Formation of experience of creative activity

FORMATION OF EXPERIENCE OF CREATIVE ACTIVITY
Aripova Zulfiya Solijanovna
Associate Professor of the Department "Humanities"
Andijan Building Institute
The research is devoted to an experimental assessment of the creativity ability of students with different academic appropriations. Measurements are made using existing verbal and nonverbal creatville tests. The scientific paper raised the question of whether there is a connection between creative abilities measured by traditional tests, questionnaires and academic subordination, as well as the assessment of differences in the manifestation of creativity in groups where students with higher and and and non-higher assimilation study.
Alan Dj.In Rowe's opinion, in our conceptual age, or in the era of Tony Bowen's confirmed intelligences, such abilities as “feeling”, intuition, creative acquisition of tasks and problems posed, knowing events more than before and being able to find all the hidden interconnections are of great importance. Since the Fifties of the last century in foreign psycholia (Dj.Guilford, E.Torrens, M.Wallach, N.Cogan, S.Mednick, R.Sternberg et al.) as a universal cognitive creative ability of the individual, interest in creativity increased, and with the development of practical aspects of the formation of his creative problem and methods of solving tasks, psychometric study began.
Despite the numerous theoretical and experimental studies carried out, at present, the exact concept of creativity has not been formulated and a meaningful diagnostic tool for its identification has not been developed. Some concepts of creativity are formulated in the result of creative activity-the term product, others in the terms of the process, and still others in the necessary external conditions or personal characteristics of the creative environment. In almost all of its definitions, creativity is seen as relating to the creation of something new for an individual or society.
I analysis of LMI research shows that today, in science, there are the following problems:
• lack of clearly formulated understanding of the concept of” creativity;
• lack of a generalized opinion about the creativity structure, in which a different number of criteria and indicators are presented;
* failure to study the dynamics and description of the development of creativity regarding the formation of human ontogenesis (the path of individual development of an organism from its occurrence to the end of its life) ;
• the development of creativity at different stages of ontogenesis and the low development of methods of its diagnosis.
All this brings to the surface many directions and theories of creativism, approaches to the science of the universe. Moreover, in this area, errors and misapplication of basic terms also occur in translations made from English and other languages. This makes it impossible to form a single and clear base of terms.
This led to the use in modern science, of the concept of “creativity” and the words derived from it, “following the fashion for the use of beautiful foreign words” , and as a result, kerativity in the quality of a scientific category became not clearly defined in terms of meaning.
The use of new techniques and technologies in production requires a radical change in the attitude towards the educational process: the creation of a new generation of educational and methodological literature and a lot of attention to the creative activities of students in them. The process of training future Bachelors should be focused on the education of a person with creative potential and whose creativity is formed. The main goal of organizing professional education in technical higher educational institutions is the training of graduates with potential and high qualifications. They are able to apply not only in practice, their knowledge, qualifications, skills, they must be distinguished by the fact that they make specific technical solutions and non-standard decisions in problematic situations that arise in their professional activities.
To form the experience of creative activity, a targeted work should be carried out: design, planning, a special selection of creative elements that appear in the creative process. This is, of course, the ideal varint of generating the experience of creative activity. In practice creativity leads to imitation of creativity, often, bypassing the creative process, a person can produce creative products and develop creative qualities. What do we understand when it comes to creativity? Creativity is a targeted processing of this nonverbal information, without memory of attention. We believe that it is time to make some adjustments to understand creativity as a process or situation, and not as an activity. Let's dwell on the stages of teaching students to the creative process.
At the first stage, it is necessary to ensure an understanding of the concept of “creativity”. For this, a specially developed “method” is used (3). It is advisable to start teaching creativity by explaining what creativity uses in a situation where a large volume of insufficiently processed information accumulates. Having received enough information about the state of creativity, a person can form a way of entering into his (nonverbal) creation process, which is acceptable to him. The content and essence of the second stage will be aimed at ensuring an understanding of the creative process.
At this stage, individual style tips with the teacher are of great importance. The third stage will be needed for those who want to seriously deal with ijol. Forced or spontaneous (spontaneous occurrence, occurrence due to an internal cause) creative work obtained in creativity helps to shape it. It would be advisable to observe their influence on each other. The third stage is characterized by the experience of creativity and the presence of a sharp, stepped formation of the initial elements of creative qualities. The fourth stage helps to form creative qualities, since a sufficient amount of creativity experience will be accumulated. In this direction, the main focus is on the individual selection of creative elements (templates), on the basis of which a creative product is formed.
What to start work on the formation of creative activity experience? It is necessary to start by imagining creativity that a person is not familiar with first. Therefore, preparation for creativity is of great importance. We do not deliberately say “creative activity” in this place, because at the moment the use of such a phrase would have been an erroneous thought thought. These were our Dalis.
Creativity is mainly applied to form a form of conceiving content and a style (method). Creativity, unlike creativity, is not able to remove temporarily existing barriers, but rather to bypass some of the barriers, introducing additional limitations. Creativity begins to take shape in conjunction with the experience of creativity. Creativity is not a technology, it is an art that requires a person to have a strong concentration of attention, to take advantage of all his available opportunities, to grow to maturity.