thinking. Rules of the game: The presenter distributes pictures depicting various objects to everyone playing. Depending on age, the content of the pictures changes: in younger groups these are objects of the immediate environment, animals, and in older groups these are objects of more complex content, as well as natural phenomena and inanimate objects. Children can simply wish for an object without using a picture. The children stand at the other end of the hall and, according to a certain instruction of the teacher, run up to him. In older preschool age, the leader can be a child. The teacher or leading child then analyzes whether the player made a mistake, highlighting any properties of the system. Progress of the game: “One, two, three, everyone who has wings, run to me!” (Children run up with images of an airplane, a bird in the picture...) The rest of the children stand still. Next, any components of the subsystem can be selected (eyes, angle, wheels, smell, sound...). The presenter asks the players where their objects have these parts. Note: You can use tasks for the supersystem. For example: “One, two, three, everyone who lives in the field, run to me!” Children run up to the leader with images or hidden objects of cabbage, stone, sand, earth, mouse, grass, wind, tractor. The presenter asks at what moments the tractor can be in the field (during sowing or harvesting). You can use tasks for the function of an object. For example: “One, two, three, those who can sing come to me!” Children run up to the presenter with a picture of a bird, a man, a wind, a radio... The use of time dependence tasks is interesting. For example: “One, two, three, everyone who used to be little, run to me!” Children with the image of a person, bird, flower, wind run up to the leader... Children with the image of a tractor, earth, sand do not run up... When forming an idea about some plants: “One, two, three, everyone who has leaves (trunks, stems, roots, flowers) - run to me. When forming ideas about animals (eyes, fur, long fluffy tail, hooves, horns...). |
| We reduce and increase (from 3 years old) | Purpose of the game: to enrich children’s vocabulary, teach them to form using suffixes: - ok, - chick, - check, -ish. Rules of the game. Say: “I will name someone or something, and you make it small.” For example, a mushroom is a fungus, a chair is a chair, a leaf is a leaf. Make sure that the child does not name baby animals instead of the correct answer: not a hare - a little hare, but a hare - a bunny; not a cow - a calf, but a cow - a cow. The same can be done in the opposite direction. The adult names the “reduced” word, and the child gives its usual version. The same games can be played with “increasing” suffixes: cat - cat, lesson - tract. |
| Name it in one word (from 3 years old) | Goal: to enrich children’s vocabulary with nouns, develop speech, attention, and thinking. Rules of the game. An adult describes something, and a child calls it in one word. For example, the morning meal is breakfast; large utensils for preparing compote - a saucepan; The tree that is decorated for the New Year is a Christmas tree. |
| Chain (from 3 years old) | Goal: to teach children to identify the characteristics of objects, to develop children’s thinking and speech. Rules of the game: The presenter shows the child a picture of an object, he names it. Then the picture is passed on to another child. He must name one of the characteristics of the object and pass the picture to the next one. You need to name as many signs as possible and not repeat yourself. Progress of the game: The presenter shows a picture of glasses, the child, seeing the picture, says glasses are round and passes the picture to the next player. The next player says sunglasses and passes the picture to the next player, etc. |
| What I was - what I became (from the age of 4) | Goal: to determine the line of development of an object, to develop logical thinking and speech. Rules of the game: 1st option: The presenter names the material (clay, wood, fabric...), and the children name the objects of the material world in which these materials are present... 2nd option: The presenter names a man-made object, and the children determine what materials were used in its manufacture. Progress of the game: B: Glass. It used to be an alloy of different materials. D: Dishes, windows, and mirrors are made of glass. There is glass in the TV screen, glass display cases in the store. And I saw a glass table. My mom has glass beads. Q: What's good about a glass table? D: It’s beautiful, you can see a cat lying under the table. Q: What's wrong with such a table? D: Such a table can break and people will be cut by the fragments... Q: What else could be made of glass? D: There are glasses in glasses, there are glass chandeliers with glass light bulbs, and watches also have glass. Q: Have you heard the expression: “He has a heart of glass.” Who can you say this about? D: This can be said about an evil, “prickly” person. Baba Yaga has an evil heart, it is made of sharp fragments. Q: Name fairy tales that have heroes with glass hearts! The teacher summarizes the children's answers. |
| Magic traffic light (from 4 years of age) | Goal: To teach children to identify the system, subsystem and supersystem of an object, to develop logical thinking, attention, and speech. Rules of the game: In the “Magic Traffic Light”, red means a subsystem of an object, yellow means a system, and green means a supersystem. Thus, any object is considered. The object in question can hang (lie) in front of the child, or it can be removed after the display. Progress of the game: The teacher hangs up an object picture of the car (in older preschool age - a diagram of the car). Q: If I raise the red circle, you can tell me what the machine consists of. If I hold up the green circle, you can tell me what the car is a part of. And if I pick up a yellow circle, then you tell me: what is it for; draw this object in the air, depict this object (in the senior and preparatory groups - using the empathy method). This game can be used when viewing a painting. Q: If I raise a red circle, you will name the objects that you see in the picture. If I show you a yellow circle, you can tell me what this picture can be called. And if I raise the green circle, determine what the plot of the picture is part of (the natural world, transport, pets). Living and nonliving systems. B: Cactus. (raises the green circle). D: Cactus belongs to the natural world, to a living system, to plants. He can live in a room on a windowsill, and he also lives in the desert. The teacher (in the senior and preparatory groups - a child) raises a red circle. D: The cactus has roots, spines, flowers in adult cacti. Q: Why do cacti have spines? D: To avoid being disrupted, he defends himself this way. The teacher raises a yellow circle. D: The cactus is needed for beauty (especially when it blooms), the cactus provides oxygen, and people breathe oxygen, and the cactus is also food for animals in the desert. The teacher or presenter asks the child to turn into cacti: into a blooming cactus, into a cactus that has been watered a lot, a cactus in a cramped pot, a cactus in the desert... |
| Box with fairy tales | Goal: to develop speech, thinking, imagination, enrich children's vocabulary. You will need a box with 8–10 (pictures). Rules of the game. The teacher suggests taking the figures out of the box at random. We need to figure out who or what this object will be in the fairy tale. After the first player has said 2-3 sentences, the next one takes out another object and continues the story. When the story is over, the items are put back together and a new story begins. It is important that each time you get a complete story, and that the child comes up with different options for actions with the same object in different situations. |
| Confusion (from 4 years old) | Goal: to strengthen children’s skills in finding typical properties of an object. Progress of the game: The teacher names 3-4 objects with unusual properties (for example, a pointed tiger, a striped pencil, a frozen shelf, book glass) and asks the children to restore order, i.e., choose a typical property for each object. |
| Saving Kolobok (from 4 years old) | Goal: to develop creative imagination, teach fantasy to endow famous fairy-tale characters with qualities that are not inherent to them. Develop unconventional thinking. Equipment: book “Kolobok” table theater "Kolobok". TRIZ tool: “Good-bad” game (identifying negative and positive properties, resolving contradictions). Progress of the game: - Children, look carefully, who can tell what the name of this book is? That's right, Kolobok. I’ll open the book, and you call Kolobok, maybe he’ll come to us. The children call, Kolobok (table theater) appears. - Kolobok, why are you so sad? Guys, he is sad because he forgot who he met in his fairy tale, which characters. Let's help him. Children list the heroes of the fairy tale and retell its content. - The Fox really wanted to eat Kolobok. Is this good or bad? - What’s good (the fox has eaten)? - What’s bad (Kolobok was eaten)? - What can be done to prevent the Fox from getting Kolobok, how to save it? (feed before meeting Kolobok)? What kind of character does Kolobok need to become so that the Fox doesn’t want to eat him (inedible, dirty, stale, poisonous)? |
| Guess the secret (from 4 years old) | Goal: teach children to build hypotheses. Progress of the game: The teacher suggests the phrase: object + unusual feature (for example, a furry book). Asks children to make suggestions about which object this characteristic - hairiness - could be taken from. The children's answers are from a bear, a dog, etc. |
Video: games using TRIZ technology
Speech development using TRIZ technology
TRIZ can also be widely used to develop speech skills in students.
Main stages
Development of expressive speech by creating figurative characteristics of an object:
- Stage one (from three years old) - creating comparisons by color, shape, actions (the red fox is the same as Antoshka in the children's song).
- Stage two (4–5 years) - composing 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 answer questions sequentially, the teacher fills out the table, entering the characteristics (color, shape, action): what? – yellow, round, warming; what happens the same? - chicken, ball, stove. Next, children are asked to name the characteristics of objects: a fluffy chicken, a balloon, a warm stove. After filling out the table, the teacher asks the children to try to create a riddle by inserting the connectives “How” or “But not” between the phrases. The guys 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.”
- Training in composing metaphors (six to 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 sentence will be made, a property is determined (bright), then an object with a similar attribute is selected (burning coals), a location is indicated (the night sky), and finally a sentence is drawn up (The night sky sparkled brightly with burning coals) .
Writing poetry
Composing rhyming texts - scientists have come to the conclusion that children from the age of three already have a natural need for such a verbal game as versification. TRIZ suggests using the genre of cheerful nonsense, a five-line poem, which received its name from the Irish town of Limerick. An example of a poem in the limerick genre:
What would happen if the songbird
Was not as beautiful as the titmouse
Then she wouldn’t run after the beetle,
And then you didn’t 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 will require a little preliminary preparation from the teacher:
- “Rhyming pictures” - the teacher selects pairs of pictures depicting objects whose names form a simple rhyme, then shows one of the pictures and asks them to choose a pair.
- “Choose a word” - children learn to choose a rhyme for the given word.
- “Tease” - children modify words-characteristics with the help of diminutive suffixes and seem to “tease” objects (covering cap, lost umbrella, etc.).
Compiling creative realistic and fantasy stories based on pictures
Possible options and techniques:
- games “Spyglass”, “Detail Hunters”, which help to concentrate children’s attention on an object and emphasize all its most important details and characteristics;
- “Looking for Friends”, “Uniters” - aim children to establish connections between objects;
- selection of metaphors, figurative verbal comparisons, moving an object to the past or future;
- the technique of empathy is reincarnation as a hero, “getting used to” his emotional state and telling a story on his behalf, conveying character traits with the help of facial expressions and gestures.
Storytelling from a picture teaches children to fantasize and develop logic.
Composing fairy-tale texts
Retelling and changing a famous fairy tale plot. Games and exercises that are a kind of creative and intellectual warm-up when preparing children:
- “Say the name of the hero”: the teacher identifies some general attribute 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 names a fairy-tale hero, for example, Mashenka from the fairy tale “Geese-Swans” and asks to name all the girl’s actions. According to the terms of the game, you can only use verbs (didn’t listen, ran, walked, forgot, saved, helped). Then the teacher suggests remembering 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 wizards and telling what extraordinary properties they endowed with ordinary objects, 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 the Wizard of Glaciation, now everything it touches turns into a block of ice. It’s 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 the characters and the place where the plot will unfold. Example: Alyonushka ended up in Koshcheevo’s kingdom. How will she escape? Who will help her?
- Fairy tales of the descriptive genre. The fairy tale story unfolds in accordance with the traditions of the storyline: the hero grows up, displays unusual abilities and talents, in adulthood faces difficult circumstances, defeats witchcraft, and regains his vitality.
- “System operator” - helps to develop systematic and logical thinking.
Visualization is a prerequisite for children to acquire new knowledge and skills.
- “Rings of Lull” - promotes the development of creative, paradoxical thinking and imagination.
The Rings of Lull uses a simple and ingenious logical principle: combination
- Board game and subject cards for conducting didactic games in the format of TRIZ technology.
During TRIZ classes, you can also use didactic aids designed to introduce you to a particular topic.
- Natural material for experimentation (shells, pebbles, twigs, dry leaves, etc.) - helps to introduce children to natural objects and to gain an understanding of the laws of the natural world.
Natural material is a great thing: it promotes both the development of thinking and environmental education
- Tables, plot pictures for the speech development of children.
Tables and story pictures contain information that is also useful for educational tasks
- high scientific and methodological level of professional training of TRIZ teacher;
- training work with teachers, including methodological master classes and the transfer of innovative experience during 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 using TRIZ methods;
- demonstration of the effectiveness of non-traditional approaches that solve current problems of modern preschool education;
- open screenings do not require special conditions or preliminary rehearsals, however, it is advisable to psychologically prepare the children for the presence of strangers.
- introduce children to the materials from which various things are made;
- help identify the properties of glass (transparency, water permeability, smoothness, thickness, temperature, fragility, etc.);
- develop memory, imagination, thinking, speech.
- develop children's memory, imagination, thinking, attention;
- develop children’s speech and cognitive activity, the ability to compare, generalize, draw conclusions and inferences;
- activate children's vocabulary;
- learn to characterize characters and their behavior;
- teach retelling;
- teach the ability to listen to your friends without interrupting, complementing their answers;
- cultivate interest in Russian folk tales.
- Consolidate knowledge of the characteristics “Color”, “Shape”, “Relief”, “Sound”, continue to practice comparing objects by characteristics and focusing on a plane.
- Develop fine motor skills, memory, attention and observation.
- To cultivate in children a sense of responsiveness and a desire to help.
- Development of coherent speech in preschoolers, development of logical thinking.
- Consolidating children's knowledge of geometric shapes and some knowledge about nature.
- Continue teaching how to work in companies.
- Draw children's attention to the functional diversity of clothing, its parts - details. Teach children that each piece of clothing constitutes a whole of some kind.
- Fix the classification of clothing according to one criterion (boys - girls, men's - women's).
- Involve children in creating something new (modeling clothes for dolls, trying on), independently explaining and showing the result obtained.
- Strive to create a comfortable microclimate in the classroom, where every child, regardless of gender, will reveal himself as an individual.
Decorating 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 in children.
Set of benefits:
Open lesson on TRIZ technology
An open lesson must meet certain requirements:
Table: card index of topics for an open lesson
| “Acquaintance with the properties of glass” - a lesson on speech development and familiarization with the outside world in the senior group. | Software tasks: Material: glass objects, blanket, chips, task diagram. |
| “On the magic path” - a lesson on speech development in the middle group. | Program content: |
| “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 comprehensively perceive the world around him. Tasks: |
| “Journey to the forest” - a comprehensive lesson in the preparatory group | Target: Equipment: Toy - dragonfly; two sets of geometric shapes; magnetic board, felt-tip pen, object pictures for the TRIZ game “Traveler’s Backpack”, “Green Glade”; “Guess Whose Footprint” cards, album sheets with Rorschach blots (2 sheets), crayons; Euler's circle "Inhabitants of the Earth". |
| “Fashion House of the Lady of Clothes” - a comprehensive lesson with TRIZ elements in the senior group | Software tasks: |
Video: open lesson in the middle group on social-emotional development with elements of TRIZ technology
https://youtube.com/watch?v=cYdBMioKpwc Video can’t be loaded: Summary of educational activities for the middle group on socio-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 today’s 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 serious training from the teacher, a sincere desire to help the child self-realize and reveal creative potential in drawing, playing music, solving logical and mathematical problems, working or composing works of art.
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- The problem of activating cognitive activity has always faced teachers. Socrates also taught his listeners the ability to think logically and seek the truth.
- The systematic use of TRIZ technology techniques and methods makes it possible to intensify the activities of students in the process of increasing motivation to learn.
For a teacher using TRIZ , children study with passion and master new knowledge without overload, develop speech and thinking
TRIZ
The ideal of the 21st century education system can be most clearly and briefly formulated as follows: “Teaching will be at the heart of teaching.”
The most important point in this educational process is transition to conscious mastery of mental techniques and operations.
The basis of TRIZ - This is a functional systems approach. By identifying cause-and-effect relationships and discovering hidden dependencies, the systems approach acts as a tool for analyzing situations and objects, and also makes it possible to organize information and draw conclusions.
To develop creative thinking, a teacher must be guided by five principles that underlie TRIZ pedagogy:
1. attentive attitude to unusual issues;
2. respect for unusual ideas;
3. show children that their ideas have value;
4. present convenient cases for independent learning and praise for this;
5. provide time for ungraded practice or learning.
“Yes-no” technique.
The universal technique of TRIZ technology can captivate both children and adults; puts students in an active position. Forms the following universal educational actions:
the ability to connect disparate facts into a single picture; the ability to systematize existing information; the ability to listen and hear each other.
The teacher makes a wish for something (a number, an object, a literary character, a historical figure, etc.). Students try to find the answer by asking questions that the teacher can only answer with “yes,” “no,” “both yes and no.”
- Name - Ivan
- Author (creator) – P.P. Ershov
- Registration – Russian fairy tale “The Little Humpbacked Horse”
- Where he lives - in the capital city
- Who he serves as a groom for the king
- Special characteristics - brave, cunning, curious, carries out all the king’s orders without making much effort (the Little Humpbacked Horse helps him in everything)
- Key words for the passport are chosen by the schoolchildren themselves
Contradiction
Forms:
the ability to find positive and negative sides in any object or situation;
the ability to resolve contradictions (remove the “cons” while maintaining the “pros”);
the ability to evaluate an object or situation from different positions, taking into account different roles.
Let's consider the use of this method using the example of V. Berestov’s poem “Icy Ice”:
It doesn’t go and doesn’t go,
Because it's icy.
Falls great!
Why no one
Not happy?
Let's look at the situation:
If you go outside in icy conditions, then “+” (ride for pleasure)
“-” (you may get injured). How can this be?
Ways to deal with contradictions:
*extremist (we ignore the “-”, increase the “+”)
“I’ll skate, but what if I don’t fall.”
* compromise (reduce “+” to reduce “-”)
"Learn to Fall"
*inventive (leave “+”)
“Ride sitting, lying down”
False Alternative
Description: The listener's attention is diverted by the alternative "either-or", expressed completely arbitrarily. None of the suggested answers are correct.
The teacher randomly offers regular riddles and false riddles; children must guess them and indicate their type. For example:
What is 5 and 4: 9 or 12?
What doesn't grow on a Christmas tree - pine cones or plums?
Is the word "socks" spelled "naschi" or "socks"?
Who swims faster - a goose or a rooster?
For example:
I give you my word of honor:
Yesterday at half past five
I met two pigs
No hats or boots.
I give you my word of honor!
Limericks must contain a paradox or hyperbole. Model for composing limericks:
1. Once upon a time (object)
3. What did you do?
4. Who did you communicate with?
5. Conclusion (statement or moral)
Once upon a time there lived an old man among the hives.
He fought off the bees with chairs.
But I didn't take it into account
The numbers of these bees
And he died the death of the brave among the hives.
Once upon a time there was technology,
No, not philology!
It was called strangely: TRIZ.
It contains tasks for every whim!
Consultation for educators
Topic: Developmental technologies - TRIZ technologySociety needs people who are intellectually courageous, independent, original thinkers, creative, who can make non-standard decisions and who are not afraid of it.
Preschool childhood is that special age when the ability to creatively solve problems that arise in a given situation in a child’s life (creativity) appears. Skillful use of TRIZ techniques and methods (the theory of inventive problem solving) successfully helps to develop inventive ingenuity, creative imagination, and dialectical thinking in preschoolers.
TRIZ goals- not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the processes taking place, to give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems.
TRIZ for preschoolers is a system of collective games and activities designed not to change the main program, but to maximize its effectiveness.
“TRIZ is a controlled process of creating something new, combining precise calculation, logic, and intuition,” as the founder of the theory, G.S. Altshuller and his followers believed.
The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge, reveal the truth to him, he should teach him to find it. If a child asks a question, there is no need to immediately give a ready answer. On the contrary, you need to ask him what he himself thinks about it. Invite him to reasoning. And with leading questions, lead the child to find the answer himself. If he does not ask a question, then the teacher must indicate the contradiction. Thus, he puts the child in a situation where he needs to find an answer, i.e. to some extent repeat the historical path of knowledge and transformation of an object or phenomenon.
The basic ideas of TRIZ include the following:
theory is a catalyst for creative problem solving;
knowledge is a tool for creative work, everyone is endowed with creative abilities (everyone can invent);
Creativity, like any activity, can be learned.
TRIZ was originally created for use in engineering, but the principles on which it is based allow it to be used in other areas, including since 1989. - in pedagogy.
Leading developers of TRIZ pedagogy: Berezina V.G., Gafitulin M.S., Gin A.A., Zlotin B.L., Zusman A.V., Kavtrev A.F., Kamin A.L., Murashkovskaya I. N.N., Murashkovsky Yu.S., Nesterenko A.A., Sidorchuk T.A., Timokhov V.I. etc.
TRIZ technology includes:
- Little Men Method (MMM)
- Resources
- Method of focal objects (MFO)
- Fantasy
- System operator (supersystem and subsystem)
- Country of mysteries
- Controversies
Today we will talk in detail about CONTRADITIONS.
The beginning of thought, the beginning of intellect, is where the child sees a contradiction, the “secret of the double.” The teacher should always encourage the child to find contradictions in this or that phenomenon and resolve them.
Resolving contradictions is an important stage in a child’s mental activity.
Let's play games - contradictions:
1 Game “A lot - a little”
The purpose of this game is to develop an understanding of the relativity of quantity.
The teacher names various situations, the children (and now you, teachers) react accordingly. If there is a lot - spread your arms wide apart, if there is a little - bring your palms together, enough - hand on hand (first practice the gestures).
Examples of situations (conditions must be specified)
One bucket of water for an ant?
One bucket of water for an elephant?
One sun in the sky?
One house for all people?
Does a person have one leg?
One leg of a mushroom? etc.
2. Game “Good - bad”
In this game we teach children to identify positive and negative aspects in objects and objects of the surrounding world.
Option 1:
D: Because she is sweet.
Q: Eating candy is bad. Why?
D: Your teeth may hurt.
That is, questions are asked according to the principle: “something is good - why?”, “something is bad - why?”.
Option 2:
Q: Eating candy is good. Why?
D: Because she is sweet.
Q: Sweet candy is bad. Why?
D: Your teeth may hurt.
Q: If your teeth hurt, that’s good. Why?
D: You will see a doctor in time. What if your teeth hurt and you didn’t notice?
That is, the questions follow a chain.
3. Game “Run away”
The game helps to systematize the skill of classification by external signs.
The teacher names some sign that clearly allows them to be divided into two groups and shows with their hands which directions the children are scattering.
For example: boys to the right, girls to the left;
clothes with pockets – without pockets,
long sleeves – those who don’t have long ones,
who was brought to kindergarten by dad - who wasn't by dad...
It is not recommended to name situations that require comparisons (high - low), suggesting variability in answers (who likes candy - who doesn’t, and if he likes chocolate but not lollipops).
