Thesis researches the issue of senior high school students’ creativity development in the process of World History studying. The author argues that the importance to research mentioned issue deals with the necessity to train competent graduates. According to the concepts of “The New Ukrainian School” important characteristic of graduates’ deals with the innovation that suggests capacity to change the environment, develop economics according to the principles of constant development, compete at a labor market and study during the life.
Basing on the analysis of psychological and pedagogical research concerning with the mentioned issue the author outlines research conceptual field, specifies the concept of creativity, establishes the mechanisms of its development, and presents the characteristic features of educational environment where creativity is becoming updated. The paper presents the definition of basic concept of “senior high school students’ creativity in the process of World History studying” as a dynamic personal complex integral characteristic that denotes capacity for creativity and is a condition for personal self-fulfillment.
The study outlines creativity structure of senior high school students as a system of interrelated components basing on which the author presents four levels of mentioned quality maturity considering the criteria detailed wit the appropriate indicators.
The author establishes that in the process of World History studying successful creativity development for senior high school students is promoted with the consideration of individual and age peculiarities, interests, level of cognitive possibilities, senior high school students’ abilities, the comprehension of the core of psychical processes and their mechanisms that belong to the base of creative activity. The paper defines that in the process of World History studying methodological base of creativity development for senior high school students concerns with the ideas and tools of different types of studying: problem-based studying, heuristical studying, studying with critical thinking technologies, project studying, research-based studying, interactive studying, and gaming-based studying.
The author provides the rationale, develops and tests structural and functional model of creativity development for senior high school students in the process of World History studying. This model consists of the unity of methodological, content and technological, evaluative and effective components that is implemented basing on the defined pedagogical conditions. Methodological unit characterizes methodological approaches and principles of creativity development for senior high school students in the process of World History studying. These ones are presented with the elements that take on the task of system-regulation and define the tactic of experimental methodic projecting.
Content and technological unit of the model reveals the content, pedagogical conditions and appropriate mechanisms of their implementation that are provided with the forms, methods, means.
The study defines such basic conditions to realize methodic of model’s implementation as the establishment of subject-to-subject relations, dialogical communication, including to the studying content the solution of creative situations. The core of the model deals with creative situations and creative tasks that specify these situations. The author develops mentioned creative tasks according to three criteria considering the components of creativity: motivational and emotional; intellectual ; activity-based.
The study defines the stages of creativity developing for senior high school students in the process of World History studying (motivational and related to the updated, activity-based, reflexive and evaluative). Each of these stages suggests the implementation of pedagogical conditions, realization of special forms, methods and studying means, has its aim, tasks and direction on the result that is positive dynamics of creativity maturity for senior high school students. Final result of the model is directly related to the aim – to increase the level of creativity maturity for senior high school students in the process of World History studying. To define this level it has been developed the criteria, indicators and diagnostic tools presented in evaluative and effective unit. Considering special features of interaction of all constituents of structural and functional model of creativity development for senior high school students will cause the aim achievement in the process of World History studying.
The author gives the rationale for methodic efficiency of creativity development for senior high school students in the process of World History studying.
