FORMATION OF PUPILS’ CREATIVE PROJECT THINKING DURING THE LESSONS OF UKRAINIAN LITERATURE

Abstract

The purpose of the article is to investigate the peculiarities of the formation of creative project thinking of pupils during the lessons of Ukrainian literature; propose a set of problematic tasks aimed at working out different types of creative project thinking; to develop methodological recommendations for the formation of creative project thinking during lessons of Ukrainian literature.

Methodology. The theoretical-methodological toolkit of the research is determined by its polyparadigmatic character, as it is carried out at the junction of such fields as pedagogy, philosophy, psychology, and aesthetics. Source works served as theoretical positions on hermeneutics, phenomenology, philosophy of language, in particular the problems of its internal and external form, as well as on the theory and practice of project activity, psychology of the theory of creativity. During the conducted research, the following methods were used: theoretical analysis of scientific literature on the research problem, which made it possible to single out significant characteristics of the concept of «creative project thinking» and make theoretical generalizations; methods of observation, survey, and study of the products of pedagogical activity made it possible to systematize and generalize the obtained practical results. The collection of information was carried out within the framework of the educational process in institutions of general secondary education, as well as in the context of the organization of pedagogical practice (learning and production) of students of the Faculty of Philology.

Scientific novelty. The article characterizes the method of forming pupils' creative project thinking during the lessons of Ukrainian literature in the unity of interconnected methods, means and forms.

Conclusions. The article revealed that in the process of forming creative project thinking during the lessons of Ukrainian literature, pupils develop specific abilities and skills that characterize this type of thinking – reflective, research, critical evaluation skills, joint work, and managerial, communicative, presentation skills. Methodical recommendations have been developed for the formation of creative project thinking during the lessons of Ukrainian literature, in particular regarding the use of problem solving methods (game, problem and reflective methods, discussions, analysis of situations); peculiarities of the use of educational tools (diagnostic methods, educational situations, creative and reflective tasks, exercises, games, algorithms, rules), as well as forms and methods of education (plot games, discussions, project defense, competitions, exhibitions). The content and stages of development of the concept of «creative project thinking» are represented by the following components: project concept, development of optimal solutions for project creative tasks, selection of materials and means of reproduction and visualization, planning of the creative process of educational activity taking into account the specifics of the project situation. It was found that the formation of creative project thinking will be effective if a creative project environment is created, which is a complex synthesis of science and art, practical and theoretical activity of the pupils; ensure the principle of continuity in creative project activities; apply problem tasks during training aimed at working out various types of creative project thinking (practically oriented, research, informational, actually creative, role-based).