The role of the teacher in the development of a teenager's creative abilities. The role of the teacher in the development of the child’s abilities The role of the teacher in the development of the students’ abilities

Each profession requires certain qualities from a person. A feature of the teaching profession is that the teacher has to deal with the upbringing and training of the younger generation, with the characters of children, adolescents, boys and girls constantly changing in the process of development.

Success pedagogical activity, like other types of work, depends not on secondary personality qualities, but on the main, leading ones, which give a certain coloring, style to the actions and actions of the teacher.

We will consider only the main components of a teacher’s authority. Conventionally, we can distinguish two main components of pedagogical authority. These are personal and professional components.

Firstly, it is a love for children and the teaching profession.

The decisive factor in every profession is a person’s love for his work. Particular attention is paid to teachers of creative disciplines: musicians, artists and choreographers. If a person does not like his job, if it does not bring him moral satisfaction, then there is no need to talk about high labor productivity. It is a creative person who can interest and captivate people into the world of art. A teacher must not only love his profession, but also love children.

Loving children means making certain demands on them; without this, no education and training is possible.

Honored teacher I.O. Tikhomirov says that the most difficult thing in the teaching profession is the ability to find a way to a child’s heart. “Without this, you can neither teach nor educate. A teacher who is indifferent to his students is absurd... Don’t shout at your students, don’t insult them. Spare the child’s pride. It’s easy to wound him, but how deep are the traces of these wounds and how serious are the consequences! "

The teacher's appearance and his culture of behavior significantly influence the teacher's gaining authority. The best teachers come to class in a good suit, constantly look after themselves, are always smart and organized. All this strengthens the authority of the teacher.

Students appreciate modesty, simplicity, and naturalness in the appearance and behavior of their teachers, catch the creative brightness of the teacher and strive to imitate him in this. Schoolchildren love neatness in a suit, smartness and culture in behavior. Nothing escapes their attentive gaze, from the inner filling, i.e. mood to appearance.

One of positive qualities good teachers are possessing correct and expressive speech. If we consider that schoolchildren, especially those in the lower grades, imitate the speech of teachers, it becomes clear why the work of teachers on their speech becomes so important.

The best teachers are taciturn in class and do not allow conversations that are not relevant to the subject. The strength of the teacher's voice is also important. On the importance of expressiveness of speech in pedagogical work Makarenko A.S. said that he would become a teacher-master only when he learned to say “come here” with fifteen to twenty shades.

Also, one of the important qualities is personal example in the creative life of the educational institution. If the teacher shows every kind of activity in concert activities, be it a soloist or an artist in the teachers’ orchestra, a member of a vocal ensemble, or even an event host, students with great interest will attend these concerts and want to participate in them themselves. This applies not only to children who “live” the stage and love to be on it, but also to those who are very shy and modest.

Pedagogical optimism is a necessary quality of a good teacher. Such a professional combines a sensitive, responsive attitude towards children with exactingness, which does not take on the nature of pickiness, but is pedagogically justified, that is, carried out in the interests of the child himself. For a warm, sensitive attitude towards them, children pay with the same warmth and affection in everything - in doing homework, in being responsive, in observing the rules of behavior in class and outside of class.

One cannot help but dwell on the question of “favorite” and “unloved” students. There is a point of view that the presence of a teacher’s “favorites” in the class reduces his authority; supposedly the teacher treats his favorite student condescendingly and does not make strict demands. A teacher cannot be denied the right to have favorite students. “And if you love, don’t forgive anything, demand more.” No wonder Makarenko A.S. wrote that respect for the personality of the student and exactingness towards him are one of the basic principles in the work of a teacher and educator. The whole point should be that the teacher can find positive traits in the worst student and, relying on them, manage to love him and re-educate him. And this is possible only when the teacher knows his students well, knows the positive and negative character traits of each, and shows sensitivity, responsiveness, exactingness and fairness in dealing with them. Also in music schools, more gifted students and child prodigies are distinguished. Many people think that there should be a special approach to them, but I believe that each child needs a special, individual approach, and then in each one you can ignite the flame of desire to master something in which he is not yet a professional, to learn something that he is not even interested in I couldn't think of it.

I would like to give an example of the activities of a teacher of music theoretical disciplines. Solfeggio subject as academic discipline directly related to psychological science. Basic categories of psychology, such as perception, attention, memory, thinking, should be constantly in the field of attention of the solfegist teacher. Half a century ago, A. Ostrovsky, in his “Essays,” formulated the fundamentally important conditions for the successful work of a solfeggio teacher: “Pedagogical skill is necessary for teaching solfeggio (...) due to the continuous obligation to arouse students’ interest in classes. Interest in classes, of course, is favorable conditions on any subject. It has never been possible to achieve significant results where boredom and formal study of the subject reigned. At the same time, it is necessary to ensure the correct direction of the entire process of training musical ear, so that it gives living, practically effective skills...” The issue of pedagogical creativity is very topical. It is no secret that the success of students in learning music largely depends on the skill of the teacher. Diversity, broad outlook, mastery of pedagogical techniques - everything should be in the arsenal of a solfeggio teacher.

Musical pedagogical activity combines pedagogical, choirmaster, musicology, music-performing, and research work based on the ability to independently generalize and systematize a variety of knowledge used in solfeggio lessons. At the same time, the solfegist teacher must be able to create a creative atmosphere in the lesson, in which students should not be passive “objects” in the teacher’s activities, but his partners. This is manifested in the creation of a situation of “joint” comprehension of one or another truth, rule, law in music.

Creating a creative atmosphere is also an urgent need in the work of a solfeggio teacher. It is in the process of creativity that the concepts, rules and laws of musical science are more easily comprehended. It is necessary to remember about the teacher’s control over his behavior in the lesson. This is the teacher’s contact with the class, the manner of communication with students, speech, its literacy, emotionality, the ability to adapt on the fly, as well as the ability to differentiate learning for students.

Undoubtedly, the most important principle of conducting solfeggio lessons for primary schoolchildren is their fascination, which is based on the connection between music and life. It is this principle that turns out to be a kind of antipode to the formalistic presentation of program material. Classes then take place in an atmosphere of emotional warmth, cordiality, spirituality, mutual trust between the teacher and students, who feel involved in creativity in the process of “immersion” in the field of music.

Students must live during the lesson, live in musical images, experience and emotionally respond to all the vicissitudes of the lesson. Overcoming “theorizing” in the classroom should become a rule for the teacher. Teaching is inextricably linked with education, and the effectiveness of student learning is determined not by what the teacher tried to give to the students, but by what they learned during.

educational process Before modern school

There are tasks related to creating conditions for the intellectual, spiritual and moral development of students, nurturing in every student the need for self-education, self-education and self-development. In this regard, a foreign language has great educational, educational and development potential. From the first steps of my teaching career, I set myself the goal of organizing research work in the student team. How to create persistent positive motivation for students to learn a foreign language, create conditions for schoolchildren, full disclosure of their intellectual and creative potential, development of cognitive interests? There is no doubt that these issues require constant search for solutions.

The advantages of research work have been known for a long time and are widely used in foreign language teaching methods.

I believe that the starting point when choosing this type of work is the features developmental psychology. After all, adolescents are characterized, firstly, by increased intellectual activity, and secondly, by the desire for self-education. And being a personality-oriented type of work, research activities provide favorable conditions for self-knowledge, self-expression and self-affirmation of children and involve an increase in cognitive and creative activity, which, in turn, is due to the desire of schoolchildren to take initiative, manage their activities and achieve results.

Many teachers are familiar with the federal target program “Gifted Children,” which has become the basis for the working concept of giftedness. As far as we know, the goal of the latter was to summarize the research results and experience of working with gifted children, which would make it possible to develop methods for identifying giftedness and select methods and technologies for the development and training of gifted children.

Reflecting on this question, I allowed myself to philosophize and I began to associate the concept of “giftedness” with a barely emerging sprout that needs to be nurtured and not allowed to wither and fade.

In the same way, you need to help the child master his gift, show concern for gifted children, since I believe that their intellectual and creative achievements already have social significance.

If we look at the standards general education in a foreign language, it can be noted that among the areas of communication among students, the research and scientific-cognitive spheres are not distinguished. And with this I beg to differ.

I am convinced that the organization of research and creative education allows us to intensify the process of cognition and develop research and creative abilities. From my point of view, communication with scientists can give students the opportunity to touch the world of science and gain experience in creative and social interaction.

From my own experience, I know that not all gifted children have the same interest in learning a foreign language or in research activities. Both require certain volitional efforts and self-regulation skills, which is a problem for gifted children. Involving such children in creative and research activities, I placed special emphasis on the formation and development of their ability to set goals for themselves, outline ways to achieve them, plan and analyze their activities.

At the scale of our gymnasium, there is a whole system of work to carry out research activities. As an example, I will give only a few points. Working with gifted children seeking to improve their knowledge of a foreign language begins with creating scientific society students. The children are offered a lesson plan for the scientific society, which is adjusted by student suggestions. This makes it possible to identify children’s interests and inclinations for search activities. Together with the students, the pace of the research work is chosen, the essence is clarified scientific problem, recommendations are given on the selection of literature and the structure of the work. Over the course of several classes, a clear idea of ​​the problem being studied is formed, one’s own point of view is formed, and an individual concept is discussed and considered.

The supervisor of a student’s research work can be either a subject teacher or a scientist engaged in research in an area of ​​interest to the child and leading a special course or club at the gymnasium. And at the beginning of the second half of the year, students report on the results of the work done.

The research defense procedure simulates a situation when a student is forced to express his point of view on a certain problem, argue for it, then listen to the opinions of opponents on this issue, agree or disagree with them, explaining his position, and answer questions.

During the presentation and discussion of the work, an atmosphere of creative exploration is created, and a feeling of joy of discovery arises.

In gymnasium No. 147 in Omsk, where I work as a teacher in English, a program of pre-profile and specialized training is being implemented. In connection with the need to introduce elective courses, I developed the program “ Fiction England", which is coordinated with the Department of Linguistic Education of the Institute for Educational Development of the Omsk Region, has a review by a candidate of philological sciences, associate professor of the Department of English Language of the Faculty foreign languages Omsk State pedagogical university Paliy A.A. and is recommended for use in specialized and general education classes high school. The main goal of the course is to develop inner world student, his development as a creative personality.

The practical goal of the course is to develop students’ ability to read, comprehend and interpret English works of art various literary genres, adapted taking into account the students' level of English proficiency.

The research activities of schoolchildren organically fit into the outline of this elective course. Since 2000, my students have annually become laureates of city and regional scientific - practical conferences schoolchildren. Research

Students' works are dedicated to the works of great English and American authors.

Under my guidance, students conduct linguistic research that reveals the outstanding stylistic talent of writers. The chosen stylistic problems for research are those that receive much attention in literary criticism. The topics of the work are as follows: “The role of graphic means of expression in the creation of an action-packed detective narrative (based on the novel by A. Christie “Ten Little Indians”)”, “Functions of a verbal artistic portrait in O. Wilde’s novel “The Picture of Dorian Gray””, “Functions of strong positions in the novel M. Twain “The Adventures of Tom Sawyer”, “Features of the speech of a teenager in M. Twain’s novel “The Adventures of Huckleberry Finn” (the abstracts of the work were published in the collection of materials of the municipal conference of students of the Moscow Educational Institution “Steps into Science - 2006”), “Analysis of kinematic speeches in the novel Harriet Beecher Stowe's "Uncle Tom's Cabin," "The role of improperly direct speech in revealing character main character in Jane Austen's novel Pride and Prejudice.

Thanks to focused work in this direction, students of our gymnasium have repeatedly become laureates of city, regional and all-Russian scientific and practical conferences for students in English.

From the above, I can conclude that in developing the cognitive interest of schoolchildren, their creative activity, I am helped by the methods, techniques and means that I use in guiding scientific research. research activities students.

Literature:

1. Developmental psychology. Mukhina V.S., 1999.

2. Federal State Educational Standard for Basic General Education, 2010

3.Federal target program “Gifted Children”, 2002.

A teacher’s professional readiness to work with gifted children and the success of his interaction with them largely depends on a certain level of his creativity and ability to actively and creatively enter the socio-pedagogical environment.

Creativity is the most important characteristic professional activity teachers. In Russian psychology, creativity is considered as “creativity”, a person’s creative capabilities as a stable feature of a person, manifested in his socially significant creative activity (N.M. Gnatko). According to E. Fromm, “Creativity is the ability to be surprised and learn, the ability to find solutions in non-standard situations, a focus on discovering something new and a tendency to deeply understand one’s experience.”

The characteristics of teacher creativity are:

• - production large number decisions in the process of interaction with gifted children (variability of teaching activities);
• - independence of judgment (openness in expressing one’s own opinion);
• - development of fantasy, imagination (intellectual ease in handling ideas);
• - the ability to abandon stereotypes in teaching activities, overcome the inertia of thinking;
• - willingness and desire to take risks, test new things;
• - sensitivity to problems in teaching activities;
• - critical thinking, ability to make value judgments;
• - ability for self-analysis and reflection;
• - high performance in creative activity;
• - conviction in the social significance of creative activity.

The need to maximize the creative abilities of every teacher working with gifted children is obvious. At the same time traditional methods education at school and institute ignore this task (overload with intellectual analysis, unjustified increase in theoretical courses, increasing mathematization and algorithmization of material, presenting to students not so much facts as dogmas, established opinions, theories, dissatisfaction of the thirst for youth activities) and, therefore, do not contribute to the formation teacher readiness to work with gifted children.

In accordance with this, the question of developing such characteristics in the teacher’s behavior that would ensure an effect in the development of creativity and giftedness of students becomes significant. Recognition of the value of creative thinking, encouraging children's sensitivity to environmental stimuli, the ability to constructively inform about the creative process, and instilling self-esteem and self-confidence have a positive effect on the development of children's creativity.

The following characteristics in the teacher’s behavior have a negative impact on the creativity of students and their talent: authoritarian attitudes and domineering behavior, forced conformity, rigidity of thinking, rigidity and categorical assessments, hostility and aggressiveness towards individuals with non-standard thinking and independent judgment.

The process of forming teacher creativity as an important factor in constructive interaction with gifted children consists of a number of stages and is accompanied by mastery innovation activities by “imitation of models” of creative behavior (consecutive decrease in the proportion of the imitative component and, consequently, an increase in the proportion of the creative component in pedagogical activity).

In the psychological and pedagogical literature (A.K. Markova and others) there are indications of the so-called barriers to creativity:

• - a tendency to conformism, which is expressed in the desire to be like other people, not to differ too much from them in one’s judgments and actions, and to meet the expectations of the teaching community;
• - fear of being a “black sheep” among other colleagues, not accepted and/or rejected by others, not finding support for one’s creative judgments and behavior from different participants in the educational process, adapting to the culture of the teaching community;
• - fear of causing an aggressive response in the person whose behavior or activity is criticized;
• - personal anxiety, lack of self-confidence, negative self-perception and low self-esteem of one’s own personality;
• - rigidity of thinking as the difficulty of using certain knowledge in other situations in all their diversity, perceiving new ideas and changing in accordance with the changing environment.

If the teacher does not find the strength to realize and get rid of these psychological barriers and complexes, then there is a gradual standardization of behavior and even the inner world of the teacher, the accumulation of an increasing number of impersonal ready-made examples of pedagogical activity, and a significant decrease in the level of creativity.

Creating a creative environment in teaching activities and during the educational process in order to develop creative cognitive and professional activity and teacher success is possible if the following recommendations are observed:

• - help eliminate internal obstacles creative manifestations (help to gain confidence in relationships with all participants in the educational process, get rid of the fear of making a mistake, encountering criticism from others, etc.);
• - refrain from being categorical and judgmental, without thereby interfering with free reflection on any problem;
• - maintain the vivacity of the imagination and at the same time “discipline” it by discussing new proposals;
• - increase the possibilities of new associations and connections in the creative process (the use of non-obvious comparisons and juxtapositions, support for spontaneity in the creation of images and purposefulness in their comprehension, etc.);
• - creating conditions for mental warm-up (joint group search for solutions, performing exercises to master a new unusual situation);
• - help to see the meaning, the general direction of one’s own and joint creative activity with someone else, to accept creative activity (solving creative problems) as the development of one’s own abilities, potential internal reserves (openness, receptivity, sensitivity, breadth and richness of perception of everything around, etc. .).

At the technological level, this can be achieved using:

• - workshop tasks that would have creative value (for example, the formulation of a problem that involves multiple solutions; the solution is unexpected, original and has no analogues; the solution involves the continuation of a concept or pedagogical approach, etc.);
• - creating situations of cooperation at different stages of training;
• - involving teachers in research work on the experimental site and testing their own program, assessing its feasibility and effectiveness.

A special role in the development of creativity belongs to reflexive-innovative technologies(V.A. Slastenin), which include: organizational and activity games, reflective and innovative workshop, study of original concepts, development of original programs, practical work V innovative types educational institutions, participation in various forms of advanced training that are personally focused on active learning technologies; pedagogical workshops, trainings.

Let's name various techniques with which in group classes you can help increase the brightness of images, the intensity of emotional experiences, sensitivity, overcome barriers of psychological defense, liberate intellectual capabilities and support creative direction.

"Brain attack" as a way of producing new ideas without the pressure of criticism and self-criticism allows one to free oneself from psychological defense, especially successfully when the group is heterogeneous in composition and has a wide range professional interests participants. As part of the brainstorming method, you should use techniques such as a list to activate thinking test questions(leading questions that force you to consider the problem from a variety of angles, change the perspective of looking at the problem), dissection (reconstructing the material in order to destroy old connections, discussing the possibility of changing each component in a functioning system), presenting the problem to a non-specialist.

Synectics method presupposes a disposition to improvise, freeing the task from its context, and the use of analogies, which allows one to extract information from different sources. For example, direct analogies are found in frequently sought-after elements in biological systems. Subjective analogies pay special attention to motor sensations. Fantastic analogies require presenting things as one would like to see them, ignoring any laws. Analogies are a means of shifting the search process from the level of conscious thinking to the level of subconscious activity.

Business games - another fairly well-known example of group development of creative abilities.

Taking on a role (preferably an unusual one) and the spirit of competition contribute to finding original solutions. At the same time, a different point of view on the situation is formed, a rethinking of what is happening, and some emotional alienation from the only role usually assumed. An important point in business games- the ability to perform different roles, which excludes complete identification with any of them and allows, moving away from one’s usual view, to look at the problem impartially.

The creation of a reflective environment, which is characterized primarily by the presence of conditions for the teacher to change his ideas about himself and rethink personal stereotypes, makes it possible to simulate special, unique problem situations in relation to the teacher, when his personal professional and intellectual experience is not only actualized, demanded, but also recognized as insufficient in achieving any specific pedagogical goal. The emerging contradiction between the resources of one’s “I” and the uniqueness of the situation is resolved in the search for other, non-stereotypical, innovative ways of action. The creative potential of a teacher develops as the ability to create innovations in teaching activities, as well as a unique ability to creatively relate to oneself, one’s work, to interact with gifted students, and to solve problem situations. With the help of reflexive-innovative technologies, a fairly high level of teacher adaptation to rapidly changing conditions is achieved. In addition, the use of reflexive and innovative technologies contributes to the creation of creative educational environment. Main positions:

• 1. Encouraging students to be creative in cognitive activity begins with the formation of an emotional and value-based attitude to the proposed content or actions.
• 2. Building relationships of dialogue, subject-subject interaction.
• 3. Providing a context of search and discovery in the educational process, rather than a “rhetoric of statements.”
• 4. The main lines of behavior of the teacher: posing problems, creating conditions for the joint construction of knowledge, supporting students in independent actions.
• 5. Offering students mainly such types of actions as: compare, prove, make a choice, argue, present and justify your option.
• 6. Basic forms of organizing classes: conducting research, experiments; solving problematic problems and situations, protecting projects.

So, in order to develop a teacher’s creative abilities, it is necessary to carry out a systematic formative influence through a certain set of conditions of the educational microenvironment. In educational practice and in the professional activity of the teacher himself, it is desirable to shift the emphasis from teaching to transformative activities, to achieve the realization of the teacher’s openness to the culture of dialogism, the polyphony of pedagogical activity.

Federal State educational standard Secondary (complete) general education includes a number of requirements aimed at developing the personal characteristics of the graduate, among which special attention is paid to the formation of a creative and critically thinking student who actively and purposefully explores the world.

Creativity is the ability to create, the ability to generate unusual things, to invent, find, see the world in a special way. This is creativity, which is useful both at work and in life. A creative person is an inventor. This is the one who invents and fantasizes, making life brighter, more interesting, turning everything into something new, unique.

The problem of giftedness is a complex problem in which the interests of different scientific disciplines. The main ones are the problems of identifying, training and developing gifted children, as well as the problems of professional and personal training of teachers, psychologists and education managers to work with gifted children.

There are many approaches to studying the creative thinking of schoolchildren. They characterize creativity as a whole or its individual aspects, products of activity, and the process of their creation.

The teacher plays a rather important role in the development of the child, since it is he who studies with him in class and outside of class time. The teacher’s ability to recognize a child’s creativity is one of the key points.

Also, pedagogical work should be built taking into account the needs of the student, that is, it is necessary to create conditions so that the student is interested.

Our research consisted of 2 parts:

· Williams divergent (creative) thinking test;

· Williams scale (questionnaire for teachers).

The Williams Creative Test Battery is one of the best psychodiagnostic tools for diagnosing creativity, since the Williams tests are reliable, valid, easy to administer and are intended for a wide age group and reflect various creative characteristics.

The test can be used to study the creative talent of children, starting from preschool age(5-6 years old) and up to the final grades of school (17-18 years old). Test takers must give answers to the tasks of these tests in the form of drawings and captions. If children cannot write or write very slowly, the experimenter or his assistants should help them label the drawings. In this case, it is necessary to strictly follow the child’s plan.

After translating the raw scores obtained through student diagnostics, we found that out of 30 schoolchildren, 12, which amounted to 40%, showed a high level of creativity. This suggests that children have high levels of creativity. 11 subjects had an average rate, which was 36%; and 7 subjects had a low level of creativity, which amounted to 24%.

Analyzing the data obtained through student diagnostics, we can say that the majority of subjects have a high level of creativity. This indicates that children can realize their potential, and all conditions have been created for this.

When conducting the questionnaire “Williams Scale (questionnaire for teachers)”, after translating the raw scores, the following results were revealed: teachers believe that out of 30 children, 8 have a high level of creativity, which amounted to 26%, 15 have an average level, which amounted to (50%). ), 7 had a low level, which amounted to 24%, of creativity.

Having compared the results obtained through diagnostics of students and their teachers, we can conclude that teachers’ assessment of the low level of creativity of middle-level students coincides with the indicators of the low level of creativity among students as a result of their self-examination. This indicates the ability of teachers to adequately assess low student performance.

Teachers' assessment of the average level of creativity of middle-level students does not coincide with the indicators of the average level of creativity of students; it is lower than the actual indicators of children. In this case, there is an idealization of students’ creative abilities, so teachers overestimate creativity indicators. Teachers believe that children with average levels of creativity have higher scores, which is why we got these results.

Analyzing teacher assessment high level creativity of middle-level students, we see that the indicators exceed the results of the student survey itself by 10%. The teachers of this school, having highly assessed the level of creativity of students, are working towards the development of creative abilities. In other words, they see the child’s creativity with a “reserve”, that is, they predict the child’s zone of proximal development, motivating him to move forward.

After conducting a correlation analysis using the Pearson R test, between teachers’ assessment of the creativity of middle-level students and indicators of the level of creativity among students, we received the following data p ≤ 0.05 r = 0.44 - a zone of uncertainty, this indicates that the connection is at the trend level.

The teachers of this school are able to see the child’s potential, but more than ⅓ of the students have low creativity scores. They are the ones who fell into the zone of insignificance. We believe that they lack support from the teacher; if they overestimated these children a little, the connection would be higher. As Sh.A. said Amonashvili, “Having completed the drawing of the child of tomorrow,” by believing in him, teachers could demonstrate faith in the child and thereby raise their level of creativity. T. Lubarta said that creativity develops environment capable of developing it. We agree with the author, and we believe that all that is needed is the conditions for their implementation and support from others.

Thus, the main problem in the formation of a student’s creative personality is the low motivation of teachers to work on this area of ​​a person’s personality.

Sections: General pedagogical technologies

The experience of creative activity in modern pedagogical literature is considered as component experience of educational scientific creativity. It has components characteristic of all types of creativity. First of all, these include the ability to think creatively and the ability to collaborate.

As a component of the experience of creative activity and a component of scientific creativity, they distinguish research work. Research activity can be defined as the experience of school creativity.

Creative development meets the principles of humanization of school, as one of the directions of modernization of education in modern stage. The creative activity of students proceeds more effectively if they cooperate with each other and the teacher.

The nature and forms of cooperation between students and teachers depend on the following main factors:

• goals of creative activity;
• quality of students' knowledge;
• content of creative activity;
• methods, means and forms of training.

In turn, changes in the forms and methods of teaching lead to a new qualitative leap in the development of students’ creative experience.

The implementation of developmental education technology radically changes the role of the teacher in the educational process:

• enthusiast (increases student motivation by supporting, encouraging and directing them towards achieving the goal);
• specialist (has knowledge and skills in several areas);
• consultant (organizer of access to resources);
• supervisor;
• tutor - navigator of creative research;
• coordinator of the entire group process;
• adviser;
• expert (gives a clear analysis of the results of the completed project);
• "a person who asks questions"

The emergence of a teacher-tutor problematizes the entire existing education system. “The tutor is not an erudite, but an expert in the field of ways of organizing work with material. The tutor’s task is not to answer the student’s questions, but to help the child find the right solution to the research problem...”

In the pedagogical literature, eight most important areas of a teacher’s work in organizing the creative process are identified:

• selection of the most appropriate research topics;
• formation of student involvement in the process of finding a solution;
• organization of creative cooperation;
• cultivating reflection;
• training in heuristic techniques;
• training in general intellectual operations;
• orientation in finding a solution;
• chemistry consultations.

The traditional classroom-lesson system does not sufficiently allow the teacher to fully carry out his activities as a mentor and coordinator. At the present stage of educational development, priority is given to developmental education. Subject-object relationships are being replaced by subject-subject relationships. The figures of the student and the teacher come to the fore, who turns from an autocrat into a leader, a navigator of the educational process, on which the success of the student depends. The teacher leads the student along the path of subjective discovery: the student discovers the world for himself - himself in this world.

The basis for the development of students is creative activity, which can be realized through the design and research work of schoolchildren.

Our desire to engage in research activities did not arise by chance - the realization that it was necessary to change the attitude of students to the subject prompted us to search for new forms and methods of teaching. Not only teachers, but also schoolchildren, squeezed within the framework of a traditional lesson, cannot realize their creative potential. This opportunity is provided by the design research.

For seven years, Municipal Educational Institution Secondary School No. 17 in Arzamas has been implementing projects of various forms (social, creative, information, telecommunications, etc.) and content.

Thus, research work contributes to the development of students’ experience of creative activity, the ability to collaborate and interact, and motivates them for subsequent self-education.

The most important result of creative activity is the further success of students: the majority of schoolchildren believed in themselves, engaged in self-education, and continued their studies in various educational institutions related to natural sciences.

This result was largely achieved due to the change in the role of the teacher and students in the educational process.