Explanatory note.

In modern society, the continuity of additional education and school subjects: mathematics, physics, technology, information technology, is almost unthinkable in any aspect of society, schoolchildren want to join the achievements of the modern information revolution.

An important role is played by the integration of general and additional education, which makes it possible to prepare children for independent work in the classroom of technical creativity.

Modeling, designing helps to realize the importance of one's work, brings up responsibility, increases self-esteem. The purpose of technical creativity: to teach how to create oneself as a creator who can call on a computer to help oneself, to teach how to make toys, models with one’s own hands, to teach how to use a computer in order to use it to make a scan, a toy and its description. To teach to present to oneself the result of one's work at a level worthy of the achievements of modern information culture. The process of obtaining a finished computer product (printing out sweeps of geometric bodies, etc.) is important, to carry out the intended work.

Technical achievements are increasingly penetrating into all spheres of human activity and are causing the growing interest of children in modern technology. Technical objects appear tangibly close to the child everywhere in the form of dozens of things and objects surrounding him: household appliances and apparatus, toys, transport, construction and other machines. Children learn and accept the world as they see it, try to comprehend, understand, and then explain.

The issue of involving school-age children (especially boys) in associations of technical creativity is relevant. All the benefits of civilization are the result of technical creativity, starting from ancient times, when the wheel was invented, and until today, technical progress is due to people who create new technology that makes life and work easier.humanity.

The educational program of the Technical Creativity Studio was developed on the basis of the Law of the Russian Federation "On Education", "Convention on the Rights of the Child", on the basis of the "Technical Creativity" program, model programs of the Ministry of Education of the Russian Federation in the subject "Technology" "Computer Science" and is aimed at developing the creative potential of students in the process of mastering them with various knowledge and skills in the field of technical design and modeling.

The educational program of the Studio of Technical Creativity MBOU DO "DDT" in the village of Purpe was developed on the basis of the following regulatory documents:

Law No. 273-FZ "On Education in the Russian Federation" dated December 29, 2012;

Law No. 55 CJSC dated 06/27/2013 "On Education in the Yamalo-Nenets Autonomous District", a long-term target program "Development of the education system of the Yamalo-Nenets autonomous region for 2011-2015";

The concept of a nationwide system for identifying and developing young talents dated April 3, 2012;

The Concept for the Development of Additional Education in the Russian Federation, approved by the Decree of the Government of the Russian Federation dated 04.09.2014 No. 172;

Federal State Educational Standard of Primary General Education, approved by order of the Ministry of Education and Science of the Russian Federation dated06.10.2009 No. 373;

Federal state educational standard for basic general education, approved by order of the Ministry of Education and Science of the Russian Federation of December 17, 2010. No. 1897.

Mandatory minimum content of the basic general course of technology, information technology.

The program involves the activities of students in the field of radio engineering,lego-design, robotics and is a modified program and compiled on the basis of:

Exemplary programs for secondary schools at the rate of "information technology", "technology", and taking into account the requirements of the Federal State Educational Standard for primary andbasic general education;

Teaching aids onlego- design, robotics.

The program was developed in accordance with the Exemplary Requirements for Educational Programs of Additional Education for Children (Letter of the Ministry of Education and Science dated December 11, 2006 No. 06-1844).

When developing the program, methodological developments were used:

The program "Robotics: design and modeling", author Filippov Sergey Aleksandrovich, State Budgetary Educational Institution "Physics and Mathematics Lyceum N 239 of the Central District of St. Petersburg;

Educational program of additional education in educational robotics, author-compiler: N.V. Nichkov, T.A. Nichkova, p. Panaevsk YaNAO;

Justification for the choice of an exemplary or author's program for the development of a work program.

Compliant with Federal State educational standard primary and basic general education

Information about the changes made to the exemplary or author's program and their justification.

The program is focused on the active involvement of students in scientific and technical creativity, is developing, personality-oriented in nature and allows you to satisfy the cognitive and communicative interests of children, as well as to form activity skills at the level of practical application.

Feature of the program.

novelty is that, having a technical focus that ensures the development of children's creative abilities, the program is comprehensive and is an integrated course, including knowledge in such subjects as physics, mathematics, computer science. Assimilation of new knowledge and skills by the child,the formation of his abilities does not occur through passive perception of the material, but through active, creativesearch in progressvarious activities - independent work with drawings, development and implementation of their own projects using computer technology, design, modeling, manufacturing and practical launch of models.

Distinctive features of this program is that it focuses on:

An integrated approach to content in the field of technical creativity;

Increasing motivation for classes by including children in creative activities;

Formation of students' special knowledge in the field of technical design and modeling from various materials and using modern material and technical equipment of scientific and technical associations;

Awakening children's interest in science and technology, contributing to the development of design inclinations and abilities in children, creative technical solutions.

A feature of the program is the organization of the educational process based on the competence-activity approach: individual design, research and creative work is carried out and special competencies of students are formed.

Relevance of the program.

The high need for obtaining additional knowledge in the field of technical design, programming, computer science for successful learning, self-determination and choice of profession, for the development of logical, algorithmic thinking, successful integration into the modern information society - these tasks are solved in the course of mastering educational programs of scientific and technical orientation.

Technical creativity studio organizes educational process based on the activities of 2 associations: "TECHNO-MIR", "Robotics".

Training in the association "TECHNO-MIR" takes place in several educational sections "Introductory section", "Fundamentals of radio electronics", "Developing"Lego", « lego-construction", "Project activity".

Training in the association "Robotics" is carried out in sections: "Introductory section", "Fundamentals of design", "Introduction to the LEGO Mindstorms Education NXT 2.1 program, Programming a servo motor, Building and programming robots, Robot games and competitions, Creative projects.

The content of the sections of the Studio's program is integrative, practice-oriented.

creative method is used in this program of the Technical Creativity Studio as the most important artistic and pedagogical method that determines the qualitative and effective indicator of its practical implementation. Creativity is understood as something purely peculiar, unique, inherent in every child and therefore always new. This new manifests itself in all forms of technical activity of children..

The content of the program is modeled on the basis of modern pedagogical approaches, among which the most significant are:

System-activity approach is aimed at achieving the integrity and unity of all the components of the program. In addition, a systematic approach allows you to coordinate the ratio of parts of the whole. Using a systems approach allows the interaction of one system with others.

Cybernetic approach involves the transition from a positive (poor-quality) connection to a negative (qualitative) connection in the learning process.

Motivational Approach is realized through the implementation of the following regularities:

a) the educational process is built to meet the cognitive needs of children studying in a circle association;

b) cause-and-effect relationships, emanating from the meaning of activity, encourage action.

Person-Centered Approach includes such conditions for the development of the student's personality, such as:

a) the development of the student's personality occurs only in the activity of the student;

b) the development of a personality is effective when using the subjective experience of this personality - and involves the implementation of the following patterns:

1) creating an atmosphere of interest in the results of educational and cognitive activities;

2) learning self-reflection activities;

3) education of the ability to self-determination, to effective communications of self-realization;

4) freedom of thought and speech of both the student and the teacher;

5) the situation of success in learning;

6) deductive teaching method (from particular to general);

7) increasing the level of motivation for learning.

Purpose of the program: Creation of conditions for motivation, preparation and pre-professional orientation of schoolchildren for the development of abilities for technical creativity.

Program objectives:

1. 1. 1. 1. Educational

The use of modern developments in technical design and modeling in the field of education, the organization on their basis of active extracurricular activities students.

Familiarization of students with a set of basic technologies used in modern technical design and modeling.

Implementation of interdisciplinary connections with physics, computer science and mathematics, drawing, technology.

The solution by students of a number of cognitive tasks, the result of each of which will be the independent development of a technical model using various materials and constructors.

1. 1. 1. 1. Educational

The development of students' engineering thinking, design skills, programming and effective use of various technologies in the field of technical creativity.

The development of fine motor skills, attentiveness, accuracy and ingenuity.

Development of creative thinking and spatial imagination of students.

Organization and participation in games, competitions and competitions as a consolidation of the material being studied and in order to motivate learning.

1. 1. 1. 1. Educational

Increasing the motivation of students to invent and create their own technical models.

Formation in students of the desire to obtain a high-quality finished result.

Formation of skills of project thinking, teamwork.

Category of students : children 7-10 years old.The program is designed taking into account the age characteristics of children and the accumulated experience of activities, and is designed for age groups: younger (7-8 years old), older (9-10 years old).

Implementation timeline : 2 years.

From the first year of study, students are offered classes in various sections. Students can be accepted into the association both for the 1st year of study and for the 2nd year of study, based on the interview and the individual abilities of the children in the field of technical design and modeling.

The place of association of the Studio of technical creativity in the curriculum.

In accordance with the curriculum of the MBOU DO "DDT" in the village of Purpe, the work program is drawn up based on the requirements for educational programs of additional education in a scientific and technical direction.

Classes according to the program are held by age groups 2 times a week for 4.5 hours, classes are held for 40 minutes with a 10-minute break. Training is conducted with a group of children in the amount of 10-15 people. Total hours per yearis 162 hours.

general characteristics educational process: methods, forms of training and mode of employment.

The program includes the following activities:

Value-oriented and communicative activity . Contributes to the enrichment of visual memory and the activation of figurative thinking, which are the basis of creative activity. In the process of aesthetic perception of the world, children are assigned higher spiritual and moral values ​​and ideals of national culture; children acquire the competence of an active spectator, able to conduct a dialogue and argue their point of view;

Technical creativity - the type of activity of students, the result of which is a technical object that has signs of usefulness and subjective (for students) novelty. Technical creativity develops interest in technology and natural phenomena, contributes to the formation of motives for studying and choosing a profession, acquiring practical skills, developing creative abilities, etc.

Classes under this program include organizational, theoretical and practical parts. The organizational part must ensure the availability of all tools, materials and illustrations necessary for the work. The theoretical part of the lessons at work should be as compact as possible and be accompanied by illustrations, methods and techniques of work.

Methods of studying the subject.

a) explanatory and illustrative,

b) reproductive,

c) problematic presentation of the studied material,

d) partial search,

e) research method.

Pedagogical conditions and means of implementing the standard (forms, types of classes and teaching methods).

Forms: educational lesson.

Types:

Theoretical classes;

Workshops;

- reflection (repetition, consolidation of knowledge and development of skills)

Combined lesson;

Master classes for children;

Control of skills and abilities.

Teaching methods:

Methods of organization and implementation of educational and cognitive activities:

1. Verbal, visual, practical.

   inductive, deductive.

   Reproductive, problem-search.

   Independent, non-independent.

Methods of stimulation and motivation of educational and cognitive activity:

1. Stimulation and motivation of interest in learning.

   Stimulating duty and responsibility in learning.

Methods of control and self-control over the effectiveness of educational and cognitive activity:

1. Oral control and self-control.

Forms of control.

Individual and frontal survey

Work in pairs, in a group

Slice work (tests)

Approximate content of the program of the Association "Robotics" by sections

№ n\n

Section name

1 year of study

2nd year of study

"Introductory Section"

6

1

"Design Fundamentals"

29

-

« Introduction to LEGO Mindstorms Education NXT 2.1»

10

-

« Programming the servomotor»

43

-

« Createdresearch and programming of robots»

72

108

"Integrated Programming and Debugging Environment BricxCC"

-

53

Total:

162

162

Student Achievement Assessment System; tools for evaluating results.

The program is aimed at achieving by students personal, meta-subject and subject results of mastering the program of additional education in technical areasl values.

General results technological education consist of:

Formation of a holistic view of the technosphere, which is based on the relevant knowledge, skills and methods of activity acquired by schoolchildren;

Gained experience of various practical activities, knowledge and self-education; creative, transformative, creative activity;

Formation of value orientations in the field of creative labor and material production;

Willingness to make a conscious choice of an individual trajectory for subsequent professional education.

Education under the program of scientific and technical orientation is designed to provide:

The formation of a holistic view of students about modern world and the role of technology and technology in it; the ability to explain the objects and processes of the surrounding reality - the natural, social, cultural, technical environment, using technical and technological knowledge for this;

The development of the personality of students, their intellectual and moral improvement, the formation of tolerant relations and environmentally appropriate behavior in their everyday life and work;

Formation of a system of social values ​​among young people: understanding the value of technological education, the importance of applied knowledge for each person, the social need for the development of science, engineering and technology, attitudes towards technology as a possible area of ​​​​future practical activity;

The acquisition by students of the experience of creative and creative activity, the experience of cognition and self-education; skills that form the basis of key competencies and are of universal importance for various types of activities. These are the skills of identifying contradictions and solving problems, searching, analyzing and processing information, communication skills, basic labor skills of manual and mental labor; measurement skills, cooperation skills, safe handling of substances in everyday life.

The personal results of mastering the program by students are:

The manifestation of cognitive interests and activity in the field of technical creativity;

Development of diligence and responsibility for the quality of their activities;

Mastering the attitudes, norms and rules of the scientific organization of mental and physical labor;

The manifestation of technical, technological and economic thinking in the organization of their activities;

Self-assessment of readiness for creative activity in the field technical labor.

The meta-subject results of mastering the program are:

Algorithmic planning of the process of cognitive labor activity;

Determination of methods of solving an educational or labor task that are adequate to the existing organizational and material and technical conditions on the basis of given algorithms;

Combining well-known algorithms of technical and technological creativity in situations that do not involve the standard use of one of them;

The manifestation of an innovative approach to solving educational and practical problems in the process of modeling a product or a technological process;

Search for new solutions to a technical or organizational problem that has arisen;

Independent organization and performance of various creative works on the creation of technical products;

Virtual and natural modeling of technical objects and technological processes;

Bringing examples, selection of arguments, formulating conclusions on the justification of technical, technological and organizational solutions; reflection in oral or written form of the results of their activities;

Selection of various sources of information for solving cognitive and communicative tasks, including encyclopedias, dictionaries, Internet resources and other databases;

Coordination and coordination of joint cognitive and labor activity with its other participants;

Compliance with the norms and rules of safety of cognitive labor activity and creative work.

The substantive results are:

In the field of knowledge:

Rational use of educational and additional technical and technological information for the design and creation of labor objects;

Evaluation of technological properties of raw materials, materials and areas of their application;

Orientation in the available and possible means and technologies for creating objects of labor.

In the labor field:

Planning of the technological process and the labor process;

Selection of materials taking into account the nature of the object of labor and technology;

Carrying out the necessary experiments and studies in the selection of raw materials, materials and designing the object of labor;

Compliance with labor and technological discipline;

Identification of mistakes made in the labor process and justification of ways to correct them.

In the area of ​​motivation:

Assessing one's ability and readiness to work in a specific subject activity;

Awareness of responsibility for the quality of work results;

The desire for economy and thrift in spending time, materials, money and labor.

In the aesthetic field:

Product design or rational aesthetic organization of work;

Modeling the decoration of the object of labor and optimal planning of work;

Aesthetic and rational equipment of the workplace, taking into account the requirements of ergonomics and the scientific organization of labor.

In the field of communication:

Formation of a working group for the implementation of the project, taking into account the common interests and capabilities of future members of the workforce;

The choice of sign systems and means for encoding and processing information in the process of communication;

Public presentation and defense of the project of a product, product of labor or service.

In the physiological and psychological sphere:

Compliance with the required amount of force applied to the tool, taking into account technological requirements;

The combination of figurative and logical thinking in the process of project activities.

ASSOCIATION "Robotics".

The Robotics association program is designed to teach the basics of designing and constructing robots, developed on the basis of the modified Lego PervoRobot program, based on the materials of the distance course "LEGO Mindstorms NXT: basics of designing and programming robots" of the Center for Information Technology and Educational Equipment (TsITUO) .

In the classroom, students learn the design features of Lego- computer, standard functionality of software, the basics of programming languages, methods for solving practical problems using robotics.

Robotics classes provide an opportunity to organize individual design and research activities of students. The elements of the game, which are undoubtedly present in the initial acquaintance with the course, motivate the child, bring him to the knowledge of the complex fundamental foundations of adult design and programming.

Novelty "PervoRobotLegois determined by the inclusion of robotics in the educational process in order to integrate and update knowledge in subjects of the natural and mathematical cycle, the formation of universal learning skills in accordance with the requirements of the Federal State Educational Standard.

Relevance additional education programs"PervoRobotLego" lies in the great potential of the robotics course for the implementation of the activity approach in education. The student must be taught to solve problems with the help of automated devices that he himself can design, defend his solution and implement it in a real model, i.e. directly design and program. The Lego constructor and software for it provides an excellent opportunity for the learner to learn from their own experience. Such knowledge makes students want to move along the path of discovery and research, and any recognized and appreciated success adds self-confidence. Learning is especially successful when the child is involved in the process of creating a meaningful and meaningful product that is of interest to him. It is important that in this case the student himself builds his knowledge, and the teacher only advises him.

Send your good work in the knowledge base is simple. Use the form below

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Introduction

In modern conditions of rapid development of scientific and technological progress, an intensive increase in the volume of scientific and scientific and technical information, rapid turnover and updating of knowledge, the training of highly qualified specialists in higher education with high general scientific and professional training, capable of independent creative work, of introducing into the production process of the latest and progressive results.

For this purpose, the discipline "Methodology of scientific research" is included in the curricula of many specialties of universities, elements of scientific research are widely introduced into the educational process. During extracurricular time, students take part in research work carried out at the departments, in scientific institutions of universities, in scientific associations.

In the new socio-economic conditions, there is an increase in interest in scientific research. Meanwhile, the desire for scientific work is increasingly encountering insufficient mastery of the system of methodological knowledge by students. This significantly reduces the quality of students' scientific work, preventing them from fully realizing their potential. In this regard, the lecture materials pay special attention to: analysis of the methodological and theoretical aspects of scientific research; consideration of the problems of the essence, features and logic of the process of scientific research; disclosure of the methodological design of the study and its main stages.

The familiarization of students with scientific knowledge, their readiness and ability to conduct research work is an objective prerequisite for the successful solution of educational and scientific problems. In turn, an important direction in improving the theoretical and practical training of students is their performance of various scientific works, which give the following results:

Contributes to the deepening and consolidation by students of the existing theoretical knowledge of the studied disciplines and branches of science;

Develops the practical skills of students in conducting scientific research, analyzing the results obtained and developing recommendations for improving a particular type of activity;

Improves the methodological skills of students in independent work with information sources and relevant software and hardware;

Opens wide opportunities for students to master additional theoretical material and accumulated practical experience in the field of activity that interests them;

It contributes to the professional preparation of students for the performance of their duties in the future and helps them master the methodology of research.

science knowledge creativity

1. Scientific- technical creativity. General information

Science - uh it is a continuously developing system of knowledge of the objective laws of nature, society and thought, obtained and transformed into the direct productive force of society as a result of the special activity of people.

The dialectical development of science proceeds from the collection of facts, their study and systematization, generalization and disclosure of individual patterns to a logically coherent system of scientific knowledge that can explain already known facts and predict new ones. At the same time, according to the nature of the results obtained, all scientific research is divided into the following main groups: search, fundamental, applied and development.

Search work are produced to find fundamentally new areas of research in order to create new technology. They are based on well-known theoretical developments and ideas, although in the course of searches the latter can be critically reviewed and significantly modified. Let's note that with positive results, the conclusions of the search work are used in research work of an applied nature with a certain economic effect.

Fundamental works aimed at discovering new fundamental laws of nature, revealing the connection between phenomena and explaining phenomena, processes, facts. These works are mainly carried out in academic institutes and head universities. It should be noted that the immediate results of fundamental work are often abstract in nature, although in the subsequent practical application of these studies, in the overwhelming majority, they provide a significant economic effect. Classical examples of fundamental work include, for example, A. Einstein's theory of relativity or the theory of differential and integral calculus.

Applied works directly aimed at the creation of new or significant improvement of known methods, on the basis of which new equipment, machines, materials, production methods, etc. are developed. These works are of a specific nature, they are carried out mainly in industry institutes and universities. An example of applied work that has made a certain contribution to the development of not only domestic sewing engineering, but also to the theory of mechanisms and machines.

Development - the use of scientific knowledge in the process of experimental design work (R&D) aimed at creating samples of products of new technology, complexes and systems of machines, units, machine tools, as well as devices and mechanisms.

Developments are carried out in design, design and technology institutes, design and technology departments and bureaus of enterprises, in universities (when performing contractual work, as well as in course and diploma design), in student design bureaus. Developments often pay off relatively quickly and give a tangible economic effect.

Applied work consists of the following steps:

- preparatory, including the compilation of a bibliography on the topic, the study of literature on the main and related topics, the study of the experience of other organizations, the preparation of an overview document, the development and approval of terms of reference, calendar plan, costing of works;

- theoretical parts of the topic, consisting of the development and calculation of new schemes, theoretical justification, search for new types of materials, etc., improvement of technological processes;

- design and manufacture experimental (experimental) models of mechanisms, machine arrangements, design and manufacture or purchase of equipment, test and control tools;

- experimental work, which are carried out in laboratory and factory conditions according to theoretical developments and include themselves mathematical processing of the results of the experiment, checking the compliance of the adopted model with the real process;

- tests(laboratory and production) on theoretical and experimental studies;

- adjustments, which includes recommendations for improving the adopted design, making appropriate adjustments and developed schemes, calculations, projects, installations, taking into account completed test cycles;

- implementation results of development at individual enterprises selected as experimental, or in the educational process;

- conclusions andproposals, in which the results of tests and experimental implementations are summarized, their expected or real economic effect is determined;

- final consisting of registration of reporting documentation approved by representatives of the contractor and the customer.

Experimental design work has the following stages:

- preparatory(compilation of a bibliography, study of literature and existing structures, development of technical specifications for the design of a sample, costing of work, development and approval of a preliminary design);

- technical design(development and approval of a technical project, carrying out the necessary calculations);

- working design(development of a set of working documentation);

- prototype production, its assembly, finishing and adjustment works;

- factory tests;

- finalization of the prototype according to test results;

- interdepartmental tests;

- correction and fine-tuning based on the results of an interdepartmental test;

- mass production.

2. Featuresscientific and technical creativity

In the modern era, in connection with the rapid development of science and technology, one of the most important tasks facing higher education is the training of future specialists in the national economy in technical creativity. In research work (R&D) there are three types of creativity: scientific, scientific and technical and technical.

Under scientific Creativity is understood as work designed to directly satisfy the needs of knowledge of the surrounding world and it is expedient to change and improve it.

Scientific and technical -- creativity, in which each achievement of inventive thought builds on the previous one and, in turn, serves as the basis for subsequent achievements.

Technical creativity is designed to satisfy the utilitarian needs of society associated with the sphere of production of material goods.

Practice shows that undergraduates within the framework of research work are most effectively involved in scientific, technical and technical creativity, and in particular in invention.

Now let us dwell on the characteristic features common to all types of creativity.

Novelty and authenticity speaks of the cognition of the hitherto unknown essence of any object, phenomenon, process. Note that this is not required. scientific discovery, but certainly new, significant to one degree or another, knowledge of what we still did not know.

Probability and risk. In scientific and technical creativity, an element of uncertainty is inevitable, especially at its initial stage, since it is practically impossible to predict in advance the final results of the research being carried out or to guarantee the successful operation of the design being developed. In scientific and technical creativity, there are often cases of obtaining a negative result, both at the intermediate and at the final stages of the study. We must always remember that creativity is a relentless search. It should be said that in scientific and technical creativity one cannot neglect a negative result, since this is also a result that allows one or other researchers to choose the right path of search.

planning-- a necessary factor in scientific and technical creativity, especially considering that scientific research on present stage characterized by the complexity and laboriousness of implementation, requiring the organizing power of the plan:

There are several forms of research plan.

Preliminary the research plan defines its task and goals, general content and national economic significance, its concept, the principle of solving the problem, methodology, scope of work and deadlines, preliminary feasibility study. A distinctive feature of the preparation of the specified plan for a part of the work is the necessary participation of all the executors of this study.

Drafting preliminary plan research is the final element in the process of specifying the topic.

Individual plan - this is a list, content and labor intensity of work, indicating the sequence and timing of the implementation of all their stages. A properly drawn up plan should also take into account the synchronization of work between performers and the possibility of control and self-control. This is especially important because collective labor plays an ever-increasing role in modern science.

Work plan - this is a list of a set of measures to test and develop the accepted hypothesis, which, in turn, is reasonably put forward on the basis of studying the history of the issue, clarifying the theoretical and experimental premises of the topic under study. A distinctive feature of the work plan is that it indicates the ways, methods and means of performing all the main stages of work.

It is necessary to warn, especially a young researcher, that all types of plans cannot be viewed as a dogma, that in the process of work, individual parts of the plan, as well as the timing of its implementation, can and should be adjusted and even significantly modified, depending on the specific situations that arise. If the work is important and the deadlines are tight, it is advisable to provide for the parallel execution of its stages.

In all cases, it is useful for the researcher to use the experience of other employees, and before performing each subsequent stage, deeply and comprehensively analyze the progress and results of the previous stage, and make the necessary adjustments. For a novice researcher, moreover, it will not be superfluous to draw up, on the basis of work and individual plans, also daily and weekly schedules, the strict implementation of which on time for the purpose of self-discipline should become the rule.

3. Creative Process Levels

The highest form of scientific and technical creativity within the framework of R&D is invention, which is conditionally characterized by five levels.

1st level - use of a ready-made object with almost no choice;

2nd level - selection of one object from several;

3rd level - partial change of the selected object;

4th level - creation of a new object or complete change of the original one;

5th level - creation of a new complex of objects.

For a better understanding of what has been said, we will give examples of inventions of various levels.

1 level. The design of the mechanism of the needle bar of the sewing machine is proposed. To prevent sintering of synthetic fabrics during stitching, the needle is sprayed with an air-water mass.

A ready-made problem was taken, since the need to cool the machine needle when sewing materials with synthetic fibers at high speeds is well known. A ready-made search concept was used - part of the heat must be removed, and a special search for information is not required, since there are more than enough ways to do this. A trivial solution was chosen: to cool the needle with an air-water mass, the design of sprayers is known and does not require fine-tuning for implementation.

2nd level. In the rack mechanism for transporting parts of sewing machines, in order to exclude the landing of the upper material, a deflecting needle is used, which works synchronously with the lower rail.

In this problem, the search concept is obvious, the authors have chosen one of several (a needle deviating along the line, a differential mechanism, etc.) solutions.

3 level. In order to obtain conditions and modes of operation that are adequate to operational ones, a device for wear testing is proposed, which makes it possible to create complex, non-stationary and alternating loads on the tested kinematic pairs of rotational, rocking and translational movements both from cycle to cycle and within each of the repeating cycles. at almost any frequency.

The well-known solution has been changed, which made it possible to simulate on the stands the conditions and modes of operation of kinematic pairs of mechanisms, for example, sewing machines, in which inertial loads are predominant compared to the forces of useful resistance.

4th level. A fundamentally new method for obtaining a non-unraveling chain stitch for clothing details has been proposed and a new constructive solution has been developed for the implementation of this method.

Level 5 A method is proposed for obtaining ultrahigh pressures using a pulsed electric discharge inside the volume of any conductive or non-conductive liquid. As a result of this invention, a new effect has been discovered - electro-hydraulic shock.

Approximately 80% of all inventions belong to the first two levels, while inventions of the highest levels, which determine the qualitative change in technology, account for only about 20%. A student who has mastered the basics of general scientific and general engineering disciplines, as practice shows, can work fruitfully on inventions of levels 1 and 2.

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The main directions for the development of technical creativity

METHOD OF ORGANIZING TECHNICAL CREATIVITY

Course of lectures (6 hours)

Lectures 1 (2 hours): "The formation of a system of extra-curricular and out-of-school work with young technicians"

in the 20-30s. 20th century

in the 50-60s. 20th century

1.3. Characteristics of the activities of young technicians

in the 70-90s. 20th century

1.1. Development of creative activity of young technicians

in the 20-30s. twentieth century

The implementation of socio-economic transformations in the Republic of Belarus largely depends on the initiative and creativity of people whose creative activity is based on the achievements of previous generations and is determined by specific historical conditions.

One of the main conditions for the successful development of students' technical creativity at the present time is the use of the pedagogical experience that was accumulated by schools and out-of-school institutions of Belarus in the previous years of the twentieth century. It was during these years that the system of out-of-class and out-of-school work on technology took shape, the content, forms, methods and techniques of its organization were developed.

It should be noted that, despite the importance of this problem, the rich experience of past years in organizing the creative activity of young technicians in Belarus has not been studied enough. The main reason for this was the poor coverage of the history of the development of students' technical creativity.

In pre-revolutionary Belarus, children's technical creativity was spontaneous and individual. The old school almost did not organize extracurricular activities; in general, any technical circles were an extremely rare occurrence in it. There were no out-of-school children's institutions; children and adolescents interested in technology could only study at home. Technical amateur performance in these cases was reduced mainly to handicraft amateurism.

A completely different situation with the technical amateur performance of children and adolescents developed in the first years of Soviet power, when labor education became an integral part of the education of the younger generation as a whole. Teachers began to pay great attention to the development of the technical abilities of children at school. Much has been done to develop out-of-school education in technology in the republic. All this created certain prerequisites for the development of students' technical creativity.

In the development of the system of technical creativity of students in the Republic of Belarus, the following can be conditionally distinguished stages:

First stage coincides with the period of formation of the unified labor school. During 1918, the State Commission for Education under the leadership of A.V. Lunacharsky, N.K. Krupskaya, P.N. 1918 were published. The "Basic Principles", better known among the pedagogical community under the name "Declaration on a Unified Labor School", proclaimed new ideological-political and scientific-pedagogical principles of the educational activities of the Soviet school.

In 1918 - 1920. in many orphanages and schools, the first labor circles of a craft nature are organized, aimed at self-service (carpentry, metalwork, turning, blacksmithing, cardboard, bookbinding, etc.), as well as the production of visual aids and educational equipment, electrical engineering; excursions to industrial enterprises, power plants and other facilities are conducted. This work proceeds most successfully in workshops opened on the basis of former technical schools.

The main aspiration of the children was to help adults, school, and comrades through their feasible participation in socially useful work. At the same time, already in these circles, children developed a strong craving for creative work. They made, for example, household items and sought to constantly improve them.

In the early 1920s, the creative technical activity of children and adolescents was inextricably linked with the very process of polytechnic education. It was necessary to overcome the gap between education and material production, characteristic of the old society: to link the tasks and content of the work of the Soviet school with the organization of people's labor, with the urgent needs of the national economy, industry and agricultural production.

Consciously assimilated and deeply thought-out knowledge, young people should be able to apply in practice. Only under this condition will it be able to actively participate in the economic revival of the republic, in the reorganization of agriculture and industry on the basis of modern science and technology.

A large place in polytechnic education was given to familiarizing young people with electrification and the ability to apply it to industry and agriculture. The electrification of the republic acted as a technical base for the creation of industrial Belarus, with the transition to the planned management of the entire national economy. The solution of all these tasks required raising the level of consciousness of the masses, a high work culture. Help in resolving these economic and political problems was to familiarize the younger generations with technical knowledge at the polytechnic school. For example, in connection with the electrification of the republic, circles of young electrical engineers appeared in Minsk, Gomel, Mogilev and other cities.

The first creative technical circles experienced extremely great difficulties in their work. An acute shortage of materials and tools, the lack of literature accessible to the understanding of the circle members, difficulties in obtaining advice from the leader and members of the circle, and special education, an insufficient number of experienced teachers were often the cause of the instability of the circles of this period.

Second phase coincides with the creation of the pioneer organization. The Second All-Russian Conference of the RKSM (May 1922) was of decisive importance in this matter. In October 1922, at the V Congress of the Komsomol, the "Basic Elements of the Young Pioneers Program" and the "Laws of Young Pioneers" were approved, as well as the theses "Children's Movement" were published, which recommended that schoolchildren be introduced to the life path of scientists and inventors, to conduct excursions with children to plants and factories, to teach them to independently model and design, to set up experiments in the studied general education subjects, etc.

Since that time, the rapid growth of pioneer detachments began, which were created at factories, plants, institutions, workers' clubs, etc. Pioneer clubs (associations of several detachments) and detachments created under the Komsomol organizations of enterprises, led by activists in production, organize technical workshops and circles, mainly of a handicraft nature for self-service and socially useful work.

The creation in 1923 of the Society of Friends of the Air Fleet (ODVF, later Osoaviakhim) marked the beginning of the mass dissemination of aircraft modeling, which soon became a particularly popular type of sports and technical creativity among the pioneers. Aircraft modeling circles began to be created in schools and orphanages. The theme of their work was primitive, young technicians built flying toys, box kites, schematic models, etc.

A year later, no less interesting amateur radio was added to aircraft modeling, characterized by the design and assembly of detector receivers. This type The creative amateur performance of schoolchildren is also becoming one of the most popular and mass, playing an important role in the radio broadcasting of the republic, in particular villages and villages.

In the mid-1920s, technical amateurism among students developed very intensively, growing under favorable conditions into technical creativity as a higher form of manifestation of abilities and interest in technology. District and city clubs and houses of pioneers with technical workshops are beginning to be created. A decision is made to attach all schools in cities and industrial areas to enterprises, and rural schools to collective farms, state farms and machine and tractor stations (MTS); about the organization for primary school schools of working rooms, and for grades 5-7 - workshops and laboratories associated with the production environment.

Bosses send social instructors to schools and out-of-school institutions to lead technical circles in which tools and devices, household items for schools, workers' dormitories, for the home, equipment for pioneer bases and detachments are made. All this was of great importance for the development of extracurricular work on technology in factory seven-year plans (FZS), schools with an industrial bias (SHPU) and schools for peasant youth (ShKM), whose main task was to prepare students for factory schools (FZU) and technical schools.

Thus, the content and forms of organization of children's technical creativity developed in the process of labor training and technical amateurism. This socio-pedagogical phenomenon, brought to life by the new social system and emerging as one of the forms of polytechnic education, served as the most important prerequisite for the formation of the movement of young technicians into a certain system.

On the third stage the technical creativity of students acquires more and more clear content and forms of organization. This was facilitated by the implementation of plans for the industrialization of the republic and the urgent need for young engineering and technical personnel, who, together with knowledge and experience, should have creative abilities, an innovative approach to improving and developing means of production, creating new industries.

One of the measures on the way to this goal was the centralization of the management of the technical amateur performance of students, its organizational design. The Komsomol organization undertook this task, which in 1926 publishes the first magazine for young lovers of technology, Knowledge-Power, and also calls at the VII Congress of the All-Union Leninist Young Communist League to pay attention to pioneers interested in technical knowledge; in every possible way to promote young technicians in their work; involve knowledgeable people in this matter; to strengthen and expand in every possible way the network of united pioneer clubs, creating in them production workshops, electrical and radio engineering, ship and aircraft modeling and other technical circles.

The development of science, technology and industrial technology set the task of better polytechnic training of students for the school. One of the effective ways to solve this problem was to introduce more children to creative activity in the field of technology, which was reflected in the government decree of June 25, 1928 "On the state and immediate tasks of the pioneer movement", which emphasized the need for the development of amateur technical activity among children and adolescents, clarifying the principles of organization and content of this work. It noted that "the interest of students in work must be combined with the development of all kinds of circles for young technicians and other forms of extracurricular work."

By decision of the People's Commissariat of Education of the BSSR, in 1929 the first educational and demonstration workshops were opened. In them, children mastered the skills and abilities of handling various tools and equipment, studied the kinematics of machine tools, made models of some tools and devices. According to the finished drawings, product templates were made, preliminary calculations were made for the required amount of material, labor force and selling price of the product.

The creation of the Central Children's Technical Station (CDTS) in Minsk on November 10, 1929 marked the beginning of a broader organization of the technical creativity of students in the Republic of Belarus. It was the first specialized out-of-school institution that became an instructive and methodological center and laid the foundation for the system Children's Technical Station (DTS) - Young Technicians Station (SYUT) - Technical Creativity Station (STT). Children were involved in technical circles of various profiles, methodological manuals and programs for out-of-class and out-of-school work in technology were published, consultations were organized and work experience was summarized. Along with this, the first stations contributed to the solution of the educational tasks of the pioneer organization, the issues of the polytechnicalization of the school, becoming a kind of synthesizing link in this matter.

The period of formation of children's technical stations as institutions of a new type ends in 1931, when they were transformed from public institutions into state children's out-of-school institutions as an independent body in the public education system. The Komsomol continued to take an active part in their development.

In the late 1920s and early 1930s, three leading areas of children's technical creativity emerged: electrical engineering, radio engineering, and aircraft modeling. Schoolchildren are attracted primarily by working models, in the construction of which several characteristic directions have developed. The first consisted in modeling trams and some other moving objects on electric traction. The second direction was the creation of socially useful things - electrical measuring instruments, batteries, electric bells, table lamps, etc. The third direction summarized the desire of students to make outwardly effective homemade products used for demonstration purposes. And fourth, it was characterized by the search by young technicians in their products for a new application of electricity, the creation of structures of various technical devices that did not exist in practice.

These four directions, most clearly manifested in electrical circles, can be traced in other areas of students' technical creativity. At the same time, the new self-modeling field of technical amateur performance that arose in the 1920s introduced a fundamentally new approach to the content of circle work: young car modellers almost did not build models, but sought to make working vehicles of real use. By its nature, this kind of creative activity was experimental and design, since schoolchildren created original samples of small-sized cars (pedal and motor), which differed significantly from each other.

Socially useful creative work of young technicians at this stage is expressed in attempts to participate in the rationalization of production, assistance to adults, repair of transport and agricultural equipment, electrification and radio.

In the early 1930s, the technical creativity of students approached the study of the foundations of advanced technology for that time. But at the same time, there has been a certain discrepancy between the trends and the real possibilities of its development. The material base of most technical circles did not meet the requirements for the development of new technology (primitive equipment and salvage materials prevailed in them). The lack of science-based and experimentally tested circle programs, teaching aids, the relationship between lessons and extracurricular activities in technology, as well as qualified teachers of this profile also affected. The content of the activities of the circles of technical creativity of students was mainly of a handicraft character.

Fourth stage The development of the system of technical creativity of students is characterized by an intensive search for new forms of extracurricular and out-of-school work, further improvement of its pedagogical and organizational principles, and expansion of mass scientific and technical propaganda. In accordance with the government decree "On the Work of the Pioneer Organization" (1932), the number of children's technical stations is rapidly growing, the production of popular and methodical literature on technical creativity, attention to this matter is increasing from public organizations (Osoaviakhim, Avtodor, Osvod, VOIZ, etc.). The promotion of technical creativity is facilitated by numerous mass events - gatherings of young technicians, sports and technical competitions for aircraft modelers and motorists (in self-made pedal and motor cars).

In 1932, the Central Committee of the All-Union Communist Party of Bolsheviks outlined an extensive and specific program for the development of extra-curricular and out-of-school educational work among pioneers and schoolchildren and, in particular, obliged the people's commissariat of education, the Komsomol, trade unions, together with the involvement of voluntary societies and local organizations, to develop a network of a wide variety of out-of-school institutions. The implementation of this great program in subsequent years has become a truly nationwide affair.

Through the efforts of hundreds of thousands of people, teams of enterprises and institutions, research institutes and educational institutions the material base of out-of-school institutions was created. Young technicians received from the Motherland not only hundreds of Palaces and Houses of Pioneers, DTS, but also children's railways, river shipping companies, flying clubs, aircraft modeling laboratories and other institutions designed to satisfy their growing polytechnical interests.

The introduction of polytechnic education greatly contributed to the development of the technical creativity of children and adolescents, thanks to which a real possibility was created for organizing technical circles directly in schools, on the basis of locksmith and carpentry workshops. In the system of out-of-school work, new forms of polytechnical and vocational guidance arose, introducing students to the real technology of industry and transport, to production technology - these are children's railways, children's river shipping, school factories, etc.

A little experience of children's technical creativity significantly enriched the practice of educational work with schoolchildren, introduced a lot of new content, forms and methods into it. Its socially useful orientation fully corresponded to the tasks of the moral education of young people and gave the work of young technicians a great scope, not allowing it to become isolated within circles. The main shortcoming in the extracurricular work of this period should be considered the fact that often the leaders of the circles directed children's amateur activities to tasks beyond their strength in the field of socially useful work, which, moreover, was not always linked with the educational and upbringing tasks of the school and the pioneer organization.

In subsequent years, an active search for new forms of extra-curricular and extra-curricular creative technical activities of children and adolescents is carried out. Mass events of various content and scale are gaining great popularity among schoolchildren. In order to promote the technical creativity of students, many-kilometer rallies are organized on home-made cars, mainly pedal cars, agitation cars and agitation parahodes are organized, which actively contribute to the dissemination of experience in organizing creative technical amateur performances in various regions of the republic.

During the period when new branches of industry appeared, the Stakhanov movement unfolded, children's technical amateur performances especially clearly reflected scientific and technological progress, the achievements of domestic science and technology. Craft amateurism largely gave way to technical creativity: most of the young technicians were already striving to build models, instruments and other technical devices that reflected the advanced industry of their time. Moreover, they tried to look into the future of technology, caught the trends of its development, reflecting them in fantasy models.

Notable was the growing fascination of teenagers with the design of automatic devices. It was a very meaningful creative work, effectively broadening the horizons of schoolchildren, introducing them to the latest technological achievements. The intensive development of amateur radio among students, combined with the growing interest in automation, gave rise to a widespread enthusiasm for radio control technology, which was expressed in the construction of radio-controlled models of ships, tanks, armored vehicles, etc.

In the mid-1930s, a network of children's technical stations was intensively developing. These out-of-school institutions were the main centers of students' technical creativity. Public organizations interested in the development of technical propaganda among children and adolescents acted in close contact with the stations, relying on them and recognizing their main role as organizers of the creative technical activities of schoolchildren.

It is significant that during the period under review, at the initiative of the All-Union Society of Inventors (VOIZ), many stations tried to lay the foundations for the movement of young inventors. Schoolchildren were asked to come up with new devices, machines, devices that could be of interest to the national economy. Consultants-inventors and production innovators were allocated to help them.

With the help of consultants and on their own, young technicians managed to find quite original and ingenious solutions to technical problems, to embody them in models or actually operating devices. There were some cases when copyright certificates were issued for developments made by schoolchildren. However, this direction in the technical creativity of students did not last long: a strong connection was not established between out-of-school institutions and schools with production, with research institutions, the material and technical capabilities of circles turned out to be extremely insufficient for this kind of work, in a number of cases the public education authorities did not support sprouts rationalization work of schoolchildren, doubting their creative abilities.

As expected, the economic efficiency of the efforts of young inventors, who were approached mainly without discount for age, turned out to be insignificant, the initiators lost interest in this business and the work stopped. However, it would be wrong to consider this socio-pedagogical experiment as erroneous, as his contemporaries believed. It was rather premature: the movement of young innovators and inventors, as will be shown below, reappeared in our republic two decades later under different socio-economic and pedagogical conditions, becoming one of the main directions in the technical creativity of high school students.

In 1936, an attempt was made to identify the main trends further development creative technical activity of students, scientifically substantiated to determine its content, direction and methods of work. Well-known Soviet academicians V.N. Obraztsov, V.M. Kirpichev, P.P. Lazarev and others were involved in this matter. and experimental work. They saw the upbringing and educational value of the technical amateur performance of children and adolescents primarily not in copying existing technical objects (the main direction in those years), but in the knowledge of the principles of constructing structures and their operation in the course of various experiments, which makes it possible to open physical foundations the action of mechanisms, to see the application of the laws of physics in technology, the prospects for improving these mechanisms and machines. This concept made it possible to develop pedagogical requirements for the content of extracurricular work with students in technology, which formed its basis in the prewar years.

Fifth stage in the development of the system of technical creativity of schoolchildren, a certain inconsistency is characteristic: on the one hand, the all-round strengthening of mass scientific and technical propaganda among children by out-of-school institutions, on the other hand, the abolition of labor training lessons, which deprived the movement of young technicians of the material base directly in schools.

In 1937, by order of the People's Commissar of Education, labor lessons were abolished. This was perceived by many school workers as a complete rejection of labor training and education. The necessary material base for the development of the creative process in the field of technology was not created in school workshops. Attempts to use for this purpose educational and extracurricular activities in such subjects as physics, chemistry, mathematics and others, were not able to fully fulfill this task. In practice, students could continue to engage in technology only in extracurricular institutions and relatively few subject circles.

In the late 1930s and early 1940s, public education authorities pointed out that there was a serious underestimation of extracurricular work with children and that extracurricular institutions were isolated from the school. It was decided to organize technical circles at all secondary and seven-year schools. Teachers and the parent community were widely involved in this work. The main task of the stations of young technicians and other out-of-school institutions was to provide practical and methodological assistance to schools in the development of extra-curricular work on technical creativity. In turn, school directors were required to expand the network of electrical, radio engineering and physics and technology circles in every possible way. An urgent task was the organization of circles of young motorists and tractor drivers, involving students in feasible social useful work and equipping them with the necessary skills and abilities of design activity.

In 1940, steps were taken to involve various student groups in technical creativity: competitions were announced in the republic under the motto "Young technicians - to help the school." They aimed at the mass production of visual aids by students under the guidance of teachers. Since then, this topic has firmly entered the content of extracurricular work on technology in the schools of our republic.

Out-of-school institutions acted as direct organizers of the competitions. During the same period, some of them seek to attract inventors and innovators to work with teenagers so that young technicians take part in the development, modeling and implementation of new designs together with the authors of the projects. The educational and upbringing value of this type of activity consisted in the fact that schoolchildren got acquainted not only with the projects of new machines, but also with the process of search design, with the dynamics of inventive thought, which contributed well to the development of creative abilities. At the same time, the circle members were given an opportunity to model or implement their own projects with the help of inventors-mentors. This activity differed markedly from the school inventions of the early and mid-30s.

In connection with the creation in 1940 of a system of labor reserves in the republic, attention is being paid to the labor preparation of students in general education schools. To this end, technical circles are being restored in out-of-school institutions, but their coverage of students remains insufficient. Therefore, many stations for young technicians (at the end of the 1930s, the renaming of DTS to SYuT began) organize training for teachers to lead technical circles in schools.

In the last pre-war years, in a number of schools and out-of-school institutions, production circles and courses arose, which, in addition to school education and in their free time from training, gave knowledge in any field of technology and allowed a boy or girl to continue working in a familiar industry after graduation. science, technology or industry. These were circles of car drivers, tractor drivers, combine operators, electrical engineers, etc. All the knowledge gained by schoolchildren in these circles was in demand when the country entered the heroic and difficult period of the Second World War.

During the Great Patriotic War, the whole of Belarus was occupied by Nazi troops. Naturally, extracurricular work in technology, as in the essence of most schools, was completely stopped. The general technical development and labor training of students involved in circles of extracurricular institutions and schools created favorable conditions for the accelerated mastery of adolescents with the necessary military-technical operations and methods of work in partisan detachments, in non-occupied zones, as well as behind enemy lines.

in the 50-60s. 20th century

Sixth stage characterized by the fact that post-war years work on the development of technical creativity of students began to revive. The main cells of technical amateur performance in schools are physical and technical circles, in out-of-school institutions - educational and technical, sports and technical and educational and industrial. Their socially useful activities are mainly aimed at helping schools that were partially or completely destroyed, and also did not have the necessary educational equipment and visual aids.

In 1944 the Council People's Commissars The BSSR discussed the issue of resuming the work of the Central Station of Young Technicians in Minsk and holding the All-Belarusian Olympiad of Creativity for Children from Orphanages in the 1944/45 academic year

In 1945, the government set the task of strengthening the educational side of extracurricular and extracurricular activities, orienting it to assist students in consolidating and deepening the knowledge gained at school, to the comprehensive development of children's creative abilities, raising their interest in work and technology, military affairs and sports, for the organization of cultural activities. Decree No. 815 of June 11 "On the restoration of the first stage of the Palace of Pioneers and Schoolchildren in Minsk" dealt with the issue of providing special equipment for organizing technical circles. Along with this, measures were taken to restore and create new stations for young technicians. The creative technical activity of children and adolescents continued the path of its development interrupted by the war.

Issues of children's technical creativity unresolved in pre-war times are put on the agenda. The order of the Minister of Education of the BSSR "On the work of out-of-school institutions of the BSSR" (1947) indicated that the directors of the stations of young technicians were obliged to assist schools in expanding the network of technical circles, and also that extra-curricular and out-of-school work with children is important and important in educating the younger generation of the republic which is an integral part of the educational work at school.

The Ministry of Education of the BSSR in 1951 approved the regulation on out-of-school institutions, defined the tasks of further improvement of children's technical creativity. This regulation stipulated that the technical circles of out-of-school institutions build their work in accordance with the educational tasks of the programs, taking into account the age, needs and interests of children.

The further intensive development of the creative activity of children in the field of technology was influenced by the order of the Minister of Education of the BSSR "On measures to improve extra-curricular and out-of-school work with children" (1953). Particular attention was paid to technical creativity. The task was to organize skillful hands circles in grades 3-4, and in grades 5-10 subject and technical circles on radio and electrical engineering, aircraft and ship modeling, etc. It was also planned to hold various mass events on technology: viewing and discussion technical films, the organization of talks and lectures on the history of the development of science and technology, on the achievements of scientists and inventors, etc. Excursions to enterprises, power plants, and experimental agricultural and machine and tractor stations were introduced into the system of extracurricular activities, evenings of technology and olympiads were organized.

All this at this stage was due to the processes that took place in the economy of the republic in the postwar years. Heavy industry, machine-building, machine-tool building, electrical and radio engineering, forestry and woodworking industries, etc., were predominantly developed. Already existing industrial enterprises were intensively modernized, and new ones were built.

Thus, the following economic and social factors were the objective conditions for the development of technical creativity of students in the schools of Belarus in the early 1950s: a) real processes of increasing the industrial potential of the republic; b) industrial development of medium and large cities of Belarus, which led to the intensive development of their social infrastructure; c) the formation in the mass consciousness of the population of the republic of a social attitude towards professional activity in industry, which activated the technical interests of children and youth.

During these years, scientific societies of students became widespread, scientific and technical conferences became popular, exhibitions were organized, club evenings of young technicians became widespread, and the practice of holding aircraft modeling competitions, especially popular among young people, was resumed. For example, in a report on the work of schools in Minsk, it was noted that 12 teams from 9 regions participated in the X All-Belarusian competition of aircraft modelers (1948). 116 aircraft models were exhibited and 7 republican records were set in different classes of cord models and gliders.

In the late 40s and early 50s, in contrast to sports and technical circles, physical and technical circles became widespread in schools, which organized the creativity of students in the field of electrical engineering, mechanics, heat engineering, were engaged in the manufacture of optical instruments, etc. Their content activities were of an individually-reproductive or collective-modeling nature, aimed at the production of educational visual aids and equipment, at mastering the basics of electrical and radio engineering by schoolchildren. The efforts of students in rural schools were directed mainly to the modeling of agricultural machinery, the manufacture of manual implements and implements for school experimental plots.

In a number of schools of the republic, it was possible to improve the existing samples of teaching aids and create new designs, including rather complex and labor-intensive technical objects, such as wind, water and thermal power plants, film shifters, water pumps, etc. Design and installation of power plants that generate energy from a variety of sources, brought great practical benefits, including to the school economy. So, for example, in the Borovitskaya school of the Gomel region, the Iotskaya secondary school of the Sharkovshchina district of the Polotsk region and the Trakishskaya seven-year school of the Vidzovsky district of the Molodechno region, the circle members installed wind turbines. High school students in the Zaostrovech secondary school of the Kletsk district of the Baranovichi region installed a battery power plant. Young technicians of the Golshanskaya secondary school of the Oshmyansky district of the Molodechno region and the Berezovskaya school of the Mogilev region built a school hydroelectric power station on the Oshmyanka and Elenka rivers.

Along with this, it should be noted that during this period, sports and technical circles, which were concentrated in out-of-school institutions, were not very popular in schools. various types(SUT, KYUT, etc.). On the one hand, this state of affairs was explained by the fact that the distribution of the necessary materials and tools, engines for models and everything necessary for organizing this extracurricular work at school was carried out primarily through extracurricular institutions. On the other hand, the allocated funds for sports and technical work with students were not always used by the school principal for their intended purpose. It should also be noted that there is a shortage of qualified teachers in schools who have the skills and abilities to organize and conduct circle work in the field of sports modeling and construction.

seventh stage was due to the introduction of polytechnic education in a number of schools of the republic and the organization of training workshops, which created favorable prerequisites for intensifying extracurricular work with students in technical creativity. During this period, it has a pronounced socially useful character and is aimed at strengthening and improving the technical base of schools - building and equipping workshops, equipping classrooms. In many cases, such work of students is associated with search design.

A significant event in the development of the technical amateur performance of schoolchildren was the XII Congress of the Komsomol (1954), which recognized the use of the technical creativity of children and adolescents as a means of polytechnic education of schoolchildren, strengthening the connection between school and life, with production. He recommended involving students, taking into account their inclinations and age characteristics, in circles of electrical and radio engineering, aircraft and ship modeling, agricultural equipment, "Skillful Hands", and holding mass events in all these types of creativity. The congress demanded that the Komsomol organizations of enterprises, state farms and collective farms, higher and secondary specialized educational institutions intensify assistance to schools and out-of-school institutions in strengthening their material and technical base - to take care of equipping circles necessary materials and tools, single out activists to lead them.

In the mid-1950s, public education authorities and local Komsomol committees were doing a great deal of work to create a network of technical circles for schoolchildren, including those at house administrations at the place of residence, as well as a wide network of clubs for young technicians based on industrial enterprises, which later became one of the main forms of organization of technical creativity of students.

Starting from the 1955/56 academic year, the content of extracurricular work on technical creativity has changed significantly. By order of the Minister of Education of the BSSR dated April 10, 1955, manual labor lessons in grades 1-4 in carpentry and locksmith workshops are introduced into the school curriculum. In grades 5-7, students started technical modeling and design after they had formed elementary skills and abilities in handling paper, wood and metal using hand tools. The logical continuation of classes in educational laboratories and workshops were workshops on mechanical engineering, electrical and radio engineering and the study of the car in grades 8-10.

Changes in the curriculum had a beneficial effect on the training of young technicians. If earlier schoolchildren came to the circle absolutely helpless in handling tools and materials and they had to be taught the simplest methods of working wood and metal, electrical and radio installation, etc., now they acquired this knowledge, skills and abilities in the process of workshops and training sessions in workshops. All this created the prerequisites for raising children's technical creativity to a new qualitative stage of development, made it possible to bring the subject and content of education closer to local conditions, and also to expand the number of technical circles and students in them.

However, to provide classes in workshops and workshops in new disciplines, the school required qualified specialists and an appropriate material and technical base. This circumstance left its mark on the further development of extracurricular work on technical creativity. Teachers were looking for new forms of organization of creative activity in the field of technology. This led to the choice by teachers of the sectional structure of circle work. Studying in the same technical circle or physical and technical society in sections (radio, electrical, aviation, ship, film, photography, etc.), students under the guidance of a teacher, high school students and former circle members of the school did a lot of work on technical creativity.

For the development of students' technical creativity in the mid-1950s, the adopted government decree "On Measures for the Implementation of Polytechnic Education in Schools of the Byelorussian SSR" (1956) was of great importance. In accordance with this, the study of the basics of industrial and agricultural production was introduced in schools, with mandatory practice at local enterprises, collective farms and state farms. In schools, circles were created according to the profile of production, new classrooms and workshops were equipped.

At the end of the 1950s, in the development of the technical creativity of schoolchildren, a large place was given to the mechanization and electrification of agriculture, the creation of new designs of agricultural equipment and trailers. The number and work of numerous labor circles increased and the work improved: carpentry, plumbing, bookbinding, turning, etc. A characteristic of most circles was the approximation of their activities to the needs of the national economy. The participation of schoolchildren in radiofication of villages and towns gained wide scope.

For example, for a number of years, radio and electrical engineering circles continued to work successfully in the Gomel region, which provided significant assistance to seven-year and secondary schools in the Gomel, Yelsk, Mozyr, Narovlyansk and Rechitsa regions in the electrification and radio installation of settlements. The report of the Department of Education of the Gomel Oblast Executive Committee indicated that during the 1957/58 academic year, more than 80 secondary schools installed radio stations. In the reports on extracurricular activities of schools in the region, it was noted that the work of the circles was repeatedly exhibited at exhibitions, including international exhibitions. Geneva (Switzerland) and presented themselves for participation in various sports and technical competitions.

The teams of the schools of the Gomel region were especially distinguished by their success at the republican competitions of aircraft modellers held from July 1 to 6, 1957 in Minsk, where both junior and senior students took first place. As a result, the team of junior schoolchildren received a prize - the cup of the Ministry of Education of the BSSR, and the team of senior schoolchildren - the cup of DOSAAF BSSR and was awarded a diploma of the FC and Sports Committee under the Council of Ministers of the BSSR and a diploma of the Central Committee of DOSAAF.

A number of schools in Belarus for high performance in educational and extracurricular work in the design of agricultural machinery received the right to demonstrate their success at the All-Union Agricultural Exhibition in Moscow, the best of them were awarded medals and prized with valuable gifts.

Beginning in 1957, extracurricular work on technology began to be even more closely linked with the educational tasks of the school. Among the various forms of extracurricular work, a special place is given to technical circles, where students are instilled with the skills necessary for the successful mastery of mass production professions. In these circles, working models and devices are also made, which make it possible to acquaint students with the scientific principles underlying the production of an industrial enterprise.

During these years, the participants in school technical circles and extracurricular institutions, especially high school students, noticeably improved their desire to rationalize labor processes, which made it possible to produce more complex visual aids in physics, mathematics, and labor training.

Eighth stage was determined by the adoption of the law of the Supreme Soviet of the USSR "On strengthening the connection between school and life and on the further development of the system of public education in the country" (1958), which required a subsequent change in the content and methods of organizing the creative activity of schoolchildren. It emphasized that it was especially important to practice the organization of circles at schools, to create societies of young physicists, chemists, technicians, etc., to develop technical invention, the work of students in creating new instruments and models, technical devices, identifying and carefully educating young talents.

Technical creativity of students was considered as one of the effective means polytechnic education and labor education of children. Strengthening the practical orientation in the preparation of students was caused, first of all, by socio-economic transformations in society. This led to intensive expanded reproduction and, as a result, the need for skilled workers. It cannot be said that vocational training was the main function of students' technical creativity. However, during the period under review, vocational education institutions were unable to satisfy the need for qualified workers.

In this regard, extracurricular work in the field of technology was also directed to the acquisition by students of various professions (carpenter, turner, car driver, tractor driver, locksmith, etc.). For example, during the course of the programs optional courses and participation in circles of technical creativity in the schools of the Molodechno region for the 1958/59 academic year and the Brest region for the 1959/60 academic year, 4461 students received professional training in various specialties.

The introduction of industrial training created powerful prerequisites for raising children's technical creativity to a new, qualitatively higher level of development, and made it possible to vary the themes and content of extracurricular activities more widely. The technical amateur performance of schoolchildren is increasingly acquiring a socially useful orientation, experimental small-sized vehicles, agricultural machines and tools for school plots, radio-electronic devices and automation equipment for the national economy, visual complex models of various industries are being created in circles, many teams of young technicians are actively involved in rationalization and inventive work.

At the initiative of the Central Committee of the Komsomol of Belarus, the Ministry of Education of the BSSR, the Belpromsovet and the Belarusian Railway Administration, the Republican Exhibition of Technical Creativity of Pioneers and Schoolchildren was organized. It was envisaged that the exhibition should contribute to the deepening of students' knowledge in physics, drawing, mathematics, to familiarize schoolchildren with the basics of individual industries, to identify the best examples of children's technical creativity, to generalize and disseminate the experience of young technicians, to promote among schoolchildren and pioneers the achievements of domestic science and technology.

Schools from all regions of the republic were presented at the exhibition. A total of 247 exhibits were received, including 168 from the Minsk Palace of Pioneers and Schoolchildren. Works of 18 young technicians were noted. Miniature electric bell and electric lamp by Vladimir Golavansky and Yury Krul (Minsk Children's Theater School) were then exhibited in USA, Mexico and Cuba.

With the restructuring of the school, circle classes in many cases became more meaningful, with elements of a design search. However, on the whole in the republic, the improvement of the content and forms of extracurricular activities with schoolchildren in technology was still uneven, the process of organizing sectoral technical circles reflecting the production profile of the economic region, contributing to the solution of career guidance problems, relying on the help of basic enterprises and organizations, was difficult.

In the late 50s and early 60s, the task of developing a creative attitude to work, labor education, comprehensive and harmonious development of the individual, including the development of abilities for creative activity in the field of technology, was placed at the center of all educational work for children and adolescents. During this period, out-of-school institutions aim to create, first of all, circles and clubs for studying the foundations of modern technology, orient them to search and design, rationalization activities, and strengthen mass scientific and technical propaganda.

Extracurricular work on technology is becoming more purposeful: specialists from production, scientific institutions, educational institutions are increasingly involved in classes with students, the material base of circles is being strengthened by enterprises. The sprouts of the movement of young innovators and inventors appear: primary school organizations are being created in a number of regions of the republic All-Union Society of Inventors and Innovators(VOIR, 1958), later Public Association NGO “Belarusian Society of Inventors and Innovators”(OO BOIR). Its main tasks were:

Attracting the broad masses of working people to active participation in inventive and rationalization activities aimed at intensifying social production and accelerating technical progress in the national economy;

Implementation of public control over compliance with legislation in the field of invention and rationalization, timely consideration, development and use of creative products of labor;

Achieving maximum efficiency in the introduction of rationalization proposals and inventions into the national economy;

Assistance in the promotion of the use of scientific knowledge and inventions in the national economy;

Participation in planning the implementation of inventions and rationalization proposals by ministries, state committees, departments, economic and cooperative organizations;

Development of collective technical creativity, activities of creative integrated teams, public design and patent bureaus, public groups for the implementation of rationalization proposals and inventions, councils of innovators;

Attracting young people to scientific and technical creativity (NTTM);

Promoting the active participation of inventors and innovators in competitions, the movement for a creative attitude to work;

Organization together with ministries, state committees and councils of trade unions, associations, enterprises and other public and economic bodies of reviews, competitions, contests, rallies, exhibitions, conferences, meetings and other public events;

Protection of state interests in the field of invention and rationalization, as well as the rights of innovators, inventors and authors of industrial designs; providing comprehensive assistance in their activities, in improving technical, legal, patent and economic knowledge;

Participation together with the State Committee for Inventions in solving issues related to the development of inventions and rationalization in the country.

The supreme body for the primary organization of VOIR (at least 5 people) was the general meeting; for district, city and regional organizations - a conference; for the republican organization and the All-Union Society - the congress, which approved its Charter. The general meeting, conference, congress elected executive bodies - councils.

Ninth stage. The growth of scale, differentiation and specialization of production forces served as the material basis for the development of scientific knowledge, the comprehensive enrichment of the spiritual life of society. The ever deeper penetration of scientists into the laws of the development of nature and society, the use of the achievements in practice necessitated the training of personnel capable of mastering new equipment and technology, and thereby materialize the acceleration of scientific and technological progress.

In accordance with the next government decree "On measures to further improve the work of the secondary general education school" (1966), the solution of the problem of universal secondary education, a closer connection between education and production, and the inculcation of labor skills and skills in students began. The construction of new schools according to standard designs was carried out on a large scale. They implemented sanitary and hygienic and other requirements to ensure the learning process, conduct various forms of extracurricular work with students, including technical creativity.

As a result of all this, the network of new industry technical circles was expanding, reflecting the profile of production: radio electronics, automation, telemechanics and cybernetics. Teachers began to pay attention to new areas of science and technology. At the lessons of physics, the physical foundations of space flights, the problems of photonic rockets of the future were considered, the outstanding role of scientists in the conquest of space, etc. was noted. The creation of circles for rocket modeling and spacecraft design was directly related to the success in the development of astronautics. The first manned space flights contributed to the emergence of new attitudes and values ​​in society. For schoolchildren of the 60s, space technology and everything related to it was prestigious and interesting.

As a result of methodical searches by experienced leaders of circles of technical creativity of schools in Belarus, design technologies were improved and new modeling objects were made from various structural materials. A truly creative laboratory was the physical and technical circle at the eight-year school No. 20 in Gomel, which was led by the honored teacher of the school of the BSSR A.I. Milevsky and physics teacher L.S. Lopanova. The most significant model of sixth graders in 1962 was the city of aeronauts with an operating electromagnetic air road. From 1962 to 1964, the members of the circle persistently got acquainted with the basics of telemechanics and electronics. The SKB was organized in the circle - a special design bureau headed by the most skillful young technicians - A. Starostov, N. Sinyuk and others. complex structures, such as a computer, an electroerosive machine, a model of the Aelita-20 space laboratory equipped with radar equipment, and, finally, a "robot" - a remote-controlled device that moves, talks, reads and even sings a mechanism. All these models are the result of a real search and a lot of work of young technicians and leaders of the circle.

It is characteristic that the materials for work in the physico-technical circle of A.I. Milevsky were various plastic masses. An electric motor made of plexiglass without a winding and a high-voltage rectifier were sent in 1964 to the USSR Exhibition of Economic Achievements. And the two best models - an electroerosive machine and a computer were presented at the World Exhibition in Genoa (Italy).

Very useful and instructive was the experience of extracurricular work on space design by Minsk physics teachers P.S. Karetnikov (secondary school No. 24) and A.A. Pshonko (secondary school No. 77). "Window to the Future" - this is how the members of the circle of technical modeling of secondary school No. 77 called their work at the II city exhibition of visual aids, teaching instruments and technical creativity of students in May 1966. Under the guidance of A.A. Pshonko, the guys prepared for the exhibition models of the cosmodrome, the first satellite of the Earth, a photon rocket, a Mechta car, which were distinguished by a good exterior finish. In turn, the honored teacher of the BSSR P.S. Karetnikov designed with the members of the circle G. Yunevich, A. Yagoshin and M. Parkhomov "Photon starship". This model was exhibited at the republican exhibition of young innovators and inventors, at the Exhibition of Economic Achievements of the BSSR and the Exhibition of Economic Achievements of the USSR, at the World Exhibition "Expo-70" in St. Osako (Japan) in 1970.

In the 60s, exhibitions of children's technical creativity, annual conferences of young technicians, and other mass forms of extracurricular work became widespread. An assessment of the activities of schools and a generalization of the advanced pedagogical experience of the leaders of technical circles in various areas of work characterized the content of these events. So, at the II and III republican conferences of young designers, held in Minsk, young researchers and teachers summed up the results of the circle work of the mid-60s: they analyzed the achievements of young technicians, identified new areas of extracurricular work, formulated a number of tasks for the development of technical creativity students.

During the work of the II Republican Conference of Young Technicians and Designers (1964), an exhibition of children's technical creativity was functioning, at which 305 working models and devices were exhibited. Good designs were presented by Mogilev, Vitebsk and Gomel regions. The most successful was the team of the Mogilev region, which received 32 diplomas. They designed two counting machines: one (on decatrons) counted the parts on the conveyor, memorized their number and signaled to a given number; the other (on transistors), at a high speed from 0 to 15 MHz, counted the products produced by the automatic line. As a result of this work, a universal machine for making holes in hard alloys was also designed, which was repeatedly awarded with a diploma of the 1st degree, and the regional council of the VOIR recommended it for implementation at the enterprises of Mogilev.

In the 1960s, programmed learning developed intensively, providing the opportunity for optimal questioning and assessment of students' knowledge. The implementation of this method assumed the presence of special equipment, which was made by students in extracurricular activities. The successes of the circle members in this direction were constantly noted in the articles of newspapers and magazines, as well as at conferences of young technicians.

At the III Republican Conference of Young Technicians and Designers (1965), members of the technical creativity circles of urban and rural schools demonstrated their achievements, who created a whole range of machines: a simulator, knowledge scales, an electrified multiplication table, a hydrocybernetic examiner, a consulting machine and equipped classes for programmed learning. and much more. So, at the Orsha SYuT, members of the radio electronics circle designed a robot-mathematician "Marsik", which walked, spoke and solved problems according to a given program. In 1966 he exhibited at Leipzig Fair in the GDR and received good reviews. Among the original devices and mechanisms created by young technicians were an ultra-short-wave radio station, a counting machine "First Grader", an electronic reference book on trigonometry, a remote-controlled press machine of the future, an electric spark machine, etc.

Since 1967, republican reviews of rationalization and inventive work of technical circles of schools and extracurricular institutions have served as the most important factor in the further improvement of the content and forms of organizing the creative technical activity of children and adolescents. Along with the further development of the network of circles of young technicians, strengthening their connection with production, promoting the education of schoolchildren of collectivism, a creative attitude to work, these reviews helped develop the exploratory nature of the technical amateur performance of students, involve high school students in the ranks of VOIR, study and disseminate the best experience of work circles on the subject proposed by design bureaus, enterprises, scientific institutions, councils of the society of inventors and innovators.

Activities to attract the scientific and engineering community, production innovators to the development of creative work on technology among students have also intensified. The VOIR councils were called upon to assist schools and out-of-school institutions in the creation of primary organizations of society, in the development of topics and tasks for rationalization and inventive activities and in the selection of consultants for them.

Increased attention to the technical creativity of schoolchildren from a number of ministries and departments. The consequence of this was the organization of new and expansion of existing clubs of young technicians, scientific and technical societies and other associations at a number of plants and factories, research institutes, Palaces of Culture, factory clubs, in microdistricts at the place of residence of schoolchildren, providing them with equipment, tools and materials , assistance by cadres to the leaders of circles from among specialists and workers.

A significant influence on raising the educational level, improving the pedagogical skills of the leaders of the circles was formed in the 60s by the system of training and retraining of personnel for the management of extracurricular work on technical creativity. Republican and regional institutes for the improvement of teachers began to systematically organize courses, workshops for leaders of circles of technical creativity. To provide methodological assistance to the leaders of circles of rural schools, to improve their skills, two-year regional part-time and correspondence schools were created, in which both disciplines of general psychological and pedagogical training were presented, as well as special courses on the methodology of organizing the creative activity of students, modeling and design.

Regional and republican pedagogical readings, meetings, scientific and practical conferences and excursions of teachers to industrial enterprises were also held. In the process of studying at the courses, the leaders of the circles got acquainted with the latest literature, attended open classes.

Work on the development of technical amateur performances in the pioneer organization became noticeably more active. Together with the teaching staff of schools, out-of-school institutions and trade union organizations, local Komsomol committees set about expanding the network of pioneer amateur clubs and associations in technology, attracting Komsomol high school students and members of school organizations to work with the pioneers. learned societies, students, young workers, specialists and scientists. Many of them, on a voluntary basis, were involved in the work to develop children and adolescents' interest in creative work, in working professions, passing on their knowledge, skills and abilities to schoolchildren in various technical circles, sections, associations, using the capabilities of industrial enterprises.

Komsomol soldiers of the Soviet army and navy helped create military-patriotic associations, equip military offices, organize military-technical and military-applied circles, hold paramilitary games in pioneer squads, at military training camps, in labor and recreation camps. Komsomol organizations of higher educational institutions assisted in the organization of scientific societies of students (SSU), pioneer camps-satellites at student construction teams, attracted students and scientists to create associations of young technicians, physicists, mathematicians in pioneer squads, to conduct school olympiads, competitions, quizzes.

At all stages of the development of schoolchildren's technical creativity, its level largely depended on the material and technical base, on the provision of circles with the necessary materials, equipment, and tools. In this regard, an important role was played by the decree of the Council of Ministers of the USSR (1967), which provided not only for the expansion of the network of out-of-school institutions, but also for the strengthening of their material base, as well as assistance to school technical circles. To this end, a number of enterprises of the republic organized the production of construction kits, blanks, semi-finished products, tools for children's technical creativity, and also expanded the network of specialized stores ("Young Technician", "Do it yourself", etc.) selling various goods for these goals.

In order to popularize the development of technical creativity of students in the mid-60s, republican permanent exhibitions of technical creativity of students began to open in Belarus. They were replenished annually only with exhibits that were more and more distinguished by good quality and complexity in manufacturing compared to the models and designs that were exhibited before. Industrial and agricultural machinery, electronics and television, cybernetics and other sections of the exhibition greatly expanded the range of presented works: a universal device for boring hinges, a cybernetic lock, a concrete reinforcement finder, a mechanical pile driver, an electric hammer, a spot welding machine, a tenoning machine, an overlevel alarm noise in the room, a split model of an internal combustion engine with a light simulation of the working process, an oscilloscope, a model of a wind farm, etc. Based on the results of exhibitions and other mass events, it could be judged that the content of the technical creativity of students as a whole reflected the development of science and technology. Activities in many circles began to acquire the design and rationalization character of collective creativity.

The search and design activity of schoolchildren found its expression in the work of student design teams, where technical creativity is focused on further improvement. existing machines and tools, the development of devices that replace manual labor.

Measures are being taken to ensure that, in the technical amateur activities of pioneers and schoolchildren, the continuity of the continuation of technical creativity in the summer in pioneer camps is ensured, involving the widest masses of children and adolescents in it.

One of the factors contributing to the development of students' interest in the specialties of the technical sphere is the formation of their conscious professional choice, when organizing classes in scientific and technical creativity. Technical creativity - a type of creative activity to create material products - technical means that form an artificial environment for a person - the technosphere; it includes the generation of new engineering ideas and their implementation in project documentation, prototypes and in serial production.

To implement the task of developing scientific and technical education in the school, a School Work Plan in this area was drawn up.

Objective: development of a stable and deep interest of students in the design of the simplest models, the formation of elementary skills in design thinking and technical modeling.

The implementation of these goals contributes to the solution of the following educational tasks

• to give students theoretical knowledge of the basics of initial technical modeling;
• to instill in students special practical skills and skills in constructing a variety of simple models (using the tools necessary for modeling, working
  with templates)
• drawing models, reading simple drawings, testing models, analyzing the results of one's work and others;
• develop technical thinking skills;
• to instill in students a culture of work, interpersonal relations, a sense of responsibility for the quality of the work performed.

Principles of work of the scientific and technical direction in MAOU Alabinskaya secondary school with UIOP
named after the Hero of the Russian Federation S.A. Ashikhmina:

• Inclusion of students in active activities.
• Accessibility and visibility.
• Relationship between theory and practice.
• Accounting for age characteristics.
• A combination of individual and collective forms of activity.
• Purposefulness and sequence of activities (from simple to complex).

The work plan in this area consists of three stages:

The first stage is 2015-2017.

The second stage is 2018-2020.

At the first stage to form continuity in the implementation of the information technology profile, classes with in-depth study of computer science were opened at the school: 2016-2017 academic year - 3 classes (7b, 8b, 9c).

To implement the task of developing scientific and technical education at school, work was planned in the main areas in 2017-2018:

Additional education

• extracurricular activities: circles "Info-knowledge" (4a cl.), "Young computer scientist" (5a, 5b, 5c, 5d cl.), "Robotics" (6b, 6c, 6d, 6d, 7a, 7b, 7c, 7d, 8a, 8b cells),

Technological excursions

• #RoboCity2018 - ANO robotics festival
  DO Robolatorium Odintsovo (9b class).

Scientific activity, competitive movement

• participation in the district scientific and practical conference"Step into the Future": 2016 - project work "Designing robots based on the LEGO Mindstorms set" (winner, student of grade 7. Gaidukov A.), design work "ROBOT - MOWAY" (winner, student of grade 11 Urmantsev R.) ;
• participation in the regional competition of drawings in programming languages ​​"Gr@fal" nomination "Animated drawing" (winner, student
  7 cells Antonov K.);
• participation in the All-Russian competition "Kit - computers, informatics, technologies" - the number of participants - 94 people;
• the school stage of the All-Russian Olympiad in Informatics and Physics - 145 participants;
• participation in the municipal stage of the All-Russian Olympiad in Informatics and Physics: 1 - winner in physics, 8 - participants.

Summer camp

• from 1.06.2018 to 30.06.2018 a summer camp for gifted children "Erudite" was opened on the basis of the school
  (25 people) - direction of robotics. The main disciplines are computer science, logic, mathematics.

Involvement of teachers of educational organizations higher education

· An agreement was signed on the program "Training of Robotics" with LLC "NPO "ANK EFFECT" with the involvement of university teachers to conduct classes in robotics at the summer camp for gifted children "Erudite".

Cooperation with schools of the Naro-Fominsk region

• School robotic club "Werther" MAOU Aprelevskaya secondary school No. 3 SUIOP visited and held a master class.

Equipment

• There are sets of Lego education constructor and Moway smart city constructor, basic parts, computers, 3D printer, projector, screen, video equipment.
• The educational robotic module "Basic competitive level" was purchased.

Second phase

Work plan 2017-2018

• Open the information technology profile class (10b).
• Continue work in the following areas: in-depth study of computer science in grades 8b and 9b; additional education (extracurricular activities) with the involvement of university teachers.
• Organize a joint robotics club with MAOU Aprelevskaya secondary school No. 3 SUIOP in order to exchange experience.
• Take part in the RIP competition on the topic "Robotics as the basis for the development of scientific, technical and creative abilities of students."
• Send I.I. Podkolzina to advanced training courses for computer science teachers. in the direction of robotics.

2019-2020 year

• Continue work in the following areas: in-depth study of computer science in grades 5-9, specialized education in grades 10-11; additional education (extracurricular activities) with the involvement of university teachers and young professionals.
• Joint work with MAOU Aprelevskaya secondary school No. 3 SUIOP, holding contests, competitions.

Extracurricular work on technical creativity in combination with studies helps students acquire deep and solid knowledge in the field of technical sciences, valuable practical skills; fosters hard work, discipline, work culture, the ability to work in a team. Being engaged in technical creativity, students will be able to practically apply knowledge in various fields of technology, which in the future will facilitate their conscious choice of profession and subsequent mastery of a specialty.

1

A historical overview of some aspects of the development of the Soviet school and the technical component of additional education in the 20th century is given. The role of the polytechnicalization of the learning process at all educational levels in the development and formation of domestic industry and science is noted. Nowadays, there is a sharp drop in interest in technical forms of additional education, and this fact cannot go unnoticed. Of particular importance is the modern form of polytechnic education - aerospace. Aviation and astronautics absorbed in their development the most advanced achievements of science, technology, and forms of organization of production. Aircraft modeling, which originated in the 1920s, and rocket modeling, which became especially popular after Yu. Gagarin's flight, are engineering forms of additional education. A wide range of these types of extracurricular activities provides an opportunity to choose activities of interest to any child and adolescent. Creators of science, engineering and technology grow out of such children. The final part of the article is dedicated to the blessed memory of a highly qualified engineer, a talented teacher, a judge of the republican category in aviation sports, a corresponding member Russian Academy astronautics named after K.E. Tsiolkovsky, a patriot of the Russian Land - Ivan Vsevolodovich Krotov.

I.V. Krotov

children's technical creativity

additional education system

stations for young technicians

pre-professional training

aerospace education

aeromodelling

rocket modeling.

1. Beloglazova E. House with windows to the future. // Russian space. - No. 1 (85) January 2013. - P. 52–56.

2. Ermakov A.M. The simplest aircraft models. M.: Enlightenment, 1984. - 170 p.

3. Krotov I.V., Shabalina N.K. Educational and methodological complex for the system of aerospace education. Part 1. - Novosibirsk: Sibprint Agency LLC, 2014. - 122 p.

4. Rozhkov V.S. Aeromodelling circle. For leaders of circles of schools and extracurricular institutions. M.: Enlightenment, 1978. - 160 p.

5. Rotenberg V.S., Bondarenko S.M. Brain. Education. Health: Book. for the teacher. - M .: Education, 1989. - 239 p.

6. Syrov S. N. Pages of history. M.: Russian language, 1981. - 352 p.

7. Encyclopedic Dictionary of a Young Technician. Comp. B.V. Zubkov, S.V. Chumakov. M.: Pedagogy, 1980. - 512 p.

8. Encyclopedia of wisdom. M.: ROOSSA, 2007. - 816 p.

The products of any industry at present must have high technical data: reliability, durability, economy, simplicity and ease of use, competitiveness in the world market. Success in this can be achieved only thanks to the worthy qualifications, talents and creative activity of personnel at all stages of production, their high general culture. And you need to start preparing such shots as early as possible.

Our country during the twentieth century. twice literally rose from the ruins. The devastation after the First World War, the revolution and the subsequent civil strife was widespread. The most difficult work to combat the devastation turned out to be within the power of the people. Highways were built, the Far North was mastered. And by the end of the second five-year plan (April 1937), 4,500 reconstructed and newly built enterprises came into operation. In terms of industrial production, the Soviet Union came second in the world. Just 4 years later, the Great Patriotic War began, which brought huge irreparable losses. Huge territories literally turned into ruins. And again, unpredictable consequences: in 1948, Soviet industry reached the pre-war level, and in 1950 it produced 73% more products than in 1940. Despite the war, science did not stand still - in 1946, the first nuclear tests, the first jet planes took to the skies.

But the main result of the post-war recovery was yet to come. To the great surprise of many world analysts, just 12 years after the hardest victory in a destructive war, in 1957 the first satellite of the Earth was launched into orbit, and less than 5 years later, Yuri Gagarin circled the Earth. The world championship in many areas of science and production was not accidental. According to UNESCO in the early 1960s. a graduate of the Soviet school was the most literate in the world.

There are many reasons for this, but I would like to draw attention to the main ones. The main one is the creation of a huge free educational structure throughout the country, for all segments of the population already in the early 1920s. The study was carried out at plants and factories, in villages and at construction sites, in military units. The system of educational program covered the entire country. The state comprehensive school was initially polytechnical. Students received in it the scientific knowledge and labor skills necessary for full-fledged work in their future adult life. Another of the most important steps in the development of education was the opening in 1926 in Moscow on Krasnaya Presnya of the country's first station for young technicians.

Subsequently, circle work was widely developed throughout the country. In schools, houses of pioneers, at stations of young technicians, in pioneer camps on summer holidays, anyone could engage in a wide variety of forms of modeling, fine arts, photography, music, etc. This structure, later called the system of additional education, is essentially a long For years it has remained the main tool for the professional orientation of young people.

It is known that interest circles as a form of extracurricular work play a decisive role in educational work, developing in schoolchildren purposefulness, enthusiasm, independence in choosing forms and methods of work, responsibility, breadth of outlook, and research abilities. The main task of the circle leader is to assist each student in finding his own way in setting his individual goal and choosing the means to achieve it. This will allow the young person to maximize their natural inclinations and opportunities.

In the post-war years, great attention was paid to children's technical creativity. In addition to clubs for young technicians, at house administrations, in parks, at playgrounds, in pioneer camps, a wide variety of technical circles, schoolchildren's rooms, playgrounds with educational games of manipulative design (construction of objects using various types of "constructors") worked.

The results of this work were truly worthy. In the 1980s some works of the participants of the circle of agricultural machinery of the Omsk regional SUT received copyright certificates. Designs and devices developed by the circle members of the Gorky SYuT were introduced into industrial production. Schoolchildren's works exhibited at VDNKh have been repeatedly awarded with prizes and prizes.

Today, at the level of the government of the country, the question is being raised of creating a fundamentally new model of industrial organization, focused on the use of innovations, the development of nanotechnologies, and the formation of high-tech competitive production. In order to resolve the issue of restructuring the existing resource-based economy in Russia for a production economy, it is necessary, first of all, to restore interest in the national engineering school.

The development of the aerospace direction in additional education deserves special attention. At all times, aviation and astronautics, being advanced industries, have a significant impact on the development of society as a whole. Let us consider only some aspects of aircraft and rocket modeling. Well-known general designer O.K. Antonov considered aircraft modeling to be a difficult task: “A model of an aircraft, even the smallest one, is a miniature aircraft with all its properties, with its aeromechanics, strength, and design. To build a model, you need to know a few things. Building a model confronts the modeler not with disparate sciences, but with their interaction. The applied significance of mathematics and physics, chemistry and history is becoming closer and clearer; it is easier to understand the value of quality education.

The practical skills gained while working on an aircraft model become real only when they are backed up by a firmly mastered theory. The synthesis of theory and experience makes it possible to concretize and "put in place" the knowledge in general subjects learned in school. It:

• mathematics and programming for calculating the parameters of flying models;
• the history of science - primarily the history of the creation and development of aircraft;
• chemistry of materials and fuels;
• physics (mechanics and electrical laws);
• biology - bionics of flight and other "patents of nature".

In addition, in the process of working and preparing for competitions, you need to find out:

• designs and manufacturing technologies of flying models;
• rules for conducting flight tests, safety precautions and requirements for holding sports competitions;
• literature - an epic about flying characters;
• aesthetics and design of flying models;
• drawing, drawing and computer graphics.

One of the most popular types of modeling sport - aircraft modeling - appeared even before the stations of young technicians were organized. The first aircraft modeling competitions in our country were held in August 1926.

All aircraft models can be divided into two types - non-flying and flying. Non-flying models (scale copies of aircraft) that are needed for showcases, exhibitions, classrooms are called tactical . AT museum For non-flying models, not only the external forms of the prototypes, but also their internal mechanisms and devices must be reproduced with great accuracy. Working on such models requires perseverance, accuracy, accuracy, the ability to notice small things and meticulously reproduce them. There were cases when a whole group of performers worked on such a model, in which each was responsible for his own amount of work.

Among the flying models, 3 classes are distinguished: free-flying, corded and radio-controlled. Each class is divided into categories. I would like to pay attention to the Air Combat competition (class of cord models). Their high popularity among modelers is explained by the simplicity and accessibility of the technology for making "fighters" and excellent entertainment. Participants in these competitions must have strong nerves, quick and precise reactions, and good physical fitness. It is worth comparing these two examples of such different types of aeromodelling. For anyone who wants to engage in a circle, you can find your own direction of work.

It seems to us that the fact that aircraft modeling circles were of different ages was a special achievement of additional education of those times. A.M. gave a lot of time and effort to the simplest aircraft modeling. Ermakov. One of the authorities of additional education V.S. Rozhkov, in his methodological manual, examines in detail the organizational issues of working with younger students. The author, describing in detail the methods of building, testing and holding competitions of the simplest aircraft models, recommends that junior training groups be made up of schoolchildren in grades 3-5. Here, the sequence of work on a training model made of paper is described step by step (pp. 32-34). During flight tests of this “trifle”, the young designer works out the longitudinal, lateral and directional stability of his product. This is the first step towards a real science - aerodynamics.

Rocket modeling dates back to the 1930s. At that time, the results of the work of the first groups for the study of jet propulsion (GIRD) led to the first successes in the creation of rockets and rocket engines.

The stage of mass development of rocket modeling received a special growth after the flight of Yu.A. Gagarin in 1961. All over the country, with the support of public education, youth organizations and the Defense Society, circles of rocket modeling began to be created. They were organized in houses and palaces of pioneers, stations for young technicians and schools, often on the basis of aircraft modeling circles. The first competitions for schoolchildren were organized in the Moscow region, and since 1962 they began to be held in most regions of the Soviet Union.

The nascent space industry required competent, creative personnel. Even Sergei Pavlovich Korolev himself had a hand in solving this issue. Teachers of higher and secondary technical educational institutions were invited to the plant in Kaliningrad near Moscow (now the city of Korolev). Classes with the workers of the plant were held directly at the enterprise after the shift. An evening meal was organized for the students. Thinking about the future personnel replenishment, the administration of the plant sent its specialists to children's institutions of additional education. It was then that a rocket modeling circle was organized in the Moscow City Palace of Pioneers and Schoolchildren under the leadership of I.V. Krotov - military engineer, employee of the company S.P. Koroleva, This circle later became the experimental children's design bureau of the magazine "Young Technician" (EKB YUT). Ivan Vsevolodovich was a technical consultant for the magazine "Young Technician" on materials about flying models.

For many years, members of the circle have designed, manufactured and tested experimental models of a wide variety of original schemes and designs.

The main pedagogical tasks in working with the circle members were to foster interest in the experiment, develop the creative inclinations of students, purposeful technical problems, and at the same time to a deep, conscious assimilation of knowledge.

In the process of working on models of rockets, the circle members solved the most real engineering problems:

• aerodynamic and strength calculations of models;
• designing several variants of a given scheme of a flying model with subsequent calculation, analysis, selection of promising designs or specimens, their refinement and improvement;
• introduction of experimental technologies for manufacturing models;
• flight and bench tests with a detailed analysis of the results.

One of the leading areas of research in the circle were spacecraft models with various rescue systems.

Based on the statistics of failures and accidents of various types of aircraft, it was shown to the circle members that in any flight the most vulnerable and at the same time the most difficult to predict stage of the flight is landing. For example, Yu.A. Gagarin landed in the Saratov region instead of Kazakhstan. Therefore, the first direction of the circle's work was to create a model of a system that would have the ability to maneuver at the last stage of landing. The second area of ​​work was to create a rescue system for the most expensive and bulky lower stages of spacecraft launch vehicles. The solution of this problem made it possible not only to reuse these steps, but also to reduce the exclusion zones on which the steps fell. For safety reasons, these areas should be uninhabited. All together resulted in the solution of a major economic problem for the country.

The logical conclusion of the activities of I.V. Krotov at the Palace of Pioneers and Schoolchildren (DPSH) was the book "Rocket Modeling" in collaboration with V.A. Gorsky, the core of which is the development of promising rocket modeling technologies. Subsequently, Krotov wrote the book Models of Missiles, containing information on the design methodology and manufacturing technology of rocket flying models, as well as detailed information about the materials used in their manufacture.

In 1970, a fanatic of engineering education I.V. Krotov becomes the head of the rocket modeling laboratory of the Central SYuT of the RSFSR. The experiment started at the Moscow Children's Children's School is reaching a new level - its results are being disseminated throughout the country and subjected to scrupulous analysis. Theoretical seminars on modeling are held for the leaders of the SUT and DPSh and "reference points" are organized - experimental sites in various regions of the Soviet Union, the target setting of which is the experimental development of models with an in-depth study of theory. Lithuania, Belarus, Moldova, Dagestan, Kabardino-Balkarian SSR, Turkmenistan, Saratov, Kirov, etc. were included in the work.

Results of scientific and methodological search I.V. Krotov became the foundation for the further development of rocket modeling in our country and even in the world. Models-copies of rocket gliders developed at EKB YuT were accepted by a separate class of models not only as part of domestic competitions, but also introduced (class S11E / P) into the International Code of the Federation of Aviation Sports (FAI).

Summing up the above, it is necessary to pay attention to the repeatedly proven and often discussed phenomenon that the health of our contemporaries is noticeably deteriorating not only because of the environment and malnutrition. The stress component of the destruction of human health is becoming more and more pronounced. One of the ways to resist stress is the thoughtful organization of human activity, its orientation towards creativity, search, creation. To solve these problems, it is necessary to revive the creative component of additional education. Search activity not implemented in creativity, if it does not cause psychological stressful conditions, can cause deviant behavior of young people, lead them to destructive aggression. This is a necessary, natural human need to seek. At the same time, it is obvious that "for children who have hobbies that require creative behavior, participation in hooligan actions is not typical."

The great Confucius owns the words: “He who, turning to the old, is able to create a new one, is worthy of being a teacher.” It is necessary to revive the achievements of the Russian and Soviet polytechnic schools at a new, modern level, evaluating and developing its past achievements.

Reviewers:

Zverkov I.D., Doctor of Technical Sciences, Senior Researcher, Institute of Theoretical and Applied Mechanics. S.A. Khristianovich, Novosibirsk;

Piralova O.F., Doctor of Pediatric Sciences, Associate Professor, Professor of the Department of Descriptive Geometry and Engineering Graphics, Omsk State Transport University, Omsk.

Bibliographic link

Shabalina N.K. MODERN PROBLEMS OF CHILDREN'S TECHNICAL CREATIVITY // Modern problems of science and education. - 2015. - No. 3.;
URL: http://science-education.ru/ru/article/view?id=20177 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"