Sergei V. Shipovskii

The relevance of the issue of inventive thinking necessary for the successful solution of practical problems by TRIZ (theory of solving inventive problems) methods, and the psychological and pedagogical conditions of its development is due to the following. The modern world imposes new requirements on a person associated with the ability to perceive and process information. The information flow overwhelms a person, and it turns out to be difficult to process such an excessive amount of data. The reason is that the brain is not evolutionarily adapted to processing high-density information flows, and inertia and clipping of thinking appear as a protective psychological mechanisms that minimize the effects of overload. This leads to a decrease in the quality of perception and analysis of information, and therefore to a decrease in the quality of mental activity. Under these conditions, TRIZ can be an effective way to overcome the described difficulties. However, only those subjects who possess developed inventive thinking can use the achievements of TRIZ, therefore it is necessary to identify the psychological and pedagogical conditions for its formation among representatives of the modern generation of students. The purpose of the study is to identify the specific features of inventive thinking and to determine the psychological and pedagogical conditions necessary for its successful development. The study is based on G.S. Altshuller's ideas about overcoming psychological inertia, five heuristic levels and three stages of solving an inventive task, the idea of brainstorming, which intersects with the ideas of modern neurophysiology about the condition of super excitation of the cerebral cortex with simultaneous fixation on finding a solution while solving inventive tasks; N.V. Rubina's ideas about the structure of inventive thinking and the ways of its development, the connection between the development of inventive thinking and the ontogenesis of the human psyche; achievements of modern developmental psychology: the ideas of L.S. Vygotsky about the periods of childhood associated with age-related neoplasms, the zones of actual and immediate development and the transfer of the acquired cognitive function from the first to the second by pedagogical means; the work of D.B. Elkonin on the leading type of activity at each stage as a basis for pedagogical interaction. As a result of the study, three groups and three modules, three stages and eight strategies of inventive thinking specificity were identified and the psychological and pedagogical conditions necessary for the development of inventive thinking were formulated. The novelty of the study lies in the fact that on the basis of research in the field of theory of thinking and theory of problem solving using TRIZ methods (as a type of activity), psychological and pedagogical conditions for the development of inventive thinking were formulated. The theoretical significance of the work lies in the systematization of the specific features of inventive thinking and in justification for taking these features into account in pedagogical methodology. The practical significance lies in the formulation of recommendations for the design of classes for the development of inventive thinking by practical teachers. This study may be useful for practicing TRIZ teachers, methodologists in the field of TRIZ pedagogy, educators of preschool educational institutions and school teachers using TRIZ ideas in their work, parents of students who are interested in inventive activities.