Редактор: А. Тилегенов Редколлегия ағзалары
МУҒАЛЛИМ ҲӘМ ҮЗЛИКСИЗ БИЛИМЛЕНДИРИЎ
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Муғалим журнал 6-2 2022
МУҒАЛЛИМ ҲӘМ ҮЗЛИКСИЗ БИЛИМЛЕНДИРИЎ
107 qualitative characteristics [7]. Most scholars and researchers defend the idea of a third point of view - the fluctuating and inconsistent nature of the development of divergent thinking. For example, according to P. Torrens, the peaks of creativity development occur in preschool age, elementary school age and adolescence or older adolescence (9 years, 13 years, 17 years), that is, approximately every once in four years there is a certain increase in the development of creativity. It should be noted that some indicators of creativity increase with age, while others decrease. [5: 2] According to L. M. Petrova, 13-14-year-old teenagers are significantly more creative than 9-10-year-old children. The structure of creativity also varies with age. At the primary school age, the highest indicators of originality in the creation of figurative elements, in adolescence, the speed and flexibility of thinking, as well as the flexibility in the creation of semantic relations, become the main abilities. It should be noted that the indicators of flexibility, originality (originality) and speed of thinking decrease significantly with age [5]. While studies conducted by E.B.Bykova, N.P.Volkova on adolescent learners showed that the level of divergent thinking in adolescents with low vision is lower (in adolescents with demand-level vision, «a high rate ” - 29.4%, in adolescents with low vision «high rate» - 23.5%)[4: 21], according to E.S. Kuzmina, original thinking and creativity aspects of divergent thinking of 6-7 and 10-11-year-old students are high in 6-7-year-old students, and 10-11-year-old students have flexible and quick thinking [2: 25- 26]. According to the results of the research conducted by N.A. Avdyunina in 2016-2017 with the first level students of the higher education institution with the IQ level of divergent thinking, among 90 students, 5% had a high divergent IQ, 35% were above the average level, 60 % showed the middle level [6: 86-91] and the research conducted by N.V. Chumicheva showed that the characteristic of divergent thinking should appear in a person at a young age, should be formed from adolescence and should be developed until middle age. Among the types of thinking, divergent thinking is the most suitable for improving the professional qualities and competence of future military personnel. Because the quick, flexible, original, clear, systematic thinking components that are part of this thinking system and the formation of skills to find several answers and solutions to a question or an existing problem at the same time are considered important tasks in the training of military personnel. In the teaching of natural sciences, especially chemistry, it is appropriate to create tasks and situations based on divergent thinking, which are intended to directly develop the military competence of cadets. Here is an example of one such simple task: Download 1.44 Mb. Do'stlaringiz bilan baham: |
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