Vasilisa А. Semenova

The article suggests turning to the pedagogical ideas of Froebel and the Theory of Inventive Problem Solving (TRIZ) by G. Altshuller with the aim of adapting them to new learning models, including foreign language lessons. Neither of these technologies has yet been adapted to the subject of "Foreign Language" in primary school, which underlies the relevance and novelty of our research. The purpose of the article is to demonstrate a system of work in English language classes for primary school pupils based on the conceptual provisions of "Froebel's Gifts" and TRIZ-based learning, which are based on the development of creative thinking. Pedagogical renovation will allow us to rethink the unique past experience and adapt it to new educational principles. The value of these two technologies lies in the fact that they provide an opportunity to reveal the child's creative potential. They are united by innovation and a student-centered model of education. This is expressed in the system of conducting classes, methods and techniques, the main goal of which is the principle of creative teaching. The theoretical significance of the article lies in the adaptation of the classical pedagogical concepts of Friedrich Froebel and the Theory of Inventive Problem Solving (TRIZ) of Genrikh Altshuller to modern educational realities. The article presents a synthesis of these concepts, which combine approaches to the development of creative thinking in primary school pupils in the process of learning foreign languages. An important contribution is the justification of the relevance of old theories in the era of information technologies, which proves the viability of Froebel's pedagogical ideas and their potential to stimulate the creative thinking of students, which has theoretical value for subsequent research in the field of pedagogy and the psychology of creativity. In addition, it is theoretically significant that TRIZ, traditionally used in technical sciences, is considered in this work as a tool for developing divergent thinking in the field of linguistic education. The practical significance of the article is manifested in the proposed methodology for using "Froebel's Gifts" and elements of TRIZ in foreign language lessons in primary school. The article provides examples of specific exercises that help develop not only lexical and grammatical skills in children, but also their creative abilities. The practical results of the study show that the use of interdisciplinary integration and game-based methods increases the interest of primary school pupils in learning and contributes to a better understanding of the educational material, as well as the development of skills in solving creative problems, which can be useful for teachers in developing effective educational programs.

The relevance of this study is determined by the goals outlined in the Federal Educational Program of Primary Basic Education regarding the subject "Foreign Language," aimed at fostering elementary foreign language communicative competence (FLCC), broadening students' linguistic horizons through the acquisition of new language tools (phonetic, orthographic, lexical, and grammatical), integrating inventive and exploratory exercises and digital electronic resources into the educational process. The aim of the article is to provide educators with materials on the Theory of Inventive Problem Solving (TRIZ) – technology using artificial intelligence (AI) programs, geared to developing foreign language communicative competence in primary school students. Modern foreign language textbooks offer diverse teaching methodologies, interactive exercises, authentic texts, audio, and video materials, facilitating more effective and engaging language skills acquisition, yet they can be further enriched with digital resources. The article elaborates on the structure and components of the textbook, discusses tasks for the development of all types of speech activities, and provides summaries of selected lessons. It is concluded that the integration of TRIZ technology with AI (DALL-E, Google Cloud Speech-to-Text, Microsoft Azure Speech, IBM Watson Speech to Text) not only enhances students' speech and language skills but also stimulates their creative thinking. The proficient application of TRIZ technology and digital technologies synthesis in foreign language learning not only contributes to the formation of students' foreign language communicative competence but also inspires them towards exploratory thinking and creative expression of their thoughts. The theoretical and practical significance of the article lies in the examination and supplementation of materials from the "Foreign Language" textbook for educators, aimed at developing foreign language communicative competence in primary school students using TRIZ methods with the use of digital technologies.

Changes in society require the transformation of traditional educational process, which needs the implementation of innovative methods and technologies. The modern education system neither keeps up with scientific and technological progress nor fully meets the new requirements of the labor market and sufficiently reflects the needs of the society, the information stage of development of which is gradually replacing the industrial one, when information technologies come to the fore. Therefore, we need significant changes in education. The formation of such skills in children as the ability for productive thinking, invention, creativity and making of objectively new things is becoming relevant today. In this regard, priority is given to the theory of solving inventive tasks (TRIZ), the methods and instruments of which are advisable to use in all lessons, including foreign language lessons. The article is devoted to substantiating the importance of using TRIZ technology in English teaching and developing new creative tasks based on creative thinking enhancing methods. The possibilities of their application are shown not only for effective foreign language teaching of younger schoolchildren, but also for the development of their creative abilities as well as the ability to solve any task in life. The article is targeted at composing innovative creative tasks in English classes by using the methods of a focal object, morphological analysis and associations focused on the formation of the lexical and grammatical side of speech, the development of thinking originality and students’ creative activity. Completing tasks is fun via insights thanks to switching efforts to other objects, without memorizing the rules by heart and performing boring exercises, and all stages of the creative process are the interaction of consciously selected strategies for solving any problem. The developed set of tasks focused on the creative thinking formation of children can be offered for implementation in school educational institutions.