Abstract
Development of university students’ creative abilities is one of the most important problems of modern education. The article discusses its relevancy and appropriateness, the coverage of this problem in psychological and pedagogical literature and presents the results of the pedagogical experiment. The article describes the basic components of creative abilities development, levels and pedagogical conditions for university students’ creative abilities development. The trial infrastructure for the study and the experiment was provided by the Institute of Psychology and Education of Kazan Federal University. The pedagogical experiment proved the correctness of the hypothesis and the relevance of theoretical basis for implementing pedagogical conditions of university students’ creative abilities development.
Highlights
1.1 Actualizing the ProblemThe society’s increasing demand for people able to adapt creatively to any changes, to solve the existing problems in an unconventional and efficient way is due to the accelerating pace of society’s development
The article describes the basic components of creative abilities development, levels and pedagogical conditions for university students’ creative abilities development
The pedagogical experiment proved the correctness of the hypothesis and the relevance of theoretical basis for implementing pedagogical conditions of university students’ creative abilities development
Summary
The society’s increasing demand for people able to adapt creatively to any changes, to solve the existing problems in an unconventional and efficient way is due to the accelerating pace of society’s development. The more urgent the society’s need for the creative initiative of the individual, the greater the importance of the development of theoretical problems of creativity, the study of its nature and forms of expression, its sources, incentives and conditions (Lopatina et al, 2015; Torkunova et al, 2014; Kovaleva et al, 2015; Lisitzina et al, 2014; Sibgatova et al, 2015) These positions correspond to the modern trends of development of humanistic pedagogical school, which is characterized by the orientation of teachers on the personal abilities of students and their continuous “accumulation.”
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