Creative activity and imagination in training of professionals: research-heuristic games

Por: Sergei Neverkovich.

Athens 2004: Pre-olympic Congress

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Intense interest displayed nowadays in creative potential of an individuality, its abilities to create on the whole, is determined in the first place by recognizing the importance of this problem. Today every field of activity, including professionals in leisure and professional sports, increasingly demands people, capable of making constant creative decision.
Creative thinking is an ability of the self-organizing system to solve the problems, the results of which are not present in its previous experience and where worked out by the way of new interactions with objects of the outer world and previous experience (V.V. Davydov, 1996). Pointing out complexity of creative thinking, L.S. Vygotsky (1984) supposed the necessity of singling out a specific basic factor of the individual’s creative potential. In particular, at the present time one distinguishes such creative abilities of an individuality as imagination, fantasy, intellectual activity (B.M. Teplov, 1961; A.V. Brushlinsky, 2001; J.A. Ponomarev, 1993 et al.)
Forming of a creative individuality is impossible without its realization in creative-modifying activity. Due to the fact that the human is an active being, change of the type of an activity is of critical significance for his/her development. Nature of activity determinatively influences the process of development and forming of professional abilities.
However, the results of the research prove that at the present time the system of training and upgrading for professionals in leisure and professional sports is not yet oriented at forming in students creative professional thinking in conditions of object-modifying learning activity (S.D. Neverovich, 1995). This requires working out and implementation of new education technologies and, in particular, of modeling of professional training based on realization of activity- and motivational-individual approaches in a game form, which provide task-oriented development of a professional’s creative potential.
In accordance with the program of research, a model of a research-heuristic game was worked out for ⌠dipping test subjects into professional cognitive game activity based on its didactical and individuality-activity contents.
The main feature of the new training game, its difference from games practiced in training activity at the present time, consists in system application of relevant tasks, conditions of activity, problem situations, active communication, core role of the students as the subjects of educational process, consideration of individual peculiarities, estimation and self-estimation of the results, rotation of the game positions.
The main component is working out of the games is an heuristic one, which determines development of imagination in students. Creative component of reflexion of research-heuristic games had finishing functional load targeted at forming the new and psychic activity of the students. Hereon, it deemed possible to activate development of new creative abilities contributing to operating with modes of activity acquired in the process of the game learning. Functioning of a creative component of reflexion is connected only providing occurrence of a creative situation, which is one of links of the creative process in generally.



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