Keyword: «open-type tasks»

The authors describe the structure of the innovative lesson within the pedagogical system of multi-level continuous creative education, developed by M. M. Zinovkina. The system is extensively used in South Korea, the country that for a short time succeeded in the development. The article is addressed to school-teachers, post-graduate students and experts, working in the field of creative pedagogics.

The author describes the use of methods for the formation of technical creativity scientific thinking of high school students and students of professional educational organizations. The author views the theory of inventive problem solving based on the algorithm of inventive problem solving (ARIZ) and simplified algorithms of creative tasks, which absorbed the basic steps of ARIZ.

The author describes the use of a block diagram for creative problem solving of S. Malkin, considers the techniques of adapted theory of creative problem solving, based on the algorithm of inventive problem solving (ARIZ), simplifies the algorithms for solving creative problems, which absorbed the basic steps of ARIZ.

The article describes a model of reliable estimation of cognitive development of a preschool child by means of the system of situations. Thus the leading technology is modeling the systems of open-type tasks of mathematical contents and the system analysis of big selections of experimental data based on the two-point scale of four parameters: optimality of the ideas offered by children; efficiency of the reasoning given by them; originality of their answer and level of decision development. As a result of the pilot study conducted in 2015 on selection of 3,800 preschool children, it was succeeded to approve the offered technology of estimation and to generalize results in the form of the integrated assessment of relative character – coefficient of cognitive development level. Mathematical-statistical processing of the results of the research allows to prove uniformity of experimental selection and to specify the level of cognitive development with a reliable accuracy of normal distribution for each age group of the preschool child basing on calculation of samples quartiles that in turn can define the further program of individual development of a child providing his transition to higher level of the general education and consequently, higher quality of education.