Divergent tasks as a means of developing the creativity of younger students

DOI

10.2991/mplg-ia-19.2019.50How to use a DOI?

Keywords

divergent and convergent task, intelligence, divergent and convergent thinking, creativity, creative thinking, universal learning activities

Abstract

The article reveals the possibility of developing creativity of younger students using divergent tasks in the educational process. We have developed a methodological approach to the formation of creativity among younger students in the process of their learning to solve divergent tasks and the purpose of the article is the presentation of this methodical approach. The methodological basis of the article were: - Activity concept of learning; - The principle of the leading role of education in the development of students; - The main provisions of the theory and methods of teaching mathematics in primary school; - Ideas on updating school education in the XXI century. The following research methods were used in the article: - theoretical analysis of psychological, educational and educational literature on the problem of research; - the study and synthesis of educational experience; - questioning; - testing; - pedagogical experiment; - statistical processing of experimental results. The didactic conditions that ensure the effective development of the creativity of younger schoolchildren using divergent tasks in the learning process are revealed. A key set of divergent tasks with the method of teaching them to solve younger students, which effectively develops the creativity of their thinking, has been developed. A list of the main types of divergent tasks is given, which have shown their effectiveness as a means of developing the creativity of younger schoolchildren in the process of searching and teaching experiments. However, when teaching mathematics, teachers focus on solving convergent tasks, rarely using divergent tasks aimed at developing the creativity of younger students. The systematic and purposeful use of divergent tasks in teaching mathematics, the creation of a benevolent creative atmosphere in the process of teaching students and the encouragement of any divergent ideas and suggestions of students contribute to the effective formation of creative thinking in younger schoolchildren.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Nisred Gasharov
AU  - Heyrullah Mahmudov
AU  - Dibirasulav Nurmagomedov
AU  - Elmira Ramazanova
AU  - Nasrudin Magomedov
PY  - 2019/12
DA  - 2019/12
TI  - Divergent tasks as a means of developing the creativity of younger students
BT  - Proceedings of the International Conference on Man-Power-Law-Governance: Interdisciplinary Approaches (MPLG-IA 2019)
PB  - Atlantis Press
SP  - 267
EP  - 271
SN  - 2352-5398
UR  - https://doi.org/10.2991/mplg-ia-19.2019.50
DO  - 10.2991/mplg-ia-19.2019.50
ID  - Gasharov2019/12
ER  -