TRIZ-PEDAGOGY AS A MEANS OF DEVELOPING CRITICAL THINKING IN PRIMARY SCHOOL CHILDREN

Abstract

The article is dedicated to a problem of development of critical thinking in primary school children. As a solution to the problem, TRIZ-pedagogy is considered in lessons of literary reading as a means of developing critical thinking. The purpose of the research is to determine the level of development of critical thinking in primary school children and to test the use of various methods of TRIZ-pedagogy in literary reading lessons class. The use of TRIZ-pedagogy for development of critical thinking in children will be effective if: purposefully and specifically apply this method; develop lessons using a wide variety of techniques of this technology. The study is described in three stages: the ascertaining, forming and control. Diagnostic methods are carried out: “Absurdities” by R. S. Nemov, “Simple analogies” (Yu.I. Kulagina, V.N. Kalyutsky), research of the speed of thinking (T.A. Ratanova, N.F. Shlyakhta).