home Travels On the state of affairs in the field of children's technical creativity. Immediate prospects. Children's technical creativity: from leisure to start in the profession Problems of development of children's technical creativity

On the state of affairs in the field of children's technical creativity. Immediate prospects. Children's technical creativity: from leisure to start in the profession Problems of development of children's technical creativity

CMIT is the center of youth innovative creativity.

The article will be useful for the heads of the Centers for Information Technology, technical entrepreneurs, managers in engineering, start-ups, techno-youth, university managers.

In my last article from December 2013, I complained about the lack of technical education in Russia and described the optimal business model for CMIT. Now, in January 2017, the situation has changed dramatically. Over the past three years, many schools of robotics, programming, 3D modeling and 3D printing, TsMITs, makers, laboratories in schools and educational workshops have opened in Russia. Every self-respecting school has one or more 3D printers.

The signals by which I identify the process and can assert that in 2020 the number of technically literate schoolchildren will increase by 100-1000 times compared to 2016. Moreover, these guys will not be able to do anything except technology. They can certainly learn, but it will not be immanent to them. And it will be interesting to develop further and make serious projects in technical areas.

- Growth in the number of sites

Between 2013 and 2017, I was contacted monthly by different people and consulted on how to open a TsMIT, or a training center in the field of technical creativity for schoolchildren. In January 2017, I was approached from the cities of Orsk and Elista (Republic of Kalmykia) with the question of opening the CMIT. These were serious entrepreneurs, TsMITs will be opened :) I realized that TsMITs already exist in all major cities and will soon be in all cities of Russia.

Dozens of venues were opened in Yekaterinburg in the same years. The number of sites in Yekaterinburg alone in 2017 is comparable to the number of sites in all of Russia in 2013.

- Growth in the number of competitions

In 2013-2017 the number of various festivals, competitions, engineering competitions and other competitive events in the field of engineering has increased in Russia by 10-100 times. Now every student who can make a technical project does not get out of the competition. The reverse process has even begun - schoolchildren refuse to participate in competitions in favor of developing and improving their project or learning something new.

- Decline in demand for training in robotics and 3D modeling

I am the head of one of the laboratories of robotics and 3D modeling in which young people are engaged in robotics, 3D modeling and project training. If in 2012-2015 there was a frantic demand for robotics and 3D printing, then in 2017 this will not surprise anyone. Almost every day, new students come to the lab and look at old 3D printers as if they were ordinary things. Many of them even have them at home. In schools, especially in lyceums, everyone already has 3D printers and electronics. It's good that we have CNC machines. They are in demand, and this brings already trained schoolchildren to our center. Now access to simple technology is not only available, but it can be obtained close to home. Expensive technology has become more accessible to the student.

- Support for parents

I constantly communicate with the parents of children who come to our center. If two years ago parents treated their child's activities more as a hobby, now the dominant opinion has changed, and parents treat engineering electives as a serious matter and a matter of the future. They buy electronics necessary for the child at the expense of the family budget.

The point of no return has been passed. Now we are on a process that will lead to the fact that around 2020 all schoolchildren who are now 13-16 years old and who are now invisible because they are in schools and active social life do not lead, they will go out into the open spaces of life. They will do technical projects in in large numbers. These will be active and technically trained people. I can't even imagine the circumstances that could block this process.

I have described a trend that is global for Russia, and one can join it now. But as?

Above, I identified the process of quantitative growth of schoolchildren employed in engineering fields. But he didn't touch the problem. And they are. And here is the place to describe them.

Low engineering qualification of teachers in schools

In all places where children are taught engineering things, whether it be a school, commercial or any other center, there are teachers. And they are primarily teachers, not engineers. Teachers can teach a child only the simplest things. They do it. They do well. But now the time has come when simple things are not enough. In our center, there are cases when children at the age of 12 are already superior to teachers in their engineering qualifications. The problem is that educators are developing pedagogical areas, while engineering development areas are smaller. You can see that despite the fact that the number of venues and purely schoolchildren visiting them is growing, the level of projects remains at the same level. And if somewhere the level increases, then this is due to the intervention of a real engineer.

Separation from reality

Right now, at the time of writing this article, one of the students of the laboratory agreed with me that he would come, but he was not allowed to leave the school. Teachers, and especially school teachers, are guided not by common sense, as engineers, who are mostly pragmatists, are used to doing, but by norms, rules and guidelines that have long been outdated. Teachers occupy their own niche in education, and this is good, but not enough for the full development of the personality of a young person.

Lack of motivation

The main problem of pedagogy is that it does not healthy motivation. The teacher himself strives and motivates his wards to follow the norms, existing ways and basic rules. This is very good and necessary for the child. But this cannot be the motivation for creativity. The Creator is driven by the motivation to change the world, to create new solutions. And in this sense, the teacher is unable to accompany the student. Innovation needs to be introduced, but the people of the school system won't even understand what it's about.

*Project training

The figure shows an approximate scheme of the work of our center (Laboratory).

I understand that this article may be premature, but out of habit of being ahead of the times, I will outline the model of adolescent education that is currently being tested at our Center.

The model removes the problems (contradictions) described above.

Work organization

The center has round-the-clock access for residents of the center. Residents are teenagers and adult engineers.

Passage is carried out by access cards, which are issued only to people who are trustworthy. In this case, a high level of involvement is ensured. All residents of the Center feel it as their place.

There is a general fund of equipment and consumables of the Center, which is replenished by residents as far as possible. The work of teenagers on dangerous equipment, for example, on milling machines, is possible only in the presence of a responsible person. When the adults leave, the dangerous machines are locked in separate rooms. It is important that the center has the best technology possible - this is the guarantee of a party in the Center of the best young engineers in the city.

A laboratory resident can receive funding for their projects (there is an opportunity to quickly purchase necessary equipment in order for the project to be done quickly, without fading interest). Weekly meetings of teenagers and adult engineers on the implementation of projects are held. Engineers talk, kids listen.

Club meetings are regularly held in the center, in which issues not of a technical nature, but, let's say, general cultural ones, are discussed. At such meetings, the views of successful self-fulfilled engineers are passed on to the younger generation. There is an explanation why it is necessary and important to develop as an engineer. The mistakes that adults have made and realized are discussed. It's kind of a life scripting club.

This organization scheme allows engineers and schoolchildren to work together on common projects.

Of course, not all schoolchildren are admitted to the Center, but only those who have been tested, the same applies to engineers.

Center funding

It is carried out by a socially responsible organization that is interested in highly qualified engineering personnel. Financing comes through transfers of funds to a non-profit organization.

Projects

From experience, I can say that every tech school student at one of the stages of his technological development begins to make his own 3D printer. There were at least six such projects in our center. Some people complete it, some don't. But it is not important. The main thing is that students do their projects on their own. Engineers advise schoolchildren where and how to find the necessary information for the implementation of projects. All knowledge is transferred in relation to specific projects.

Adult engineers also lead their projects. Each of these projects has a potential real application and represents technical system, which can be included in real economic processes.

For example, our center is currently running projects:

1) Roboarms
2) UAV for the transport of goods 300-500 kg
3) A printer capable of writing in human handwriting
4) UAV selfie camera
5) Mobile app with augmented reality
6) Laboratory milling machine CNC

Playing in the real market. Crowdfunding, startups

The Center always has projects that claim to become successful tech start-ups. Startups, business and real engineering tasks, playing in the real market are good because they allow you to be on the cutting edge of the most relevant knowledge. A successful project is organically arranged in such a way that it leads to the most modern knowledge, otherwise it simply will not be successful. The desire for success in our case is the desire for better knowledge and technology.

The center should always be projects that go to investment or directly to the market. Exit models can be different: Crowdfunding, direct product sales, technology sales, know-how, and others. But such projects should be available. There are such projects in our center. And every student can take part in them.

Mind games

For adequate contact with reality, which is engineering, the ability to build models is necessary. Without this ability, a person can only perform computational tasks, that is, apply ready-made models.

The conducted monitoring and marketing studies of the educational space of the region showed that in the region, compared to the previous period, the network of technical institutions was reduced, which included 3 institutions of additional education, 1 regional and 3 municipal educational institutions.

Circles of technical creativity are increasingly withdrawn from specialized institutions in the House children's creativity. So, in parallel with the reorganization of the stations of young technicians, associations of a technical orientation were developed in seven houses of children's technical creativity.

The educational institutions listed above have accumulated rich experience in organizing work in such types of technical creativity as aircraft modeling, ship modeling, motorcycling, auto design, karting, and radio engineering.

Along with the development traditional species technical creativity in institutions of additional education, new areas and forms of work that are relevant to modern youth are actively developing. Recently, in connection with the mass computerization of society, such areas of technical creativity as programming, computer science, and computer technology have been developed. These areas can receive an additional impetus for development and become a priority within the framework of the Computerization of Education Program in Russia.

At the same time, it should be noted that in the additional education of the technical direction, regressive processes have been identified, which are due to the specifics of this profile. Being the most resource-intensive area of additional education, requiring rhythmic financial investments, expensive equipment and tools, specially equipped premises and structures (kartodromes, cordodromes, water areas), technical creativity in last years did not receive the necessary financial support and therefore found itself in a very difficult situation today - many of the listed areas are being developed in educational institutions by the efforts of individual enthusiastic teachers, insufficient attention is paid to technical sports, which are an example of the synthesis of science, technology and sports.

In the analyzed period, we noted a tendency for an increase among pupils in associations of technical creativity of students of primary and secondary school age. At the same time, the number of high school students was quite small and amounted to less than ¼ of total students.

Sufficiently experienced teaching staff has been formed in the institutions of additional education in the sports and technical direction. Average teaching experience is more than 15 years. The predominant age of the teaching staff is 45 years or more.

Problems of development of children's technical creativity

The analysis of the state of children's technical creativity showed that the limiting factors for the development of this area are:

1) a decrease in the quality of additional education in a technical direction, which resulted in:

reducing the work of technical circles and associations to a minimum or replacing the technical areas of creativity with others, less resource-intensive in multidisciplinary institutions of additional education;
aging and deterioration of the existing material and technical base and the lack of a modern material and technical base (lack of planar structures - karting tracks, cordodromes, water areas - for practical exercises children and adolescents, preparing and holding competitions of various ranks in technical sports);
the outflow of qualified teaching staff due to low funding of technical associations of educational institutions, low wages, low prestige of the profession of a teacher of additional education;
insufficient involvement of scientists, psychologists, and sociologists in working with children;
insufficient provision of the educational process with program and methodological material;

2) the lack of integrity of the educational space and the fragmentation of the educational impact of institutions of additional education, family and school in the process of forming the child's personality;

3) lack of equal conditions for creative work children from families of different social status;

4) reduction of educational space for self-realization of various interests of children and teenagers.

At the same time, it should be noted that the data marketing research revealed a steady demand for additional education services in the sports and technical direction both among children and their parents. So, for example, additional educational programs of a sports direction (41%) are in the greatest demand among students, and the demand for these services is satisfied to a sufficient extent. The next most popular programs are training in technical creativity and information technology (11%), but satisfaction with these services is insufficient. Thus, the above data indicate that at present it is necessary to develop the offer of additional education services through the creation of new associations of children's technical creativity, the development of technical sports.

Based on the above facts, we have identified a contradiction between the region's need to train a technically competent and creatively thinking shift, the high demand for the services of associations of children's technical creativity among parents and children on the one hand, and inertia educational system in the context of socio-economic changes on the other hand.

The current situation requires the development of an activity program for the development of children's technical creativity, including a set of organizational, pedagogical, methodological, research activities that ensure the integration of concepts and approaches developed in various educational institutions into a single concept and the creation of unified information tools, a system of activities for students involved in technical creativity (competitions, contests, conferences, etc.), systems for advanced training and retraining of leaders of technical creativity associations, and involving the effective solution of problems in the intellectual development of students, the introduction modern technologies organization of technical creativity of students.

Concept block

Conceptual rethinking of the tasks of developing children's technical creativity in the regional education system, analysis of innovative pedagogical practice made it possible to work out the prospects for the development of the Center for Technical Creativity as a new, integration type model of an additional education institution, in which each structural component is the basis for the development of all components.

In the context of this model, we can define the mission of the institution as the mission of an organizational, informational, methodological center for the development of children's technical creativity for educational institutions region, which provides methodological assistance in organizing educational activities, in improving work on software and methodological support, strengthening ties between UODOD, organizing a system of events to improve the skills of teachers and methodologists, organizing and conducting regional mass events, the formation of a data bank on children's technical creativity.

In this regard, the Center for Children's Technical Creativity in the future should become an open socio-pedagogical system that interacts with all types and types of educational institutions of the city and region, public and government organizations as well as with the families of the pupils.

Targets and goals

The main objectives of the activities that determine the successful mission of the institution should be:

ensuring the targeted development of technical creativity as one of the critical factors preparing the next generation for independent labor activity;
formation of a socially adapted, creative personality;
reduction of the field of deviant behavior of adolescents.

The development program of the Center provides for the solution of the following tasks:

1) improving the quality of additional education, including:

planned introduction of innovations, transformations, innovations into the educational process of UDO;
creation educational programs new generation and teaching aids;
training and retraining of teaching staff, taking into account the requirements for modern forms and teaching methods;
involvement of scientists, specialists-psychologists, sociologists to work with children in the UDO region.

2) promotion of children's technical creativity;

3) creation of conditions for the mental, moral, physical development of the child's personality and the disclosure of its creative possibilities;

4) professional orientation of youth and pre-professional training;

5) formation of children's interest in search, inventive and rationalization activities;

6) creation of equal conditions for fruitful creative work of children from families of different social status, children with disabilities and children with complicated behavior;

7) strengthening the system of prevention of neglect, deviant behavior, characterized by offenses and manifestations of an unhealthy lifestyle (early alcoholism, drug addiction, etc.), by introducing them to technical creativity.

As a result of the successive passage of all stages of the implementation of the development program, as we assume, a complete system children's technical creativity in the region, including the initial stages of children's technical creativity - initial technical modeling (on the basis of general education schools), various areas of technical creativity, such as radiosport, aircraft modeling, car modeling (based on UDOD), as well as conducting research and inventive work under the guidance university employees. The "Center for Children's Technical Creativity" is called upon to become the coordinating and methodological center of this work in the region.

Such a system of technical creativity of children in the region is the best possible answer to the social order for preparing the younger generation for independent work in conditions when the professional skills of an employee are increased requirements. Pupils of the UDO region are involved in creative activities in various technical areas, from initial technical modeling to complex sports and technical types of creativity. Created unique opportunity advancement of the child from the simplest types of creativity to enough high level creative development.

The main directions of the implementation of the development program of the Center for Technical Creativity are:

The proposed set of measures should ultimately lead to an increase in the intellectual potential of the younger generation, the expansion of educational space and the creation of close ties of additional technical education with technical schools and universities of the city and region and will contribute to the further socio-economic development of the region.

Children's technical creativity: from leisure to start in the profession

The organization and development of the system of additional education is one of the priority tasks of the education system of the Nadymsky district. Additional education is an important means of self-realization and socialization of children, prevention of delinquency, formation of an active life position.

In 2009 was held analysis of the effectiveness of the additional educational services, which revealed a number of contradictions:

The growing need in the country for personnel with engineering and technical education - and the low percentage of enrollment of children in scientific and technical creativity - 7%, of which less than 15% continued their education in engineering universities and technical schools, the lack of results in the regional stage of the Olympiad for schoolchildren in physics ( socially significant aspect);

· Growth in the popularity rating of scientific and technical creativity in the municipal education system (from fifth to third place) - and the lack of systematic and effective participation of children in competitions, festivals of a technical orientation (personally significant aspect);

· Availability human resources able to carry out efficient work with children in this direction - and the lack of a modern material and technical base, targeted coursework (social and personal aspect).

It became obvious that the level of organization and content of work within the framework of the scientific and technical orientation does not fully ensure the fulfillment of the requirements of the new Federal State Educational Standards in terms of the development of competencies, socialization and professional orientation of students.

The task was set: to form managerial and organizational-pedagogical conditions and mechanisms effective development municipal system of children's technical creativity (DTT), municipal model of organization of scientific and technical creativity.

The mechanisms of formation of the desired conditions are determined.

Namely:

1. Modernization organizational structures and forms of providing services in the field of scientific and technical creativity (from traditional activities in creative associations to multicomponent, integrated structures that implement innovative learning technologies):

· Technopark on the basis of the MOU DOD "Center for Children's Creativity", as base core innovative model of organization of scientific and technical creativity. Work of 6 laboratories ( design department, workshop for the repair of radio equipment, an environmental laboratory, a design workshop, a children's and youth television studio, a business club) is built on the basis of search design methods (2010 - the municipal experimental site "Technical Robotics").

· Pilot sites on the basis of the MOU "Secondary school No. 2 in Nadym", "Secondary school No. 4 in Nadym" to develop forms of organization and technical activities of students within the classroom and extracurricular activities, their integration in order to form the competencies of schoolchildren that are adequate to modern requirements (2011).

Intensive vacation school on the basis of a summer health-improving ground, it implements programs for the development of technical creativity (2012-1, 2013-2).

· « Creative groups» for kids preschool age within the system of pre-school preparation (2012).

The last two structures implement a proactive management style: they are designed to provide propaedeutics of technical education, stimulation and activation of the creative activity of children and adolescents.

2. Implementation of productive forms of training and positioning experience:

· Organized dialogue platform district methodological associations of teachers of physics, computer science and teachers of additional education, the result of which was a joint action plan for the development of a system of children's technical creativity in the municipal education system (2011).

Launched training systems through master classes on the basis of an internship site at the Center for Children's Creativity, tutoring escort(since 2012).

The first municipal competitions in robotics (2012), Assembly of Young Inventors(2013), which we see as a powerful stimulus and effective method learning in the process of business (situational) games.

Organized public lectures by scientists working in the direction of scientific and technical creativity (since 2012).( Zaitsev Alexander Nikolaevich, Doctor of Physics and Mathematics IZMIRANMoscow city; Volchenko Sergey Viktorovich, Development Director training center"Russian Association of Educational Robotics" (Chelyabinsk); Kuznetsov Igor Gennadievich, Scientific Secretary regional office VOO "Russian geographical society» in Yamalo-Nenets Autonomous Okrug (Nadym);