Development of creative thinking in teaching chemistry and biology using TRIZ technology. Practice-oriented teaching in biology lessons with the use of TRIZ elements - the future technologies are closer to us than we think. it is near - crying, laughing, - prezet

The teacher organizes further work in groups.

Techniques that contribute to the creative self-development of students:

1. “Create a passport” for systematization, generalization of the acquired knowledge; to highlight essential and insignificant features of the studied object or phenomenon; creation brief characteristics studied concept, comparing it with other similar concepts.
2. Catch the mistake ("YES - NO"). The guys are looking for a mistake, better in a group, arguing, conferring. Having come to some opinion, they choose a speaker and offer their own reasoned answer).

Each group has theorists and practitioners. The goal is to systematize theoretical material about physical, chemical properties water, the meaning of water on Earth, environmental problems of natural waters; come up with and demonstrate by experience options for solving the above problems. Each group receives an instruction card, studies a specific question on the topic, answers creative task, works with electronic presentation. Working time - 7-8 minutes. When answering, students demonstrate prepared electronic presentations (Annex 1 ), demonstrate a creative task (invention).

Physical Analysis Instructions

Objective: To study the physical properties of water.

Procedure:

1. Study reference books, read additional material.
2. Fill in the Physics block of your Investigation Card with information about physical properties water.
3. The coach, a former diving champion, complained to a colleague: “It's hard to work. Jumping is getting harder and harder. We need to come up with new combinations, try, and at the same time, the likelihood of splashdown and injuries increases. When a person falls from a height, the water is not so soft ... "Come up with and test a way to make the water" softer "so that athletes do not get injured during unsuccessful jumps.

"Physics"

Chemical Investigation Instruction

Purpose: To find out the chemical properties of water.

Procedure:

1. Read item 33, pp. 169-172, additional literature.
2. In the "Chemistry" block of your "investigation card", enter information about the chemical properties of water and indicate the classification of chemical reactions.
3. Prepare a report at the blackboard.
4. The presence of water in gasoline adversely affects the operation of the engine, especially aviation. Problems are aggravated if fuel tank water and gasoline are stratified, there may come a moment when water starts to flow into the engine. Come up with and experiment with a chemical method for detecting water in fuel.

"Chemistry"

Biological analysis instructions

Purpose: To find out the importance of water in nature and the life of organisms.

Procedure:

1. Explore reference material, additional literature.
2. In the "Biology" block of your "investigation card" enter information about the importance of water in nature and the life of organisms.
3. Prepare a verbal response at the blackboard.
4. The heroes of the adventure story "Endless Night" by the Scottish writer Alistair Maclean found themselves in a difficult situation. In search of rescue, they left the polar station and moved on an old tractor towards the mainland. The polar night, cold, lack of food put the small expedition on the brink of death. A powerful snowmobile that came to their aid stopped: the criminals poured sugar into barrels with a supply of gasoline. Help was clearly late. Suggest simple and effective method cleaning gasoline from sugar, test your ideas experimentally. Please note that sugar does not dissolve in gasoline, but is present in it in the form of a suspension, while the complete purification of gasoline by settling or filtering takes a lot of time.

"Biology"

Instructions for conducting an "environmental investigation"

Purpose: to consider the use of water, the water cycle in nature, environmental problems of the hydrosphere.

Procedure:

1. Explore the reference material, read additional literature.
2. In the “Ecology” section of your “investigation card”, enter information about the environmental problems of water resources.
3. Prepare a report at the blackboard.
4. The ingress of oil products into water bodies leads to catastrophic consequences. Not only rivers and lakes suffer from this, but also entire areas of the World Ocean: “In the evening, the smooth sea was completely covered with brown and black lumps of asphalt, surrounded by something like soap suds, and in some places the surface of the water shone with all the colors of the rainbow, like gasoline ". Of course, in order for the reservoirs to come to life, it is necessary, first of all, to shut off the sources of discharges. At the same time, it is necessary to cleanse the already heavily polluted areas of the World Ocean from oil. Think about how you can do this? Experience your ideas.

"Ecology"

Organization: MOU Secondary School No. 3

Locality: Republic of Mari El, Sovetsky town

The strategic goal of modernizing the Russian education system at the school stage is to provide a new modern quality education focused on the formation of key competencies in the younger generation: universal system knowledge, skills, experience independent activity and the personal responsibility of the trainees.

That is why the modern school faces a difficult task - to prepare the child for future adult life. Until recently, more and more new subjects appeared at the school, the curriculum expanded, but still did not satisfy all the needs. You cannot teach everything for future use. Today's schoolchildren have to master about 10 thousand different concepts, terms and laws only in natural science subjects. Firstly, it is hardly possible to comprehend such an astronomical number of concepts; secondly, is it necessary? In chemistry lessons, density teaching material high, because a feature of the traditional methodology is its focus on the average student, where functional forms organizing lessons provide a powerful flow of information, but psychological aspect personality development is inadmissibly reduced, and as a result, children find the subject difficult and lose interest in it. Current textbooks do not respond to practical issues child. It turns out that a child who is called upon to form his own understanding of the world, his own attitude towards it in the course of learning, cannot, does not have the right to enter into a direct dialogue with this world, this is possible only through intermediaries: scientists-researchers and authors of textbooks. But all genuine knowledge is the result of one's own experience of knowledge.

That is why the question is relevant for me today: how to teach children more effectively, what methods to use in teaching, so that it contributes to further self-realization and self-determination of the individual. I believe that one of the ways to solve this problem is creative way learning and it can be successfully implemented through the use of technology of technical creativity - TRIZ (theory of decision inventive problems), created in the middle of the 20th century by the inventor, engineer, science fiction writer G.S. Altshuller.

Creative (inventive) problems always contain a contradiction, which means a mystery and a riddle. Because of this secret, children's interest in the educational process arises, their intellectual activity is enhanced, and training brings psychological satisfaction. “The most beautiful and deepest experience that a person can experience is a sense of mystery” - these are the words of the great Albert Einstein.

I believe that it is necessary to combine rational and emotional, facts and generalizations, collective and individual, informational and problematic in the methodology. It is the use of TRIZ that allows me to involve students in different kinds activities, include their imagination, develop memory, thinking, speech. Here is one of the examples of using TRIZ “To clean the pipeline from silt deposits, once a month, fragments of bricks are introduced into the pipeline. Caught up in the stream, they move in the pipe and rip off the sludge build-up. Unfortunately, it is difficult to size the debris. Small debris does not rip off silt, large ones often get stuck, blocking the pipeline. How to be? " Newcomers are trying in vain to do something with the fragments of bricks: "Better to let the fragments be small ... No, let them be large ... Maybe the fragments should be average? .." There are "empty" samples, "empty" because one cannot overcome the hypnosis of the term "brick". Whatever one may say, but with a "brick" the problem cannot be solved. Children who have mastered the basics of TRIZ know: terms must be removed, they interfere with coming up with new things (terms are carriers of psychological inertia): The fragments should not be made of bricks, large pieces of ice should be used. They will rip off the silt - like a brick. And if they get stuck, having formed a plug, it's okay: the stream of water will melt the ice.

So, faced with just one inventive problem, we learned the following new concepts:

* TRIZ - the theory of inventive problem solving;

* RBI - perfect final result;

* TP - technical contradiction;

* FP - physical contradiction;

* IP - an inventive technique.

Using TRIZ, putting a student in a problematic situation that is interesting for the whole class, I get the opportunity to disinhibit the mechanism of his thinking. My task, as a teacher, is to direct the study of educational material by avoiding a direct unambiguous answer to students' questions, from replacing their cognitive experience with my own.

That is why, in order to rationalize and optimize work in this direction, I have developed an educational and methodological kit, which includes a program for the phased introduction of TRIZ elements into the educational process, based on the integration of the main and additional education, methodological developments, a workbook for the student on a printed basis, containing reference materials and differentiated tasks for the implementation of independent creative activity, allowing to dose the information flow, eliminating the overload of children.

This kit allows me to create conditions for cognition to begin in the lesson, but not be limited by its framework, but continue beyond it. Therefore, I practice immersion classes. The diving schedule is flexible, it is not distributed by week, but is compiled in advance for a month or for a school quarter. Along with classes - immersions, the structure includes such classes as: "classes - instructions", "classes - consultations", "classes - diluents".

Inventive problems have many solutions, and it is not always possible to determine which of them is the most successful. Much depends on the conditions in which this solution will be used. Therefore, the decision of any student

can become an invention. Each invention contributes to the self-esteem of schoolchildren. The most important thing is to organize, start the search process. An inductor is needed here, which will provide motivation for further creative activity, and interest will work on a personally significant level. Any tasks are good as an inductor.

After the inductor - deconstruction of knowledge. Former rather slender ideas turn into chaos, there is a lack of knowledge and skills, a huge number of questions arise - this is creativity !!! Children begin to invent, invent, compare, analyze and even fantasize. Each one offers his own way of solving, and justifies it reasonably.

After the analysis of all ideas, the reconstruction of knowledge takes place - the hypotheses are tested through observation, experience, experiment, the search for new answers, an attempt at a different understanding. The result is an individual educational product.

And in conclusion, the need to understand the path traveled, the discovery made, the assessment of their personal significance. And here the teacher-student relationship changes radically. At all stages, I act as a consultant and assistant, not an expert.

At the same time, the emphasis is not on the content of the teaching, but on the process of applying knowledge in Everyday life, the role of children is also changing - they are active participants in the process, and not passive extras. I always remember the words of Leonardo da Vinci "Knowledge that is not born of experience is fruitless and full of mistakes." As a teacher, from a bearer of ready-made knowledge, I turn into an organizer of students' activities, there is no student-teacher barrier between us, we work according to the formula of cooperation that forms independent Creative skills student as the most demanded qualities in life.

The presence in the structure of TRIZ of material containing real problems and methods of conscious mastery of mental operations allows the use of TRIZ as a methodological basis for the development creative thinking at school.

The main TRIZ term is contradiction. Contradiction is the engine of development. The development of science, technology, society is a continuous struggle against contradictions. Teaching to see the contradiction, formulate and resolve it is the main goal in teaching TRIZ.

The implementation of the educational and methodological complex allows students to expand their practical and social experience and, on this basis, build the content of their own education, opening up opportunities for creative and practical self-realization. This is confirmed by the results of testing carried out with the help of P. Torrens tests, which allow to investigate intellectual development, to determine the effectiveness of individualization of training.

The principle of integration of basic and additional education, on which the implemented model is based, makes it possible to form the correct self-assessment of students' activities, which forms the ability to adequately assess their actions, manifest and develop the communicative qualities of a person and realize the initially laid down "situation of success" for each student. Determination of the level of self-esteem was carried out according to the method of S.V. Kovalev.

In the course of testing the presented system in the framework of the school experimental site and comparing the data obtained in the control and experimental class in the class, it turned out that the level of motivation of students in the experimental class increased by 35%. The guys became active participants, prize-winners and winners of various events.

Today I can say with confidence that TRIZ is a technology that can be used in the study of any subject. It is focused on achieving the goals of the students themselves, so it is unique. She shapes incredibly a large number of skills and abilities, and therefore it is effective. It forms the experience of activity, and therefore it is irreplaceable. The meaning of life cannot be taught, it must be found by a person on his own, found in his own way in each specific situation... There are no ready-made recipes for behavior in life, there is freedom, choice, activity and a unique triumph of creativity.

Bibliographic list:

Altov G. And then the inventor appeared. - M .: Children's literature, 1984.

Altshuller G.S., Shapiro R.B. On the psychology of inventive creativity. // Questions of psychology. - 1956. - No. 6. - P.37-49.

Altshuller G.S. Revitalization human factor in the educational process. - M .: ed. "Knowledge", 1987. - S. 46-62.

The concept of federal state educational standards for general education (Standards of the second generation). - M .: Education, 2009, p. 28.

Electronic resource. Access mode: http://www.trizland.ru/trizba/books/1741

Trize - technologies

Currently in pedagogy there are a lot different technologies that help present material to students in a more accessible manner. For development cognitive activities in the field of chemistry, you can use the Tride-technology (Theory of Inventive Problem Solving). This technology is aimed at developing natural abilities in children, it also makes it possible to express themselves, to win the respect of classmates.

There is a Russian proverb “Everything new is a well forgotten old”. This refers to the TRIZ technology, since the work on TRIZ was started by GS Altshuller and his colleagues back in 1946. The first publication - in 1956 - is a technology of creativity based on the idea that "Inventive creativity is associated with a change in technology that develops according to certain laws" and what "The creation of new means of labor must, regardless of the subjective attitude to this, obey objective laws."

This technology can be applied in the classroom both in schools and in secondary educational institutions.

The main functions and areas of TRIZ application are:

Solving inventive problems of any complexity and focus;

Awakening, training and competent use natural human abilities in inventive activity (first of all, figurative imagination and systems thinking).

The purpose of this technology: "Knows, understands, applies"

Trize breaks the material into fragments. The process becomes modular. There are three main principles of TRIZ:

The principle of objective laws. All systems develop according to certain laws. They can be cognized and used to transform the surrounding world.

The principle of contradiction. All systems develop through overcoming contradictions.

The principle of concreteness. Specific solution the problem depends on the specific resources that are available.

TRIZ didactic capabilities:

Solution creative tasks any complexity and focus;

Solving scientific and research problems;

Systematization of knowledge in any areas of activity;

Development of creative imagination and thinking;

Development of the qualities of a creative personality and the formation of key competencies of students: cognitive, creative, communicative, worldview;

Development of creative teams.

As examples, you can present several tasks, as well as several techniques of this technology.

1.At the beginning of the last time, the German chemist Christian Schönbein invented a new sympathetic ink, which is a solution of manganese sulfate. After drying, the text written by them on pink paper becomes completely invisible. Proud of his invention, Schönbein wrote a letter in his own ink to the English physicist and chemist Michael Faraday. History is silent as to whether Faraday managed to read the message of his German colleague.

Question. Think about how you could show what was written? (Manganese sulfate has a pale pink color, therefore, in order to read what was written, Faraday would have to treat the letter with some kind of reagent that gives an intensely colored compound with manganese sulfate. Schönbein used ozone for the development. The resulting reaction is manganese oxide - black, therefore, what is written becomes clearly visible.)

2.Why often houseplants planted in a metal can of canned food grow better than the same plants in clay pots? (cans were made of a special alloy, resistant to corrosion and containing, in addition to iron, additives of tin, copper, manganese. All these elements are essential components of the mineral nutrition of plants. Gradually dissolving under the action of water and soil acids, they provide additional feeding, and the plant develops better)

3.To increase the octane number of gasoline, an antiknock additive is used - tetraethyl lead. This is a very toxic substance that can be present in gasoline vapors, which means it can get into the air. This is especially dangerous on trucking companies.Suggest a method for detecting tetraethyl lead vapor in air. (It is necessary to convert tetraethyl lead to black lead sulfide or golden yellow lead iodide. To perform the analysis, it is necessary to pass the analyzed air through a heated reagent tube, in which the tetraethyl lead will decompose and react with sulfur or halogens.)

"Daddy, what are you doing?" - “I want to get a jewel, daughter.” - “From this candle?” - “No, from a candlestick,” the father replies. He waited until the black scale appears on the candlestick, scraped it off and threw it into the acid - it became a blue solution; threw a pinch of soda - a greenish precipitate fell out; added caustic alkali - and the sediment inside became completely blue. He dried this mixture, and a paint of wondrous beauty came out. What is not a jewel?

Why are the stars burning? The stars and our Sun are composed of a mixture of two gases, the transformation of one of them into the other occurs with the release of light and heat. What are these gases? The elements that make up the composition are neighbors on the periodic table; the first of the gases is twice as light as the second, the molecules of the first gas are diatomic, the second is monatomic, and the second gas is inert. Name these gases. (hydrogen and helium)

Receptions of this technology.

As methods of this technology, you can use cases, riddles, etc.

1.Explain chemical processes, mentioned in the lines of the poem by A. Akhmatova.

“On my washstand

Copper turned green.

But this is how the ray plays on it,

What a lot of fun to watch. "

Answer. A plaque or film has appeared on the washstand. This is a patina - a more or less durable colored film that forms on the surface of a metal as a result of its complex interaction with acids, salts and gases contained in the atmosphere or in earth's water. (corrosion)

2. As if dressed in lace

Trees, bushes, wires.

And it seems like a fairy tale

But in essence - only …….

- Who and when first carried out the synthesis of water?

- Which air is heavier - dry or humid?

- Which human organ contains the greatest amount of water, and which one contains the least?

- What are the eight names of the state of water, accepted in meteorology?

- how many water molecules are in the ocean?

- What are snowflakes?

- Do its own molecules disintegrate into ions in water?

- Can water burn?

- Can water flow upwards?

- List the chemical and physical properties of water.

- The role of water in human life.

Riddles about chemical elements.

It has long been known to man:

she is viscous and red,

Back in the Bronze Age

She is familiar to all in alloys. (Copper)

Explain from the point of view of chemistry its properties.

As you inhale the green gas

so poison yourself now. (chlorine)

Who Discovered Chlorine? Where is it used and how does it affect the body?

I am the luminous element

I'll light a match for you in a moment.

They will burn me - and under water

Mine oxide will become acid. (Phosphorus)

What are the properties of phosphorus? Where is it applied? What modification allotropy do you know? Explain the mechanism of the glow.

Step-by-step analysis is used to answer the riddles.

Literature

1. A modern lesson in chemistry. Technologies, techniques, development of training sessions. / I.V. Markina; - Yaroslavl: Academy of Development, 2008. - 288p.

2. Mind games in chemistry. - M .: 5 for knowledge, 2007- 208 / Kurgan S.M. / C 244

3. Selevko G.K. Modern educational technologies: tutorial... M., 1998, 208 p.

4. Polat E.S. New pedagogical technologies. A guide for teachers. M.: 1997.287 s

Introduction

Chemistry is a very interesting but difficult subject. Pupils are interested in the lesson when it is clear. In order to learn with interest and passion, students must be involved in the learning process. And this is facilitated by pedagogical technologies. In modern pedagogy, there are a lot different technologies and methods of enhancing mental activity All technologies have a lot in common: they develop, provide management of the educational process and predict the result. One of such technologies is TRIZ - technology (the theory of inventive problem solving). This technology can be applied from kindergarten to the university, as well as in economics and practical human activity. This paper presents the techniques for enhancing the mental activity of students, which help to solve the task in front of them. They can be implemented in different form organization of work - group, individual, training in cooperation.

The work presents practical material, a summary of the lesson using techniques this technology, and also material from the experience of educators-innovators (IV Markina "Lesson of chemistry"). | 1 |

Conclusion

The material of this development helps me to build interesting and informative chemistry lessons. These tasks can be varied and also used on extracurricular activities... I believe that this technology or its techniques can be used not only in chemistry lessons, but also in biology lessons.

CONTENTS

INTRODUCTION

1. MAIN PART _________________________________________________ 4

2. CONCLUSION _____________________________________________________ 7

REFERENCES ________________________________________________________ 8

APPLICATION

Lesson plan using TRIZ technology.

Lesson topic: Metals. general characteristics... Physical and chemical properties.

Lesson objectives:

Educational - to summarize knowledge on the topic of metals, to identify the willingness of students to successfully apply the knowledge gained in practice, allowing for feedback and prompt adjustment of the educational process.

Developing - development critical thinking, development of creative thinking, independence and ability to reflect.

Educational - fostering positive motivation for learning, correct self-esteem and a sense of responsibility.

Equipment: projector, computer, chemical reagents, D.I. Mendeleev.

Lesson type: combined. (application of knowledge on the topic)

During the classes.

Org. Moment.

Homework check. (exercise 2)

Explanation of the new material.

Position in the periodic table.

Atom structure

What do all metals have in common?

Physical properties (malleability, ductility, heat, electrical conductivity, etc.)

Explain from the point of view of physics why metals conduct electricity?

Why differently?

The structure of the crystal lattice. (Slide)

Chemical properties

1. Interaction with simple substances. (Oxygen, sulfur, halogens, nitrogen)

2.interaction with complex substances (demonstration of experience)

Do the exercise

Anchoring. Solving inventive problems. (using knowledge of the properties of metals)

At the beginning of the last time, the German chemist Christian Schönbein invented a new sympathetic ink, which is a solution of manganese sulfate. After drying, the text written by them on pink paper becomes completely invisible. Proud of his invention, Schönbein wrote a letter in his own ink to the English physicist and chemist Michael Faraday. History is silent as to whether Faraday managed to read the message of his German colleague.

Question. Think about how you could show what was written? (Manganese sulfate has a pale pink color, therefore, in order to read what was written, Faraday would have to treat the letter with some kind of reagent that gives an intensely colored compound with manganese sulfate. Schönbein used ozone for the development. The resulting reaction is manganese oxide - black, therefore, what is written becomes clearly visible.)

2. Why often indoor plants planted in a metal can of canned food grow better than the same plants in clay pots? (Cans were made of a special alloy that is resistant to corrosion and contains, in addition to iron, additives of tin, copper, manganese. All these elements are essential components of mineral nutrition of plants. Gradually dissolving under the influence of water and soil acids, they provide additional feeding, and the plant develops better)

Listen to the tale and try to explain its meaning in terms of the chemical properties of metals. (work in groups)

Fairy tale. The alchemist sits by the candle, his daughter comes up to him and asks:

"Dad, what are you doing?" - "I want to get a jewel, daughter."

“From this candle?” “No, from a candlestick,” the father replies. He waited until the black scale appears on the candlestick, scraped it off and threw it into the acid - it became a blue solution; threw a pinch of soda - a greenish precipitate fell out; added caustic alkali - and the sediment inside became completely blue. He dried this mixture, and a paint of wondrous beauty came out. What is not a jewel? (copper - copper oxide 1 - copper oxide 2- copper sulfate - copper carbonate; copper sulfate - copper hydroxide)

(individual work)

Explain the chemical processes mentioned in the lines of the poem by A. Akhmatova.

“On my washstand

Copper turned green.

But this is how the ray plays on it,

What a lot of fun to watch. "

Answer. A plaque or film has appeared on the washstand. This is a patina - a more or less durable colored film that forms on the surface of a metal as a result of its complex interaction with acids, salts and gases contained in the atmosphere or in earth's water. (corrosion).

Reflection.

Fill the table

Homework.

learn a synopsis

compose a crossword puzzle "Metals"

Corrosion of metals (read)

Review

for methodological development in pedagogy Zinchenko E.S. (teacher of GOU SPO "SKS"), on the topic: "TRIZ technologies in teaching chemistry." The work is done on 9 pages (main part - 3)

This development is devoted to the study of pedagogical technologies, namely TRIZ technology (the theory of inventive problem solving), and its application in chemistry lessons in secondary educational institutions, for students of technical specialties.

The relevance of this work is not in doubt, since it allows you to expand the horizons of students, develop the ability to accept independent decision and instill an interest in the subject.

The author applies the techniques of this technology when explaining new material or as a reinforcement. It is very important that this allows students to develop the ability to think logically and express their opinions.

This work presents tasks for different levels of students. For the stronger Zinchenko E, S, he offers complex problems that require a detailed answer, and for the rest - tasks in the form of riddles, cases, but nevertheless the answer must be complete, explained from a chemical point of view.

I think that this work can be used in the educational process on many subjects.

I. V. Kashirina (teacher of GOU SPO "SKS") _____________

Ministry of Education of the Stavropol Territory

State budget educational institution middle

vocational education"Stavropol College of Communications named after Hero

Soviet Union V.A. Petrov "

I approve

Director of the State Budgetary

educational institution of secondary

vocational education

"Stavropol College of Communications named after

Hero of the Soviet Union V.A. Petrov "

"__" _______________________ 2012

________________________________________________________________

Methodical development

by discipline___________________________________

Agreed Considered at the meeting

Cycle Commission Methodist ____________

__________________ _____________________________

"__" _________ 201_. Minutes No. ___ Chairman of the Central Committee _______________-

Minaeva T.V.

Developed by teacher _______

Pedagogical sciences Theory and methods of teaching and education

Zinchenko E.S., teacher of the Stavropol College of Communications named after Hero of the Soviet Union V.A. Petrova

TRIZ-TECHNOLOGIES IN LEARNING CHEMISTRY (SUMMARY OF WORK EXPERIENCE)

In modern pedagogy, there are a lot of different technologies and techniques for enhancing the mental activity of students. One of these technologies is TRIZ technology (the theory of inventive problem solving). The purpose of this work is to consider and apply this technology in the classroom of chemistry and biology. This paper presents techniques for enhancing the mental activity of students, which help to solve the problem posed to them. They can be implemented in different forms of work organization: group, individual, training in cooperation, etc.

The work presents practical material in the form of a lesson summary using the techniques of this technology, as well as material from the experience of educators-innovators (1, pp. 89-91), which are used by the author in the classroom.

TRIZ technologies

Currently, there are a lot of different technologies in pedagogy that help to present material to students in a more accessible form. For the development of cognitive activity in the field of chemistry, you can use TRIZ-technology (Theory of Inventive Problem Solving). This technology is aimed at developing natural abilities in children, it also makes it possible to express themselves, to win the respect of classmates.

There is a Russian proverb “Everything new is a well forgotten old”. This refers to the TRIZ technology, since the work on the TRIZ technology was started by G. S. Altshuller and his colleagues back in 1946. The first publication - in 1956 - is a technology of creativity, based on the idea that "inventive creativity is associated with a change in technology that develops according to certain laws" and that "the creation of new means of labor should, regardless of the subjective attitude to this, obey objective laws " (5).

This technology can be applied in the classroom both in schools and in secondary educational institutions.

The main functions and areas of application of TRIZ technology are:

Solving inventive problems of any complexity and focus;

Awakening, training and competent use of human natural abilities in inventive activity (primarily figurative imagination and systems thinking).

The purpose of this technology: "Knows, understands, applies."

TRIZ technology breaks the material into fragments. The learning process becomes modular.

There are three main principles of TRIZ technology:

The principle of objective laws. All systems develop according to certain laws. They can be cognized and used to transform the surrounding world.

The principle of contradiction. All systems develop through overcoming contradictions.

The principle of concreteness. The exact solution to the problem depends on the specific resources that are available.

TRIZ didactic capabilities:

Solving creative problems of any complexity and focus;

Solving scientific and research problems;

Systematization of knowledge in any areas of activity;

Development of creative imagination and thinking;

Development of creative teams.

As examples, you can present several tasks, as well as several techniques of this technology.

1. At the beginning of the last time, the German chemist Christian Schönbein invented a new sympathetic ink, which is a solution of manganese sulfate. After drying, the text written by them on pink paper becomes completely invisible. Proud of his invention, Schönbein wrote a letter in his own ink to the English physicist and chemist Michael Faraday. History is silent as to whether Faraday managed to read the message of his German colleague.

Question. Think about how you could show what was written? (Manganese sulfate has a pale pink color, therefore, to read what was written, Faraday would have to treat the letter with some kind of reagent that gives an intensely colored compound with manganese sulfate. Schönbein used ozone for manifestation. The resulting reaction is manganese oxide - black, therefore, what is written becomes clearly visible.)

2. Why often indoor plants planted in a metal can of canned food grow better than the same plants in clay pots? (cans were made of a special alloy, resistant to corrosion and containing, in addition to iron, additives of tin, copper, manganese. All these elements are essential components of the mineral nutrition of plants. Gradually dissolving under the action of water and soil acids, they provide additional feeding, and the plant develops better)

3. To increase the octane number of gasoline, use an antiknock additive - tetraethyl lead. This is a very toxic substance that can be present in gasoline vapors, which means it can get into the air. This is especially dangerous in motor transport enterprises. Suggest a method for detecting tetraethyl lead vapor in air. (It is necessary to convert tetraethyl lead to black lead sulfide or golden yellow lead iodide. To perform the analysis, it is necessary to pass the analyzed air through a heated reagent tube, in which the tetraethyl lead will decompose and react with sulfur or halogens.) (1, p. 90).

Fairy tale. The alchemist sits by the candle, his daughter comes up to him and asks:

"Dad, what are you doing?" - "I want to get a jewel, daughter."

“From this candle?” “No, from a candlestick,” the father replies. He waited until the black scale appeared on the candlestick, scraped it off and threw it into the acid - it became a blue solution; threw a pinch of soda - a greenish precipitate fell out; added caustic alkali - and the sediment inside became completely blue. He dried this mixture, and a paint of wondrous beauty came out. What is not a jewel? (copper - copper oxide 1 - copper oxide 2 - copper sulfate - copper carbonate; copper sulfate - copper hydroxide)

Why are the stars burning? The stars and our Sun are composed of a mixture of two gases, the transformation of one of them into the other occurs with the release of light and heat. What are these gases? The elements that make up the composition are neighbors on the periodic table; the first of the gases is twice as light as the second, the molecules of the first gas are diatomic, the second is monatomic, and the second gas is inert. Name these gases. (Hydrogen and helium)

Receptions of this technology

As methods of this technology, you can use cases, riddles, etc.

1. Explain the chemical processes mentioned in the lines of the poem by A. Akhmatova. “On my washstand

Copper turned green. But this is how the ray plays on it, What's fun to look at. "

Answer. A plaque or film has appeared on the washstand. This is a patina - a more or less durable colored film that forms on the surface of a metal as a result of its complex interaction with acids, salts and gases contained in the atmosphere or in earth's water. (corrosion)

2. Trees, bushes, wires seem to be dressed in lace. And it seems like a fairy tale

But in essence - only .......

Who and when was the first to synthesize water?

Which air is heavier - dry or humid?

Which human organ contains the greatest amount of water, and which one contains the least?

What are the eight names for the state of water used in meteorology?

How many water molecules are there in the ocean?

What are snowflakes?

Do its own molecules in water disintegrate into ions?

Can water burn?

Can water flow upwards?

List the chemical and physical properties of water.

The role of water in human life. Riddles about chemical elements.

1) It has long been known to man: it is viscous and red,

Back in the Bronze Age

She is familiar to all in alloys. (Copper)

Explain from the point of view of chemistry its properties.

2) As soon as you inhale the green gas, you will be poisoned now. (Chlorine)

Who Discovered Chlorine? Where is it used? How does it affect the body?

3) I am the luminous element,

I'll light a match for you in a moment. They will burn me - and under water my oxide will become acid. (Phosphorus)

What are the properties of phosphorus? Where is it applied? What modification allotropy do you know? Explain the mechanism of the glow. (2, page 34). Step-by-step analysis is used to answer the riddles.

Conclusion

Modern educational technologies, in particular, the considered TRIZ technologies, help to achieve the goals set in pedagogical activity. Modern pedagogical technologies make it possible to form and develop subject and educational knowledge and skills in the process of active multilevel cognitive activity of students in an emotionally comfortable atmosphere that develops when solving inventive problems; develop positive motivation for learning.

For example, one of the elements of technology in my chemistry lessons is the use of "cases", chemical riddles, elements gaming technology, which make it possible to apply subject knowledge and skills, develop skills in the use of chemical nomenclature, classification, basic chemical concepts (its most effective application in the study of the main classes of inorganic and organic chemistry).

The use of TRIZ technology helps to develop students' ability to participate in a general dialogue, to exercise self- and mutual control, self-examination, and to form an adequate self-esteem. Work in small groups allows you to correlate your activities with the activities of others, the student can conduct not only self-assessment, but also self-correction.

The material of this development helps to diversify chemistry lessons, make them more interesting and informative. TRIZ-technology tasks can be varied and also used in extracurricular activities.

It should be noted that this technology or its particular techniques can be used not only in chemistry lessons, but also in biology lessons.

Application

Lesson plan using TRIZ technology

Lesson topic: Metals. General characteristics. Physical and chemical properties.

Lesson objectives:

Educational - to summarize knowledge on the topic of metals, to identify the willingness of students to successfully apply the knowledge gained in practice, allowing for feedback and prompt adjustment of the educational process.

Techniques that contribute to the creative self-development of students:

1. “Create a passport” for systematization, generalization of the acquired knowledge; to highlight essential and insignificant features of the studied object or phenomenon; creating a brief description of the concept under study, comparing it with other similar concepts.
2. Catch the mistake ("YES - NO"). The guys are looking for a mistake, better in a group, arguing, conferring. Having come to some opinion, they choose a speaker and offer their own reasoned answer).

Each group has theorists and practitioners. Purpose - to systematize theoretical material on the physical, chemical properties of water, the meaning of water on Earth, environmental problems of natural waters; come up with and demonstrate by experience options for solving the above problems. Each group receives an instruction card, studies a specific question on the topic, answers a creative task, and works with an electronic presentation. Working time - 7-8 minutes. When answering, students demonstrate prepared electronic presentations ( Annex 1), demonstrate a creative task (invention).

Physical Analysis Instructions

Objective: To study the physical properties of water.

Procedure:

1. Study reference books, read additional material.
2. Add information about the physical properties of water to the Physics block of your Investigation Card.
3. The coach, a former diving champion, complained to a colleague: “It's hard to work. Jumping is getting harder and harder. We need to come up with new combinations, try, and at the same time, the likelihood of splashdown and injuries increases. When a person falls from a height, the water is not so soft ... ”Come up with and test a way to make the water“ softer ”so that athletes do not get injured by unsuccessful jumps.

"Physics"

Chemical Investigation Instruction

Purpose: To find out the chemical properties of water.

Procedure:

1. Read item 33, pp. 169-172, additional literature.
2. In the "Chemistry" block of your "investigation card", enter information about the chemical properties of water and indicate the classification of chemical reactions.
3. Prepare a report at the blackboard.
4. The presence of water in gasoline adversely affects the operation of the engine, especially aviation. Problems are aggravated if water and gasoline stratify in the fuel tank, there may be a moment when water begins to enter the engine. Come up with and experiment with a chemical method for detecting water in fuel.

"Chemistry"

Biological analysis instructions

Purpose: To find out the importance of water in nature and the life of organisms.

Procedure:

1. Explore reference material, additional literature.
2. In the "Biology" block of your "investigation card" enter information about the importance of water in nature and the life of organisms.
3. Prepare a verbal response at the blackboard.
4. The heroes of the adventure story "Endless Night" by the Scottish writer Alistair Maclean found themselves in a difficult situation. In search of rescue, they left the polar station and moved on an old tractor towards the mainland. The polar night, cold, lack of food put the small expedition on the brink of death. A powerful snowmobile that came to their aid stopped: the criminals poured sugar into barrels with a supply of gasoline. Help was clearly late. Suggest a simple and effective way to remove sugar from gasoline, test your ideas experimentally. Please note that sugar does not dissolve in gasoline, but is present in it in the form of a suspension, while the complete purification of gasoline by settling or filtering takes a lot of time.

"Biology"

Instructions for conducting an "environmental investigation"

Purpose: to consider the use of water, the water cycle in nature, environmental problems of the hydrosphere.

Procedure:

1. Explore the reference material, read additional literature.
2. In the “Ecology” section of your “investigation card”, enter information about the environmental problems of water resources.
3. Prepare a report at the blackboard.
4. The ingress of oil products into water bodies leads to catastrophic consequences. Not only rivers and lakes suffer from this, but also entire areas of the World Ocean: “In the evening, the smooth sea was completely covered with brown and black lumps of asphalt, surrounded by something like soap suds, and in some places the surface of the water shone with all the colors of the rainbow, like gasoline ". Of course, in order for the reservoirs to come to life, it is necessary, first of all, to shut off the sources of discharges. At the same time, it is necessary to cleanse the already heavily polluted areas of the World Ocean from oil. Think about how you can do this? Experience your ideas.