The article highlights the conditions for the formation of a creative learning environment in primary education. The features of the formation of creative thinking in the process of teaching younger schoolchildren when familiarizing themselves with the environment are considered. The use of group interaction in performing creative tasks helps to increase the level of creative thinking of students. Also, the creative behavior of the teacher contributes to the development of creative ideas in the natural science education of younger schoolchildren. The factors influencing the connections with the creative activity of students have been studied.
Creative thinking is a vital skill in the field of biology, as it encourages students to think critically, solve problems, and explore innovative approaches to scientific inquiry. This article aims to provide educators with a comprehensive overview of effective strategies to foster and develop students' creative thinking abilities within the context of biology teaching.
The article begins by highlighting the importance of creative thinking in biology education and its relevance to nurturing students' scientific curiosity and engagement. It then explores various pedagogical approaches that teachers can employ to stimulate creative thinking among their students. These approaches include encouraging open-ended questioning, promoting divergent thinking, incorporating hands-on activities and experiments, and fostering collaboration and peer learning.
Furtherore, the article discusses the role of technology in enhancing creative thinking in biology teaching. It explores the potential of digital tools and resources, such as virtual simulations, interactive apps, and online platforms, to provide students with immersive and interactive learning experiences that foster creativity and problem-solving skills.
Additionally, the article addresses the significance of creating a supportive classroom environment that encourages risk-taking and embraces failure as an opportunity for growth. It emphasizes the role of the teacher as a facilitator and motivator, fostering a positive mindset and providing constructive feedback to nurture students' creative thinking abilities.
Lastly, the article highlights the importance of assessment and evaluation methods that align with the goals of promoting creative thinking in biology education. It suggests alternative assessment strategies, such as project-based assessments, portfolios, and presentations, that allow students to demonstrate their creative thinking skills beyond traditional exams and quizzes.
By implementing these strategies, educators can create an environment that nurtures students' creative thinking abilities in biology teaching, empowering them to become critical thinkers and problem solvers in the field of biology and beyond.
The article describes the study of the psychology of art in Russian and Uzbek literature, the principles of creativity, its stages and the views of literary critics on the creative process. The research on this topic in Uzbek literature is classified. In particular, it has been proved on the basis of scientific research that the artistic interpretations of the image of a creative person in Uzbek novels have been studied to a certain extent on the example of the image of historical figures. Although the issues of creative thinking, creative psyche and nature, the creative process have been studied on a scientific and theoretical basis, it has been concluded that its interpretation in the work of art, especially the image of the creative person in the work of art, is not sufficiently analyzed.
In Uzbek poetry of the independence period, which is a legitimate part of world literature, special attention is paid to the generalization of scientific theoretical views on the creative worldview and creative philosophy of the socio historical period, the artistic perception of reality in poetry and the study of artistic realization. The intensification of the desire for the deep artistic development of the human spiritual world in the poetry of the independence period is associated with the renewal of the period, the historical environment and the artistic thinking of the creators themselves. The harmony of poetry and literary-aesthetic views is a direct result of the synthesis of the principles of creative phenomenon, personality, perception of the world, which is reflected in the author's "I". Image poetics plays an important role in revealing the creative concept and uniting it into a common denominator. The perfection of the product of artistic thinking as a synthesized system is determined by the level of creative thinking and talent. The work of Amir Khudoiberdi is one of such events in the history of national artistic thought, and in the works of the poet created in different genres, he expresses the life, dreams and will of the people in different socio-historical periods. The poet's tendency to create a holistic artistic history of the Uzbek people in the twentieth century is explained by the vast opportunities provided by independence, the end of ideological monopoly, the restoration of national values, the renewal of literary and aesthetic views, the translation of world literature into Uzbek. The transition from the depiction of things to the depiction of ideas has changed the content of artistic creation, while enriching the formal, semantic scale of artistic research.
Close acquaintance with world poetry has long served as one of the important factors in the renewal of our national literature, separated from its spiritual sources- religious and mystical literature, classical and modern literature. The content of the themes of emotional literature is characterized by a focus on the person, not directly on reality. The synthesis of world literary traditions can be seen in the works of Fakhriyor, Ulugbek Hamdam, Bahrom Ruzimuhammad, Farida Afroz, Nodira Afokova, Zebo Mirzaeva, Khosiyat Rustamova, Gozal Begim. Amir Khudoiberdi is also one of the poets of this literary generation who has his own creative credo and works in various genres. Any national literature manifests itself as a systematic, evolving stable phenomenon only in the harmony of different ideologies, styles, views, approaches, ideas, and even contradictions. Only then can it be a true metaphorical representation of being. Amir Khudoiberdi is one of the new generation of artists who lived in a complex and controversial period and saw and understood the subjective approaches to the literature of the Soviet era. A comprehensive scientific study of the creative style, individuality and mastery in the poetry of the independence period on the example of the work of a poet, the generalization of scientific and theoretical views on the poetry of this period gives important conclusions, this scientific research is the product of such a necessary need. In Uzbek literature, the works of Amir Khudoiberdi have not yet been comprehensively studied. The study of the poet’s work is also important in determining the influence, position, and place of local artists in literature. Also, the issue of art and literature, which is one of the means of spiritual and educational environment, education and their formation in our country, has always been in the forefront. Therefore, as the President of Uzbekistan Sh.M.Mirziyoev said: “...attention to literature and art, culture is first of all attention to our people, attention to our future, as our great poet Cholpon said, we have no right to forget that literature, culture and nation can live ”. This fact also determines the relevance of the topic.
Accordingly, this study is based on the Decree of the President of the Republic of Uzbekistan dated February 7, 2017 No. PF-4947 "On the Strategy for further development of the Republic of Uzbekistan", dated September 13, 2017 No. PQ- 3271 "Development of the system of publishing and distribution of books. to a certain extent in the implementation of the tasks set out in the Resolution "On a comprehensive program of measures to improve and promote the culture of reading and reading" and other regulations related to this activity.
The development of creative abilities in primary school pupils is a topic of increasing importance in education. Creative abilities encompass a range of cognitive, emotional, and social skills that contribute to pupils' overall growth and prepare them for future challenges. This abstract provides an overview of the essence of developing creative abilities in primary school pupils.
The article emphasizes the significance of nurturing creative abilities from an early age, as it enhances pupils' critical thinking, problem-solving, and innovation skills. It explores the benefits of developing creative abilities, including improved academic performance, enhanced self-expression, and the cultivation of an entrepreneurial mindset.
Effective strategies for developing creative abilities are discussed, such as creating a positive classroom environment, integrating arts and humanities, promoting divergent thinking, providing opportunities for exploration and experimentation, and fostering curiosity. Collaboration and peer interaction are highlighted as essential elements for stimulating creativity.
The problem of developing person’s creative abilities has a special place in the history of the development of pedagogical ideas. Teaching a person to develop creative thinking is carried out on the basis of his creative abilities. Therefore, the idea of Graham Wallace underlies the theory of the development of person’s creativity. The idea is based on the fact that the process of creative activity is the four-stage process. Dozens of new views have been advanced more than a hundred years after Wallace’s idea. As a result, was formed a theory of developing creative abilities of the individual. The article discusses important ideas of the theory of developing creative abilities of the individual and the chronology of their formation.
The article deals with the organization of creative activity in the technological preparation of preschoolers. The author's justification is given that in order to improve the quality of the creative work of preschoolers, teachers must create psychological and pedagogical conditions for the manifestation of creativity: building a creative environment in the classroom, involving students in creative work, developing their creative abilities, skills and motives.
this article describes research on the formation of creative competence among future teachers of preschool educational organizations. The process of formation of creative competence was based on approaches: competence, system-activity and hermeneutic. The process of formation of creative competence was carried out within the framework of studying the "fundamentals of research activity". The main method of forming creative competence is scientific cooperation, which describes in detail the organization of lessons using scientific creativity to form creative competence.
This article provides the content of the creative lesson of the atomic physics section of the general physics course on the topic "Rutherford's experiments and Rutherford's formula" for students of higher educational institutions.
A system of work of a mathematics teacher in modern conditions should be aimed at the development of students: their worldview, creative abilities, and cognitive activity. Learning for everyone should be interesting and exciting. The competency-based approach to teaching mathematics forces the teacher to review constantly the arsenal of teaching and upbringing tools, choosing the most effective forms and developing them together with students, based on knowledge and experience of students gained in mathematics lessons. Using a computer allows you to create an information environment that stimulates the interest and inquisitiveness of students. The article reveals the features of the use of information and communication technologies in the classroom as a means of developing students’ creative thinking.
At the time being, special attention is paid to teaching students a creative thinking in technical science in general secondary schools. This can be seen in the example of curricula, timetables and textbooks published on this subject. In particular, in the curriculum and textbooks for grades 8-9 there is a section "Technology for preparing creative projects", which helps how to perform creative work.
It should be noted that teaching pupils and students to think and work creatively is not an easy task. To do this, it is necessary periodically to inform them about creative works, methods and stages of their implementation. However, using some of the interactive methods in practice is also effective. Regarding this, to use certain interactive methods, we have created and improved several new interactive methods and applied them into a practice. We would like to recommend several interactive methods aimed at organizing and developing students' creative activities in technology classes which are given below.
In the article, in the process of higher education, students can have creative thinking, create an environment for the formation of independent creative activities in them, enrich the qualities of creativity, and creative-pedagogical skills, students can fully demonstrate their creative thinking abilities in a comfortable environment, creative thinking can only be done by making creativity a habit in students. as a result of successful formation of the skill, practicing the skill of creative thinking, students can not only rely on established connections but also have the opportunity to establish new, meaningful connections in the brain, develop new ideas and think in a new way. all answers can be correct in the process of students' defense of their views, to immerse themselves in the environment of creativity, to turn creative thinking into a habit, students must look at this process with confidence It is recognized that it is necessary, that it is possible to achieve the effectiveness of activities directed to a specific goal based on the priority principles aimed at developing the qualities of creativity in students.
This article describes the scientific and pedagogical foundations of the development of creative competence of students of higher educational institutions. A detailed analysis of directions for developing creative competence of students of higher education institutions is also given.
This article describes the creative qualities of students and ways to develop creative skills in career guidance, the successful formation of creative thinking skills.
The development of creative qualities in teachers has not been studied pedagogically for a long time, but the attention paid to it by researchers is increasing every year. Today, the problems of improving vocational pedagogical education stand next to important government tasks. The development of the creative qualities of teachers has not been studied in pedagogy for a long time. Attention is growing. Possession of creative qualities of primary school teachers directs their personal abilities, natural and social energy to the high-quality and effective organization of professional activities. Today, the problems of developing the creative qualities of teachers stand alongside important government problems.
The article discusses the use of technology in the design of creative activities of students in the field of national crafts in technology education.
The article deals with the development of children's creative thinking in elementary school. The role of the teacher in the formation of the creative abilities of primary school students is described. The methods of interaction between the teacher and students for the development of creative potential are revealed.