Creative pedagogical system provides incomplete certainty of content.
They have at their disposal radiodosimetric instruments, accessories and various equipment for ecological experimental research.
At the same time, the ecological laboratory closely cooperates with the departments of the lyceum and the laboratory of information technologies. The latter has personal computers and environmental research software.
The Museum of Science and Technology of Kryvbas was established at the lyceum as a center of search work of lyceum students. He was created and operates in the office of the history of the lyceum and organizes research on the theory of development of Kryvbas, inextricably linked with the features of the geography of minerals and its ecological status.
The exposition of the museum covers the problems of formation and history of Saksagan Lyceum, the continuity of its graduates in replenishing student youth of higher education institutions that train specialists in ecology, metallurgy, medicine, chemical, mining and other industries.
The scientific and methodological activity of the museum’s assets is carried out through consultations, as well as reviewing scientific-exposition and excursion topics on the history of the development of science and technology with the specialists of the museums of Kryvyi Rih.
The lyceum is developing a project of a research station and a winter garden, which provides for environmental research, while accompanying the rehabilitation of children and teachers.
The research work of teachers is managed by the deputy directors of the lyceum, and the research work of lyceum students is supervised by scientific supervisors, laboratory assistants and other workers. All of them have special education and undergo mandatory retraining at the lyceum as the Center for Environmental Education of the city and the Regional Center for Retraining of Teachers of the Dnipropetrovsk Regional Institute of Postgraduate Pedagogical Education.
Classroom teaching and research activities
The organization of the creative educational process is consistent with the main stages of scientific research as a creative process
This involves the introduction of a new typology of lessons that implements our research approach in teaching and educating high school students:
research preparation; research (theoretical, experimental; individual, group, collective; combined); generalization of research results; application of research results; summarizing research; programming and planning of new research.
In determining the content of education, the creative pedagogical system is based on the position of the inexpediency of restricting learning to the acquisition of knowledge, skills and abilities. At the same time, the purpose of training, as such, she does not reject, but uses as a material for independent research – the acquisition of knowledge, skills, mental development.
The content of teaching natural sciences lyceum, in addition to information of a special scientific nature, includes cross-curricular information on general methods of scientific research. Thus, the creative pedagogical system does not oppose mental development as the goal of knowledge acquisition, but only changes the emphasis: the acquisition of knowledge, skills and abilities can not be an end in itself, because they in the age of global informatization lose relevance very quickly.
The main purpose of the creative pedagogical system is to create in the student analytical-synthetic apparatus of thinking, worldview of an active creative researcher, research style of work and therefore to ensure the graduate’s ability to have any knowledge, skills, abilities that he may need. Creative pedagogical system provides incomplete certainty of content. The personality of the lyceum student is given the opportunity to determine some part of the content of his personal education that meets his needs, inclinations, interests and professional choices for the future.
The creative educational process involves the introduction of the methodology of scientific research into the content of curricula of 8-9th grades, and in 10-11th – sufficiently managed and mostly independent use of it for research by lyceum students of any problems and introduction as a separate subject “Basics of the scientific research”.
The semantic guidelines for the development of the creative educational process are:
fundamental issues of basic areas of knowledge; classical problems of various sciences (subjects): mathematical, philological, natural science, logical, psychological, etc .; tasks within the branches of knowledge, work on which aims to form a holistic view of the world, leads to the differentiation of subjects through their mutual determination; tasks on the boundaries of subjects and science, the solution of which allows self-formation of the student as a subject (researcher) of the cognitive process based on the research method, as the mastering of the content of education by the student occurs according to the main stages of scientific research. ; abilities, the combination of which corresponds to each subject, sphere of scientific creativity, and in the end forms a holistic unique psychological culture of scientific thinking; skills and abilities of scientific research.
Creative pedagogical system involves the use of various teaching methods, among which research and part-search occupy a prominent place. The use of teaching methods involves creating conditions to stimulate the creative process, which is carried out in stages (G. Wallace):
preparation (inspiration); maturation (incubation); enlightenment (insight); verification of the effectiveness of the product of creative truth (expert assessment).
Lyceum student as a subject of creativity (creativity) is a researcher, and educational material is an object of research and the main means of forming a creative personality. By solving educational problems, lyceum students discover something for themselves and receive it as new knowledge. The research lesson is conducted in such a way that lyceum students face the problem, determine the methodological basis of its solution (teachings, theories, positions, principles, ideas, etc.), formulate the problem as a topic of educational research and determine its methodological characteristics (relevance, object, subject, purpose, hypothesis, task, research methodology). In the process of educational research, lyceum students, determining the results and formulating conclusions, enter into feedback with others and the teacher. By his actions, the teacher promotes independent research activities of lyceum students and the formation of their creative style, encouraging the manifestation of creative traits: activity, organization, speed, flexibility, originality, insight, objectivity, diligence. During his studies, the student identifies with a scientist who, by overcoming various difficulties, explores nature, society, man and acquires new knowledge (J. Dewey, G. Vashchenko).
Methodical guidelines of narrative story ideas creative learning are:
theoretical research; experimental research; excursion educational research. free dialogue (Aristotle’s conversations); guided dialogue (Socratic conversations); heuristic conversations; scientific discussions; scientific and educational seminars; modeling of personal developments; protection of research works; scientific reports (speeches, reports, articles, abstracts).
The following are a number of documents governing the activities of the lyceum.
The concept of educational activities
Educational activities in the lyceum are based on the principles of creative education, which allows to achieve:
philosophical and social creative orientation of lyceum students; development of their creative character traits and creative self-consciousness, which determine their high morality, active life position; education of lyceum students’ ability to co-create as the highest form of cooperation.
The core in the formation of the creative personality of the lyceum student is the development of thinking. The educational process in the lyceum involves the development of different types of thinking: intuitive, visual-action, visual-image, practical, verbal-logical and theoretical.
The main method of implementing the idea of development of different types of thinking is research as a method that underlies the granting of individual rights and freedoms, imposing on him rational responsibilities that help his creative development, which creates the conditions for democratic and humanistic education.
Systematic management of scientific and educational research is carried out in the lyceum on the basis of the concept of P. Ya. Halperin on the gradual formation of mental actions. In the course of research and gradual formation of lyceum students as researchers of new concepts, images and actions, all types of thinking are intricately intertwined, increasing the likelihood of their successful development and, ultimately, ensuring the formation of creative thinking. In the process of forming mental actions, the lyceum researcher comes to realize the importance of creative motives, purpose and meaning of creative life.
The preparation and conduct of research form such character traits of the creative personality as curiosity, critical thinking, and so on.
The research didactic approach in the educational process of creative orientation promotes the development of creative consciousness in lyceum students, which is the basis of self-organization and active desire for self-realization.
The educational and research activity of lyceum students is carried out in stages according to the following types of lessons:
preparation for research; conducting research; generalization of research results; application of research results; summarizing the results of the study; programming and planning of new research.
This didactic approach, when the main thing is the creation of a creative personality, rejects the mechanical transfer of scientific knowledge from teacher to student and involves high creative activity of the students themselves, researching information. In this case, they begin observations to establish the facts, and then to the formation of the problem (topic, object, subject, purpose and objectives of the study), hypothesis and, finally, to its solution, which is formulated in the form of rules, concepts, theories, laws or patterns.
This method of research defines the types of lessons as stages of exploratory research and educational and project activities. At the same time, research is the main method of organization and extracurricular educational and research activities. Highlighting different types of knowledge (acquaintances, copies, skills), special attention is paid to knowledge-transformations, through which previously acquired knowledge of high school students is transferred to solve new problems, new problems achieve the goal – learning creativity.