Application of TRIZ technology “catalog method” in working with preschool children

TRIZ - what is this method and where is it used

TRIZ is a set of methods for solving problems and improving systems. With its help, you can increase efficiency and improve your ability to solve complex problems, while using a creative approach, developing imagination and flexible thinking. Some experts consider this theory to be the most effective for developing creative skills because it is not judgment-based and does not provide a single correct answer.

The theory is applied when inventive problems arise on a person’s path. These may be problems that cannot be solved in obvious or familiar ways. That is, you need to invent something that will help you win without any losses.

Benefits of technology

Many people have studied this technique and actively used it in their practice. As a result, they established the following advantages of its use:

• identifying the essence of the problem through a different approach;
• departure from traditional ways of resolving problems;
• increasing the efficiency of creative activity;
• obtaining knowledge and correct systematization of this knowledge in the process of searching for information on choosing a problem and direction of solution;
• getting an impetus for inventive activity;
• correct determination of the main search directions, taking into account those nuances that are usually ignored;
• development of logical, illogical and systematic thinking;
• development of a new look at some things and phenomena;
• broadening one's horizons;
• reducing the time spent searching for a solution.

Morphological analysis of TRIZmethodological development in mathematics on the topic

One of the elements of TRIZ technology is the method of morphological analysis.

Morphological analysis (morphological box) is a method of systematizing the enumeration of options for all theoretically possible solutions, based on an analysis of the structure of the object.

The method was created in the 30s. XX century Swiss astrophysicist F. Zwicky. Gained fame since 1942 (USA).

It is used when searching for solutions in various areas of human activity. It is used when studying problem situations and choosing directions for solutions.

The goal is to create conditions that expand the search area for new ideas and solutions to the problem, based on the structure (morphology) of the object being improved.

The essence of the method is to try to obtain all theoretically possible options for implementing an object with the required main function using combinatorics by constructing a morphological matrix.

Morphological analysis is based on the construction of a table that lists all the main elements that make up the object and indicates, possibly, a larger number of known options for the implementation of these elements. By combining options for implementing object elements, you can get the most unexpected new solutions. The sequence of actions is as follows:

1. Precisely formulate the problem.

2. Determine the most important elements of the object.

3. Determine options for the design of elements.

4. Enter them into the table.

5. Evaluate all the options available in the table.

6. Choose the best option.

The main idea of ​​morphological analysis is to streamline the process of putting forward and considering various options for solving a problem. The calculation is based on the fact that options that were not previously considered may come into view. The principle of morphological analysis is easily implemented using computer tools.

The more criteria you select, the more detailed the new image will be described. These can include the hero’s habits, hobbies, communication habits, characteristics of body parts, hair color, eye color, etc. There can also be as many characteristics as desired for each of the criteria.

Let's randomly select one characteristic from each column and connect it together. You can get some very interesting images. For example, Ivan Tsarevich is a mischievous teenager, dressed in a festive outfit, living in a kindergarten and skiing. Or a cheerful old man in a tracksuit who lives in the forest and roller skates. I immediately want to come up with a story about such a hero. There is so much room for children's imagination!

Similarly, you can work with man-made objects: come up with a new style of dress, brand of car, design a palace, develop a new model of watch, etc.

Difficulties are caused by the fact that preschoolers do not know how to read well and it is difficult for them to retain in memory a large number of characteristics of an object. In this case, the teacher needs to think about what symbols he will use to represent them.

Using a morphological table, you can combine heroes, places of events and plots of familiar fairy tales to create new magical stories. In this case, it is necessary to immediately determine who will be the evil and who will be the good hero, what evil the heroes will fight, which magical powers will help, which will hinder, etc.

In the same way, you can create a non-existent or fantastic animal (if, for example, you put predators vertically and herbivores horizontally). In this case, it is necessary to discuss with the child the appearance of the new (fairy-tale) animal, where he will live (his new habitat), what he will now eat, how his life will change, what new friends or enemies he will have.

In the same way, you can come up with a great variety of fairy tales, laying, for example, vertically some fairy-tale characters, and horizontally completely different fairy tales, to which they have nothing to do yet. And, answering a simple algorithm of questions together with your child, come up with a new fairy tale:

—Where will our hero live?

- What will he be like in character, appearance, habits?

-Who will be his friends and who will be his enemies?

- What interesting things will happen to him?

- Which wizard, and in what miraculous ways, will help or hinder him?

- How will the fairy tale end?

Using the morphanalysis scheme, you and your child can come up with new types of plants, buildings, vehicles, clothes - anything! It is only necessary - from a simple connection of two objects into something third, new, you need to move on to the representation of its appearance, functions, habitat, resources of existence, its contacts. Otherwise, the child, not feeling pleasure from the creative process, will quickly lose interest in it, because... will not see something created by himself and acquiring certain features of reality (even with the help of an adult at the first stage).

If a child masters this technique of strong thinking from childhood, this will greatly facilitate the process of assimilating knowledge of a historical, natural history, literary nature in the future, because allows you to learn:

· highlight typical and distinctive features (shape, color, size, characteristic properties);

· time, place of existence, habitat;

· positive and negative aspects of the action of an object, historical person, event;

· classify living and non-living objects by type, genus, class.

Historical reference

The TRIZ method was invented by the Soviet engineer and writer Genrikh Saulovich Altshuller. He is also the author of another theory - the development of a creative personality (TRTL).

In 1946, Altshuller studied the techniques that inventors often use to solve problems. As a result of the study, he identified 40 such techniques and called their totality the theory of solving inventive problems. At the same time, the author concluded that the most effective result is achieved through the use of existing resources.

In the 1980s, the theory was used to teach in Soviet schools and improve efficiency in factories. Today this technology is recognized throughout the world. Leading companies such as Intel, HP, Boeing, Ford, Toyota, Kodak and many others are implementing TRIZ practices in their activities. In addition, world conferences on this topic are held annually, and international, Asian and European TRIZ associations have been created. And in 1998, the Altshuller Institute even opened in the USA to train engineers and managers in this technique.

What is the TRIZ system and how does it teach children to be resourceful and think independently?

The word “savvy” has been undeservedly forgotten by us, although we all use it (and it would be better even more often). And even critical thinking cannot become a full replacement for it. The ability to grasp the essence of a problem and find non-standard solutions for it is the “savvy” that the TRIZ system, or the theory of solving inventive problems, teaches.

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How TRIZ pedagogy appeared

The system appeared in the middle of the 20th century, and at first it was not even related to pedagogy. In 1946, Soviet engineer, scientist and science fiction writer Genrikh Altshuller began studying the techniques most often used by inventors. There were about forty such techniques, and all of them, together with the algorithm for solving inventive problems (ARIZ), formed the basis of TRIZ.

During this time, it acquired new algorithms, and by the early 80s they began to use it as the basis for teaching methods in experimental classes and schools. The goal of TRIZ pedagogy is the development of flexible thinking and imagination, the ability to solve complex problems in elegant and effective ways.

Altshuller found out that any technical problem leads to a situation in which every inventor finds himself: a moment when a solution has not yet been found, but there are many options around. The trial and error method is an unreliable and energy-intensive method, which does not guarantee excellent results. The scientist came to the conclusion that the most effective solution is achieved using existing resources, that is, in the process of solving a problem, you need to cut off everything unnecessary, then the answer will become obvious.

Genrikh Saulovich Altshuller, author of the Theory of Inventive Problem Solving (TRIZ)

TRIZ pedagogy has little in common with classical and developmental pedagogy. Firstly, there are no grades or a single correct answer: children must reason, reflect, look for contradictions and unusual signs in the conditions of the task. Secondly, in order to begin the basics of TRIZ pedagogy, a child does not necessarily have to be able to read, write and count: you can work with a child from the moment he becomes able to distinguish a game from reality, that is, from about 2. 5-3 years.

TRIZ methods

In the process of solving TRIZ problems, several approaches are used at once:

• brainstorming method,
• synectics (comparing and finding similarities in objects and phenomena),
• morphological analysis (identification of all possible solutions),
• method of focal objects (establishing associative connections with various objects) and so on.

Experts assure that in order to work with a child in a family using this method, no special education is needed. It is enough to simply share the basic principles of TRIZ pedagogy and approach the problem creatively, maintaining curiosity and allowing for the possibility of any, even if not the most standard, solutions.

It is possible to become a TRIZ teacher without a pedagogical education: certificates are issued after a course of training conducted by the international association “Education for a New Era.” At the same time, the organization warns that it does not issue Russian state certificates and cannot guarantee that they will be taken into account when hiring.

Example from life

Without knowing it, we solve many TRIZ problems every day. When planning our day, being late for work, or forgetting important documents at home, we look for simple and effective ways to resolve problems. Sometimes the solution is not on the surface, but the more courage we show in the process, the greater the satisfaction from the result.

The same thing happens with children: searching for and inventing solutions to a problem awakens excitement in them, and pride in independently finding an answer serves as the best motivation. Since there is no single correct answer, this eliminates the need for evaluation. Children study with pleasure, without fear of making mistakes or expressing the wrong opinion.

Plots for TRIZ problems are everywhere: how to turn on the light in a room if the switch is too high? How to roll out the dough if you don’t have a rolling pin at home? How to cook a pie when there is no flour left and almost no sugar left? You can solve such problems every day and not only at the table, but also while walking, on the way to kindergarten or school.

TRIZ methods are becoming especially relevant today, when every day we are forced to pass through gigabytes of heterogeneous information. The ability to navigate it, systematize and isolate the main thing is something we can learn ourselves and teach our children. According to some modern researchers, these are the skills that will be in demand and needed for life in the very near future.

Pollyanna method

Yes, yes, that same enthusiastic girl from Elinor Porter’s book can be called the founder of the TRIZ approach. After all, in order to find a reason for joy in any unpleasant situation, you need ingenuity and imagination.

It's raining in the morning, and the long-awaited walk is postponed? This is sad, but there are also advantages: you can stay at home, call your friends and play board games! Broken pencil and no sharpener? Yes, now you can’t paint with them, but you can get paints that have been waiting in the wings for a long time on the shelf! A daily game of “good and bad” can be excellent training in developing stress resistance and a positive outlook on the world. In addition, it introduces children to the concept of “contradiction”, teaches them to build logical chains and find cause-and-effect relationships.

There are a lot of games with TRIZ elements, and all you need is a little imagination and a willingness to throw away conventions. For example, in the game “Masha the Confused”, the presenter every time cannot find an item that he really needs in these particular circumstances: he needs to cut bread, but there is no knife; I’m thirsty, but there’s no water left in the kettle; I want to draw, but I've run out of paper. In each situation, children offer their own solution, and for the most original answer, the presenter gives the participant a badge or sticker. The one who collects the most stickers by the end of the game wins.

An example of a TRIZ task.

Not only people traveling by sea, but also astronauts suffer from seasickness. Medicines are also effective in space, but are absorbed by the body somewhat differently than in water, so they need to be taken often and in small portions. How can we make sure that astronauts do not have to be regularly distracted to take medication, given that a large dose of the drug will be too harmful to the body?

Solution option.

It is necessary that with a minimum of actions the drug enters the body and is absorbed in stages. For this, scientists have invented a special patch that relieves the symptoms of seasickness: the active substance penetrates the body through the skin, and the dosage is not compromised.

What else can you read about TRIZ?

1. Mikhail and Zoya Shusterman “Kolobok and everything, everything, everything, or How to reveal the creator in a child”

- an interpretation of a well-known fairy tale, which you can and should not only read, but also analyze the text, simultaneously solving problems of ingenuity and ingenuity.

2. Yuri Tamberg “How to teach a child to think”

- a book for parents about how to develop and support children's curiosity and why creative development is as important as will and discipline.

3. Gennady Ivanov “Denis the Inventor”

- fifth-grader Denis solves inventive problems: for example, how to catch a flying balloon or make a window close on its own when it starts to rain. The book helps to develop imaginative and systematic thinking in children.

4. Vladimir Bogat “Big discoveries of the little lion cub”

— throughout the book, the lion cub faces various problems, which the resourceful turtle helps him solve. Together with them, the children will figure out how to get a coconut from a tall palm tree, where to hide from the rain in the desert, and how to get from one bank of the river to the other when there is no boat.

5. Anatoly Gin “Inventive tales from the cat Potryaskin”

- fairy tales for which you need to figure out how they will end.

6. Anatoly Gin “Triz-pedagogy. We teach you to think creatively"

is a book for parents that contains the basic methods and techniques of TRIZ pedagogy, and at the end you can find tasks for children.

Photo: Shutterstock (Everett Collection)

TRIZ principles

Technology helps identify and resolve contradictions. To do this, the problem should be formulated in such a way that all ineffective solutions are eliminated. As a result, it must comply with one of the three principles listed below:

1. Leave everything as it was.
2. Remove unnecessary, harmful properties.
3. Add a new, useful property.

It is after this step that an ordinary task becomes inventive. Such elimination of contradictions is also called the ideal end result (more on this later).

Dealing with Contradictions

When there is a contradiction, one of two concepts or judgments denies the second. The TRIZ method provides for three types of contradictions. Next, I will list them by complexity of resolution:

• Administrative contradiction . It appears when an inventor tries to improve a system. But he may lack access to resources or lack the knowledge to formulate a competent approach. This problem can be resolved by obtaining additional information, finding the necessary resources, or making appropriate administrative decisions.
• Technical controversy . Appears if, while improving one system parameter, another one is deteriorating.
• Physical contradiction . This type depends on the laws of physics, which is why it is the most difficult to implement. And the paradox is that in order to improve the system, some part of it must simultaneously be in different physical states, and this is logically impossible.

Less serious contradictions can be resolved in four parameters - in time (by choosing a different moment or interval), in space (by moving to another place) or relation (by changing the meaning), as well as by using the resources of another system. If the situation does not clear up or the chosen methods do not help, you can use TRIZ.

TRIZ technologies in kindergarten

Natalia Bogachkova

TRIZ technologies in kindergarten

In modern conditions, the number of changes in life that occur in a short period of time requires a person to have qualities that allow him to approach any innovations creatively and productively. In order to survive in a situation of constant change, in order to quickly and adequately respond to them, a person must constantly activate his creative potential.

Kindergarten teachers today face a difficult task - to organize the pedagogical process so that it complies with the Federal State Educational Standard and ensures the preservation of the intrinsic value and uniqueness of the preschool period of childhood .

For a long period, education in preschool educational institutions was focused on the formation, first of all, of knowledge, skills and abilities, and was of a reproductive and informational nature. Currently, there is a reorientation of education towards the development of creative qualities of the individual.

The task of developing a creative personality prepared for the stable solution of non-standard problems in various fields of activity in the process of education and training, set forth in the Law of the Russian Federation “On Education”

, is one of the socially significant tasks of modern society.

Modern teachers must find new, innovative technologies for teaching and educating children that will give them the opportunity to understand and accept new realities, quickly navigate and learn.

Among innovative technologies for teaching children, the leading place, in my opinion, is occupied by G technology . S. Altshuller - theory of solving inventive problems ( TRIZ )

.
Created in 1946, this theory gave a powerful impetus to the development of technologies related to the development of creative processes of a growing person in various subject areas.
A distinctive feature of this pedagogical system is that the child learns generalized algorithms for organizing his own creative activity. It is based on an educational system built on the theory of creative personality development. Modern preschoolers have a rather poor vocabulary; they do not know how to analyze, select basic properties and qualities, or establish cause-and-effect, temporal and other connections between objects and phenomena. Unfortunately, not all children know how to defend their opinions with evidence and respect the statements of others. On the other hand, not all teachers understand the importance of educational work in this direction. I tried to resolve this contradiction and turned to creating a system of work to develop creative potential in preschool children through the use of TRIZ .

Theoretical justification of the experiment:

TRIZ technology aims to show some ways to educate a creative personality in a kindergarten based on the development of creative imagination and the essence of the theory of solving inventive problems. My experience was based on the developments of O. Dybina, L. Belousova, Z. Shusterman, S. Gin and others, who adapted the technology for preschoolers , developed in an accessible form the presentation of different methods of this technology : the method of focal objects, the catalog method, method of morphological analysis, etc. The method of introducing children to the world around them, described through examples and games-activities, allows not only to form systematic thinking, but also to develop the child’s imagination. These qualities, combined with dialectical thinking, reveal the creative potential of the individual, make it possible to evaluate the past and present, and predict the future.

Novelty.

In preschool age, the process of cognition in a child occurs in an emotional and practical way. In this regard, the novelty of my work lies in the fact that:

• Teaching children TRIZ implies the development of morality, which is embodied in real conditions.

• Systematic study of TRIZ methods and their use in practice contributes to the diversified development of the child’s personality.

• TRIZ pedagogy is designed to take into account the interests of the child; it is a pedagogy of cooperation.

• TRIZ are ideal tools for problem-based, developmental learning. They make it possible to make traditional training developmental.

• TRIZ pedagogy helps to instill in children a desire for self-improvement.

Practical significance of experience:

1. The combination of methods and techniques of TRIZ technologies has a developmental effect and a creative nature of the activities of preschool children.

2. The developed techniques and methods can be adapted both in preschool educational institutions and in the family to increase the effectiveness of the development of creative thinking, imagination, and speech in children, as well as to increase the interaction of teachers with the family.

TRIZ methodology is called the school of creative personality, since its motto is “creativity in everything”: in posing a question, in methods of solving it, in presenting material. There are no methods in it in the usual sense of the word, there is a tool with the help of which educators and parents themselves “invent” their own pedagogy, illuminated by the light of children's ideas . There is no upbringing in its usual meaning; there is a way of mastering skills that allow everyone to live an interesting life together and create themselves: the teacher, the parents, and the children.

The purpose of the experiment is to study the problem of developing the creative abilities of preschool children through TRIZ , to substantiate the importance of TRIZ in the formation and development of the creative abilities of a preschool child.

In accordance with the goal, the following tasks were identified:

• study scientific and educational literature on the research topic.

• justify the feasibility of using TRIZ in developing the creative abilities of preschool children, reveal the role of TRIZ in the formation of the creative activity of preschool children.

• develop guidelines for the use of various TRIZ to develop children's creative abilities.

To achieve the intended goal, I planned my work in the following areas:

TRIZ methods and techniques to develop creative potential

2. Work with parents - consultation, joint activities.

3. Work with teachers - generalization of experience, assistance in using TRIZ .

Description of the experience

Work on the TRIZ should be carried out gradually.

To solve TRIZ problems, 4 stages of work can be distinguished

1. We teach the child to find and distinguish between contradictions that surround him everywhere.

2. We teach children to fantasize and invent.

3. Solving fairy tale problems and inventing different fairy tales using special TRIZ .

4. We teach children to find a way out of any difficult situation by applying the knowledge they have acquired.

TRIZ methods I use in working with children:

· Brainstorm

· Focal object method

· Morphological analysis

· Empathy method

· Trial and error method

· Triz games, etc. d.

Let us consider in more detail the activities and possible methods at each stage.

At the first stage, children are introduced to each component separately in a playful way. They learn to find and resolve contradictions in objects and phenomena that surround it, get acquainted with the problem of multifunctional use of an object, an object is studied: something is good in it, and something is bad, something is harmful, something interferes, and what - that’s what you need. Here you can use games: “Good and bad”

,
“Black and white”
,
“Forward and backward” “The spider weaves a web”
.

Game "Good and bad"

— brainstorming to improve the ability to identify contradictions in subjects. To do this, we select an object and propose to find the positive and negative qualities of this object. You can start playing these games with children as young as 4 years old.

First, we take an object that does not evoke positive or negative associations in children. Since children are more inclined to name the positive aspects of an object, at the 1st stage of the game we call it bad, children call it good. Children of the 5th year of life can be divided into two teams, one team says good, the other bad, competing to see who can name the most qualities. When working with older preschoolers, we take objects that have social significance for children and learn to find contradictory properties ( “Next year we will go to first grade—is this good or bad?”

).

Game- TRIZ “Black and White”

Children are asked to classify positive and negative characters by their houses. (Who can live in a black house? (wolf; Baba Yaga, Barmaley, etc.)

.
Who can live in a white house? (Snow White, Little Red Riding Hood, Thumbelina, etc.)
. Then children are invited to show their imagination and offer their own answers. What will happen if the hare, snow, sugar suddenly turn black? What will happen if the road, dirt, clouds turn white?

Game "Fourth wheel"

- teach to see each item as superfluous, depending on what criteria are being compared.
On the card there is an image of four objects of the same classification group. Explain to the children that “extra”
so that no one is offended.

Game "The World Around Us"

— improve children’s skills to classify all objects of the material world into natural and man-made. Children determine which part they should be put into.

TRIZ game “Runaway numbers”

- find the place of the number in your house in increasing size - from smaller house to larger one.

The teacher first lays out the houses in order and mixes the numbers, and the children find their place for each number. Then he puts the numbers in the wrong houses, and the children find the correct place for them, or the children are offered incomplete numbers, and they visually imagine what number it is.

In the game "Staircase of Opposites"

The technique of opposite meanings is well absorbed.
This game is perceived by children as early as 3 years of age. First, we teach children to select words that are opposite in meaning (function)
.

She paid great attention to the systematic implementation of games and exercises: “Complete the drawing”

,
“What toy?”
,
"Shifters"
. I constantly used joke tasks in my work, which helped to overcome the inertia of thinking and were gymnastics for the mind.

I also use the empathy

. Its essence is to fully identify oneself as someone or something. For example, we are going to wash our hands, I ask the children what soap is thinking about now, if the children were at a loss, then I gave the first options myself - he is afraid that we will dirty it with our hands, he is happy that it will help make our hands clean, etc. Then I suggest taking the image of an animal, a flower, etc. The children quickly understood the meaning of the game and presented very interesting answers.

The method of system analysis helps to gain a comprehensive understanding of a subject or phenomenon. It allows you to look into the history of the creation of an item, break down the item into details, and even look into the future of the item. The system operator can begin to be used in the 2nd junior group when getting acquainted with everyday objects, the immediate environment, and when describing toys. First, we take 3 screens out of 9. Over time, we move on to using the entire 9-screen system. The system is characterized by the RVS operator (size, time, cost)

. By changing one of these operators, you can change the properties and qualities of an item. For example, when solving the problem of saving Kolobok, we will change the size operator and increase the Kolobok so that the fox cannot swallow it.

When introducing children to different states of aggregation, the little people method (M.M.Ch.)

.M. M.Ch. is a practical implementation of G.S. Altshuller’s ideas on modeling the world. Children's acquaintance with M.M.Ch. begins in the group of children of the 5th year of life on the simplest phenomena, when we introduce children to water, snow, ice: in the cold, water freezes, ice melts in warmth, and near a battery, water evaporates faster.

After children learn to identify contradictions and use the system operator, we begin the second stage of work on TRIZ . Psychological inertia hinders the ability to find a fundamentally new solution; even children have it. The first answer to the question “How to save a bun?”

—
“Kill the fox
.
Therefore, we should liberate children’s thinking, give free rein to their imagination, and at the same time, pay attention to the moral side of resolving the issue. This is very important, since a powerful flow of aggressive information is directed at children from the outside and the first answers are aggressive answers: kill, break, kick out, etc. In the problem statement, as a contradiction, we lay down the moral side of the question: “How to save a bun without causing harm?” harm the fox?
One of the methods that helps relieve psychological inertia and develop imagination is the method of focal objects (M.F.O.)

. Work on M.F.O. can be started with children of the 4th year of life. In this case, the following tasks are solved:

· come up with something new, modifying or improving a real object;

· introduce children to a new object;

· create a story or fairy tale about the object in question, using the found definitions;

· Analyze a work of art.

Another method that removes the inertia of thinking and allows you to increase the number of options being sorted out is morphological analysis. Using this method, it is easier to identify all possible solutions to a problem that may be missed with a simple search. Children learn to find answers using an algorithm and invent objects with new properties and qualities. "Mysterious Belt"

,
“Numerical yes-no”
,
“Subject yes-no”
- morphological analysis. Children learn mental action and the ability to work with a lack of data. An object is guessed at, and the child tries to guess it using leading questions. You can only answer with yes or no.

The game “Magic Glasses” develops the ability to select words based on sounds; practice in agreement with the adjective. Children wear glasses of different colors (shapes, and name words for the sound being studied using this color (shape)

.For example: [s] and green glasses - green sled, green sun, green dog. You can discuss the resulting options with your children - green dog - when can this happen? – a toy or dog is dirty with green paint, etc.

Next, when working with children, I tried to use the “Brainstorming”

. Its essence is that during a casual conversation, a variety of options for solving the proposed problem are offered. The main condition for the success of the work is the unconditional prohibition of evaluation and criticism of the proposed options. Moreover, the most unexpected and unusual proposals are encouraged. The next stage of the method is the selection of ideas or specific solutions.

At the third stage of working with children, we solve fairy tale problems and compose fairy tales: TRIZ schemes ”

,
"Journey through a fairyland"
. But before composing fairy tales, it is advisable to teach children to solve fairytale problems. We are trying to help fairy-tale characters who find themselves in a difficult situation. Solving a problem often depends on identifying and using resources; children strive for an ideal end result. They learn to look for a way out of any difficult situation, independently compose descriptive and plot stories, and construct complex sentences using comparisons and definitions.

Game "Teremok"

- typical fantasy techniques.
Various items are given to the children. The teacher plays the role of leader. Sits in the "teremka"
.
Everyone who comes to Teremok
will be able to get there only if they say how their item is similar to or different from the presenter’s item.

TRIZ methods not only in classes, but also in all routine moments: in the morning, when washing, getting dressed for a walk, while walking and during play activities. TRIZ fits successfully into project activities, since the project begins with a problem situation. Here children find a way out of a problem situation, draw up a plan for solving it, think through the products of the project, and then implement them in practical activities.

It is impossible not to note the importance of family involvement in the implementation of this problem. Parents are helpers all the time. They actively participated in drawing competitions, crafts made from natural materials, holidays, and entertainment. I introduced them to games that they could then use in communicating with children, and offered various homework assignments: write a story about their favorite animal, compose and illustrate a fairy tale with drawings. Write a story about your family, etc.

As a result of our work, the children in our group have largely overcome the feeling of shyness, constraint, and “language barrier”

. They gradually develop logic of thinking, speech activity, a vision of the versatility of the world around them, its inconsistency, and patterns of development; that is, they learn to think systematically. I never cease to be amazed at their curiosity and activity in searching for answers to questions that interest them.

The ideal final result in TRIZ

An ideal solution or an ideal final result is a situation in which the problem is solved without any costs or losses. That is, external resources are not used, nothing in the system is complicated, and no undesirable effects appear.

The formulation of an ideal solution can be carried out in three ways, but in any case it is necessary to use the words “himself”, “self”, “independently” and the like. If you formulate the IFR correctly, then the desired effect will be achieved almost free of charge, that is, using already existing resources.

So, three formulations of the IFR are mainly used:

1. The system independently implements this function.
2. There is no system, and its functions are performed using available resources.
3. The function is not necessary.

Top most popular games used by TRIZ teachers

This collection contains the most popular games that are used in TRIZ pedagogy. These are the most famous and effective games, and not all possible ones. Since all the possible ones would hardly fit even in a weighty volume, moreover, their number is constantly growing. The fact is that TRIZ pedagogy, like a sponge, absorbs all the effective tools that develop thinking and creativity. And the most proven ones remain in the arsenal of TRIZ teachers and are successfully used in the classroom.

Check yourself, are you familiar with all the educational games from the selection? And if so, are you using all the games as efficiently as possible?

The selection can be useful both for new TRIZ teachers and for all teachers and parents who are involved in the development of thinking in children.

1) YES-NO

Recommended age: from 7 to 100 years.

The essence of the game: the presenter makes a wish for something. Participants guess what by asking questions. But you can only ask questions that the presenter can answer “yes” or “no.”

One of the simple questions, for example: “Guess what kind of food I ordered?”

What are the benefits of the game? We train the ability to ask strong questions. Within the framework of the game, these are those that cut off many possible answers at once. We also train our memory - because in order to solve the subject, you will have to remember many previous answers in your head!

Additional ideas: at some point, players may form an algorithm for solving (a clear sequence of strong questions). Then change what you wish for! Let this time it be not an object, but a hero of a book or film. Have you gotten used to it? Great, let's come up with other types of yes-no. For example:

• Yes-no under a microscope;
• Yes-no from the pictures;
• Yes-no about ancient species.

The main thing is not to forget to mark strong questions. You can also complicate the conditions - for example, you can ask no more than 10 questions. Did you manage? And now no more than 7. Is it hard to guess in 5 questions? There is no limit to perfection

2) DRUDL

Recommended age: From 5 to 100 years.

The essence of the game: the presenter offers to look at some incomprehensible abstract picture. Participants come up with as many options as possible for what this image looks like.

What are the benefits of the game? Such visual riddles are used in TRIZ pedagogy to develop imagination; they also work well as a warm-up to activate creative thinking before subsequent tasks.

Additional ideas: you can not only look at droodles, but also draw and complete them yourself one by one. For example, the first participant drew a doodle, and the second completed it to some kind of full-fledged object and vice versa.

You can continue to draw the same doodle, because the more options you find, the more you will boost your imagination. Examples here.

Droodles can also be found in real life, for example, on a fence. Examples here.

Tree crowns and clouds serve as excellent droodles for a walk. On the road, you can even take a photo of the cloud on your phone and finish drawing it in any drawing program:

Or maybe it’s more convenient for you to solve droodles in the form of short animated videos? And the cartoon format is closer to children. Then you can use the selection of video doodles on our YouYube channel TRIZiKot.

3) MAGNETIC ANOMALY

Recommended age: from 5 years to 8 years.

The essence of the game: imagine that we find ourselves on a mysterious planet. It is almost the same as ours, but magnetic anomalies very often appear on it. All inhabitants of the planet, in order not to fly into outer space, need to, at the command of the presenter, have time to “magnetize” to a certain object.

What are the benefits of the game? With its help, you can master various properties of objects in an active form, as well as develop ingenuity and creativity.

Additional ideas: Objects in a game can be either items or properties. For example, “let’s magnetize to the wall!” or “let’s get magnetized to green!” And when simple objects and signs are mastered, we begin to get creative. For example, in a room where there are no plants, say “attach to something growing.” Here you need to realize that people also grow. Or maybe we can find some even more unusual answer?

Or “magnetize yourself to the ceiling” - this problem still needs to be solved before you implement it

By the way, to make it more fun and active, we play for speed and turn on the countdown! 5…4…3…2…1…!

A detailed description of the game, video instructions and a list of properties that you can play can be found at the link.

4) SUN-DOG-TOMATO

Recommended age: from 10 to 100 years.

The essence of the game: this exercise is similar to “Find the extra one,” only in reverse. The task is to find a unifying feature between two objects and exclude the third.

What are the benefits of the game? According to the author, with the help of the game you can even create a new convolution for yourself. But only if you reach a new level of solution, find a new area of ​​comparison that other participants in the game have not yet found, and which was not on the surface!

Additional ideas:

A detailed description of the exercise from the author Sergei Faer is at the link.

You can see how participants find new levels of solutions here.

5) Good-bad

Recommended age: from 10 to 100 years.

The essence of the game: the presenter names any phenomenon or event (for example, winning the lottery), and the participants take turns calling what is good about it and what is bad about it.

What are the benefits of the game? The game trains the ability to find and identify contradictions - one of the main skills of “TRIZ” thinking. Indeed, at the heart of almost every inventive problem lies precisely the contradiction: “in some ways this is good, but in some ways it is bad.” After correctly formulating the contradiction, the problem is much easier to solve.

Additional ideas:

“Good and Bad” can be played in another way. For example, build a chain where participants find the pros and cons of not one event, but its various consequences. For example, the presenter says the first negative fact: “I slipped on the ice,” the first participant must say why this is good, for example, “next time I will be more careful.” And the next participant must say why the previous fact is bad: “I will look too carefully at my feet and will not notice the friend who was walking from the other side of the street” and so on. Another version of the “Good-Bad” game - training on turning harm into benefit - can be viewed at the link.

6) Universal item

Recommended age: from 6 to 100 years.

The essence of the game: we choose any object that is familiar to us and ask us to come up with how it can be used in another way? In addition to the main purpose. For example, a chair!

What are the benefits of the game? The exercise trains the ability to see not only the main function of an object (what it was created for), but also hidden functions (what else it might be useful for, for example, in some unusual situation).

Additional ideas:

The main thing in this exercise is not to stop at the first answers. After all, only when the brains begin to creak does progress occur. You can see how participants find new uses for such an ordinary object as a chair - here.

7) Break the stereotype

Recommended age: from 10 to 100 years.

The essence of the game: you need to choose several templates/known facts/stereotypes and come up with situations where they do not work. For example: The snow is cold. The fire is hot. The water is wet.

What are the benefits of the game? One of the key characteristics of an inventor's mindset is the ability to think outside the box. Seeing the unusual in the ordinary, seeing differently, in general, breaking the mold. The game will help to break the inertia of thinking and get out of the “automatic mode” of the brain.

Additional ideas:

You can watch how the participants play “Break the Stereotype” by following the link.

A version of the game for kids is “Edible - Inedible”. Choose any inedible object and figure out when it can be edible (an edible ball in the form of a cake or when made from fruit). And vice versa, when something edible can be inedible (an apple when it is old or plastic).

A version of the game for adults is “Paradoxes”. We combine two qualities together, for example “Living” and “non-living”. And we come up with an answer to the question: “What can be both living and nonliving at the same time?” . Possible answers from participants.

Creative fight

Recommended age: from 8 to 100 years.

No one will get hurt in a creative fight. But the brain will be well trained on open tasks.

What is this? Open problems are those problems that are found in real life, and not on the pages of ordinary school textbooks. In open problems, as a rule, there are no clear conditions; there may be several solutions and not just one correct answer - but many. An entire section is devoted to the theory of Open Problems on the Education for a New Era portal.

How to play open challenges? Based on solving open-ended problems, the intellectual team game Creative Fight was created. Participants are divided into teams and solve open-ended problems. Their decisions are evaluated according to special parameters. You will find more information about the rules of the game, nuances, as well as tasks that you can play on the Creatime portal.

Additional ideas:

You can also add an active element to solving open problems! To begin with, we set any open tasks for the participants, for example:

• A coin sinks in water, but how can you prevent it from sinking?
• Clothes get dirty, but how can you prevent them from getting dirty?
• How to prevent a balloon from bursting?

And then you are free to figure out which activity element to include! For example, participants stand at the start, and for each decision made, the participant jumps forward and approaches the finish line. Who will get there first?

Or the participants stand against the same wall. Everyone comes up with solutions. If someone has not come up with a solution, then instead of answering, he can do a physical exercise, for example, bend his arm and walk back and forth to the opposite wall. Then, if there is no answer again, bend your other arm and walk again, then your leg, and so the task of walking will gradually become more difficult.

Or include a ball in generating answers. Whoever catches the ball must come up with a solution and throw it to the next player.

9) Additional materials

There are many more games from the arsenal of TRIZ teachers that are not included in this top, but are compactly collected and presented in cards. For example, these are games for writing fairy tales, for systems thinking, for cause-and-effect relationships.

For information on how to get games in cards, follow the link.

Big request:

Do you think that some cool and effective educational game was not included in this list? We will be glad if you add to it and tell us about this game in the comments!

Thank you in advance!

The TRIZiKot project is educational games, exercises and cartoons for children, parents and teachers.

You can register for seminars on TRIZ pedagogy for teachers

Here.

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Types of resources

Resources are everything that is useful and necessary to achieve the desired result. As we remember, to achieve IFR it is necessary to use only those resources that are already available. In TRIZ they are divided into several categories:

• Temporary.
• Informational . This includes books and other media, as well as social channels.
• Material-material . Here it is worth noting equipment, money or parts.
• Spatial . Area, volume and other resources.
• Human . This category includes people themselves, as well as their capabilities, including vision, hearing, smell and touch.
• Energy . Electrical, thermal, atomic energy, sound signals, etc. are distinguished here.
• Other . This includes culture, image and other resources, including past events.

Decision techniques for TRIZ

TRIZ has identified 40 different methods and techniques for solving contradictions in technical inventive problems. Below I will list 10 of the most popular ones.

Crushing principle

It works like this:

1. divide the object into independent parts;
2. We carry out tasks in disassembled form;
3. increasing the degree of crushing.

The principle of adjudication

Here we separate from the object those parts or properties that interfere or are not needed, or, conversely, we select the necessary elements.

The principle of unification

To implement it we do the following:

1. we connect objects that are homogeneous or intended for related operations;
2. We combine homogeneous or related operations in time.

The principle of "vice versa"

Here we follow this algorithm:

1. we perform the opposite action to what is dictated by the conditions of the task;
2. we make the moving part motionless, and set the motionless part in motion;
3. we turn the object inside out or turn it upside down.

The principle of continuity of useful action

When implementing it, work must be carried out continuously. In this case, all elements must operate at full load at all times, and the performer should eliminate idle and intermediate actions.

The principle of “turning harm into benefit”

A non-standard method, but it works, and in the following way:

1. We use harmful factors to achieve a positive effect;
2. we eliminate a harmful factor by combining it with other harmful factors;
3. we strengthen the harmful factor to such an extent that it ceases to be harmful.

The principle of "intermediary"

To implement it, you should introduce an intermediate object that carries or transmits the action. You can also temporarily attach another easily removable object to an object.

Self-service principle

Everything is simple here - the object maintains itself independently, and, if necessary, performs auxiliary and repair operations.

Copy principle

Instead of an inaccessible, complex, expensive, inconvenient or fragile part, simpler or cheaper copies can be used.

The principle of cheap fragility instead of durability

This means replacing an expensive part with a cheaper set that is inferior to the original in some qualities, such as durability.

TRIZ tasks for adults

1. A barber in a small Italian town always said that he would rather cut and shave two tourists than one local. Why? (Answer: because the payment for two clients is more than for one.)
2. One day my son rode a bicycle from the city to the village. An hour later, the father rode out to meet his son from the village to the city, also on a bicycle. They met in a roadside cafe. Which of them will be closer to the city if they were driving at the same speed? (Answer: at the same distance.)
3. There were two black grouse sitting on a tree. The hunter shot one of them. How many birds are left on the tree? (Answer: most likely, none. When shot, birds usually fly out of the trees.)

The connection between TRIZ and creative approach

To understand what TRIZ technology and the creative approach have in common, let’s identify some similarities in them. So, both methods are based on the following methods for finding a solution:

• Brainstorming is an active discussion of an object by several participants without preliminary evaluation of proposals. Each person should offer as many options as possible for solving the problem, even if they are unrealistic to implement.
• The method of analogies involves comparing and identifying similarities between two objects. Works great when combined with brainstorming.
• Morphological analysis is a search for solutions for individual elements of a problem and their further combination in work.
• The focal object method is a search for associations with random objects and the use of those properties that are not associated with the main subject.
• Robinson's method involves searching for as many different uses as possible for a selected object.
• A system operator involves finding connections that allow the creation of a separate system.

Consultation for teachers “Compiling fairy tales using the catalog method using TRIZ technology”

municipal autonomous preschool educational institution of the city of Novosibirsk “Kindergarten No. 555”

(MADOU d/s No. 555)

Project topic: “Compiling fairy tales using the catalog method with children of primary preschool age”

Project participants:

children of the “Cradle” group, teachers, junior teacher;

Project type:

short-term, cognitive, informational, speech, creative;

Project implementation timeline:

1 day

Prepared by: teacher Sabrekova V.V.

Qualification: no

Novosibirsk 2021

Target:

Compiling fairy tales using the catalog method with children of primary preschool age.

Task:

Teach the child to connect randomly selected objects into a single storyline, develop the ability to compose a fairy-tale text according to a model in which there are two heroes (positive and negative) who have their own goals; their friends who help them achieve these goals; a certain place.

This method was developed by Berlin University professor E. Kunze in 1932. The essence of the method is its application to the synthesis of fairy tales: the construction of a related text of fairy-tale content is carried out using randomly selected media (heroes, objects, actions, etc. ).

The method was created to remove psychological inertia and stereotypes in inventing fairy-tale characters, their actions and describing the place of what is happening.

The area of ​​speech development includes mastery of speech as a means of communication and culture, enrichment of the active vocabulary; communication development; development of speech creativity. And also, acquaintance with book culture, perception of fiction, both of one’s own people and the peoples of other countries, folklore; stimulating empathy for characters in works of art.

Fairy tales play a big role here. After all, fairy tales not only introduce the history of Russia, Russian culture, customs, but also make children laugh and empathize, worrying about the heroes, teach them to distinguish good from evil, truth from lies, give the first concepts of justice, conscience, honor, nobility and deserved punishment , they make you love the world around you.

Using TRIZ technology in our work, we can distinguish several models:

• A model for composing a fairy tale using the “Catalog” method,
• Model of composing a fairy tale using the method of “Morphological analysis”,
• A model for composing a fairy tale using the “System Operator” method,
• A model for composing a fairy tale using the TPF method,
• A model for composing a fairy tale using the “Magic Triangle” method.

We will focus on the “Catalog” method.

Children can perceive and understand the algorithm for composing a fairy-tale text if the teacher has done quality preparatory work.

Reading is a must.

From familiar fairy tales, children learn to identify the characteristic features of fairy tale texts; identify the main characters in a fairy tale, their character, properties. Children themselves learn to conclude that a fairy tale can take place anywhere, that the hero of a fairy tale can be any object.

Work on preparing for the compilation of texts with fairy tale content in a kindergarten can be organized from the age of 3 through a system of creative tasks.

A system for teaching the composition of fairy tales can be built subject to a consistent selection of games and game exercises.

Algorithm:

1. A small group of children is invited to compose a fairy tale (story) using a book.
2. The teacher asks the children a question, the answer to which the child “finds” by pointing out a word on an open page of typed text.
3. The answers “found” in the book are gradually collected into a single storyline.
4. When the fairy tale is compiled, the children come up with a name for it and retell it.
5. The teacher asks the children to remember what questions they answered using the book (deriving an algorithm of questions).
6. Productive activities for children: modeling, drawings, appliqué, construction or schematization (recording the actions of a fairy tale using diagrams).
7. Ask the children to tell a made-up fairy tale at home.

Rules for finding answers to questions:

1. A question is asked to the children. For example: “Once upon a time there was someone?”
2. The teacher opens the book to any page and invites the child to point his finger at any word (for example: “Once upon a time... a pencil!”). So the story will be about a pencil that gets into trouble.
3. The next answer to the question is searched on any other page.

If according to the plot there should be a noun or a verb, and the child pointed to another part of speech, the teacher needs to change the word into the desired part of speech, or find another one on the same line.

If children lose interest in writing, you need to:

• “Collect” the plot at a fast pace.
• React emotionally to every “found” answer (surprise, joy, horror, etc.)
• Use dramatization techniques.
• Stop looking for “answers” ​​in the book, and come up with the ending of the story together with the children using brainstorming techniques.

As you use this method, you should strive to ensure that children independently make connections of randomly selected “answers” ​​and restore the sequence of questions. Sometimes the child takes on the role of leader. He poses questions himself and “reads” the answers himself. The teacher performs the function of a controller. From time to time it is recommended to recall invented stories and tell them like storytellers.

With children three to three and a half years old, as a variant of the catalog method, the game “Wonderful Bag” is played.

It may contain toys or pictures, which are the first objects for composing 3-4 sentences of coherent text.

Sample chain of questions

for children 3 - 4 years old:

• Once upon a time... Who?

• Who was he friends with?
• The evil one came... Who?
• Who helped the friends escape?
• Thus, Catalog method

  prepares the child to master more complex models of composing fairy tales. It is recommended to use this method to teach children to compose a logically connected text in which good defeats evil. Actions must take place in a specific place and time.

A card index of fairy tales on the use of modeling elements for speech development in working with children of primary preschool age.

How to use TRIZ to solve a problem

For technology to help solve the problem, it is advisable to follow the following algorithm of actions:

1. Formulate an inventive problem.
2. Analyze the system and determine what parameters it consists of.
3. Identify the contradiction and determine what type it belongs to.
4. Formulate the ideal end result.
5. Identify available resources that will assist in the solution process.
6. Use one or more suitable techniques.
7. Analyze the result.