Abstract
The paper aims to substantiate that the use of TRIZ technology (the theory of inventive problem solving) has a high methodological potential, since it contributes to a deeper analysis of the situation under study, activates critical, logical and creative thinking and also promotes the formation of students’ communicative skills through teamwork. The paper describes the prerequisites for the development of TRIZ pedagogy, within the framework of which the authors elaborated an algorithm for stimulating foreign students’ creative thinking in foreign language classes. The algorithm was tested in the 2021/2022 academic year at Peter the Great St. Petersburg Polytechnic University and proved its effectiveness by demonstrating an increase in the indicators of creativity criteria (productivity, originality, curiosity, accuracy) and positive dynamics of interaction in the study group. The scientific novelty of the research lies in the elaboration of the algorithm for teaching foreign students English based on TRIZ technology. As a result, it was proved that the described and tested algorithm, consisting of the following steps: (1) warming up, (2) analysis, (3) reflection, (4) generation, (5) selection, (6) summary, can be used for teaching English in order to develop creative thinking.
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