Volume 03 Issue 09-2023
97
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
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09
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SJIF
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
While the educational goals of educational institutions until our time are focused only on the acquisition of ready-
made knowledge, modern technologies teach them to be creative, find the knowledge necessary for acquiring, and
even draw their own conclusions. Innovative technologies in the pedagogical process are innovations, changes in the
activities of teachers and students that require the use of interactive methods in their implementation. In addition,
computer training in the classroom allows you to provide an interesting process, an individual approach to each
student. At the same time, firstly, through a wide range of information and communication technologies, it will be
possible to convey to students a lot of knowledge, facts and information. Secondly, the full implementation of the
innovative plan, ideas and thoughts of the teacher is easy and effective. This article discusses innovation, these aspects
of innovative development.
KEYWORDS
Innovative development, innovative technologies, keratin competence, creative thinking, scientific research.
INTRODUCTION
One of the global tasks of innovative development in
the world is the formation of creative abilities in
people. This includes the production of new ideas, the
ability to find solutions in complex processes, a
Research Article
THEORIES OF STUDENTS' CREATIVE THINKING DEVELOPMENT BASED
ON INNOVATIVE APPROACH
Submission Date:
September 20, 2023,
Accepted Date:
September 25, 2023,
Published Date:
September 30, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue09-16
Bakhtiyor Kh. Rakhimov
Doctor Of Pedagogical Sciences, Professor, Guliston State University, 120100, Guliston City, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 09-2023
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American Journal Of Social Sciences And Humanity Research
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SJIF
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
creative approach to professional activities, the ability
to take reasonable risks, and professional excellence.
On a global scale, the development of creative
potential, the creativity of teachers, the creation of
intellectual resources for socio-economic growth
through the use of modern teaching aids through
information and communication technologies and
programs are of great importance [1].
As world pedagogical experience shows, the socio-
economic needs of society depend on the creative
thinking and creativity of higher education students,
and the educational process in the field of
technological education is carried out using software
training tools. Adapting to the innovations of the
modern world, preparing the younger generation for
the life of a constantly renewing society and educating
it in accordance with modern requirements is an
important professional task of a higher education
teacher.
The Action Strategy for the Further Development of
the Republic of Uzbekistan defines such areas as
further improvement of the system of continuous
education, increasing the potential of quality
educational services, continuing the policy of training
highly potential personnel in accordance with the
possibilities of the labor market, improving the quality
and efficiency of higher education the development of
students' creative abilities is of great importance.
Rapid changes in the country are opening the way to
the education system on a global scale, including the
rapid
development
of
modern
information
technologies,
the
improvement
of
global
telecommunication technologies requires a creative
approach to science in e-learning [2, 3].
The above views are the main criteria in determining
the current and future priorities of specialties taught in
the field of technological education in higher education
institutions. This is due to the fact that specialization is
a science that aims to generalize and integrate into
practice all natural and socio-economic knowledge in
accordance with its content, essence and objectives.
From this point of view, professional, special sciences
are the main factor ensuring the unity of theory and
practice, allowing students to apply their knowledge in
practice. This, in turn, requires special attention to
improving the creative approach of students,
increasing the effectiveness of this system.
II. MATERIALS AND METHODS
Innovative training of future teachers is inextricably
linked with their creative competence, and scientists
from foreign countries and our country have
conducted many studies on the use of teaching
software. In particular, T. D. in his scientific work
covered the development of the creative abilities of
future teachers of labor education through manual
labor [4], K. A. Sharipov developed the scientific and
pedagogical foundations for the training of future
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teachers of vocational education and labor education.
- students for creative work [6]. In the research work
carried out by A.R. Khodjaboev, theoretically
developed the pedagogical foundations of educational
and methodological support for teachers of labor and
vocational education, shows the ways of their
application in practice [7]. Scientist-teacher N.A.
Muslimov developed the scientific and methodological
foundations for the formation of professional qualities
in students [8]. According to the scientist-teacher V. M.
Blinov, in order to achieve high efficiency of
educational work, it is necessary to set differentiated
tasks, considering the individual abilities and talents of
students [9]. Based on the foregoing, we have
identified one of the main objectives of our study as
the organization of lesson content based on software
based on innovative technologies in order to increase
the effectiveness of training future technology
teachers.
There are various definitions of the concept of
"creativity", and we can see a number of studies by
some domestic and foreign scientists on the creative
approach.
A.A. Aripzhanova, considering the specifics and
approaches to pedagogical work on the study of
creativity, determined the need to consider the
creative potential of teachers: active, effective,
personal, environmental, problematic aspects.
In the studies of O. Jamoliddinova, O. Musurmonova,
M. Urazova, N. Egamberdieva, E. Yuzlikaeva, Sh.
Sharipov, Sh. personality, as well as the ways and forms
of the formation of critical, creative thinking among
students, the existing pedagogical conditions, didactic
support, as well as the content of pedagogical
creativity [6, 10].
A.Abdukadyrov,
N.Azizkhodjaeva,
U.Begimkulov,
Zh.Yuldashev, Yu.Kruglova, I.Ridanova, V.Slastenin,
N.Sayidakhmedov, U.Tolipov activation, ways to create
a personality-oriented free learning environment that
serves to create creative developments (products).
In the studies of G. N. Ibragimova, it is emphasized that
creativity is a set of skills associated with a person’s
creative abilities, creative qualities, including a high
level of sensitivity to problems, intuition, foresight,
imagination, research and reflection [11].
Creativity is described by P. Torrens as a process of
manifestation of sensitivity to these problems,
ignorance, their inconsistency, fixing these problems,
finding solutions, putting forward, testing, modifying
and rechecking hypotheses, forming and announcing
the result [6].
E. Trick describes creativity in the most general sense
as a description of the process in the past, present and
future, as a result of which a person creates something
that did not exist before. Therefore, he identifies the
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Publisher:
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following areas of creativity in the study of creativity
[13].
1) as a product;
2) as a process;
3) as an ability;
4) as a general trait of a person's character.
According to the studies of such scientists as A. Bodo,
J. Berret, G. Leputra, R. Remusham, R. Mato, M. Mato,
a creative person is a person who is never indifferent,
never at rest. He is quite chaotic, skeptical of many
things, has a wide range of interests, thinks
independently, seeks to adjust others to his worldview
[6, 12].
The psychological and pedagogical foundations of
creativity were determined by M. M. Akeshova, A. S.
Seitbekkyzy, L. Yu. Koroleva and other scientists. In
their work, creativity is considered as a creative
intellectual ability, that is, the ability to innovate in
experiments, the ability to create original ideas when
posing and solving problems, as well as the ability to
form hypotheses for the educational process.
B. Jeffrey and A. Scientists such as Jeffrey, J. Rinkevich,
V. Glavyanu, Z. Sierra and L. Tanggaard (V. Glavyanu, Z.
Sierra, L. Tanggaard) say that creativity is not only an
intellectual potential , but also the level of motivation,
emotionality, aesthetic development, exclusivity,
communicativeness. Systemic mental abilities have
been identified, related to both parameters and
competencies [14].
M. A. Kholodnaya, Sun Ye Hwang and others included
originality, consciousness, variability and coherence in
the criteria of creativity.
In the studies of A. I. Ostroumov and O. F. Ostroumova,
creative learning is defined as the creation by the
subjects of the educational process of a new creative
product that combines the features of creativity [15,
16].
From the above descriptions, we can see that special
attention is paid to the development of creative
learning of students. However, in the context of the
rapid development of the information society, it should
be noted that the methods of creative education of
students of the higher school "Technological
Education" have not been studied deeply enough and
comprehensively.
IV. THEORY AND DISCUSSION
The acquisition of professional and creative skills
requires not only the integration of practical skills and
abilities, the development of methods and means of
effectively organizing the activities of a specialist, but
also the mastery of the methodology of professional
creativity, the development of creative thinking and
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adequate mastery of it. creative personal qualities [17,
18, 19].
In order for students in the higher education system to
acquire creative qualities, they need to think about
new ideas, originality, initiative, which differ from the
traditional approach in the educational process.
Therefore, a creative approach is needed to organize
the professional activities of future teachers who have
creative qualities, are active in creating new, advanced
learning activities for students, ideas that serve the
development of personal qualities, independent study
of
advanced
pedagogical
achievements
and
experience, as well as constant, consistent
pedagogical achievements with colleagues, focuses on
gaining experience in brainstorming.
As a rule, the creative abilities of students are ensured
through the desire to solve problems, the
implementation of research projects, and the
achievement of mutual creative cooperation. The
student's creativity is reflected in his thinking,
communication, emotions, and certain types of
activities [11].
As already mentioned, the creative qualities of
students do not develop spontaneously, like all people.
Accordingly, there are a number of ways to
successfully develop creative qualities.
The first way is to develop creative thinking skills. The
main emphasis is on the formation of creative thinking
skills, while students are focused on expressing the
essence of creative actions using verbs. In particular,
teachers pay attention to the presence of necessary
verbs in questions that encourage students to think in
order to effectively develop creative thinking skills.
The second way is to develop practical creative
thinking skills. Teachers use demonstration methods
and techniques in the formation and development of
students' creative thinking skills. Using questions here
can only help in the short term, it does not develop
student interactivity and initiative.
The third way is to organize the processes of creative
activity. Thus, the emphasis is on creative thinking in
the process of solving problems and promoting
innovative ideas. Although creative methods and
techniques are not actively used in these processes,
creative thinking does take place.
The fourth way is to use creative products. At the same
time, the teacher can ask students to create a
presentation on the topic "Modeling of the women's
national costume" using PowerPoint or multimedia. In
the process of preparing a presentation, students
actively develop creative thinking skills [20].
Students can fully demonstrate their creative thinking
skills in a comfortable environment. If students have
fear of failure, fear of being misled, fear of criticism,
then they will not have the opportunity to effectively
form or develop creative thinking skills. Creative
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thinking skills can be successfully formed in students
only by making creativity a habit. In this process, the
methods and means used by them to assess the
content of the topic and the skills of creative thinking
are important.
As a result of developing creative thinking skills,
students not only rely on established connections, but
also tend to establish new meaningful connections in
the brain, develop new ideas and think in new ways
[21].
Just as any skill can be developed, one can also develop
the ability or skill of creative thinking. This also applies
to students, where creative work helps students think
outside the box. However, inspiring and encouraging
students to be creative depends on how qualified the
teacher is. The teacher plays a special role in
developing students' creative thinking skills. However,
the teacher must create an environment in the
classroom where students can feel free to share their
thoughts and ideas. Students should be able to express
their ideas and opinions in a variety of ways in the
classroom.
For further intensification of the processes taking
place in the minds of students, the established rules
should freely go beyond the norms and answer various
questions.
Creativity (lat. "create" - "creation", "creative" creator,
creator) means the creative ability of a person, which
characterizes the readiness to generate new ideas and
is part of talent as an independent factor [11].
So, from a didactic point of view, creativity is the ability
of a teacher to create new ideas, go beyond the
traditional scheme of thinking and make unique,
original solutions. The term was first defined in 1922 by
D. Simpson as a non-standard way of thinking.
In Russia, such scientists as A. M. Matyushkin, A. V.
Petrovsky, M. G. Yaroshevsky, V. N. Druzhinin worked
to study creativity. D. Wexler, G. Eysenck, L. Theremin,
R. Stenberg and others consider intelligence and
creativity as a unit of high human abilities. Intelligence
is the highest level of creativity. This means that they
are not only united, but creativity is a product of
intellect [22].
A high level of intelligence is the basis of a high level of
ability. Low intelligence breeds lower level intelligence.
Hans Eysenck viewed creativity as a unique
manifestation of talent. Creativity is determined by a
high level of intelligence.
The creative qualities of the educator direct his
personal abilities, natural and social potential to a high-
quality, effective organization of professional
activities. The presence of creative qualities in students
helps them to create new ideas that are different from
the traditional approach to the educational process,
not to think in a stereotyped way, originality, initiative,
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intolerance to uncertainty. Therefore, a creative
approach is needed to organize the professional
activities of teachers who have creative qualities, are
active in creating new, advanced educational ideas,
ideas that serve to develop the personal qualities of
future teachers, self-study advanced pedagogical
achievements and experience, as well as constant and
consistent pedagogical achievements with colleagues,
focus on acquiring brainstorming experience forms
self-creative abilities.
Creative competence consists of the following
interrelated parts.
1. Creative goal.
2. Creative aspiration.
3. Creative construction.
4. Creative direction.
5. Creative expressive act.
6. Creative self-management.
7. Creative activity.
8. The level of creative aspirations [23].
The creative thinking of a schoolchild arises and
develops in his creative activity (see Table 1).
Table 1. Stages of formation of creative thinking
Stages
Content
Creativity based on natural possibilities
Represents specific human behavior
Primary (general)
The general ability to manifest the creative
abilities of a person (manifested in a child
aged 3-5 years, clearly expressed in his actions
at the age of 6-7 years)
Creativity
The ability to express creativity in a particular
type of social activity: (according to which,
based on the experience of professional and
creative activity, general creativity develops
under its influence)
CONCLUSION
Expresses ideas that other future educators may not
have imagined, chooses a unique way of expressing
themselves, sometimes asks inappropriate or unusual
questions, likes problems that are left open to be
solved, prefers to discuss ideas based on concrete
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evidence, chooses an unconventional approach to
finding a solution.
Based on these approaches, the creative qualities of
students are formed:
-
creative orientation, ability to think logically;
-
erudition, rich imagination;
-
Creativity and initiative, full manifestation of
creative abilities;
-
the ability to reflect, rich in emotions;
-
ability to take risks, speed of thinking;
-
Development of intuition, the ability to put
forward original ideas;
innovative abilities, high artistic values,
- Ability to make new decisions based on existing
experience and knowledge.
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