Stedoevropsk vstnk pro vdu a vzkum - PDF document

1 Středoevropský věstník pro vědu a v
Středoevropský věstník pro vědu a výzkum • 5 ( 49) 2018 14 Dimitrova - Burlayenko Svetlana METHODS OF FORMING THE CREATIVE COMPETENCE OF THE FUTURE ENGINEER Dimitrova - Burlayenko Svetlana National Technical University “Kharkiv Polytechnic Institute” METHODS OF FORMING T HE CREATIVE COMPETEN CE OF THE FUTURE ENGINEER Abstract. The article deals with the process of creative training of students of technic al specialties. The positions of modern scientists to determine the factors that contribute to the manifestation of creativity in the process of activity have been analyzed. Pedagogical conditions influencing preparation of students of technical universiti es for revealing creative competence have been determined. The methods of introducing certain pedagogical conditions into the educational process of the higher technical educational institution have been presented. Examples of educational technologies aime d at forming the creative competence of future engineers have been given. Keywords: creativity, creative competence, students of technical universities, preparation for identification of creative competence. I. Introduction The prestige of education in the world depends on many factors, and the most important of them is the high quality of training of specialists. Society needs graduates who are capable of practically solving the life and professional problems facing them, and this depends largely on not on ly the knowledge, skills and abilities acquired, but also on the additional qualities for which the notion of "competence" is used, which is more appropriate to the understanding of modern educational goals. The current stage in the development of higher e ducation puts forward new requirements for the preparation of students of higher educational institutions, including technical ones. Тhe possession of only specialized professional knowledge is no longer sufficient to be a competitive specialist. In the mo dern labor market, creativity and competence become basic individual psychological qualities that characterize the success of any professional activity. Creativity becomes that quality that provides an individual the opportunity to adapt to the changing co nditions of life and is the key to a person's success in professional activity. Creativity is an important factor in personal development. It determines the willingness of an individual to change and give up stereotypes. Středoevropský věstník pro vědu a výzkum • 5(49) 20

2 18 15 Therefore, the main task
18 15 Therefore, the main task of higher professional education today is the preparation of a competent, qualified graduate who can not only apply knowledge, abilities and skills, but also take original and non - standard solutions in situations arising in professional activities. II. Problem State ment Engineering and technology activity is inextricably linked with creativity as an activity, a creative approach to solving problem problems, the creation of new knowledge or product. The development of creative abilities and the formation of creative c ompetence is thus a necessary component of the training of an engineer. M. Bessarabov - Goncharov, investigating the role of creativity in engineering education, insists that for future engineers a constant practice is needed for the development of the abili ty to invent, analyze, synthesize and combine: "In the case when the training is absent in the education of an engineer, then demand from him active creative work is meaningless "[1, p.15]. The creative approach and creativity are positioned by scientists as one of the main components of the professional competence of a modern engineer. Creativity, thus, involves the removal of the traditional ways of solving problems. V. Livshits, revealing the necessity of forming the professional creativity of the future engineer, notes that "in technical terms, creativity manifests itself as wit - the ability to achieve the goal, to find a way out of the deadlock situation, using the situation, objects and circumstances unusual, wider - non - trivial and witty solving prob lems with unpredictable resources or tools "[2, p. 468]. The aim of the research is to formulate the basic methods of forming the engineer's creative competence, characterize them, analyze the features in the development of the engineer's creative abilities, disclose the ways in which the engineer prepares for the mani festation of creative competence in his future activity. III. Main results To prepare a future engineer to show creative competence in activity means to form and improve his mental operations: analysis, synthesis, comparison and generalization, classificat ion, planning, abstraction; Improving the characteristics of thinking, such as criticality, depth, flexibility, latitude, velocity, variation, as well as the development of imagination and the expansion of the boundaries of knowledge of various content. Along with the use of creative tasks, the selection of special tasks, which allow t

3 o develop speed, flexibility, originali
o develop speed, flexibility, originality and accuracy of thinking, in the process of forming the creative competence of future engineers, the teacher can apply a number of proven Středoevropský věstník pro vědu a výzkum • 5 ( 49) 2018 16 common approaches to stimulating and developing the creative competence of students: providing a supportive atmosphere in the process of studying and performing a training assignment; enrichment of the educational environment with a variety of new o bjects; stimulation of cognitive activity of students; the creative nature of the "teacher - student" interaction, the creation of conditions for the imitation of creative behavior. Also, the teacher needs to include in his arsenal special creative technolog ies, that is, a system of ways that promote the development of creative activity as a conscious, purposeful, managed and effective process of mental activity in all spheres of life. All these creative technologies can be grouped into three large groups: Me thods of psychological activation of creative thinking, aimed at overcoming psychological barriers that impede creative thinking. The most widely - known method of "brainstorming" - the collective search for new ideas, the main content of which is the remova l of fear "to say something not" due to the fact that, firstly, the process of generating ideas and their critique are distributed in time, secondly, it is necessary to think up as many ideas as possible in a limited time, and third, the atmosphere of join t creativity emotionally "recharges" all participants; Methods of systematic search for ideas. The methods of this group allow the chaotic search for ideas to move to the structured search system. There are many such methods, the most well - known of them - the method of focal objects, the method of control issues, etc.; Methods of guided search of ideas and the development of creative imagination. This group of methods includes ways to develop a creative imagination and overcome the inertia of thinking, deve loped within the framework of the theory of solving inventive tasks (G. Altsuheller). Among the techniques of developing a creative imagination - a scheme of talented multi - screen thinking, the method of "little men", "goldfish", idealization of objects. A ll these techniques have a clear sequence of mental operations, algorithms, which ensure that the stereotypical approach is overcome, allows you to cope with the inertia of thinking and get new i

4 deas logically. As examples of the for
deas logically. As examples of the formation of creative comp etence through the use of creative technologies in the process of professional training of students of the technical university, we present some tasks that can be used during lectures. The creative effect of such lectures is achieved through the formulatio n of tasks and problems. Here are some possible tasks Středoevropský věstník pro vědu a výzkum • 5(49) 2018 17 for students at the lecture: Answer 2 - 3 pre - recorded questions on the board. The lecture plan can also be written in the form of questions. At the end of the lecture, students read their answers by comp aring them. To find out the features of similarity and differences between the phenomena and concepts considered at the lecture. Independently draw up a lecture plan (simple or complex); At the end of the lecture, students' plans are compared and compared. Reproduce in the notebooks the main content of the lecture (in summary or in a schematic, in the form of a table or a symbolic figure. To come up with and ask questions about the content of the lecture. Make your own conclusions from the lecture reflect a personal view of the problem in the form of a further mini - work. To formulate a "problem for tomorrow" - the reception when the teacher is set or the problem that arose in the students is not considered at the current lecture, but transferred to the next lesson, students have time to understand it. We also give examples of the dominant forms of students' work in practical classes and seminars aimed at creating creative competence. Individual self - study - students perform one or another independent work (wi th the objects under study, textbooks, creative tasks, research work) and write written reports on its results. Mutual learning by pairs - students in stable pairs or in pairs of shifts (students during the seminar change places by type of conveyor) explai n each other any question, defend their topic, evaluate the results of each other. Group work on a common theme (group learning) - students grouped into groups interact in them: explain new materials, discuss them, evaluate their activities, prepare a spee ch and conduct a segment of the lesson. Interaction of groups - groups dealing with various problems or activities, such as "theorists" and "experimenters", are temporarily united to share experiences, information, problems. To form the creative competence of students - future engineers, it

5 is also important to take into account
is also important to take into account the relationship between professionalism and human abilities and the difficulties of the tasks facing it. Heavy, but feasible tasks and corresponding requirements stimulate a person . As a person copes with them, the level of achievements available to Středoevropský věstník pro vědu a výzkum • 5 ( 49) 2018 18 him increases, the level of individual claims, the willingness to undertake more complex tasks. Setting unbearable tasks causes unsuccessful attempts to solve them, and the realization o f their apparent insolubility undermines faith in their own strength. We assume with the purpose of developing the creative potential of the student's personality in the process of preparing for the manifestation of creative competence the use of such form s of reflexive activity: analysis and self - analysis of answers to practical and seminar studies, debates, debates, problem solving, participation in trainings, and the like. We also consider project activities of students, participation in scientific confe rences, writing abstracts, and performing research tasks by means of effective methods and means that help overcome barriers to psychological protection, disclose intellectual capabilities, and support creative creativity. IV. Conclusions Thus, in the process of training future engineers at a technical university it is important to awaken in them the desire for further development of creative opportunities, as they contribute to the formation of the necessary professional qualities, in demand in their f uture professional activity. It is also important for the formation of creative competence is the development of the creative potential of the individual by eliminating psychological barriers to creativity, the formation of the need for creative self - reali zation in the future profession and the students' awareness of the presence of creativity as a necessary condition for this self - realization. References 1. Bessarabov - Goncharov M.V. / The role of creativity in engineering education // Izvestiya VolgGTU . – 2014. – №5 (132). – 13 - 15 p., (In Russian). 2. Podbutska N.V. Features of creativity of the future engineer as a component of his professionalism // Collection of scientific works of K - PNU named after Ivan Ogienko. Institute of Psychology named after G.S.Kostiu k, National Academy of Sciences of Ukraine. Problems of modern psychology, - 2014 - Issue 468 - 477 p. (In Ukrainian )