Keyword: «креативное мышление»

The article examines the process of formation of creative thinking in younger schoolchildren with the help of information educational technologies. It reveals the stages of the implementation of the project "Temporary bloggers or a journey into the world of unknown creativity of K.I. Chukovsky", aimed at developing creative thinking and creative approach among elementary school students.

The relevance of the topic under research is determined by the fact that creative thinking is a forerunner of innovations necessary for the development of society. Creative thinking fosters generating complex ideas, decision making, personal growth, also adaptation to the modern world requirements in the context of globalization and competition with artificial intelligence among professionals. Moreover, the digital era shifts focus from the transfer of knowledge to students to application of this knowledge in problem-solving. Foreign language classes, English classes in particular, open up an opportunity to unleash students' creative potential. Thus, the article aims to outline factors affecting positively the formation and development of creative skills in students in the English language classroom at a non-linguistic university. The research draws on the humanistic approach to teaching which underpins students' self-actualization. Apart from that, the work takes the tenets of the cognitivism theory as a starting point considering learners to be active participants of cognitive activity. An important role in the research is played by Vygotsky's sociocultural theory positing the value of students' interaction for acquisition of knowledge and skills. The findings of this study revealed specific features of creative thinking, its multidimensionality is shown. Theoretical knowledge about the nature of the concept under study enables to identify a number of factors ensuring activating creative thinking skills in foreign language teaching: teacher's personality and behavior, an effective learning environment, principles underpinning learning tasks. Theoretical implication of the article is due to a complex description of creative thinking that allows to deeper understand its nature and on this basis properly integrate it in English language teaching. Practical implication of the article lies in the fact that factors of activating creative thinking skills identified in the study can be applied in syllabuses and curricula design depending on the learning context, aims and learners' needs. The described principles underpinning the creative tasks allow to expand teacher's methods and maintain students' interest and motivation for learning English.

EFL instructors have been utilising storytelling as a teaching method to reach a variety of goals: from developing language skills to stimulating students’ motivation and fostering their creative thinking. Irrespective of the goals that EFL instructors set for the lesson, students also develop storytelling skills and gain an intuitive understanding of how the various narrative arcs work. In this article, we expand on our previous research on sto-rytelling in EFL contexts. The article describes the interactive workshop that was conduct-ed for EFL university students with the aim of obtaining more data on their understanding of the narrative arcs and discovering whether they see storytelling as an important skill to develop.

The article discusses the analytics of approbation of the project “Temporary bloggers or a journey into the world of unknown creativity of K.I. Chukovsky”, aimed at developing creative thinking and creative approach among elementary school students. To identify the level of formation of creative thinking at the ascertaining and control stages, the figure test from the Torrance method was used. Using the G-sign criterion, the effectiveness of the project is analyzed, the experimental group that took part in the project is compared with the control group, and conclusions are drawn.