Master class "research activity with children using the method of triz-technology" modeling by little men ". Entertaining facts. Publications on triz Modeling by little men in kindergarten
On the basis of synectics (symbolic and personal analogy), a method has been developed that allows you to visually see and feel natural phenomena, the nature of the interaction of objects and their elements. This is the Little People Modeling (MPM) method.
Modeling with little people allows each of the players to experience for themselves what the simulated object feels, not only to explain to the child the phenomena surrounding him, but also to clearly show their changes.
The use of external symbolic substitutes in the form of little men gradually turns into the use of internal, figurative substitutes, which allows the use of modeling not only to explain the surrounding processes and natural phenomena, but also to solve various problems.
The essence of the MMP method used is that you need to imagine: everything that surrounds us consists of many little people. Why little men, and not substances, microbes, atoms? Because little men can think, perform actions, behave differently. They have different characters and habits, they obey different commands. When modeling, you can put yourself in their place, better feel and understand through actions, sensations, interactions.
Let the children know that everything around them and even they themselves are made up of little, little people. They are not always visible, but they are there and are very similar to children (humans). Invite the children to blow on their palms, and they will feel airmen running on their palms. Watch with the children how the air sways over the hot stove, steam comes out of the kettle, and they will see the movement of hot men. And on thin tulle curtains, you can clearly see how fabric men hold hands.
With children, you can build various models from pre-prepared cards with the most common little men depicted on them, different in character and properties (water men, wooden, air, stone, etc.).
It is advisable to come up with and draw symbols together with the children, then the symbols will be better remembered and understood by them. But there are certain rules to follow:
Since wooden, stone, glass, fabric, plastic men have common property- keep the shape, then they hold hands, and the little men of stone hold on tighter than the little men of glass (on the symbol cards, the hands of these little men are lowered down);
Little people of milk, tea, water, jelly, etc. - little men-droplets - they take the form of the vessel into which they are poured, these little men do not hold hands, their hands are on their belts, but they stand side by side and move together in one direction;
Airmen are constantly on the move: they are always running somewhere, flying (gas, smoke, steam, smell, etc.) - they can have any designations, the main thing is that they are on the move.
You can put images of little men on the cubes, then the models are built with the picture facing you, and on the other side a riddle model appears: “What is there?”
Little people can be drawn, but usually preschoolers (especially girls) get carried away with the details of the image and forget that they wanted to model. In addition, each child draws his own image - a designation. Therefore, it is advisable for general use to choose the most interesting and characteristic image.
You can use the children themselves as little men. Each child assumes the role of a certain person and interacts with others according to the chosen role. Models become dynamic, children feel changes through movement, interaction, move from one role to another, reflecting changes in the model. Along the way, facial expressions, gestures, expressiveness of movements for theatrical activities are being worked out. This modeling option is already used in the younger group.
If events develop in time, it is advisable to make several consecutive models: it was - is - will be.
When building a model in the form of little men, you can depict:
A detailed model in which the external outlines of the modeled object are transmitted;
Task model in which you need to see the nearest resources;
Model with changeable elements;
Minimal amount men, reflecting the totality of internal substances (each substance is designated by one man).
When using MMPs in work with preschoolers, one should start with the simplest models in which people of the same substance participate. Having considered and analyzed the properties of this substance, you can compare it with a similar one. In each case, children themselves become this substance, think through the compounds, character, interactions.
The next step of the work is modeling the interactions of two substances, for example, tea with milk, etc.
Having mastered these models, children can simulate complex interactions and states of surrounding objects, their transition from one state to another.
With the use of MMP it is interesting to carry out cognitive activities, experimental classes, games for teaching literacy, familiarization with nature, the development of fine arts, etc.
Tasks:
1. Develop models of little people to represent different types of substances: solid (stone, iron, wood…), liquid (milk, water, juice…), gaseous (air, smell, smoke…).
2. Make cards or blocks of little people to work with children preschool age.
3. Think over the organization of building a model of any substance when using children as little men.
4. Make a number of interrelated models that would trace the changes that occur with the substance, depending on the conditions in which this substance is located.
Conclusion
These recommendations do not contain, as such, the methodology for applying TRIZ in preschool education. educational institution, there are no methods and techniques in the usual sense of these words - there is a "tool" with which students and educators can "invent their own pedagogy"1.
The fundamental difference between TRIZ and any other methods and theories is that it is not a collection of individual techniques, actions, skills and not their formalization, but an attempt to create a method by which one can solve many problems, including pedagogical ones, find new ideas and be constantly creative.
The creators of TRIZ strive to reach a new level of creative pedagogy - not to receive only individual, particular solutions, but to create a principle using which the teacher, together with the children, will be able to find a logical way out of any everyday situation, and the child will be able to correctly and competently solve their problems. Although in absolute terms there are no problems for children and adults: their significance is directly proportional to the age attitudes towards life. Having acquired the skill of thinking, having worked out the principle of solving problems at the level of children's problems, the child and in great life come armed 3.
We hope that practical work on mastering TRIZ helped you to activate your creative potential, led to an understanding of the system in thinking, in the logic of thought construction, its patterns; that the ability to highlight contradictions in objects and phenomena of the surrounding reality will make the process of your studies at the university more interesting; that knowledge about the system and its interrelations will allow you to correctly build the logic of the answer at a seminar or exam, make it easier to write tests and term papers.
Bibliography
1. Altshuller G.S. Find an idea. Introduction to the theory of inventive problem solving. - Novosibirsk: Nauka, 1991.
2. Vygotsky L.S. Imagination and creativity in childhood. – M.: Enlightenment, 1991.
3. Dyachenko O.M., Lavrent'eva T.V. mental development preschoolers. - M .: Pedagogy, 1984.
4. Komarova T.S. Fine art of preschoolers in kindergarten. - M .: Pedagogy, 1984.
5. Krylov E. Fairy tale tasks in TRIZ classes // Preschool education. - 1995. - No. 10. - S. 30-34.
6. Krylov E. School creative personality//Preschool education. - 1992. - No. 7-8. -FROM. 11-20.
7. Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - S. 15-26.
8. Krylov E. School of creative personality // Preschool education. - 1993. - No. 6. - S. 14-24.
9. Krylov E. School of creative personality // Preschool education. - 1993. - No. 11. - S. 28-38.
10. Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - S. 44-52.
11. Krylov E. School of creative personality // Preschool education. - 1994. - No. 10. - S. 28-38.
12. Krylov E. School of creative personality // Preschool education. –1992. -#9-10. - S. 11-23.
13. Kurbatova L. TRIZ - in everyday life//Preschool education. - 1993. -№4. -FROM. 23-26.
14. Poddyakov N.N. Creativity and self-development of preschool children. - Yaroslavl: Nuance, 1996.
15. Prokhorova L.N. We develop the creative activity of preschoolers. - Vladimir: IUU, 1995.
16. Strauning A. Method of focal objects // Preschool education. - 1997. - No. 1. - P. 8-17.
17. Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - S. 46-55.
18. Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. - S. 13-24.
19. Strauning A. Modeling with little men // Preschool education. - 1998. - No. 3. - P. 33-44.
20. Strauning A.M. Rostock. TRIZ-RTV program for preschool children. - Obninsk: b/i, 1995.
Kalinkovskaya S.B. Fundamentals of the theory of inventive problem solving and methods of development creative imagination. Guidelines. Part I
University Plan 2006,
Editor A.A. Maslennikova
1 See: Vygotsky L.S. Imagination and creativity in childhood. - M .: Education, 1991; Dyachenko O.M., Lavrentieva T.V. Mental development of preschoolers. - M .: Pedagogy, 1984; Komarova T.S. Fine art of preschool children in kindergarten. - M .: Pedagogy, 1984; Poddyakov N.N. Creativity and self-development of preschool children. - Yaroslavl: Nuance, 1996, etc.
2 See: Prokhorova L.N. We develop the creative activity of preschoolers. - Vladimir: IUU, 1995; Strauning A.M. Rostock. - Obninsk: b / and, 1995, etc.
3 Krylov E. School of creative personality // Preschool education. - 1992. - No. 7-8. – P. 11.
Strauning A. Method of focal objects // Preschool education. - 1997. - No. 1. – P. 8.
See: Altshuller G.S. Find an idea. Introduction to the theory of inventive problem solving. - Novosibirsk: Nauka, 1991; Krylov E. School of creative personality // Preschool education. - 1992. - No. 7-8. – P. 14.
Krylov E. School of creative personality // Preschool education. - 1992. - No. 7-8. - S. 15-16.
1 Krylov E. School of creative personality // Preschool education. - 1992. - No. 9-10. - S. 14-15.
2 See: Krylov E. School of creative personality // Preschool education. - 1992. - No. 9-10. - P. 16-18; Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - P. 15.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. – S. 23.
2 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - S. 23 - 25.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - P. 18 - 19; Krylov E. School of creative personality // Preschool education. - 1993. - No. 11. - P. 29; Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 46; Krylov E. School of creative personality // Preschool education. - 1994. - No. 10. - S. 32.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. - P. 23; Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 45; Strauning A. Method of focal objects // Preschool education. - 1997. - No. 1. - S. 8-17.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 6. - P. 18 - 19; Krylov E. School of creative personality / Preschool education. - 1993. - No. 11. - S. 30-31.
1 See: Krylov E. School of creative personality // Preschool education. - 1993. - No. 3. – S. 21.
Krylov E. School of creative personality // Preschool education. - 1993. - No. 6. - S. 17 - 18.
1 Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - S. 46 - 49.
1 Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - S. 49 - 50.
1 Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 46; Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - P.50-53.
1 Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 45 - 46; Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - P.53.
1 Krylov E. School of creative personality // Preschool education. - 1994. - No. 5. - P. 46; Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 3. - S. 53-55.
1 Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. -S. 13.
2 See: Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. - S. 13 - 17.
1 See: Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. - S. 17 - 18.
1 See: Strauning A. Methods for activating creative thinking // Preschool education. - 1997. - No. 4. - S. 18 - 24.
1 See: Bogat V. Fairy tale tasks in TRIZ classes // Preschool education. - 1995. - No. 10. - P. 33; Strauning A. Modeling by little men // Preschool education. - 1988. - No. 3. - S. 33-44.
1 Krylov E. School of creative personality // Preschool education. - 1992. - No. 7-8. - P. 12.
2 Krylov E. School of creative personality // Preschool education. - 1992. - No. 9-10. – P. 11.
Petrov Vladimir Mikhailovich,
Israel, Tel Aviv, 2002
[email protected]
Basics
theory of inventive problem solving
7.1.3. Method of modeling by little men MMP.
The little man modeling method (MMP) was proposed by Heinrich Altshuller.
It has long been noted that the solution of many problems facilitates their representation in the form of models. We have already partially considered such modeling, setting out the method of empathy (see section 2.3). But such modeling is not always successful. It is especially difficult to model processes with the help of empathy, where it is required to divide an object into parts, and this is quite understandable. It is not natural for a person to divide himself into parts, and when using empathy in such processes, he must imagine his division. That is why such problems are quite difficult to solve in this way.
Solving many problems, the famous physicist Maxwell imagined the process under study in the form of small gnomes who can do whatever is necessary. Such gnomes in the literature are called "Maxwell's gnomes". A similar modeling method using a crowd of little men was proposed by G. Altduller. Any process is modeled with the help of little people who, in our imagination, can carry out any action.
Let's illustrate this method.
Problem 7.2. There is a liquid dispenser made in the form of a device shown in Fig. 7.9. The liquid enters the dispenser bucket, when the set amount of liquid is reached, the dispenser tilts to the left, the liquid is poured out. The left side of the dispenser becomes lighter, the dispenser returns to its original position.
Unfortunately, the dispenser does not work accurately. When tilted to the left, as soon as the liquid begins to drain, the left side of the dispenser becomes lighter, the dispenser returns to its original position, although some liquid remains in the bucket. "Underfilling" depends on many factors (the difference between the left and right parts of the dispenser, the viscosity of the liquid, the friction of the axis of the dispenser, etc.), so you can not take a larger bucket of millet.
It is necessary to eliminate the described drawback of the dispenser. Do not offer other dispensers: the essence of the task is to improve the existing design. Remember: you need to keep its inherent simplicity.
Let's represent the described construction in the form of a model with the help of little men (Fig. 7.10).
The analysis of this model shows that the counterweight men do not meet the necessary requirements.
Here there is an aggravated (physical) contradiction "The counterweight men must be on the right to return the dispenser to its original position, and must not be on the right so that the liquid men can completely come off."
Such a contradiction can be resolved if the little men of the counterweight become mobile (Fig. 7.11). Technically, this can be represented, for example, as shown in Fig. 7.12. The dispenser is made in the form of a housing mounted on an axis, on one side of which there is a measuring container, and on the other side there are channels with a moving ballast, for example, a ball 4 .
Let's consider one more problem.
Problem 7.3. In hydraulic construction, when blocking river channels and various kinds of dumping under water, self-unloading (tilting) barges are used, in particular, the barges shown in Fig. 7.13 5 . They consist of two buoyancy compartments 1 and 2 ("bow" and "stern"), which keep the barge afloat. Between the buoyancy compartments there is a cargo hold 3, made in the form of a trihedral prism.
The walls of the hold have holes, water always passes into the hold (without this it would be difficult to overturn the barge and return it to its original position). Air cavities 4 are located along the body on both sides. The lower part of these cavities is open. When the barge is loaded, it settles, the water compresses the air in the air cavities. When it is necessary to unload the barge, valve 5 is opened, air escapes, water fills one side cavity, the barge capsizes. After the load has spilled out, the torque generated by the keel 6 automatically returns the barge to its original position.
It was decided to use such barges in the construction of the Aswan Dam. Due to specific conditions, it was necessary to create barges with a carrying capacity of 500 tons with a low draft, that is, more wide and flat. We built a barge model and found that the model does not return to its original position.
To return the barge to its original position, it was necessary to make the keel heavier, but then you would have to carry a "dead" load all the time. The heavier the keel, the lower the payload capacity of the barge.
How to be?
Let's depict the described process in the form of a model of little men (Fig. 7.14).
When analyzing the model, we are convinced that the little men of the counterweight cannot cope with the return of the barge to its original position. Ideal Model of this problem: "The counterweight people themselves return the barge to its original position without increasing its weight. Or a light counterweight returns the barge to its original position."
At first glance, such a decision contradicts the laws of nature. A contradiction arises: "There should be a lot of counterweight people to return the barge to its original position, and there should be few (or there shouldn't be any at all) so as not to carry" "dead" cargo.
The way out is to increase the mass of the counterweight men at the expense of someone else who is nearby.
Increasing the mass due to the little men of the cargo, we, of course, will turn the barge over, but they will become the little men of the counterweight, and again we will have to carry "extra cargo", that is, reduce the total carrying capacity of the barge. Thus, the little men of the cargo did not help us.
Let's try to use liquid men. If they join a small number of counterweight men, they will be able to return the barge to its original position. In water, they will not create additional mass. So this is a good solution. It remains only to think how to keep the little men of the liquid near the little men of the counterweight (Fig. 7.15).
Technically, such a solution is carried out in the form of a hollow keel (Fig. 7.16).
The self-unloading barge is made with a ballast keel tank having holes in the outer walls that are constantly in communication with the outboard space 6 . It can be, for example, a pipe.
Task 7.4 7. During the Second World War, a problem arose, how to make sure that the enemy did not detect the placed underwater mine?
An underwater mine in those days was a sphere stuffed with explosives, and the fuses were made in the form of "horns" (Fig. 7.17). The mine has positive buoyancy. She was attached to the anchor with a cable (minrep), so that she remained at the depth of the draft of the ship.
Mines are caught with the help of special ships - minesweepers. A cable (trawl) is stretched between two minesweepers.
The cable is deepened with the help of special deepeners. The trawl cable approaches the minrep cable (Fig. 7.18). When a mine gets into the trawl (the trawl cable moves along the minrep cable), then the minrep breaks with a special knife or explosive device. Mina floats up and is shot.
Imagine that all objects, substances, everything living and non-living around us consists of little, little people. Humans behave differently. Little men of solid bodies (stone, wood) hold hands tightly. Their hands are strong - neither unclench nor bend. This is why a rigid body does not change shape. The liquid people do not hold hands: they stand tightly next to each other, shifting from foot to foot. That's why liquid doesn't hold its shape. But if you fill a glass with “liquid” little men, then you won’t be able to add new tenants there: the little men are standing close to each other, there is no free space between them.
The "Little Men Method" (MMM) is one of the TRIZ methods. It is offered for study in the second half of the 1st grade.
The essence of the method of little men is as follows. Imagine that all the surrounding objects consist of little men. There are three types of little people: solids, hydrators and pneumatics. The hardies stand next to each other and hold hands tightly. Hydratics also stand next to each other, but do not hold hands. Pneumatics cannot stand still and run all the time.
With the help of these little men, the objects and processes around us are modeled. For example, a glass of tea will look like this: the bottom and walls are made of solids, inside - hydration. If the tea is hot, then it will be necessary to draw steam over it - several pneumatics. If you draw an empty glass instead of a glass with tea, then you will need to draw air inside the shell of solids, i.e. several pneumatics. If instead of tea we draw soda, then pneumatics, i.e. gas must be placed inside the liquid. Etc.
When using MMP, the concept of "modeling" is introduced in a completely natural way. We MODEL objects with the help of little men. Children are well aware that little men are a way to express quite specific properties of objects. Other properties (which we this moment are not important) are not visible in this image (in this MODEL). For example, the model (image) of a glass of tea will not change if tea is replaced with milk or juice, a glass glass with a plastic one or a metal pan. In this model, we reflect only one important property: a liquid is poured into a vessel with solid walls. We abstract from the rest of the properties.
Models from PM can be used in two ways: to depict an object with the help of PM or to guess which object corresponds to a particular model. It is convenient to join both directions: the construction of models is given at home, and the lesson begins with the fact that several people draw on the board the models they invented, and the rest must guess what exactly is modeled. For the same picture, as a rule, you can come up with several CORRECT explanations. This means that we abstract from the differences that these objects have, and pay attention only to what they have in common.
Another direction of using MMPs is understanding the properties of the objects around us and physical processes. When building models, children will act as MCs.
For example, what is the difference between a solid and a liquid? Why is it that if you squeeze your fingers in a bath of water, only one drop will rise, but if you squeeze a pencil, the whole pencil will rise? To explain this situation, let us model it with the help of MCH. The pencil is modeled from 10-12 "hards" that hold each other by the shoulders. If you move one person, the whole row will move. The row can be broken (break the pencil), but both halves of it will remain solid. If the solids are replaced with hydrates (let go of the hands), then any of them can be easily separated from the rest.
Another experiment on the same topic - passing through a hole solid body and liquids. A line of solids can only go through the door sideways, and hydrants will pass freely each on its own.
Other questions that are very well modeled by little people:
Vera Vyazovtseva
Dear colleagues, I present to your attention the material, which, at first glance, may seem complicated. But if you figure it out, I assure you that it is very exciting, interesting, and effective. For both children and teachers. AT working with older preschoolers I actively apply a method that allows me to visually see and feel natural phenomena, character interactions objects and their elements. This is the method - Modeling Little People(MMP, which helps to form dialectical ideas about various objects and processes of animate and inanimate nature, develops the child's thinking, stimulates his curiosity. In games and exercises with MMP, imagination and fantasy develop, therefore, the ground is created for the formation of an initiative, inquisitive creative personality.
There are many variations use of MMP: cards with drawn little men, cubes, MCH made of plastic and cardboard, finally, "live" little men in which the children act.
The essence of MMP lies in the idea that all objects and substances consist of many MMPs. MPs behave differently depending on the state of matter.
little people solids are held tightly by the hands and to separate them, you need to make an effort.
in liquid matter people stand side by side lightly touching each other. This connection fragile: they can be easily separated from each other (drain water from a glass, etc.)
little people gaseous substances are constantly in motion. In addition to the main name - "running" children characterize them as "flying" or "flying".
Consider an example of the transition of a substance from one state to another.
The icicle does not melt in winter. Why? Because MCH (little men) the ice is cold and they cling tightly to each other. But then spring came, the sun began to warm. The little men got warm, started to move, stopped holding hands - they only touch each other. Ice turned from a solid state into a liquid state, i.e. water turned out. The sun is getting hotter people get hot. They first moved away from each other, and then fled in different directions. The water disappeared, turned into steam, i.e. evaporated.
Work with children using the MMP method is carried out in several stages.
First, the teacher, together with the children, finds out that phenomena and objects are solid, liquid, gaseous, which can be attributed to these concepts. Children learn to designate a stone, water in a glass, steam or smoke with the help of several MPs. So, for example, when modeling the walls of the house little men are peculiar "bricks", and when modeling tree must be based on its image (trunk, branches).
Then model objects and phenomena consisting of a combination of various little men: aquarium water, cup on saucer, etc.
At the next stage, one can consider objects and phenomena not only in statics, but also in movement: water pouring from a tap, a boiling kettle. This is necessary in order to smoothly bring children to the ability to schematize interaction, which inevitably arises between systems.
After the children have mastered the mechanical MMP, it is advisable to go to a new level of consideration interactions objects and phenomena - schematization.
Scheme as opposed to mechanical models allows you to show complexity interactions the surrounding world and separately taken little man, representing a solid, liquid or gaseous state, using certain symbols - mathematical signs «+» , «-» . Thus, there is no need to draw a lot little people.
To show the connection, use«+» , sign «-» used in that case when we remove, take away some element. It is possible to draw up diagrams of the phenomenon with several signs.
For example, how can you designate a pencil - a wooden case on the outside, graphite on the inside? These 2 components of the pencil are hard. Using pictures of people denoting solids, and the sign «+» , we get the following scheme (on the picture)
And this is how we denote the process when it poured out of the watering can water:
This is how you can designate a glass of water, a box of juice, a bottle of lemonade, etc.
You can pick up many options for this scheme - a piece was torn off a piece of paper, plasticine was broken off from a bar, a dry branch was sawn off from a tree, etc.
Based on this method developed games and exercises in which children play with pleasure, discuss the proposed objects, teach each other. Tell me about the game « little men» , which I made according to the principle of an ordinary domino - rectangular dominoes (I have wooden ones) divided into 2 squares. On one square man or a scheme of several little men with signs - or +, and on the other part of the plate - one object or several (a cube, a ball, a nail, a cup of hot tea, from which steam rises, water flows from a tap, air blows from a hair dryer, etc.). Players divide the bones among themselves, set the order and build a chain.
Children love to play outdoor games "We - little men» . Children stand in a circle and, depending on what word the adult says, the children either stand holding hands tightly (if, for example, the teacher says "stone", do not hold hands very tightly, i.e. an adult can easily separate these hands ( "paper", start running (word "steam", "smoke", "smell", stand side by side, touching their shoulders ( "water", "milk", "juice" and etc).
With the help of MMP, you can play with various regime moments, explaining the essence of a particular process or situation. For example, here is soap. Soap little men hold hands tightly while dry. They hug each other tightly until there is no one between them. But here are soapy people meet water with whom they are friends. And they begin to swim, dive, splash, involuntarily dropping their hands and separating themselves from the rest. At first they swim alone, then some, holding hands, lead a round dance in the water. See what soap bubbles float on the water. But they quickly burst, as the hands of soapy little men are wet, slippery, it is difficult for them to hold on to each other.
I can name as the main source - teacher's articles TRIZ is rich in. F. in magazines "Child in Kindergarten"№5, 6, 2007 The material was creatively processed by me, supplemented. In the future, I will present notes of classes using the MMP method.
I wish you creative success!
Natalya Dmitrieva
Dear colleagues! Of course, all of you are well aware of TRIZ technology - the theory of inventive problem solving. In the 30s - this theory revolutionized our Soviet science! In preschool education, the peak of the use of technology came in the 80s, but many of us still use it in our work. TRIZ technology helps us in the development of imagination in children, in the development logical thinking, in developing the ability to pose and solve problems. There are many methods of this technology - this is the method of focal objects, the method of morphological table and work on the development of word creation, but today I want to dwell on how TRIZ technology helps to solve the problem of introducing children to phenomena in inanimate nature. If you are already familiar with my publications, then you know that I have such a rule - IF YOU UNDERSTAND, UNDERSTAND, THEN YOU WILL KNOW! snow melts in warmth, and water turns into steam when heated. There is another method in TRIZ technology - this is the method of SIMULATION BY LITTLE PEOPLE. Little men, in the understanding of us adults, are molecules (of course, you all remember this from the school chemistry course). Remembering that everything around consists of molecules - the smallest particles that are interconnected in a certain way, it is easy to explain to children the aggregate states of substances and phenomena in inanimate nature.
I bring to your attention the first lesson of this series:
Theme of the lesson: "Using the technique of modeling by little men when familiarizing older children with objects of inanimate nature"
The purpose of the lesson: to acquaint children with the aggregate states of substances in inanimate nature
Tasks:
Using the little man modeling method (MMP). explain to children why substances are solid, liquid, gaseous;
To expand children's ideas about the diversity of inanimate substances;
To teach children empirically to determine the state of aggregation of surrounding substances;
To teach children to model objects of inanimate nature;
Materials and equipment:
Planar images of models "little men", characterizing such substances as: water, milk, air, wood, fog, stone, juice, caramel, smoke;
Cups of water and milk, a block of wood, a small stone, a piece of plastic, a wooden stick, an empty small plastic bag (all equipment is prepared for each child);
Handout cards with models "little men";
Bottle of lemonade (plastic);
Lesson progress:
1. Problem Statement - Can you draw a bottle of lemonade without using a pencil or paints?
2. The teacher's story about the little people living around us
Guys, today I want to tell you that everything that exists
around us are stones, and wood, and a puddle, and toys, and you and I consist of the smallest particles that can only be seen with an electron microscope. There are so many of these particles that, when combined with each other, they turn, for example, into a stone. These particles are very different and they differently are friends with each other.
Some particles, let's call them little people, are very friendly, they always hold hands so as not to get lost, they hold on so tightly that they cannot be separated. How do we play when we play
"ALI - Babu". These little men are called - strong, solid, and they are. live in stones, wood, mountains. I'll show you their photo
See how they hold on tight - you can't destroy their friendship! These are solid little men and they form all solid substances and objects on our planet!
Other little men also do not run far from each other, but they are not so friendly, they just stand side by side and only touch with their elbows. If we remember our game about Ali Baba with you, then you will understand how easy it is to go through them. Such little men live in liquid substances, so you and I can easily put a spoon into a glass of tea and stir the sugar!
I'll show you their picture too
Well, the third little men are generally hooligans! They move as they want and do not hold hands at all! You must admit that it is very easy to pass through such little men! They live in substances such as air, smoke, fog. Such substances are called gaseous. Difficult word, but you and I are already big and must learn new words!
I'll show you their photo too:
I told you such a story about little men, and now let's find out for ourselves where which little men live.
3. Task - experiment "Where what little men live?"
A. Children are invited to take turns trying to pierce a wooden block, a stone, a piece of plastic with a wooden stick. As a result of experience, children find out that this is impossible to do! So friendly people live in all these substances! These substances are solid!
B. Children are invited to take turns piercing water in a glass with a wooden stick, milk in a glass. As a result of the experiment, children find out that the stick passes through water and milk quite easily. So not very friendly people live here! But still they are nearby, otherwise we would not have seen water or milk! Liquid men live in all these substances and such substances are called liquid.
Q. Guys, how can we find the third little men? Where can we get, for example, smoke or air? (children's answers, perhaps they will say that the air is around us) I suggest you catch the air! Take the package. Is it empty? And now, take the bag by the upper corners and try to twist it. Oh, and what did we have in the package? (the bag inflates like a balloon). Yes, guys, we caught the air with you! Air is all around us! Try to pierce it with your hand - does it pass? Yes, and very easy! Because those very unfriendly little men live in the air!
4. Mobile game "Games of little men"
Children act as little men and show in what substance which little men live. The teacher says: stone - the children hold hands, juice - the children stand next to each other, touching their elbows, air - the children run away from each other, while dangling their arms and legs, etc.
5. Didactic exercise "Recognize the substance"
The teacher shows the children models of various little men - the task of the children is to find out what substance they are talking about.
For example:
This is milk
It's caramel, lollipop, candy
This is water (men are transparent)
This is a tree
This is air (little men are transparent)
You can invent your little men. I hope the idea is clear.
6. Didactic exercise "Show me a bottle of lemonade"
I think guys that now we can show you a bottle of lemonade when we learned about little people.
What is the bottle made from? (made of plastic) Plastic is a hard substance, so some of the children will hold hands and represent a bottle. What is lemonade? (liquid). Other children will pretend to be lemonade - they will stand next to each other, touching with their elbows. And what else is in the lemonade, it is especially evident when we open the bottle? (bubbles) Yes, they add it to lemonade for sparkling carbon dioxide. Let's choose who will show the bubbles. ?
Children, with the help of a teacher, depict a bottle of lemonade.
So our lesson ended, I praise you for your attention and I hope that today you have learned a lot of new things from the life of inanimate nature.
Dear colleagues! Don't be afraid and try this activity with your kids! I assure you - it's interesting!
