Development of creative abilities of students in foreign language lessons Content Introduction

Development of creative abilities of students in foreign language lessons
Content
Introduction
Chapter I. Theoretical and methodological foundations for the development of creative abilities
1.1 Development of children's creativity
1.2 Psychological and pedagogical foundations of teaching a foreign language at the initial stage
Chapter II. Development of children's creativity in the process of learning English
2.1 Non-traditional forms of the lesson at the initial stage of education
2.2 The role of the game in the process of learning English
2.3 Lesson-holiday "Christmas"
Conclusion
The list of used liturature

Introduction

The relevance of the research problem can be explained by a number of circumstances. Thus, the main direction of modernization of general education and vocational schools at the present stage of development provides, first of all, to improve the quality of assimilation of general education and professional knowledge, practical and creative training of school graduates.
A foreign language, as a general educational subject, can and should contribute to the development of students' creative abilities. Having a huge upbringing, educational and developing potential of students' creative abilities, a foreign language can realize it only in the course of implementing the practical goal of learning, that is, only if the student in the process of foreign language communicative and cognitive activity (listening, speaking, reading, using writing ) will expand their general educational horizons, develop their thinking, memory, feelings and emotions; if in the process of foreign language communication the social and value qualities of the individual will be formed: worldview, moral values ​​and beliefs, character traits.
First of all, a foreign language as an academic subject is an additional "window" to the world, it is a means to replenish knowledge in various areas of life, science, art, which is essential for general education, it is a tool that helps to carry out activities in various areas of labor and social life . In foreign language lessons, students deepen and expand many of the knowledge and ideas they have received in other academic subjects: social science, literature, music, history, geography, fine arts, etc.
Many authors address the problem of using the English language in the formation of creative abilities in the educational process.
However, the analysis of the scientific and methodological literature showed that there are practically no special studies devoted to studying the role of a foreign language, in particular, classes in English as a means of developing creative abilities. Despite the unflagging interest in the problem of the creative development of individuality in English classes, there is no detailed theoretical justification for a large number of specialists and practitioners dealing with this problem.
In addition, despite the vast number of recent publications, scientific, practical and methodological material to help teachers is clearly not enough.
Influencing the personality, the formation of creative abilities enriches emotional and practical experience, develops the psyche, forms intellectual potential, contributes to the education of aesthetic and mental abilities, leads to the accumulation of professional skills and abilities, the development of the natural inclinations of children, their moral qualities. It sets up for further, active, creatively conscious amateur activity of schoolchildren, which meets their spiritual needs, satisfies their desire for self-realization, and the manifestation of personal qualities. All this is an effective means of complex development of the personality, revealing the formation of its creative potential.
The aim of the study: the development of creative abilities of primary school students in the process of learning English.
Object of study: the influence of non-traditional forms of the English lesson on the creative development of students.
Subject of study: the process of formation and development of students' creative abilities in the process of teaching English.
Research objectives:
trace the process of development of the creative abilities of the personality of students in the classroom in English;
define the concept of "non-traditional lessons" and describe the various forms of their implementation;
analyze the categories of "creativity", "creativity", and identify the most necessary for learning English;
to develop classes in English at school as one of the means of developing the creative abilities of schoolchildren.
Hypothesis: the development of creative abilities in teaching English is directly related to the use of game moments in the classroom, conducting non-traditional lessons.
The material for the study was scientific articles, methodological literature on this issue, as well as various Internet sites.

Chapter I. Theoretical and methodological foundations for the development of creative abilities

1.1 Development of children's creativity
Creativity is creation. It generates new spiritual and material values. The desire for creativity is characteristic of the school of our days. This is still a world of youth and hope, where the soil is favorable for creativity and where the inspiring search for reason and goodness does not fade away. The main thing in the pedagogy of creativity is not to let God's gift fade away, not to prevent the "mysterious flower of poetry" (L.N. Tolstoy) from blooming in the soul of a child, a schoolboy, an aspiring master.
The development of creative abilities is the most important task of primary education. First of all teachers in the issue under consideration and the need to get acquainted with the term creativity. What is meant by creativity? In order to understand more precisely, it is necessary to consider this issue from the point of view of psychology, philosophy, and pedagogy. Different authors define them differently.
Teplov B.M. by creative abilities he understood certain individual psychological characteristics that distinguish one person from another, which are not reduced to a stock of skills and knowledge already available to a person, but determine the ease and speed of their acquisition. 
Shadrikov V.D. creative abilities were defined as a property of functional systems that implement individual mental functions, which have an individual measure of severity, manifested in the success and qualitative originality of the development of activities. 
Bolshakova L.A. defines creative abilities as a complex personal quality that reflects a person’s ability to be creative in various spheres of life, and also allows them to provide support in creative self-realization to other people. This is a high degree of enthusiasm, intellectual activity, cognitive initiative of the individual. 
Motkov O.I. I understood creativity as the ability to be surprised and learn, the ability to find solutions in non-standard situations, this is a focus on discovering something new and the ability to deeply understand one's experience. 
From a philosophical point of view, creativity includes the ability to creatively imagine, observe, and think outside the box.
The movement of scientific thought regarding the concept under study is very interesting. Many psychologists, philosophers, teachers dealt with the issue of creative abilities. It is enough to name such authors as L.N. Kogan, L.S. Vygodsky, N.A. Berdyaev, D.S. Likhachev, A.S. Kargin, V.A. Reasonable, Motkov O.I. and others. At first, creativity was identified with intuition, then direct identification was with intellect. From identification with the intellect moved to opposition. It was proved that creative abilities have their own localization - this is a “special point” of individual properties that do not depend on intelligence, since most of the subjects with high intelligence had low creative abilities.
To determine the creative abilities Bogoyavlenskaya D.B. [3] highlights the following parameters:
fluency of thought (number of ideas),
flexibility of thought (the ability to switch from one idea to another),
originality (ability to produce ideas),
curiosity,
fantastic.
Bogdanova T.G. in his book: “Diagnostics of the Cognitive Sphere of a Child” [2] highlights the totality of many abilities:
The ability to take risks;
divergent thinking;
Flexibility in thinking and action;
Speed ​​of thought;
The ability to express original ideas, invent something new;
Rich imagination;
Perception of ambiguous things;
High aesthetic values;
Developed intuition.
The model on which methods for measuring creativity are built should not be tests, but acts of creativity in themselves, as is usually the case outside of test situations. “Test tasks limit the identification of a person's potential to the requirement of an unambiguous answer. ” [3]
The works of L.S. Vygodsky. He recognizes for all people, and not just for the elite, a penchant for creativity, which is revealed in different ways, mainly depending on cultural and social factors.
The primary school teacher faces the task of developing the child, his creative abilities, educating a creative personality as a whole.
The development of creative abilities is the most important task of primary education, because this process permeates all stages of the development of a child's personality, awakens initiative and independence of decisions, the habit of free self-expression, and self-confidence.
Research conducted by Bolshakova L.A. deputy director for scientific and methodological work of the gymnasium No. 7 of the city of Svobodny, Amur Region, and described in the journal “Primary School Director of Education” for 2002, show that the development of creative abilities in primary school age proceeds most effectively under certain conditions: [4]
Conditions for the effective development of creative abilities of younger students.
Choice situations are created, the learning process includes tasks that are performed taking into account the imagination;
Co-creation is organized in the children's team from the whole manifestation and development of the creative abilities of everyone;
Technologies for the development of creative thinking are used;
The diagnostic results are systematically monitored.
Every child has different kinds of gifts. Of course, not all children have the ability to compose, imagine, invent. Nevertheless, the talents of each person can be developed. Incentives are needed for their development.