1. Introduction

8. References

Application No. 1

Application No. 2

Application No. 3

Application No. 4

(lesson notes in attachments)

1. Introduction

In modern sociocultural conditions, education involves the development of a historically new type of personality in the 21st century; a person with a value consciousness, spiritual, moral and intellectual culture, non-standard thinking, sustainable system value orientations to knowledge and self-knowledge, creative self-realization, self-development, creative dialogue.

In this regard, the problem of educating the creative independence of the individual is actualized. According to L. S. Rubinshtein, it manifests itself in “choosing the direction of one’s own activity through an independent setting of goals and an independent search for means of activity.”

The need to educate creative independence sets the task for the teacher - to form the activity and motivational components of his personality in an active humanistic attitude to reality. After all, humanity is not indifferent to what the activity of people will be directed to: to creation or destruction. The upbringing of the creator is the social order of society today, and the task of teachers is to fulfill this social order. Under these conditions, the role of the school and the teacher changes, on which the probability of the full disclosure of creative potential primarily depends.

The period of primary school age is most favorable for the development of creative independence. Extra-situational activity, creative imagination, improvement of arbitrariness, reflexive actions act as reserves for the formation of creative independence of the younger schoolchild (L. I. Bozhovich, L. S. Vygotsky, V. V. Davydov, A. V. Petrovsky, V. I. Slobodchikov). Possession of creative independence will allow the younger student to create qualitatively new products learning activities, make responsible decisions in the educational process, develop as a subject of creative independence.

Goal of the work : show the effectiveness of the teacher's work primary school on the formation of creative independence junior schoolchildren.

Tasks:

1. Clarification of the concept of "creative independence" of a younger student, using pedagogical and methodological literature.

2. Determination of scientific approaches and principles of organizing the educational process for the formation of creative independence of younger students.

3. Creating a situation of success in educational activities for the formation of creative independence in elementary school.

4. The introduction of modern educational technologies for the formation of creative independence of younger students.

5. Demonstration of the effectiveness of some forms of interaction between a teacher and a younger student in the formation of creative independence in the educational process.

2. The concept of "creative independence" in pedagogical and methodological literature

Of fundamental importance for our study are the works in which the essence of the concept of "creative independence" is revealed.

In philosophy, creative independence as an essential property of a person was considered by M. M. Bakhtin, N. Berdyaev, Vl. Solovyov, etc.

In psychology, the problem of creative independence is analyzed in the works of A. G. Asmolov, A. Maslow, S. L. Rubinshtein, and others.

In pedagogical science, the problem of creative self-expression of the individual was covered by V. I. Andreev, V. A. Slastenin, V. A. Sukhomlinsky, A. P. Tryapitsyna.

Four areas of research of creative independence have been identified: as the ability of thinking (A. V. Brushlinsky, A. Z. Rakhimov); as the ability to act in new conditions (A. G. Asmolov, A. B. Itelson, K. K. Platonov); as a set of creative procedures for educational and cognitive activity (V. I. Andreev, I. Ya. Lerner, V. S. Shubinsky); as conditions for the manifestation of the subject position (S. L. Rubinshtein, A. P. Tryapitsyna).

The development of creative independence in the educational process was considered by V. V. Davydov, A. I. Savenkov, D. B. Elkonin, I. S. Yakimanskaya and others.

Features of creative independence in the younger school age the works of V. T. Kudryavtsev, B. Kh. Pikalov, G. A. Tsukerman, and E. L. Yakovleva are devoted to the

Creative independence is understood as personal education, expressed in the ability of a person:

Show initiative in setting the goals of activities and choosing the means to achieve them (S. I. Gessen, S. L. Rubinshtein),

Act in new conditions on the basis of acquired knowledge and skills (A. G. Asmolov, A. B. Itelson, K. K. Platonov);

As a way of being a person as an independent subject of activity, showing creative activity (A. P. Tryapitsyna);

As a quality of the thought process that generally reflects reality based on sensory cognition and practical activity (A. V. Brushlinsky).

It has been revealed that the creative independence of a younger student initially manifests itself in the social and communicative area and its content is the ability and ability to build educational cooperation with a teacher and classmates. In externally implemented behavior, creative independence is expressed in the unity of actions of a younger student. It was found that, when faced with an educational and cognitive problem, a creatively independent junior schoolchild does not immediately turn to a teacher for help, but without coercion, applying the transfer or combination of known methods of action, resorting to additional sources of information, using the skills of educational cooperation with classmates, seeks to resolve problem. Self-control and self-assessment reflect the level of development of reflexive actions. An independent search for means and determination of the goals of educational and cognitive activity contribute to the realization of the creative possibilities of a younger student.

We are consideringcreative independence of the younger student as a generalized personal property, expressed by the unity of creative motivation, self-regulation cognitive processes, reflexive ability and manifested in the search for ways of cognitive activity based on their own ideas about the means of its implementation and control. Creative independence of children high level activities, and hence the development of younger students, since they act as the executor of practical tasks and assignments set by the teacher.

3. Scientific approaches and principles of organizing the educational process for the formation of creative independence

The educational process implemented by the teacher is based on a methodological framework including:

Cultural approach- this is a vision of education through the prism of the concept of culture, that is, its understanding as a cultural process carried out in a culturally appropriate educational environment, all components of which are filled with human meanings and serve a person. The components of the cultural approach in education are:

• attitude towards the child as a subject of life, capable of cultural self-development and self-change;
• attitude to the teacher as an intermediary between the child and culture, able to introduce him into the world of culture and support the child's personality in its individual self-determination in the world of cultural values;
• attitude to education as a cultural process, the driving forces of which are personal meanings, dialogue and cooperation of its participants in achieving the goals of their cultural self-development;
• attitude to the school as an integral cultural and educational environment, where cultural patterns of life of children and adults live and are recreated, cultural events take place, the creation of culture and the upbringing of a person of culture are carried out.

Person-Centered Approachconsists in considering education as an environment that grows and nourishes the development of the individual. The child acts as a subject of education. The mechanism of its development is personalization.
In accordance with this approach, the laws of spiritual and physical development, the processes and changes taking place in the child's inner world serve as the main guidelines in educational activities. A comprehensive study of personality is necessary condition the success of education, and its self-development, the formation of subjective properties - the highest indicator of its effectiveness.

Personal qualities are discovered and developed in activity, it is activity that stands between learning and personal development, so we rely onactivity approach. Activity is the most effective means of self-development, a means of persuasion. In order for it to be personality-developing, the activity must be diverse, covering the mental, practical, aesthetic, emotional and physical spheres that enable the self-expression of the individual. Consequently, the development of personality as a process is the assimilation of generalized semantic structures of activity.

The implementation of goals and objectives is possible if the guidelines that guide educational activities are the following principles:

The principle of natural conformityeducation means treating the child as a part of nature, carrying out education in accordance with the laws of the development of the child's body, taking into account the characteristics of the child's physical development, the state of health of the child, creating conditions for satisfying his dominant needs: in movement, play, cognition, communication with people and nature, creativity, ensuring adequate continuity of the stages of child development.

The principle of cultural conformitydefines the relationship between education and culture as an environment that grows and nourishes the personality (P. Florensky). It means that the cultural core of the content of education should be universal human, national and regional values, and the attitude towards the child should be determined based on his understanding as a free, holistic personality, capable of independent choice of values, self-determination in the world of culture and creative self-realization.

The principle of value-semantic orientationeducation is focused on creating conditions for each student to find the meaning of his teaching and life.

The principle of humanismdeclares priority universal values and free development of personality in the educational process.

The principle of personality activityrequires considering a person not as an object of influence, but as a subject of knowledge and transformation of the surrounding world, striving for self-development and self-realization.
Personal orientation of principles educational process decisively affects its values, which are:

• not knowledge, but the personal meanings of the teaching and life of the child;
• not individual skills and abilities, but individual abilities, independent learning activities and life experience of the individual;
• not pedagogical requirements, but pedagogical support and care, cooperation and dialogue between teacher and student;
• not the amount of knowledge, not the amount of information learned, but holistic development, self-development, personal growth student.

4. Creating a situation of success in educational activities for the formation of creative independence of younger students

The first condition that ensures the formation of the creative independence of the younger student is the development of positive motivation, since motivation has the greatest influence on the productivity of the educational process and determines the success of the activity.

Usually a child comes to school positively motivated. So that his positive attitude towards school does not fade away, the efforts of the teacher should be directed to the formation of a stable motivation for achieving success, on the one hand, and the development of learning interests, on the other.
It must be borne in mind that “interest” is a synonym for learning motivation (according to I. Herbert). Cognitive interest is a strong internal motive and, as a motive for learning, is disinterested. To form a cognitive interest, the teacher needs to create a situation of success.

Creating a Success Situation

Rice. 1 Diagram of a success situation

The basis for creating a situation of success "three pillars" of educational motivation:

1. Feeling of independent search:“We understood it, learned it, invented it ourselves!”

Problem Questions Technique: What happens if...? Give an example… What are the strengths and weaknesses of…? What does it look like...? What do we already know about...? How can… be used for…? How are … and … similar? How does … affect …? Which… is the best and why?

2. Feeling of freedom of choice:"We can choose"

A teacher striving to increase the learning motivation of the class should be well aware that the fewer phrases on his part: “You must, you should, you must ...” and more “You can, you have such and such options, yes, you this was correctly noticed, ”the more children will be interested in the educational process and the higher their own initiative and activity. That is, the less control, coercion and more freedom and independence - the better. Decide for yourself on what material, what to give the student the right to choose - topics for an essay, presentation, report, poem for memorization, or you can give yourself the opportunity to come up with a topic for an essay on the work being studied, a way to pass the topics covered, finally, on which desk and with who to sit...

3. Feeling of competence:“I can do it, I understand, I can!”In order to learn, a child must believe that he can learn. Teaching children to plan their activities and monitoring the difficulty of the tasks they solve can help them to successfully cope with them and feel truly competent.

• Advance successful outcome. Helps the teacher to express his firm conviction that his student is sure to cope with the task. This, in turn, instills confidence in the child's own strengths and abilities. “You will definitely succeed ..”, “I don’t even doubt the successful result.”
• Verbal reinforcements, assessments that characterize the student's learning activity are necessary.
• Personal exclusivity. Indicates the importance of the child's efforts in the upcoming or ongoing activity. “Only you could ....”, “Only you I can trust ...”, “I can’t turn to anyone but you with this request ...”.
• High score details. It helps to emotionally experience the success of not the result as a whole, but some of its individual details. “You especially succeeded in that explanation”, “Most of all I liked your work ...”, “This part of your work deserves the highest praise.”

Every teacher should be able to form a positive "I-concept" in students. For this you need:

To see in each student a unique personality, respect her, understand, accept, believe in her ("All children are talented" - this is the teacher's conviction).

To create personal situations of success, approval, support, goodwill, so that school life, study bring joy to the child: "Learning is victorious!".

Eliminate direct coercion, as well as emphasis on lagging behind and other shortcomings of the child; understand the causes of children's ignorance and misbehavior, eliminate them without harming the dignity, "I-concept" of the child ("The child is good, his deed is bad").

To provide opportunities and help children to realize themselves in positive activities ("There is a miracle in every child, expect it").

The development of the student will be more intensive and effective if he is included in the activity corresponding to the zone of his proximal development, if the teaching causes positive emotions, and the pedagogical interaction of the participants in the educational process is trusting, enhancing the role of emotions and empathy.

5. Modern educational technologies for the formation of creative independence in elementary school

Developing student-centered learning system "Perspective Primary School». The prerequisites for its creation were: the main provisions of L.V. Vygotsky, scientific ideas of developmental education L.V. Zankov and D.B. Elkonina-V.V. Davydov. The conceptual provisions of the developing student-centered education system "Perspective Primary School" are correlated with the requirements of the Federal State Educational Standard for Primary General Education.The main idea of ​​the educational and methodological complex (EMC) "Perspective Primary School" is the optimal development of each child on the basis of pedagogical support for his individual age, psychological and physiological characteristics in a specially organized classroom and extracurricular activities. EMC "Perspective Primary School" allows you to systematically solve the problems of forming the entire complex of universal learning activities(UUD), which are a priority in the content of education.

Pedagogical support of the child's individuality during learning brings to the fore the problem of the relationship between learning and development. The system of tasks of different levels of difficulty, the combination of the child's individual educational activity with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, i.e. in the zone of proximal development of each student based on the level of his actual development and personal interests. A high degree of differentiation of questions and tasks and their number allow the younger student to work in the conditions of his current development and create opportunities for his individual advancement.

Problem dialogue is a technology of the School 2100 Educational System.The problematic dialogue technology is universal, i.e. applicable to any subject and any level. A problematic lesson, according to M.I. Makhmutov, provides a triple effect:

• better assimilation of knowledge;
• powerful development of intelligence, creative abilities;
• upbringing of an active personality.

Ensuring the creative assimilation of knowledge, the student goes through four links of scientific creativity:

Statement of the problem and search for a solution - at the stage of introducing knowledge;

The expression of the solution and the implementation of the product - at the stage of reproduction, i.e. speaking knowledge.

At the same time, unlike scientific creativity, the student forms an exclusively educational problem and discovers new knowledge, only for himself, and not for all of humanity, expressing it in simple forms.

The problem-dialogical technology in teaching includes the creation of a special space of educational activity in which the student educational process makes a subjective discovery of a law, phenomenon, regularity; masters the way of cognition and the mechanism of acquiring new knowledge about reality. The educational process organization model is called "EDUCATION through OPENING".

Technological methods of organizing the educational process.

a) create a problematic situation that is significant for him in the space of the student’s activity,

b) fill the problem situation with inconsistency in the state of the object under study and create conditions for the student to recognize this contradiction as a problem;

c) formulate a task of a productive (or creative) type, arising from a problem perceived by the student.

Performance can be assessed using the following criteria:

a) the student has a positive motive for activity in a problem situation: “I want to figure it out, I want to try my hand, I want to make sure I can solve this situation ...”;

b) the presence of positive changes in the emotional-volitional sphere among students: "I experience joy, pleasure from the activity, it is interesting to me, I can concentrate my attention with an effort of will ...";

c) students' experience of a subjective discovery: "I myself got this result, I myself coped with this problem, I? derived the law ...";

d) the student's awareness of the assimilation of the new as a personal value: "Personally, I need it, it is important for me to learn how to solve these situations, I will need this knowledge ...";

e) mastering a generalized way of approaching a solution problem situations: analysis of facts, putting forward hypotheses to explain them, checking their correctness and obtaining the result of the activity.(Appendix No. 1)

Educational technology "Intellect"is a tool for developing education and is a scientific system of specific pedagogical ways to improve the effectiveness of educational activities through the subject-oriented development of intellectual abilities.

The educational technology "Intellect" takes into account the problems of the development of intellectual abilities and sets as its goals:

• reducing the fatigue of students in the classroom due to the health-saving organization of educational activities;
• increasing the motivation of students to the subject and study in general by optimizing the educational process and implementing a differentiated and individual approach to learning;
• improving the efficiency of the educational process through the development of subject intellectual abilities.

At various stages of the lessons, special exercises are used that develop students' memory, attention, thinking and imagination. As well as exercises aimed at developing reading, speaking, listening, writing. That is, precisely those properties of the psyche, a sufficient level of development of which is necessary both for successful learning and for personal development. All exercises are performed in an unconventional form, but only on the material school curriculum a specific class, many tasks are playful in nature.(Appendix No. 2)

Technology G.S. Altshuller -theory of inventive problem solving (TRIZ).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. A special place in training is occupied by the Creative Imagination Development (RTI) course, designed to overcome stereotypes of thinking, to develop the ability to work with non-trivial ideas. The main features of the technology are:

• the idea of ​​developmental learning and developmental education;
• activity approach in teaching;
• focus on the formation of theoretical generalizations;
• dialogic form of communication between teacher and student;
• use of problematic tasks in teaching;

TRIZ-research involves the secondary processing of information, and the information itself is often well-known and widely available, novelty is achieved through the choice of classification bases and new approaches to the processing of the fund. The TRIZ approach to information processing is implemented through the use of a number of models that implement a systematic and dialectical view of the object under study.

A large place in Triz education is occupied by the independent creative activity of students, aimed at obtaining a new result. The productive activity of primary school students is not so much aimed at solving technical learning objectives how much for solving and inventing what is more real and closer to them: invent a riddle, express an original hypothesis, compose a fairy tale, metaphor, proverb, “yes-no”; invent a mobile game, come up with a new property of an object and its practical application, propose a solution to a problem that has arisen in the classroom, come up with and make a new toy, etc.

The use of the TRIZ methodology in school organizes thinking, makes it systemic, teaches to find and resolve contradictions. On this basis, a deeper assimilation of factual knowledge is achieved, and most importantly, a style of thinking is formed that is aimed not at acquiring ready-made knowledge, but at their independent generation; the ability to see, set and solve problematic tasks in their field of activity; the ability to remove patterns, the education of a worldview setting for perceiving life as a dynamic space of open tasks - which is what is required today at school to prepare for tomorrow's life. ( Application No. 3)

Information and communication technologies.Computer technology is used at various stages of the lesson as a source of educational information, a visual aid, a simulator, a means of diagnostics and control.At the stages of the lesson, when the main teaching influence and control is transferred to the computer, the teacher gets the opportunity to observe, fix the manifestation of such qualities in students as awareness of the purpose of the search, active reproduction of previously studied knowledge, interest in replenishing missing knowledge from ready-made sources, independent search. This allows you to design your own management activities and the gradual development of students' creative attitude to learning.

Internet technologies- unique experimental resources, sometimes located at the other end the globe: observing the starry sky with a real telescope, using an online dictionary to translate the educational text, conducting a virtual experience.

6. Forms of interaction between a teacher and a younger student in the formation of creative independence

Learning is a kind of human activity that is two-way. It necessarily involves the interaction of a teacher and students (one or a team), taking place under certain conditions (educational-material, moral-psychological and aesthetic). Communication in the learning process has an exceptionally strong influence on the motivation of learning, on the formation of a positive attitude towards learning, on the creation of favorable moral and psychological conditions for active learning. Skillful communication significantly increases the educational effect of training.

Dialogue in the classroom is a form of communication between the teacher and students. Dialogue is an important means of forming students' dialectical thinking. This form of communication allows the student to be not just a consumer of knowledge, but also an active participant in their acquisition. The indisputable advantage of the dialogue is that it encourages students to defend their point of view on the problem under discussion, accustoms them to a respectful, tolerant attitude towards the position of other participants in the dialogue.

Dialogue touches the emotional sphere of the student. He worries, is indignant when he is convinced of being wrong, of the inconsistency of his position in the dispute, and, on the contrary, rejoices when he is right. Knowledge acquired in analog interaction can be decorated with a special emotional shade. That's why emotional attitude to the content of the dialogue and to its participants is an important condition for developing value judgments and emotional education of students.

Dialogue can be carried out in all types of training sessions. For the emergence of a dialogue, the nature of the questions of the teacher is important. Questions of a reproducing nature, as a rule, do not contribute to the emergence of meaningful communication. Questions should require students not just to reproduce previously acquired knowledge, but to reveal the essence of the problem under discussion. They allow the teacher to create problem situations in the lesson and activate the mental activity of students. Many of these tasks are used to establish integrated links.

To organize a meaningful dialogue, it is necessary at the time of preparation for the lesson to plan and accurately determine its purpose, place, logic of construction, foreseeing in advance possible options students' answers. Then the effectiveness of the lesson will be much higher, since it will create conditions for the development of the mind and speech of students. There is also a dialogue in the course of the answer of a student. But the effective organization of communication between the teacher and students in the form of a dialogue requires compliance with certain psychological and pedagogical conditions.

First condition - equality of the teacher and students in dialogue interaction. Equality of teachers and students in the educational process, as is known, is the basis of cooperation between them.

Second condition dialogization of the educational process - a respectful attitude to the opinions of others. The dialogue should allow the student's right to express any point of view on the problem under discussion, no matter how absurd it may seem to the teacher.

Third condition. The effectiveness of interactive communication in the classroom is possible if two positions converge, two points of view on the problem under discussion collide.

Dialogue initially allows for various positions in communication. That's the only way it's possible. For a dialogue to emerge, its substantive content must be such that it allows either an ambiguous interpretation, or it must be prepared by the teacher in such a way that it causes a clash of two or more positions. The most successful forms for organizing dialogue communication aregroup work, pair work, non-traditional lessons,therefore, the share of these forms of education in the teacher's work system should be increased. ( Application No. 4)

7. The results of the work on the formation of creative independence of younger students

To determine the level of creative potential of students, the teacher carried out the initial and final diagnostics using the "Sun in the Room" test by V. Sinelnikov, V. Kudryavtsev, Paul Torrance's tests for determining creative abilities "Incomplete Figures", subtests 4.5.

Indicators of the formation of the main indicators of creative independence (in%)

The presented results testify to the positive dynamics of the monitored indicators. Of the 25 students of the 2nd grade, the level of formation of students' creative independence is 20% higher than in the 1st grade. The ability to express and justify their own point of view was shown by 68% of students. High level of willingness to accept independent solution, enter into a dialogue and defend their point of view is observed in 64% of students of the 2nd grade. The share of students who have learned to compose a creative text on their own has increased by 20%.

The results of their participation in various competitions, olympiads, conferences testify to the formation of students' creative independence.

Results of participation of students in conferences and creative competitions

Application No. 5

The development of creative independence of younger students takes place in the classroom at the theater studio "Nadezhda". These are hours of extracurricular activities under the Theater program, preparation of scenery for performances and projects, rehearsals, and costume design. Classes in the theater studio reveal the creative potential of younger students.

The ability to use information is an essential component of the overall cultural development of the individual. An informed person is always successful, focused on self-development. Therefore, the participation of younger schoolchildren in the creation of a school newspaper, teaching the basics of children's journalism is relevant. The pedagogical expediency of this work lies in the fact that it contributes to a more versatile disclosure of the individual abilities of students, which are not always fully “examined” in the classroom.(Appendix No. 6).

The experience of a teacher in the formation of creative independence is presented in the articles of methodological collections, in speeches at seminars and pedagogical councils. lesson development, teaching materials are freely available on the personal website of the teacher.

The upbringing of the creator is the social order of society today, and the task of the teacher is to fulfill this social order. This system of the teacher's work shows how the role of the teacher changes under these conditions, on which the probability of the full disclosure of creative potential primarily depends.

8. References

1. Bibler V.S. From science teaching to the logic of culture / V.S. Bibler. - M.: Direct-Media, 2007. - 926 p.
2. Kurganov, S. Yu. Psychological problems of educational dialogue// Questions of psychology. 1988. No. 2.
3. Makhmutov M.I. Organization of problem-based learning at school. M.1977.
4. Melnikova E.L. Technology of problem-based learning // School 2100. Educational program and ways to implement it. - Issue 3. - M .: Balass, 1999.
5. Russian Pedagogical Encyclopedia: In 2 volumes / Chief ed. V.V. Davydov. - M .: Great Russian Encyclopedia, 1999.
6. Sinelnikova V., Kudryavtseva V. Methods of multi-age cooperation for the development of creative independence of students // Pedagogical Bulletin of the Republic of Altai. - No. 10. - 2009. - S. 74-75.
7. Tryapitsyna A.P. Organization of creative educational and cognitive activity of schoolchildren. - L., 1989
8. Yakimanskaya, I.S. The technology of student-centered learning in modern school[Text].- M.: September, 2000.-162s.

FORMATION OF CREATIVE INDEPENDENCE OF STUDENTS AS A FACTOR OF DEVELOPMENT OF SUBJECTS OF EDUCATION

Rostov State University means of communication, Russia

Modern Russia, as a member of the G8, will have to develop in a globalizing world in which everyone has to communicate with representatives of different cultures. One of the main goals pursued by the process of modernization of education is the withdrawal of a graduate Russian university to the level of a competitive professional in the global labor market, which inevitably leads to the development of a single standard in the global system of higher education. In connection with the Bologna process, it should be noted the emergence of such a concept as European Higher Education Area(EHEA) EHEA (European Higher Education Area). It aims to develop and maintain cooperation between all the highest educational institutions countries participating in the Bologna process, which, in turn, must achieve the introduction of a single educational standard and the implementation of common educational goals. The European Higher Education Area implies the mobility of students and teachers, the recognition of diplomas and the unification of programs.

It should be noted that the turning point in education did not end with changes in the political structure of Russian society, so it is appropriate to talk not about adjustments in educational policy, but about a new paradigm of Russian education, as well as a parallel transformation of the ideology of the population. Russia has already embarked on the path of abandoning the "Soviet" education, which, despite its fundamentality and vastness, offered truths that were not subject to doubt and revision. Now modern Russian education is trying to educate democratic, free professionals who show creative independence, able to defend their interests, while not harming themselves and others.

The role of education in the information society is increasing significantly. The development of new technologies and information tools make lifelong education, multilevel higher education, and distance education possible.

Some researchers note a contradiction between the flow of incoming information and the classroom time allocated for the assimilation of this material, since in Lately there is a rapid update of knowledge. If earlier this happened every twenty-four years, now every two to four years. In this regard, the independent work of students is becoming increasingly important.

The main direction of modernization of education in developed countries is the optimization of the system for managing the educational work of students, the education of creative independence in future specialists. In this regard, in Western countries the amount of classroom load of students is reduced, which allows them to use their free time for independent work, and provides an individual work schedule .

We believe that modern Russia, faced with the problems of the globalization of education, needs to adhere to global trends in educating a new type of specialist capable of planning and foreseeing the results of his independent activity.

It is necessary to note the growing interest of scientists in the problem of the "self" of students in general. So in the pedagogical literature, to designate phenomena that are close in meaning, such concepts are used as independent work, independent activity, self-educational activity, self-education, self-education, self-organization.

The most common term is "independent work", which is interpreted as:

Work performed on the instructions of the teacher within the specified time, but without his participation ();

The activity of students in assimilation of information without outside help, the ability to reflect and transform the learned material ();

The activity of the individual, which acts as a category of both psychology and pedagogy ();

Teaching, determined by the ability of students to set tasks for themselves, implement them and reflect ();

A certain obligation stimulated by the teacher (,);

Purposeful, internally motivated and corrected activity of the individual ();

The activity of the student, aimed at applying experience and knowledge to solve new problems ();

Means of fixing the studied material (, yov);

A variety of individual and collective activities of students, performed both in class and at home (,).

Thus, in many studies of the concept independent work And independent activity are used as synonymous, while they are considered as a basic stage on the way to the formation of students' creative independence, since in most cases they involve mandatory activities stimulated by the teacher, but not yet independence.

A. Belyaeva offers a peculiar formula for students' independent work: information - knowledge - information, the essence of which is to create new information from the already available, which forms students' readiness and need to manage their cognitive activity.

According to a number of scientists (, V. Graf,) the success of independent work depends on the ability of self-organization, which is the basis of the first. It should not be forgotten that students do not always have the skills to search for the necessary information, the ability to organize themselves, so their independent work should be controlled by teachers.

considers that reflective control is optimal for independent work, which is an exchange of views between a student and a teacher on a given topic in the form of a dialogue.

Kovalevsky and propose to use the problem situation as a method of activating the educational process, which forces students to make a choice, use the acquired knowledge in similar situations, which, in our opinion, can be used as one of the forms of control, as well as encourage students to independent activities in order to improve acquired knowledge.

A higher form of manifestation of independence should be considered self-education or self-educational activity, which is understood as the goal and results of activities, and under independent work - a means of achieving given result. Self-education of a student is a voluntary activity aimed at obtaining knowledge in the process of independent work without the help of a teacher, which is impossible if students do not have the initial experience of cognitive activity, the need for it and emotional-volitional qualities. Thus, we believe that independent work is a necessary stage that forms the skills of self-education and, as a result, the development of independence.

We agree with, which considers the relationship of the above terms and believes that "independent work prepares a person for independence and self-organization, which, in turn, are the basis of self-learning, and the readiness of a person for self-learning is a necessary condition for its self-education" . It should be clarified that independent work as an obligatory element of the educational process, controlled by the teacher, teaches students the technique of self-education, and the latter depends on the level of self-development.

Today, more and more often they talk about the shift of the leading role in the educational process from the teacher to the student. The emphasis of education is shifted to the development of students' independence, the ability to obtain the necessary information both in the learning process and after graduation.

An analysis of scientific papers, etc. showed that many scientists consider independence as a quality of a person, which largely determines not only the effectiveness of performing professional duties, but also reflects the ability of a person to self-regulate their thinking.

Thus, one of the tasks of a university teacher is to cultivate independence as a character trait, as the basis of the competence of a future professional, which allows "without outside help, based on knowledge, skills, beliefs, life experience, to set goals, control the will and perseverance to achieve the goal" .

In this regard, the role of a university teacher is changing, which consists not only in transferring certain knowledge to students, but in “stimulating their independent cognitive activity”, forming a constant need for self-improvement and development of research skills.

The teacher acquires the status of a consultant who plans, evaluates and controls the independent activities of students. At the same time, the special role of pedagogical support should be noted, which is considered by many scientists (and others) as cooperation between the subjects of the pedagogical process, aimed at identifying and eliminating the difficulties that arise on the way to realizing the creative potential of students.

Thus, scientists unanimously argue that pedagogical support is aimed at developing the unique individuality of the student, revealing his skills and abilities in the process of teacher-student interaction. At the same time, the creation of a creative educational environment and the joint creative activity of teachers and students are important factors in pedagogical support.

Therefore, the teacher should always be able to create a problem situation that encourages the student to independent creative search, while timely, but unobtrusive pedagogical support is the key to the student's success in independently solving the tasks. In our opinion, it is pedagogical support that allows us to find an individual approach to each student, which the best way reveals the creative skills of students' independence.

At the same time, the end product of the teacher's educational work should be a special professional and personal competence of the future specialist, based on a highly developed creative independence.

Literature:

1. Development of self-study skills among university students: Dis...cand. ped. Sciences / . - Magntiogorsk, 2004. - 197 p.

2. Management of independent work of students// Higher education in Russia / A. Belyaeva. - 2003. - No. 6. - P.105 - 109.

3. Management of independent work: world experience// Higher education in Russia / V. Zhurakovsky. -2003.- №2. - P.45-50.

4. Pedagogical culture teacher as a condition and indicator of the quality of the educational process in

The main didactic principles in the choice of methods for the formation of creative independence are characterized; project methodology is a pedagogical technology focused on the application and acquisition of new knowledge through self-organization and self-education of students. It was revealed that the basic principles of the project methodology form close interpenetrating links with the principles of contextual learning. On the basis of the four structural components of creative independence, a number of criteria corresponding to them were identified, which make it possible to judge the levels of their formation among students - future stylists. In the process of educational activities of the experiment, the following methods were used: problem lecture, problem seminar, training, discussion, project method, technology of problem learning. In the quasi professional activity: contextual learning technology, the essence of which is to model the subject and social content of future professional activity.

creative independence

design methodology

stylist

professional activity

1. Bityuk V.L. Project methodology as a way to implement the principles of contextual learning // Bulletin of ASTU. - 2009. - No. 1 (48). - S. 173-175.

2. Vilensky M.Ya., Obraztsov P.I., Uman A.I. Technologies of professionally oriented education in high school: textbook / ed. V.A. Slastenin. - M .: Pedagogical Society of Russia, 2004. - 192 p.

3. New approaches to the organization and provision of independent work of students / V.R. Imakaev, S.V. Rusakov, I.G. Semakin, E.K. Henner // Actual problems implementation educational standards new generation in the conditions of the university complex: materials of the All-Russian scientific and methodological conference. - Orenburg: OSU, 2011. - S. 1557-1566.

4. Pedagogy: textbook. allowance for students. higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; ed. V.A. Slastenin. – M.: Academy, 2002. – 576 p.

5. Sibirskaya N.P. Designing pedagogical technologies / Encyclopedia of vocational education: in 3 volumes / ed. S.A. Batyshev. - M.: Professional education, 1999. - T. 2. - 383 p.

The modern paradigm of vocational education is focused on the formation of a new type of competent specialist, for whom the needs for creativity, self-development and self-realization in the professional sphere become dominant.

The purpose of this study is to identify effective ways formation of creative independence. To do this, it is necessary to solve a number of tasks: to identify the main didactic principles and the specifics of the content of the selected methods; to characterize the methods and forms of organizing classes that contribute to the integration of knowledge and skills in all components of preparation for art and design activities.

Achieving new educational goals of education requires not only changing the content of the subjects studied, but also the methods and forms of organizing the educational process, activating the activity of students during the lesson, bringing the topics studied closer to real life looking for ways to solve emerging problems. When selecting the content of education, it is necessary to take into account the forms, methods and pedagogical technologies for transmitting material, the levels of its assimilation and the semantic conditionality of actions.

Teaching methods are understood as “methods and methods of work of a teacher (teacher, master) and students, with the help of which a solid mastery of the knowledge, skills and abilities necessary for high-quality and highly productive performance of work by students in the profession, the formation of their worldview, the development of the ability to independently acquire and creative application of knowledge.

Teaching technology acts as “a logically structured didactic process defined by tasks, proceeding invariantly under the influence of certain pedagogical conditions and providing a predictable result, or as an integral system of conceptually and practically significant ideas, principles, methods, teaching aids, which guarantees a sufficiently high level of efficiency and quality of education when its subsequent reproduction and replication.

The choice of methodology for the formation of creative independence of the future artist-stylist is determined by the basic principles of didactics. These include: accessibility in education and upbringing; scientific character; the collective nature of education and training, combined with the development of individual personality traits; the principle of cultural conformity; the principle of natural conformity; the principle of cooperation; strength, awareness and effectiveness of the results of education and training; systematic and consistent, connection between theory and practice, consciousness, activity and initiative; the unity of the concrete and the abstract; visibility.

The principles of project methodology correspond to the specific features of art education, since theoretical and practical classroom studies are perceived as a routine, and project forms of work are perceived as creative activities.

The process of professional training of specialists in the artistic design of a costume consists of two stages: a propaedeutic course, which includes a basic art education, i.e. classical training in art disciplines; narrow specialization in the direction of the artistic design of the costume, forming a susceptibility to manifestations of harmony objective world and knowledge of the patterns of design culture.

The search for effective ways to implement the principles of contextual learning in the course of the formation of the creative independence of future artists-stylists explains the choice of the project methodology from numerous forms, methods and means of teaching, as a technology that has a powerful educational, upbringing and developmental potential.

The specificity of the content of the design methodology as a way to implement the principles of contextual learning is determined by the essence of design. N.P. Sibirskaya presents design as an activity to create an image of a future supposed phenomenon. It is one of the aspects of human creativity and is based on planning, forecasting, decision making, development, scientific research.

In the very etymology of the word “project”, an active creative approach, the desire for social action is clearly indicated. The project methodology is understood as a set of search, problematic methods, creative in their very essence, representing a didactic means of enhancing cognitive activity, developing creativity and at the same time forming certain personal qualities of students in the process of creating a specific product.

Thus, the project methodology is a pedagogical technology focused on the application and acquisition of new knowledge through self-organization and self-education of students.

V.L. Bityuk identifies four main principles of the project methodology: communication, problematic; autonomy; situational conditioning. If we correlate them with the principles of contextual learning, then we can confidently state that the basic principles of the project methodology form close interpenetrating links with the principles of contextual learning. For example, the project methodology presupposes the presence of a problem that is personally significant in the research, creative plan, which determines the realization of the student's personal potential in the process of artistic and design activities. The problematic content of education sets the subject-subject relationship with the consulting and coordinating function of the teacher. The personal component is realized both in the process of creative creation of a specific product and in the process of active cognitive activity. Therefore, the project methodology can be considered one of the ways to implement contextual learning.

The purpose of contextual learning is to create conditions that contribute to the development of creative thinking, to consolidate the ability to act in situations that are adequate to the situations of future professional activity. The main unit of the content of contextual learning is the problematic pedagogical situation. An ideal example of a pedagogical situation is a competition of student works, for example, a competition for young fashion designers and fashion designers. In the training system of the future artist-stylist, the competition, as a form of organization of training, performs adaptive, targeted, educational, educational and reflective functions.

Achieving the goals of education in preparing students for participation in the competition is impossible without the use of non-traditional active and interactive teaching methods. Interactive and active methods have much in common. They are characterized by the following features: a high degree of involvement of students in the learning process; their activity in the process different types educational activities, the coincidence of the cognitive interests of the teacher and students; intensification of the learning process, collective forcing of efforts; the presence of feedback in training; learning motivation is not only personal, but also socially significant; the possibility of modeling the holistic content of future professional activity due to the forms of education; increased emotionality of students. Unlike active methods, interactive methods are focused on a wider interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process.

In the educational process, the preparation of students for competitions and participation in them is an innovative form of organizing training - a form of organizing independent work for students who successfully cope with the discipline program in a shorter time (a kind of accelerated learning) than is provided for by the working curriculum. This ensures the formation of an individual educational trajectory for each student, the development of his readiness for independent activity, which manifests itself in productive entry into the professional environment, effective solution of creative professional tasks, creative self-development of the student.

In the process of forming the creative independence of future artists-stylists, methods of problem-based learning can be effectively applied, but only after students, in the course of mastering a number of academic disciplines certain knowledge, skills and abilities will be formed. In this case, the activity of the teacher in the course of organizing extracurricular professionally oriented independent work consists in posing a problem situation to students.

The theoretical basis for the implementation of the tasks of problem-based learning was the position that the activity of an artist-stylist or costume designer, by its very nature, is creative. These specialists daily have to solve many not only typical, but also original tasks that require an analysis of the creative situation; forecasting results in accordance with the available initial data; accounting for the means used to achieve the goal; evaluation of the obtained data and definition of new tasks.

The most important component of design thinking is the ability to see a creative problem in solving ordinary everyday problems, formulate a hypothesis, expand the scope of ordinary information, select new facts and phenomena, choose the most appropriate way to find a solution to a problem, draw generalized conclusions, rejecting incorrect assumptions and justifying the further solution path. Problems. In this regard, the use of problem-search methods is of particular importance in the organization and implementation of educational and cognitive activities. It is the awareness of the problem that determines the course of mental operations, determines the sequence of steps and gives the process of assimilation a purposeful character. Then the knowledge acquired in independent cognitive activity differs significantly from the knowledge obtained in finished form: it is much deeper and more complete, can quickly be rebuilt and become an instrument for the implementation of the student's practical activities, consciously pass into convictions and, in general, contribute to solving the problems of forming a creative personality.

The basis of the problem-search method is problem situations that give a "push" to thinking. Problem situations reveal the difficulty of the cognitive material and awaken the "research activity" of students. Difficulty, therefore, acts both as the main element and as a criterion for identifying a problem situation.

In the educational process, when mastering the propaedeutic courses "Fundamentals of Composition" and "Architectonics", the general basic compositional principles of costume harmonization are determined. Practical tasks of these disciplines are heuristic in nature and set the research activity. At the final stage of training, the student designs an author's collection of clothing models for participation in the competition of fashion designers, taking into account interdisciplinary connections between different disciplines: "Drawing", "Painting", "Color in a suit", "Plastic anatomy", "Artistic design of a suit", "Performance project in the material”, “History of styles in costume”, etc. This allows you to purposefully build the educational process, ensure a close relationship between theory and practice, and take into account the individual capabilities of students.

One of the main indicators of the educational and creative activity of students is extracurricular professionally oriented independent work, which is more productively used in conditions of limited study time. All independent work assumes a planned nature, takes into account the individual capabilities of each student.

On the basis of the motivational-value, cognitive, creative-activity and reflective-evaluative components in the structure of the creative independence of the future specialist, a number of criteria corresponding to them were identified, which make it possible to judge the effectiveness of the process of formation of this personality quality, the degree (level) of its formation among students.

Measurement educational outcome carried out according to four criteria for the formation of creative independence as an integrative quality of the personality of the future artist-stylist:

1) personal and professional motives and needs;

2) systematic possession of general scientific and professional knowledge;

3) creative method;

4) professional self-awareness.

The indicators of the first criterion are: a steady interest in professional art and design activities; the need for the most complete and deep development of knowledge, in the pursuit of versatile possession of design skills; the need for self-development and creative self-realization.

For the second criterion, the following indicators are highlighted: knowledge of the laws of design design; the ability to formulate and solve artistic and design problems; the ability to use the means of artistic expression.

Indicators of the third criterion: effective use of traditional and new methods of artistic design; development of artistic projects of products, taking into account constructive-technological, aesthetic, stylistic, economic parameters.

The indicators of the fourth criterion are: self-image as a member of the professional community, a bearer of professional culture, including certain professional norms, rules, traditions inherent in this professional community.

In order to obtain reliable results on the effectiveness of the use of pedagogical technology for the formation of creative independence of the future artist-stylist, an experiment was conducted at the university, during which optimal methods, forms and means of educational and cognitive individual and collective activities of students were developed, optimal interaction between students and teachers was built, control procedures and measurement of the result of the formation of creative independence of future stylists within the framework of extracurricular independent work of students in the Student House of Models of the South Russian State University of Economics and Service. In the process of educational activities of the experiment, the following methods were used: problem lecture, problem seminar, training, discussion, project method, technology of problem learning. In quasi-professional (that is, “professional-like”) activity, contextual learning technology was used, the essence of which is to model the subject and social content of future professional activity.

Thus, this study allows us to draw the following conclusions:

1. The creative independence of students - future artists-stylists is a complex integrative quality of the individual, the essence of which is manifested in the unity of two aspects. In the educational and cognitive aspect - as an active development of general scientific and professional knowledge, skills and their creative application in solving new educational problems; in personal terms - as a desire to realize one's professional and personal creative potential, taking into account one's own needs, capabilities and abilities. Formed during the process of studying at a university, this quality ensures further creative self-realization of a specialist in professional activities.

2. The use of pedagogical technologies in the process of forming creative independence in the conditions of modeling the subject and social content of real professional activity within the framework of the contextual approach determines the process of moving a student's activity from an academic academic type through quasi-professional and educational-professional to professional activity proper.

3. Use of project methodology, methods of active and interactive learning, technologies of problem-based learning and other methods in the complex represent a pedagogical technology, since they guarantee the result predicted in the planning of the educational process and confirmed in the process of experimental activities.

Reviewers:

Shemet O.V., Doctor of Pediatric Sciences, Associate Professor of the Department of Informatics, Institute of the Service Sector and Entrepreneurship (branch), FSBEI HPE "Don State Technical University”, Shakhty;

Aliyeva N.Z., Doctor of Philosophy, Associate Professor of the Institute of the Service Sector and Entrepreneurship (branch) FSBEI HPE "Don State Technical University", Shakhty.

The work was received by the editors on September 3, 2013.

Bibliographic link

Based on the definition of strategy, we consider as the leading one: 1) an activity approach, on the basis of which traditionally and technologically carried out professional education; 2) a personality-oriented approach that guarantees the humanistic nature of education, enshrined in its legislative framework providing, by definition, self-determination and self-realization of the individual. Let us consider in more detail the approaches underlying the theoretical and methodological strategy of research, starting with the activity one.

The activity approach was developed in the works of V.A.Belikov, A.V.Brushlinsky, L.S.Vygotsky, P.Ya.Galperin, N.S.Glukhanyuk, N.V.Kuzmina, S.L. .Talyzina, D.I. Feldstein, V.D. Shadrikova, V.S. Shvyreva and others. It is: a set of theoretical, methodological and concrete empirical studies in which the psyche and consciousness, their formation and development are studied in various forms of subject activity of the subject; a theory based on the category of objective activity; theory, which consists in the fact that as a result of teaching, the student acquires the knowledge necessary to master the professional skills that are set by the learning objectives.

Since the first definition connects activity with the consciousness of the individual, and creative independence is an integral characteristic of the scientific and pedagogical consciousness, we will take the first definition as a working one. The purpose of the approach is to transfer the student to the position of the subject of knowledge, labor and communication, which, in turn, is impossible without goal-setting and planning activities, its regulation, control and introspection. Thus, the very purpose of applying the activity approach in research dictates its prognostic nature. In our study, the purpose of applying the activity approach is to study creative independence as a type of activity, which allows us to reveal its essence, content, structure. The approach provides a theoretical and methodological basis for building a technology for the formation of creative independence among university students - future teachers.

The core category of the approach is the category of activity around which the main provisions of the approach are built. Under the activity is understood a form of mental activity of the individual, aimed at the knowledge and transformation of the world and the person himself; the highest form of personality activity based on consciousness. The main provisions of the activity approach make it possible to apply the approach as a methodological research toolkit and include the following: student personal learning independence

• 1) the main type of human activity is labor. Labor is genetically related to other types of human activity (play, study, etc.). Creative independence is considered in the context of the activity approach as a type of activity. Creative independence as a component is generally a part of any type of activity, but considering the creative independence of the future teacher as a professional function allows us to classify it as a subspecies of labor activity;
• 2) the central backbone component of the psychological system of activity is its goal. In creative independence, a target component is distinguished, which consists in determining by the future teacher the trends of his professional development, self-realization, as well as helping students in determining the trends of their self-development;
• 3) the macro- and microstructure of activity differ. The macrostructure of activity is described in conceptual schemes and implies: motive, goal, process, result (A.N. Leontiev); motive, goal, means, social situation, result, evaluation (S.L. Rubinshtein); need, motive, task, mode of action (V.V. Davydov); motive, goal, program, information basis, decision-making, professionally important qualities (V.D. Shadrikov).

The microstructure includes activities - actions - operations. The microstructure of creative independence includes the following units: activity - creativity; actions - creative orientation; operations - observation of the creative process. The macrostructure of creative independence as an activity consists of the above goal, its decomposition into tasks, a process, the components of which are a chain of actions for creative independence, a result corresponding to the goal;

4). There are two types of activity structure: constant, which assumes one sequence of actions, and variable, which allows differences in the sequence of their execution. For creative independence, the subject of which is a student of a pedagogical university, we consider it necessary to somewhat reduce the structure of creative independence and allow for its variable character. The reduction of the structure of creative independence presupposes the preservation of a personal-creative orientation in it. The reduction of the structure of creative independence changes its type.

Creative independence, its formation, carried out in the process of preparing for a given function, can be based on a variable structure.

A variable structure characterizes creative independence at a naive-intuitive level: it has a pre-creative orientation (for example, collecting material for creative work), a predictive nature (formulation of a topic), and writing a work. Changing the structure of creative independence at its different levels is a feature of preparation for creative activity. Thus, in the process of preparing a future teacher for creativity - from the naive-intuitive to the scientific-hypothetical level - the activity approach is implemented as a theoretical and methodological principle.

The result of applying the activity approach to the formation of creative independence of university students - future teachers is: 1) in the organization of students' creative activity; 2) in the organization of educational and cognitive activities of future teachers in the process of preparing for creative activity.

Thus, the activity approach will be applied in the study: as a methodological tool in the process of cognition of creative activity and independence (its essence, content and structure), ensuring the transition of future teachers to the position of the subject of cognition; as a theoretical and methodological principle requiring consideration of creative independence as an activity in the unity of its structural elements (actions, operations); as a methodological condition for the process of forming the creative independence of future teachers, providing an indicative basis for actions in the implementation of various aspects of creative activity.

However, the activity approach, revealing the structure of the process of formation of the creative independence of future teachers, orients the researcher towards the formation of only creative skills and abilities, without considering creative independence as a stable quality of the teacher.

The formation of creative independence of university students pursues the goal of professional and personal development and self-development of the future teacher and his training in the management of self-improvement of students' activities. This goal determined the need to analyze the formation of creative independence from the standpoint of a personality-oriented approach. The personality-oriented approach was considered in the works of E.V. Bondarevskaya, G.N. Ermokhina, E.F. Zeer, A.V. Kiryakova, M.V. Klarin, A.V. educational system the personality of the student, the development of his individual abilities. The main goal of the approach is to help the individual to know himself, to self-determine and fulfill himself, and not to form predetermined properties. Its main difference from personality-oriented education, therefore, is that it does not form a personality with given properties, but creates conditions for the full manifestation and, accordingly, the development of personal functions of the subjects of the educational process. Thus, the purpose of applying a student-centered approach in this study is to apply the creative independence of future teachers to their self-knowledge, self-determination and self-realization.

Personally oriented approach is characterized by personal functions. V.V. Serikov singles out the function of motivation (acceptance and justification of activity), mediation (in relation to external influences and internal impulses of behavior), collisions (vision of hidden contradictions of reality), criticism (in relation to values ​​and norms proposed from outside), reflection (construction and retention of a certain image of "I"), meaning creation (defining the system of life meanings up to the most important - the essence of life), orientation (building a personal picture of the world - an individual worldview), ensuring autonomy and stability inner world, creatively transforming (ensuring the creative nature of any personally significant activity), self-realization (the desire to know one’s image of the “I” by others), ensuring the level of spirituality of life in accordance with personal claims (preventing the reduction of life to utilitarian goals). Let us consider the possibility of implementing these personal functions in the process of forming the creative independence of students of a pedagogical university.

The procedural basis of creative independence not only does not contradict the selected functions, but also repeats their logic. The function of motivation is realized in the process of pre-creative orientation. The mediation function is activated in the process of collecting material for creativity. The collision function is updated before the development of a creative product. The function of criticism manifests itself to a greater extent as self-criticism and is directly related to the function of motivation. Further, starting from the function of reflection, independent creative activity is aimed at functions selectively, that is, different aspects of creative independence help the implementation of various personal functions.

The next important question, to what extent the personality of the student can participate in determining the goals, the content of his education, finds the following answer from V.V. Serikov. To the extent that it is supposed to form the personality, and not some functional activity components of the individual, the standard of which in different historical epochs is set by the society. Personally, what is initially self-determined by a person is built as his own world. Optimal, therefore, is education, which implies the harmony of state standards and personal self-developing principles.

To consider the formation of creative independence based on a personality-oriented approach, consider the provisions of this approach from the works of E.F. Zeer and I.S. Yakimanskaya:

• 1) the personal and professional development of the student is considered as the main goal, which changes the place of the subject of learning at all stages of the educational process. This presupposes the subjective activity of the learner, who creates the teaching and himself. The learner does not become, but initially is the subject of knowledge. The formation of creative independence implies that the future teacher acts as a subject of knowledge. He sets a goal for himself, he selects ways to achieve it, he fixes the results of his progress in educational activities.
• 2) the design of the educational process should provide for the possibility of reproducing the teaching as an individual activity for the transformation (transformation) of socially significant standards (patterns) of assimilation set in training. Socio-professional features of the teacher's personality are integrated into the content and technology of education. The formation of creative independence of students of a pedagogical university is a rather flexible process: a) thanks to the training options in various basic components of the training of a future teacher; b) due to the fact that the intermediate standards on the way to the goal determined by the teacher, according to the requirements state standard, are set by the trainee;
• 3) education is the unity of two interrelated components: teaching and learning. At the same time, there is an orientation towards the individual trajectory of the development of the student's personality. Formation of creative independence of students of a pedagogical university helps to more adequately build an individual educational trajectory;
• 4) when designing and implementing the educational process: a) special work is needed to identify the subject-object experience of each student, his socialization; b) control over the emerging methods of educational work; c) cooperation between the student and the teacher, aimed at the exchange of experience of various content; d) a special organization of collectively distributed activities among all participants in the educational process.

The formation of creative independence is aimed at identifying subject-object relations. Cooperation between students and the teacher, as well as the distribution and organization of activities are carried out throughout the entire process of the formation of creative independence.

• 4) in the educational process there is a "meeting" of the socio-historical experience given by the training and the given (subjective) experience of the student, realized by him in the teaching. The interaction of two types of experience should not go along the line of crowding out the individual, filling it with social experience, but by constantly harmonizing them, using everything that has been accumulated by the student as a subject of knowledge in his own life; teaching is therefore not a direct projection of learning. This provision is applicable to the professional aspect of creative independence as a function of the future teacher. In this aspect, the interaction of the two types of experience is extremely important. Not only the experience of educational activities teacher, but also modern requirements for the professional activity of a teacher. The displacement of the individual would lead to unconscious copying of professional activity, compliance with its formal features and norms. Coordination of activities helps to “pass” the taught experience “through oneself”, which improves the quality and effectiveness of the training of future specialists;
• 5) the criteria for the effectiveness of the organization and professional education are the parameters of personal and professional development. The development of a student as a person goes not only through mastering normative activities, but also through constant enrichment, the transformation of subjective experience as an important source of one's own development. Success in mastering creative independence is possible if one leans on subjective experience. Subjective experience as a source of personal development plays an important role in the professional aspect of creative independence. Of course, professional activity is subject to norms, but one's own experience plays an important role here;
• 6) a personality-oriented approach creates conditions for the full co-development of all subjects of the educational process. The future teacher training system involves not just the implementation of creative independent activity, but the preparation of future teachers for creative independence. Since creative independence structurally includes not only knowledge and skills, but also qualities that ensure its effectiveness, the process of forming the creative independence of future teachers ensures the development of students in terms of their professionally significant qualities.

The personality-oriented approach is considered by us as an important methodological basis, part of the theoretical and methodological strategy of our research. As a methodological tool, a student-centered approach makes it possible to explore the impact of creative independence in the context of the professional and personal development and growth of future teachers in the basic components of the system teacher education. As a theoretical and methodological principle, it contributes to the construction of the foundations of the interaction "teacher - student" and "student - student" based on the priority of the individuality of the future teacher, cooperation between the student and the teacher. As a methodological condition, a personality-oriented approach contributes to the formation of creative independence of future teachers based on the interpretation of teaching as an individual activity for the transformation of socially significant standards and based on the vision of the main result of learning not in the knowledge component, but in the rational organization of activity.

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UDC 378:37.026.9

SOUTH. Reznikova

DEVELOPMENT OF CREATIVE INDEPENDENCE OF FUTURE TEACHERS

The article analyzes the problem of the formation of students' creative independence as the basis professional competence future teacher, the structural components of creative independence, conditions, methods and forms that contribute to its development are considered.

Key words: competence-based approach, independence, creative independence, structure of creative independence, conditions, methods, forms of development of creative independence.

The article deals with the problem of creative development independence which is viewed as the basis for the professional competence of future teachers. The article gives the description of the structure of creative independence, conditions, methods and forms of its development.

Keywords: competence approach, independence, creative independence, the stucture of creative independence; conditions, methods, forms of creative independence development.

The changes taking place in all spheres of the development of modern society, as well as Russia's entry into the Bologna process, initiated the transition of higher education from a knowledge-oriented to a competency-based paradigm. The modern education system should contribute to the development of such qualities of a graduate as independence, initiative, mobility, and constructiveness. Future Specialist should have a desire for self-education throughout life, be able to make independent conclusions, be ready to solve problems, bear responsibility for them. In this regard, one of the tasks of preparing a future teacher is to develop students' independence as a character trait, as the basis of the competence of a future professional, which allows "without outside help, based on knowledge, skills, beliefs, life experience, to set goals, control the will and perseverance for goal achievement". A highly qualified teacher is a teacher who is able to independently find non-standard, innovative solutions to professional pedagogical problems. Today, more than ever, the idea of ​​developing the creative independence of the future teacher is being updated in the process of professional training.

According to scientists, for the development of pedagogical creativity, it is important for the future teacher to provide maximum independence from the very beginning, which is recognized by researchers as both the quality of a professional's personality and a means of achieving professionalism.

Research by A.K. Markova, E.A. Klimova, and others prove that a full-fledged professional activity is expressed in the absolute independence of a person as a subject of labor.

This statement is directly related to the work of the teacher. V.A. Kan-Kalik, E.I. Rogov and others correlate independence with pedagogical creativity and define this level as personally independent. Creativity itself is an independent solution to a problem (Stoune, 1984).

Analysis scientific works(S.V. Akmanova, N.V. Bochkina, P.I. Pidkasisty, N.P. Chanilova and others) showed that many scientists consider independence as a quality of a person, which largely determines not only the effectiveness of performing professional duties, but also reflecting the ability of the individual to self-regulate their thinking. Self-reliance acts as a condition for productive thought processes. Its presence can be considered an indicator of high abilities for cognitive activity.

The independence of a person always expresses the personality as a whole, in the unity of its intellectual, emotional and volitional sides (Danilov, 1972). This quality gives stability to the personality, largely determines the process of a person's adaptation to stress, increased intellectual and emotional stress (Rotovetskaya, 1975).

As a personal property, independence consists in the ability to draw up and implement a program of activities in accordance with objectively changing conditions in relative independence from group and individual pressure (Petrovsky, 1973). People with a high level of autonomy are independent and responsible. They show a penchant for creative activities, continuous deepening of knowledge, and a desire to teach others. Independent people are distinguished by contact, interest in people, intellectual and emotional protection.

schennost, self-control, sobriety of thinking.

After analyzing the variety of points of view on the essence of independence, we came to the conclusion that creative independence can be understood in two aspects: as a quality of a person and as an activity. Consequently, creative independence is an integral concept, which we consider as the ability to navigate in a situation of independent problem solving, the ability to generate new ideas, non-traditional ways of solving problems. Applied to pedagogical activity it is possible to clarify the characteristics inherent in creative independence: the constant expansion of existing knowledge, the conscious desire for self-education; the ability to set a specific pedagogical task, focus on the creative search for its solution, the ability to make a pedagogical analysis of one's own actions and evaluate them; a meaningful need to enrich their pedagogical experience.

Based on pedagogical research (I.K. Kondaurova, I.Ya. Lerner, N.A. Polovnikova, etc.), we consider the following components in the structure of creative independence: motivational, cognitive-

active and reflective.

The motivational component of creative independence is a system for the development of motivational-value, emotional-volitional relations, which in general can be described as the need for awareness of oneself as a person and a subject of educational and professional activity, which is the main line for the development of the motivating forces of creative independence, positioning towards creative activities, the formation of a positive attitude towards creative activity, an attitude towards the development of independence as a personality trait, awareness of the significance and personal value of having the skills of creative activity.

The cognitive-activity component includes knowledge of the techniques of creative activity, ways of generating non-standard ideas and the ability to use them to solve non-standard pedagogical situations, the ability to plan and design independent creative activity.

The reflexive component involves the possession of evaluative skills of the results of one's activity, the experience of independent creative activity, the assessment of self-promotion in the development of creative skills. A similar approach to

the structure of cognitive independence allows to build a system of measures for the development of different levels of creative independence of students. Among them, we consider the presence of some pedagogical conditions that ensure the success of the formation of creative independence.

Important, in our opinion, is the way of organizing educational interaction between teachers and students. Effective in this case is the provision of subject-subject relations and dialogic communication. Pedagogical interaction between a student and a teacher should be built in a facilitative mode. Only in this case, students perceive the teacher's goals as their own, which significantly affects success, provides a high level of activity, awareness and motivation of their actions. This situation presupposes a state of creative emancipation of students, allows them to accept the role of the subject of activity.

The independence of educational or scientific co-creation, the solution of a real scientific or professional problem jointly with the teacher, is significantly stimulated. In this case, the teacher can no longer manage the process. professional development, only to provide assistance, and the student becomes an equal partner in joint activities, assumes the role of an assistant responsible for the progress and results of the work. "Diadality in the assimilation of knowledge" (A.V. Kachalov) activates the independent and meaningful participation of students in activities, significantly increases the motivation for independence

The effectiveness of the development of creative independence depends on the inclusion of students in various forms and types of creative activity, suggesting that students are involved in educational, cognitive activities related to creative search and creation of a creative result.

The use of problematic methods in teaching also stimulates the attitude towards the independent discovery of new knowledge. The educational material included in the content of education and used for the development of independence should be problematized not only in terms of presentation methods, but also in terms of content. Moreover, this knowledge should have personal value for students. One of the options for problem-based learning can be a task approach, in which the development of creative self-

value is carried out by introducing students to future professional activities through the analysis of tasks that simulate real pedagogical situations. The analysis of pedagogical reality allows students to see themselves in the role of a teacher, gain some experience in finding pedagogically appropriate solutions, and helps in the future to quickly and reasonably navigate in such situations. Situational tasks are a connecting link between theory and practice. It is significant to saturate the educational and cognitive process with creative tasks: assignments for reflective conjecture, intellectual search, creative interpretation, etc. When they are solved, the proportion of research and evaluation operations increases. Such tasks involve the development and adoption of their own decisions both in the educational situation and in the real world. school practice, knowledge is translated into a means of new cognition.

The effectiveness of the formation of creative independence is associated with self-control, the ability to introspection, self-assessment of one's actions, personality traits. In this case, the student's educational activity in the process of forming creative independence will be meaningful, conscious, will allow him to independently find and prevent mistakes made in the course of solving creative problems.

Essential in the development of independence is the creation of a favorable psychological climate in the educational process, situations of success that form students' self-confidence, support the desire for independent actions, significantly increase the originality of thinking, emancipation of behavior.

One of the ways to solve the problem under consideration can be a special development of students within the framework of selective courses of imagination, fantasy, intuition, non-traditional thinking (for example, "Development of fantasy among students", "TRIZ-pedagogy", etc.).

Summing up, we can state that only pedagogically correctly instrumented independent work of students can develop independence not only as a set of certain intellectual skills and abilities, but also as a quality of personality.

This list is a traditional lecture course, it is only necessary to shift the emphasis from the information function to the function of developing thinking, search skills, self-analysis. In the practice of university education, problematic lectures have long been known, in which knowledge is introduced as an “unknown” that needs to be “discovered”. The problematic nature of the lecture is understood quite broadly: this is also a problematic presentation by the lecturer educational material, staging problematic issues audience, solving problematic problems, comparing different points of view, connecting educational material with the life experience of students, a proposal to formulate some definitions or concepts, choose one from several definitions and argue the choice, draw conclusions, etc. A problematic lecture encourages independent search, includes creative thinking, and ensures the successful assimilation of knowledge.

Provocative lectures are used in the educational process, i.e. lectures with planned errors for students to discover. This type of lecture activates the attention of students, develops their mental activity, the ability to act as experts, reviewers, etc. Lectures-press conferences and lecture-discussions involve a free conversation between the teacher and students on the topic of the lecture, mutual exchange of information, opinions, views on the problem under discussion, which seriously actualizes the subjective position of students, increases their self-esteem.

Due to the fact that training should be carried out in conditions of constant, active interaction of all subjects of the educational process, the use of interactive teaching methods is the most promising. Interactive learning methods include heuristic conversations, discussions, round tables, the Delphi method, simulation trainings, etc. The method of role-playing (business) games is actively used in the educational process. In the game, the student's position changes from cognitive and personal egocentrism to consistent decentration, due to which one's own "I" is more deeply realized and the measure of professional competence and ability to solve problem situations increases. The game forms real partnerships of cooperation and cooperation, providing the possibility of positive personal development of the student, creative independence. Business game in mi-

Niature is a case method (from the English saes - case, situation, case) - one of the most popular active learning methods. This method is based on real event from professional life and involves an active search by students for a solution to the proposed problem, followed by a discussion of the process and the result of the joint actions of all participants.

In the context of the problem under consideration, methods of collective stimulation of creative searches are very effective. These include the brainstorming method, which teaches you to freely discuss the problem, make assumptions about how to solve it, express as many ideas as possible; the method of synectics, which allows students to learn how to formulate the problems that make up its elements, highlight the main goal of the search, look for analogies for solving problems of the most diverse nature; TRIZ methods contribute to the development of imagination and fantasy. Critical thinking, etc.

One of the most promising is the method of projects, which involves a combination of research, search, problem methods, creative in nature. An educational project is a joint activity of a teacher and students aimed at solving a complex educational and scientific problem and creating a socially significant product, in the process of which conditions are created for the development of creative independence.

The application of the project method is distinguished by a number of didactic possibilities (E.V. Burtse-

va), the main of which are that the project has a specific goal, which involves the use of knowledge in the context of the future professional activities of students; independent search for educational and scientific information, independent research, which contributes to a stronger assimilation of knowledge; obtaining a professionally significant final product of activity; promotes the study and development of experience in solving professional problems; allows you to offer your own way to solve the problem and discuss its effectiveness with classmates. The project method contributes to the formation of the creative personality of the future specialist, allows him to be included in practical activities to acquire professional knowledge and skills. The idea of ​​project-based learning is aimed at the formation of students' deep knowledge and development of creative thinking, the formation of activities to solve professional and practical problems.

Thus, an increase in the proportion of problematic, exploratory, reflective, creative methods and forms of work at a university seriously increases the initiative and activity of students in the educational process, develops a propensity for creative activities, and forms creative skills and professional experience. In our opinion, the combination of these conditions, methods and forms of organization of educational activities ensures the effectiveness of the development of students' creative independence.

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Reznikova Yulia Gennadievna, candidate pedagogical sciences, Associate Professor, Department of Pedagogy, Buryat State University

Reznikova Yulya Gennadyevna, candidate of education sciences, associate professor of the department of pedagogy, Buryat State University.