PSYCHOLOGICAL AND EDUCATIONAL ASPECTS OF DIVERGENT THINKING IN STUDENTS

Abstract

The article deals with the problems of higher education in the «Integrated revolution». Analyses the current problems of divergent thinking in students. The basic principles of forming educational environment institution of higher education to develop students’ divergent thinking.
An important component for the development of students’ divergent thinking is to create the right conditions for learning: providing role model; lack of rules governing the actions of students, the course of their thoughts, ways of knowing; giving them freedom and independence, the ability to creatively develop freely; the large information base that ensure all necessary information, motivation stable future profession; special, unusual for the learning process, but not distracting atmosphere; organization of the creative team; ensure trust and confidence; openness; tact; collective resolution of problems (without mutual competition) and so on.
Important pedagogical condition for the development of divergent thinking students – continuity and engaging students in active learning environment, to self-control the creative process.
To attract students to the wide use of divergent thinking tasks recommended informative character search. To creativity divergent thinking of students reached the maximum level of development necessary task facing them, were not a random set, while the problems of increasing difficulty individualized depending on the capabilities of students.
The principle of increasing difficulties can sometimes be violated unexpected sight of the original objectives of increased complexity, designed for sudden insight (insight) and is therefore particularly conducive to creative development.