The task of TRIZ in the cognitive development of preschool children "LUNOKHOD"
A Lunokhod on large inflatable wheels was landed on the Earth's satellite, designed to study the surface and soil in detail. But the task was complicated by the fact that the gravitational force of the Moon is much less than on Earth, and any unevenness on the surface turned the Lunokhod on its side. The researchers weighed down the car with a load, hanging it under the body, but a new obstacle arose. When hills appeared on the way, the load clung to them and did not allow us to move further. Task: it is necessary to increase the cross-country ability of the Lunokhod without making fundamental changes to the design.
Solution : The first thing that comes to mind is to move the weighting material to the roof, or inside the cabin. But such actions will lead to a shift in the center of gravity, which will further affect the instability of the Lunokhod. As a result, the astronauts came up with the idea of distributing the load evenly across all wheels and placing it in the tires. This solution has already been used in practice. Japanese scientist P. Shoho proposed this option as applied to large trucks, cranes and loaders.
Next riddle
The purpose of the master class: to provide the opportunity to use TRIZ methods for composing riddles using reference tables using the example of the topic: “Riddles as a means of developing the speech of preschool children.”
— introduce the features, methodology, algorithm for composing riddles for children, forms of work;
— show with specific examples how to write riddles (electronic presentation) in work on speech development.
Practical significance: this master class may be of interest to educators and teachers who are specialists in working on the speech and intellectual development of preschool children.
During the master class, the methodology (algorithm) for composing riddles for children in different ways using reference tables will be demonstrated.
Predicted result of the master class:
- teachers get an idea of the methodology for composing riddles for children using reference tables in different ways in their work on the speech development of children:
— intensifying the introduction into the educational process of educators of methods and techniques for activating the intellectual and creative abilities of children.
— I am glad to welcome you to our master class.
— One ancient Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me do it and I will understand.”
— These wise words can be taken as a motto, a condition for successful work with preschool children, since it is through demonstration, observation and their own practical activity that the child develops.
“And we, preschool teachers, are creative, restless people, and in our work with children we often follow the proverb: “It’s better to see a hundred times than to hear a hundred times.” Or better yet, do it a hundred times.
— Therefore, today I would like not just to tell, but to show and give the opportunity to practically try out some of the methodological techniques that I use in my work with children on speech development.
— But before I announce the topic of today’s master class, I would like to ask you: about whom can this be said?
Educates, but is not a parent
Teaches, but is not a teacher
Studying, but not a student
Playing, but not a child. (TEACHER)
— What genre of literature do you think this text belongs to? MYSTERY. Today we will look at the methodology for composing riddles using TRIZ technology. A riddle is a means of developing the speech of preschool children.
General characteristics of the riddle
— In my work with children, I, like all educators, often use such small forms of folklore as nursery rhymes, fairy tales, counting rhymes, tongue twisters, proverbs, including riddles.
- Let's remember a little, what is a riddle?
— A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects and phenomena are given in an extremely concise, figurative form.
— Types of riddles: folk and original.
- Descriptive, for example:
My caftan is green,
And the heart is like red
Tastes sweet like sugar
And he himself looks like a ball. (WATERMELON)
- Riddles - onomatopoeia, for example:
Behind the glass door
Someone's heart is beating.
Someone's heart is beating
- Riddles - rhymes, for example:
In the underground, in the closet
She lives in a hole
Who is this? (MOUSE)
- Riddles are reversals, riddles are fables, for example:
We wound the wool into a skein
A silk scarf will come out.
Answer, is it true? (NO)
— The use of riddles is a very effective form in working on the speech development of children.
- enrich children’s vocabulary due to the ambiguity of words;
- help to see the secondary meanings of words;
- form ideas about the figurative meaning of the word;
- help to master the sound and grammatical structure of Russian speech, forcing you to focus on the linguistic form and analyze it.
“But I believe that a riddle not only allows you to solve the problems of children’s speech development, but also, most importantly, brings joy to the child.
- And a riddle is a game, and the game, as we know, is the leading activity of children. A game of recognition, guessing, exposing what is hidden and concealed, what is presented in a different image, a different quality. And you don’t just need to find out, you need to guess before, from—guess.
“But when using riddles, I discovered that many children, even children of older preschool age, do not know how to solve riddles, although older preschoolers already have certain knowledge and intellectual skills sufficient to solve riddles.
— Specifically, the following problems emerged:
- listen inattentively to the text of the riddle;
- do not completely remember the content of the riddle;
-do not fully or partially understand the text of the riddle;
- when guessing and comparing, not all features present in the riddle are used;
- cannot correctly analyze, compare and generalize the features indicated in the riddle.
— Considering that a riddle is a kind of game, I decided to teach children to play riddles: not to guess them, but, on the contrary, to invent them using the well-known TRIZ methods, which I want to introduce you to today.
- So how to play riddles? Let's now try to compose riddles using the reference tables.
Methodology for composing riddles about TRIZ technology
Ι STAGE. Preliminary work: teach children to compare objects “What does it look like?”
For example: “I have a fur hat in my hands. What does it look like? (on a kitten, on a crocodile, on a snowdrift, on a bear’s den). Simply answering the question is not enough. We must prove that the hat looks like a crocodile. “Which side do you have to look from to see a crocodile? Where is his tail? What is he doing now?
STAGE II. Algorithm for composing riddles using reference tables
1. Drawing up a reference table of the form:
"Which? (which?, which?)"
2. Selecting an object (included on the top line - for reading children, for others - a picture or a schematic drawing). For example:
3. Filling out the left side of the table: “Which?”
4. Filling out the right side of the table: “What is bright (round, hot), but not the sun?”
5. Insertion of “words - connectives” - AND NOT. Making a riddle about the sun
Riddle: What is this?
Bright, not a lamp?
Round, not a wheel?
Roast, not fire?
1. Drawing up a reference table of the form:
“Who does the same action?”
2. Selecting an object (included on the top line - for reading children, for others - a picture or a schematic drawing). For example:
3. Filling out the left side of the table: “What does it do?”
“Who does the same action?”
4. Filling out the right side of the table: “Who does the same action?”
“Who does the same action?”
5. Insertion of “words - connectives” - AND NOT. Compose a riddle about a mosquito.
Riddle: What is it?
It flies, not an airplane?
It's squeaking and not a mouse?
It's the dog that bites, not the dog?
1. Drawing up a reference table of the form:
2. Selecting an object (included on the top line - for reading children, for others - a picture or a schematic drawing)
3. Filling out the left side of the table: “What does it look like? (on the fence, on the saw, on the grass)
4. Filling out the right side of the table: “What’s different?”
5. Insertion of “words - connectives” - HOW, BUT. Making a riddle about a comb
Riddle: What is this?
Like a fence, but you can't climb.
Like a saw, but doesn’t saw,
Like grass, but it doesn't grow.
Work in subgroups.
Now I invite you to become pupils and try to compose riddles using reference tables yourself in subgroups using this technique.
Words: apple, cat, car.
So, colleagues, let's see what you got. I suggest you ask the composed riddles to each other.
— Tell me, what speech problems did you solve when composing riddles? (teachers' answers).
- How can you play riddles? Various forms can be used.
Forms of working with children to write riddles:
- Compiling riddles collectively for one guesser.
One child is sent out the door. The teacher and the children select an object and discuss how to create a riddle. The object is hidden, a child is invited and one of the children asks a riddle.
- Compiling and telling riddles for children to each other in two teams or subgroups.
- Compiling house riddles using reference tables. Parents are actively involved in this work.
— So, colleagues, I suggest you exchange information:
- What were we doing with you now?
- How did we do it?
- Thus, a riddle is a real high creativity, accessible to preschool children.
Guessing and inventing riddles has an impact on the diversified development of children's speech. The use of various means of expressiveness to create a metaphorical image in a riddle (the device of personification, the use of polysemy of words, definitions, epithets, comparisons, special rhythmic organization) contributes to the formation of figurative speech in preschool children.
Analysis of the riddle helps not only to better understand and guess it faster, but also teaches children to pay attention to the word, arouses interest in figurative characteristics, helps to remember them, use them in their speech and create an accurate, vivid image themselves.
Summing up the master class, reflection.
— Returning to where we started, that is, with the motto of our master class: “Tell me and I will forget, show me and I will remember, let me do it and I will understand,” I would really like today’s information you found it interesting, useful, and most importantly, helped you in your creative work with children.
— I really like the words of E. Ermolova: “How to communicate with a child? Yes, it’s very simple: captivate until you get carried away. The richer and more multi-layered the classes are at first, the more freedom in the process and the greater talent as a result.” I wish you success and creativity in your daily work with children!
And for my further pedagogical work, I will ask you to evaluate today's master class. Reflection:
Using TRIZ in the family
The main task of TRIZ is to help people overcome the inertia of thinking - the habitual way of thinking. For example, how can you use a toothpick other than its main purpose? Psychological inertia is a force that keeps a person captive to familiar concepts. Without overcoming it, we cannot invent anything.
TRIZ also trains memory and attention, develops ingenuity, logic, and imagination. Games and tasks that can be called TRIZ captivate both children and adults. At home as a family, we ourselves can practice and develop.
For example, you can watch TRIZ cartoons (or films) in which the hero faces difficulties and solves them in an unusual way, thanks to his ingenuity and balanced approach. A classic example is the cartoon “Foka - Doc of all Trades.” The story is based on a fairy tale by Evgeny Permyak about the blacksmith Fok, who solved all the problems of Tsar Baldey.
Here are some more ways to introduce TRIZ technologies into everyday life.
Next riddle
The purpose of the master class: to provide the opportunity to use TRIZ methods for composing riddles using reference tables using the example of the topic: “Riddles as a means of developing the speech of preschool children.”
— introduce the features, methodology, algorithm for composing riddles for children, forms of work;
— show with specific examples how to write riddles (electronic presentation) in work on speech development.
Practical significance: this master class may be of interest to educators and teachers who are specialists in working on the speech and intellectual development of preschool children.
During the master class, the methodology (algorithm) for composing riddles for children in different ways using reference tables will be demonstrated.
Predicted result of the master class:
- teachers get an idea of the methodology for composing riddles for children using reference tables in different ways in their work on the speech development of children:
— intensifying the introduction into the educational process of educators of methods and techniques for activating the intellectual and creative abilities of children.
— I am glad to welcome you to our master class.
— One ancient Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me do it and I will understand.”
— These wise words can be taken as a motto, a condition for successful work with preschool children, since it is through demonstration, observation and their own practical activity that the child develops.
“And we, preschool teachers, are creative, restless people, and in our work with children we often follow the proverb: “It’s better to see a hundred times than to hear a hundred times.” Or better yet, do it a hundred times.
— Therefore, today I would like not just to tell, but to show and give the opportunity to practically try out some of the methodological techniques that I use in my work with children on speech development.
— But before I announce the topic of today’s master class, I would like to ask you: about whom can this be said?
Educates, but is not a parent
Teaches, but is not a teacher
Studying, but not a student
Playing, but not a child. (TEACHER)
— What genre of literature do you think this text belongs to? MYSTERY. Today we will look at the methodology for composing riddles using TRIZ technology. A riddle is a means of developing the speech of preschool children.
General characteristics of the riddle
— In my work with children, I, like all educators, often use such small forms of folklore as nursery rhymes, fairy tales, counting rhymes, tongue twisters, proverbs, including riddles.
- Let's remember a little, what is a riddle?
— A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects and phenomena are given in an extremely concise, figurative form.
— Types of riddles: folk and original.
- Descriptive, for example:
My caftan is green,
And the heart is like red
Tastes sweet like sugar
And he himself looks like a ball. (WATERMELON)
- Riddles - onomatopoeia, for example:
Behind the glass door
Someone's heart is beating.
Someone's heart is beating
- Riddles - rhymes, for example:
In the underground, in the closet
She lives in a hole
Who is this? (MOUSE)
- Riddles are reversals, riddles are fables, for example:
We wound the wool into a skein
A silk scarf will come out.
Answer, is it true? (NO)
— The use of riddles is a very effective form in working on the speech development of children.
- enrich children’s vocabulary due to the ambiguity of words;
- help to see the secondary meanings of words;
- form ideas about the figurative meaning of the word;
- help to master the sound and grammatical structure of Russian speech, forcing you to focus on the linguistic form and analyze it.
“But I believe that a riddle not only allows you to solve the problems of children’s speech development, but also, most importantly, brings joy to the child.
- And a riddle is a game, and the game, as we know, is the leading activity of children. A game of recognition, guessing, exposing what is hidden and concealed, what is presented in a different image, a different quality. And you don’t just need to find out, you need to guess before, from—guess.
“But when using riddles, I discovered that many children, even children of older preschool age, do not know how to solve riddles, although older preschoolers already have certain knowledge and intellectual skills sufficient to solve riddles.
— Specifically, the following problems emerged:
- listen inattentively to the text of the riddle;
- do not completely remember the content of the riddle;
-do not fully or partially understand the text of the riddle;
- when guessing and comparing, not all features present in the riddle are used;
- cannot correctly analyze, compare and generalize the features indicated in the riddle.
— Considering that a riddle is a kind of game, I decided to teach children to play riddles: not to guess them, but, on the contrary, to invent them using the well-known TRIZ methods, which I want to introduce you to today.
- So how to play riddles? Let's now try to compose riddles using the reference tables.
Methodology for composing riddles about TRIZ technology
Ι STAGE. Preliminary work: teach children to compare objects “What does it look like?”
For example: “I have a fur hat in my hands. What does it look like? (on a kitten, on a crocodile, on a snowdrift, on a bear’s den). Simply answering the question is not enough. We must prove that the hat looks like a crocodile. “Which side do you have to look from to see a crocodile? Where is his tail? What is he doing now?
STAGE II. Algorithm for composing riddles using reference tables
1. Drawing up a reference table of the form:
"Which? (which?, which?)"
2. Selecting an object (included on the top line - for reading children, for others - a picture or a schematic drawing). For example:
3. Filling out the left side of the table: “Which?”
4. Filling out the right side of the table: “What is bright (round, hot), but not the sun?”
5. Insertion of “words - connectives” - AND NOT. Making a riddle about the sun
Riddle: What is this?
Bright, not a lamp?
Round, not a wheel?
Roast, not fire?
1. Drawing up a reference table of the form:
“Who does the same action?”
2. Selecting an object (included on the top line - for reading children, for others - a picture or a schematic drawing). For example:
3. Filling out the left side of the table: “What does it do?”
“Who does the same action?”
4. Filling out the right side of the table: “Who does the same action?”
“Who does the same action?”
5. Insertion of “words - connectives” - AND NOT. Compose a riddle about a mosquito.
Riddle: What is it?
It flies, not an airplane?
It's squeaking and not a mouse?
It's the dog that bites, not the dog?
1. Drawing up a reference table of the form:
2. Selecting an object (included on the top line - for reading children, for others - a picture or a schematic drawing)
3. Filling out the left side of the table: “What does it look like? (on the fence, on the saw, on the grass)
4. Filling out the right side of the table: “What’s different?”
5. Insertion of “words - connectives” - HOW, BUT. Making a riddle about a comb
Riddle: What is this?
Like a fence, but you can't climb.
Like a saw, but doesn’t saw,
Like grass, but it doesn't grow.
Work in subgroups.
Now I invite you to become pupils and try to compose riddles using reference tables yourself in subgroups using this technique.
Words: apple, cat, car.
So, colleagues, let's see what you got. I suggest you ask the composed riddles to each other.
— Tell me, what speech problems did you solve when composing riddles? (teachers' answers).
- How can you play riddles? Various forms can be used.
Forms of working with children to write riddles:
- Compiling riddles collectively for one guesser.
One child is sent out the door. The teacher and the children select an object and discuss how to create a riddle. The object is hidden, a child is invited and one of the children asks a riddle.
- Compiling and telling riddles for children to each other in two teams or subgroups.
- Compiling house riddles using reference tables. Parents are actively involved in this work.
— So, colleagues, I suggest you exchange information:
- What were we doing with you now?
- How did we do it?
- Thus, a riddle is a real high creativity, accessible to preschool children.
Guessing and inventing riddles has an impact on the diversified development of children's speech. The use of various means of expressiveness to create a metaphorical image in a riddle (the device of personification, the use of polysemy of words, definitions, epithets, comparisons, special rhythmic organization) contributes to the formation of figurative speech in preschool children.
Analysis of the riddle helps not only to better understand and guess it faster, but also teaches children to pay attention to the word, arouses interest in figurative characteristics, helps to remember them, use them in their speech and create an accurate, vivid image themselves.
Summing up the master class, reflection.
— Returning to where we started, that is, with the motto of our master class: “Tell me and I will forget, show me and I will remember, let me do it and I will understand,” I would really like today’s information you found it interesting, useful, and most importantly, helped you in your creative work with children.
— I really like the words of E. Ermolova: “How to communicate with a child? Yes, it’s very simple: captivate until you get carried away. The richer and more multi-layered the classes are at first, the more freedom in the process and the greater talent as a result.” I wish you success and creativity in your daily work with children!
And for my further pedagogical work, I will ask you to evaluate today's master class. Reflection:
