IMPLEMENTATION OF EDUCATIONAL TECHNOLOGIES IN THE PROCESS OF DEVELOPMENT OF CREATIVE THINKING

Abstract

The article is devoted to the study of the problem of the development of creative thinking. The essence of the concepts "creativity", "creative", "thinking" in the general sense and as terms of psychology, philosophy, pedagogy is considered. The search for the peculiarities of creative thinking and the possibilities of pedagogical influence on its development was carried out. The most interesting modern scientific approaches to the essence, nature of emergence, components and stages of creation of creative thinking are demonstrated. The actual understanding of the concept of "creative thinking" based on dictionary articles is presented. It was found that creative thinking is one of the types of thinking process, the result of which is the identification of a person's intellectual abilities, his creative potential, the level of acquired knowledge and the ability to operate on them in solving actual problems using alternative, non-template methods. Among the scientific approaches to creative thinking, the definition of the authors of the PISA study is highlighted. Attention is focused on interactive approaches to the organization of the educational process, which ensure the active nature of the interaction of the participants of the educational process on the basis of cooperation and co-creation. The result of interactive learning technologies is noted, which is achieved due to the focus on the activity approach, the focus on the independent search for ways to solve a certain situation, the promotion of moving away from the "blind" translation of knowledge to the analysis of information and the generation of one's own position. Interactive learning technologies used for the development of creative thinking of students are considered, such as: the case method, training, group discussion, role-playing and business games, mind mapping, the "6 thinking hats" method, and the project method.