Қазақ
мемлекеттік қыздар
педагогикалық университеті Хабаршы №3 (51), 2014 ж.
141
subjects that later become a source book of ideas. People often have insights at unusual times
and places. Later by keeping a journal a student can capture these ideas and use them when
developing and organizing materials in the prewriting stage.
4. Free writing. When free-writing, a student will focus on one particular topic and write
about it for a short period of time. The idea is to write down whatever comes to mind about the
topic, without stopping to proofread or revise the writing. This can help generate a variety of
thoughts about a topic in a short period of time, which can later be restructured or organized
following some pattern of arrangement.
In order to make self analysis to help brainstorm a list of potential topics a teacher can ask
the following questions:
- How do I spend my time?
- What are my activities during a working day?
- What do I know about?
- What am I studying at university?
- What do I like?
- What are my hobbies?
- What are my interests?
- What bothers me?
- What would I like to change in my life?
In order to help narrow and refine a broad topic into a specific, focused one a teacher can
ask the following questions. (e.g. substitute your topic for the word «everything»).
- What category of ideas or objects does «everything» belong to?
- How do you describe «everything»?
- What is important about «everything»?
- What are the smaller parts that comprise «everything»?
- How has
«everything» changed?
- What is known and unknown about «everything»?
- Is «everything» good or bad? Why?
Divergent thinking tests measure an individual’s ability to generate multiple approaches to
solving a problem. The tests typically use simple questions such as: what are the uses for a
flower pot? An average person would have 10 to 15 answers to this question. A genius of
divergent thinking would come up with a hundred possible answers. The classic school model
encourages students to adopt fixed mental models of how things work, discouraging creative
thinking and problem solving. Mastering other people’s mental models seems to kill an
individual’s ability to think divergently and wonder creatively.
Research proves that divergent thinking is mostly found among people who are curious,
willing to take risks, and persistent. The classroom environment has to be safe place for students
to experiment, make mistakes and take risks, also the environment has to be safe to fail, revise
and try again.
Research shows that activities which promote divergent thinking include:
- learning how to ask questions;
- learning how to think and meditate – students are allowed to think and explore their own
learning patterns, and to invent new ones, students are given
time and space for reflection;
- creating bridges to abstract concepts using common experiences, experiments and
experiential learning. Teachers should not separate learning from life; they need to find ways to
use nature as a learning setting;
- brainstorming can be used as a tool that generates a series of random associations,
stimulating creative processes;
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- working in collaboration with others – at individual levels, competition frequently kills
creativity; working in a group stimulates brain activities;
- making students create stage sets where they can act out scenes from books they would
have read or act out a dialogue between historical figures, analyzing a scene through the eyes of
many different spectators;
- using creative writing – writing anything that comes to
mind about the given subject;
- using both music and art: drawing and painting with mixing colours and mastering the
emotions versus shades or shapes, dancing and its choreography, photography with its framing
and lighting;
- practising sport – working with movements and techniques, and teamwork;
- creating rich, stimulating environments using materials created by student. Changing
displays regularly to provide a stimulating environment for brain development.
However, we cannot claim that when a child is recognized as creative will be a creator
when he/she grows up, but the chances that it will happen are big especially when the
environment (family, school, university) are well-organized in order to develop creativity at the
child and to provide appropriate support.
REFERENCES
1. Annual Conference of European Teacher Education Network held in Ohrid.–
Macedonia, 10-13 February 2005.
2. 2 . A n d o n o v s k a - T r a j k o v s k a . Creative writing in primary school and
creativity as a concept, Sofia University, VI Autumn Scientific conference , 21-23
November 2008.
3. www.businessdictionary.com/divergent-think.
ТҮЙІНДЕМЕ
Тұрсынбаева Қ.Ж.,
магистр, аға оқытушы
(Алматы қ., Қазақ мемлекеттік қыздар педагогикалық университеті )
Студенттердің дивергентті шығармашылық ойлау қабілеттерін индикатор ретінде
қалыптастыру
Мақалада студенттердің дивергентті ойлау қабілетін қалыптастыру жолдары туралы
айтылған. Дивергентті ойлау миға шабуыл әдісі сияқты ой туындатып, бір ойдан бірнеше
көзқарастар мен шешімдер шығаруға ықпал етеді. Дивергентті ойлау студенттердің
шығармашылық қабілеттерін дамытады.
Түйін сөздер: дивергентті ойлау, миға шабуыл, шығармашылық, ынталандыру,
дамыту, көзқарас, шешім.
РЕЗЮМЕ
Турсынбаева К.Ж.,
магистр, старший преподаватель
(г. Алматы, Казахский государственный женский педагогический университет)
Как индикатор формирования дивергентного творческого мышления студентов
В статье рассматриваются пути формирования у студентов дивергентного
мышления. В отличие от конвергентного мышления, направленного на решение
конкретной проблемы, дивергентное мышление является творческим, для получения
