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Învățământ superior. Universități. Cursuri universitare (2565) |
Psihologie (3365) |
SM ISO690:2012 ЧОКИНЭ, Валентина, КУЦУЛАБ, А.. Развитие креативности – одна из главных задач по подготовке современных специалистов. In: Neuroscience for Medicine and Psychology: XVII International Interdisciplinary Congress, 30 mai - 10 iunie 2021, Sudak, Crimea. Sudak, Crimea, Russia: Издательство ООО “МАКС Пресс”, 2021, pp. 426-427. ISBN 978-5-317-06615-4. DOI: https://doi.org/10.29003/m2405.sudak.ns2021-17/426-427 |
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Neuroscience for Medicine and Psychology 2021 | ||||||
Congresul "Neuroscience for Medicine and Psychology" Sudak, Crimea, Rusia, 30 mai - 10 iunie 2021 | ||||||
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DOI:https://doi.org/10.29003/m2405.sudak.ns2021-17/426-427 | ||||||
CZU: 378.147:159.954.4 | ||||||
Pag. 426-427 | ||||||
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Креативность как нейропсихический феномен, хотя и представляет собой детерминирующий фактор в жизнеобеспечении общества в целом, исследована далеко не достаточно. Ее изучением психология стала заниматься лишь со второй половины XX века, хотя человек проявляет творчество с доисторических времен, когда у него стало выявляться сознание. Специальное научное направление, названное «психология творчества», стало формироваться в середине 20-го столетия. Предложено большое количество разнообразных подходов и трактовок понятия «креативность». Существует более 60 разнообразных определений, однако, по настоящее время, отсутствует общепринятая ее дефиниция. Поэтому для изучения развития креативности у студентов во время учебы мы воспользовались применяемой в психосанокреатологии концепцией о механизмах ее проявления, согласно которой, креативность рассматривается как особая нейропсихическая способность ментальных очагов, образующихся между нейропсихологическими структурами мозга, главным образом правого полушария, переконструирующих составляющие компоненты функциональных систем смыслообразования, под влиянием таких факторов, как познание, мотивация, самоактуализация и др. Creativity as a neuropsychic phenomenon, although it represents a determining factor in the life support of society as a whole, has been studied far from enough. Psychology began to study it only from the second half of the 20th century, although the human shows creativity from prehistoric times when their consciousness began to be revealed. A special scientific direction, called "Psychology of Creativity", began to form in the middle of the 20th century. A large number of diverse approaches and interpretations of the notion of “creativity” have been proposed. There are more than 60 diverse definitions; however, to the present, there is no generally accepted one. Therefore, to study the development of creativity in students during their studies, we used the concept, employed in psychosanocreatology, on the mechanisms of its manifestation, according to which creativity is considered a special neuropsychic ability of mental foci forming between neuropsychological structures of the brain, mainly of the right hemisphere, which reconstruct the components of the functional systems of sense-formation, under the influence of factors such as knowledge, motivation, self-actualization, etc. On the basis of this concept, mental signs reflecting creativity, which students need to develop in themselves, were identified: the ability to non-typically think, to propose unconventional ways to solve problem situations, to easily find ways out from crisis situations; the ability to intuitively guess solutions to problem situations without justifying evidence and generate new decisions; imaginative thinking, imagination, especially necessary for engineers, artists, poets; features determining the predisposition to the original implementation of creative products (a new solution to problems in mathematics, explanations of biological, physical and mental processes); the ability to predict, foresee what should happen; the ability to associatively establish new connections between various subjects, mental acts, situations, while some of them cause new ideas; the desire to acquire new knowledge, curiosity; the manifestation of the ability to critically assess and appreciate the events, phenomena, to open up the shortcomings, disadvantages and causes that determine them, the qualities of vigor, perseverance, tenacity, will in everyday activities, etc. The development of these signs of creativity should be one of the main tasks of education for the preparation of modern specialists. Creativity should find its place in the regulatory state documents of the national education system, in curriculum and teaching aids. This is due to the fact that creativity and consciousness are the driving force of scientific and technological progress, the biological and social self-improvement and survival of society. |
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