It is probably already difficult to surprise the reader with the paradoxical nature inherent in invention. But here's another paradox: a task can only be difficult because it's... easy.

A foreign company produced chemical products, in particular alcohol, which was taken to various chemical enterprises, including a paint and varnish factory located five kilometers from the manufacturer. Three or four times a week a truck came, a filled and sealed tank with a capacity of 10 m3 was attached to it, and the truck took it to the paint and varnish factory. There, the alcohol was poured, carefully measuring its amount, and the tank was returned to the manufacturer. For some time, alcohol began to disappear: each time they found a shortage of 15-20 liters, and before Christmas even 30 liters disappeared ... We checked the dosing equipment at the manufacturer and the recipient plant - everything is in order. Checked the tank - not the slightest crack. We checked the seals of the next tanker that arrived at the paint and varnish plant - all the seals are absolutely intact ... And again, 20 liters are missing! Not so much, but it's insulting, and dangerous: if you don't find the cause, hundreds of liters will disappear...

The owner of the company ordered that the tanker be transported accompanied by security, but it did not help. The enraged owner hired private detectives, and they took up observation posts along the entire route - it didn’t help ...

But one day the problem was solved. What do you think the answer was?

Solving this problem by enumeration of options, they usually begin With“revisions” of the conditions: “Maybe the measuring equipment was still inaccurate? .. Or did the alcohol evaporate from a loosely closed tank? .. Or did the truck driver collude with the guards? ..” Then they move on to physics and chemistry: can alcohol enter into a chemical reaction with the substance from which the walls of the tank are made?.. Maybe the volume of alcohol changed due to changes in atmospheric pressure and external temperature?.. "Meanwhile, the answer is very simple, and if the invited detectives knew the typical techniques for resolving contradictions, they would solve the problem without arranging surveillance. Technique 10: An action that is difficult to perform at the moment must be carried out before this moment. It is difficult to steal alcohol from a sealed and guarded cistern, but it is not difficult to do this the day before, when the cistern is empty and no one is guarded: go with a bucket to an empty cistern - no one will stop ... The attacker did just that: the day before he hung the bucket inside the empty tanks. The next day, the cistern was filled with alcohol... and the bucket was also filled. Then the tank was taken to the recipient plant and poured alcohol. And the filled bucket remained inside the tank. When the empty tank was returned to the factory, the guards, of course, were removed, and the attacker could safely extract his prey.

Attempts to compile lists of receptions have been made for a long time. Some lists had 20-30 receptions. But the selection was made subjectively, the lists included techniques that for some reason seemed important to one or another author. And the very concept of “reception” did not have a clear definition: “fragmentation” and “analogy” could coexist in the lists, although the first refers to the technical system, and the second to the thinking of the inventor.

The techniques used in ARIZ are operators of transformation of the original technical system (device) or the original technical process (method). And not any transformations, but only those that are strong enough to eliminate technical contradictions in solving modern inventive problems. Such techniques can only be identified by analyzing large arrays of patent information related (this is very important!) not to all inventive solutions, but only to solutions of higher levels (from the third and higher).

The work on compiling a list of such techniques was started at the early stages of the formation of the theory of inventive problem solving. The number of inventor's certificates and patents examined was constantly increasing. The list included in ARIZ-71 already included 40 tricks. To identify them, it was necessary to look through an array of patent information in the hundreds of thousands of items and select over 40 thousand strong solutions, which were then subjected to a thorough analysis.

When getting acquainted with these techniques, please note that many of them include sub-techniques, which often form a chain, where each next sub-technique develops the previous one.

Do not be confused by the "frivolous" names of some techniques. Of course, instead of the "matryoshka principle" one can say "the principle of concentrating integration". The essence is the same, but the "matryoshka" is remembered from the first meeting and forever. And one more consideration: for clarity and compactness, the techniques are explained with simple examples, this does not mean that the techniques are suitable only for simple inventions.

CREATIVITY TOOLS

Let's look at 40 basic techniques for eliminating technical contradictions.

1. The principle of crushing

a. Divide an object into independent parts.

b. Make the object collapsible.

v. Increase the degree of fragmentation of the object.

EXAMPLE The cargo ship is divided into sections of the same type. If necessary, the ship can be made longer or shorter.

2. The principle of issuance

Separate the “interfering” part (“interfering” property) from the object or, conversely, select the only necessary part or property.

Unlike the previous technique, which dealt with dividing an object into identical parts, here it is proposed to divide an object into different parts.

EXAMPLE Typically, on small pleasure craft and boats, electricity for lighting and other needs is generated by a generator powered by a propeller engine. To generate electricity in the parking lot, it is necessary to install an auxiliary electric generator driven by an internal combustion engine. The engine naturally creates noise and vibration. It is proposed to place the engine and generator in a separate capsule located at some distance from the boat and connected to it by a cable.

3. The principle of local quality

a. Move from a homogeneous structure of an object or an external environment (external influence) to an inhomogeneous one.

b. Different parts of the object should perform different functions.

v. Each part of the facility must be in the most favorable conditions for its operation.

EXAMPLE To combat dust in mine workings, water is supplied to tools (working bodies of drilling and loading machines) in the form of a cone of small drops. The smaller the droplets, the better the dust control goes, but small droplets easily form fog, which makes it difficult to work. Solution: a layer of large drops is created around the cone of small drops.

4. Principle of asymmetry

a. Change from a symmetrical object shape to an asymmetric one.

b. If the object is already asymmetric, increase the degree of asymmetry.

EXAMPLE The impact-resistant car tire has one sidewall of increased strength - for better resistance to impacts on the curb stone of the sidewalk.

5. The principle of association

a. Connect objects that are homogeneous or intended for adjacent operations.

b. Combine in time homogeneous or adjacent operations. Example. Dual tandem microscope. One person is working with the manipulator, and the second person is fully occupied with observation and recording.

6. The principle of universality

The object performs several different functions, thereby eliminating the need for other objects.

EXAMPLE The briefcase handle also serves as an expander (AS No. 187964).

7. The principle of "matryoshka"

a. One object is placed inside another, "which, in turn, is inside a third, and so on.

b. One object passes through a cavity in another object.

EXAMPLE “An ultrasonic concentrator of elastic vibrations, consisting of half-wave segments fastened together, differing in that in order to reduce the length of the concentrator and increase its stability, the half-wave segments are made in the form of hollow cones inserted one into the other "(A.S. No. 186 781). In a. With. No. 462 315 absolutely the same solution was used to reduce the dimensions of the output section of the transformer piezoelectric element. In a device for drawing metal along a. With. No. 304 027 "matryoshka" is made up of tapered drags.

8. Principle of anti-weight

a. Compensate for the weight of an object by connecting it to another object with a lifting force.

b. Compensate for the weight of the object by interaction with the environment (mainly due to aero- and hydrodynamic forces).

EXAMPLE “A centrifugal brake-type regulator of the speed of a rotary wind turbine, mounted on the vertical axis of the rotor, characterized in that in order to maintain the speed of rotation of the rotor in a small range of speed with a strong increase in power, the weights of the regulator are made in the form of blades that provide aerodynamic braking” (a. s No. 167 784).

It is interesting to note that the claims clearly reflect the contradiction overcome by the invention. With a given wind force and a given weight of cargo, a certain number of revolutions is obtained. To reduce it (with increasing wind strength), you need to increase the mass of cargo. But the loads rotate, it is difficult to get close to them. And now the contradiction is eliminated by the fact that the cargoes are given a form. creating aerodynamic braking, i.e., the loads are made in the form of a wing with a negative angle of attack.

The general idea is obvious: if you need to change the mass of a moving body, but the mass cannot be changed for certain reasons, then the body must be given the shape of a wing and, by changing the inclination of the wing to the direction of motion, obtain an additional force directed in the desired direction.

9. The principle of preliminary counteraction

If, according to the conditions of the problem, it is necessary to perform some action, it is necessary to perform an anti-action in advance.

EXAMPLE “A method of cutting with a cup cutter rotating around its geometric axis during the cutting process, characterized in that, in order to prevent the occurrence of vibration, the cup cutter is preloaded with forces that are close in magnitude and directed opposite to the forces that occur during the cutting process” (A. C. No. 536866 ).

10. The principle of preliminary action

a. Perform the required action in advance (completely or at least partially).

b. Arrange objects in advance so that they can enter into action without spending time on delivery and from the most convenient place.

The above solution to problem 41 can serve as an example.

11. The principle of "pre-planted pillow"

Compensate for the relatively low reliability of the object with pre-prepared emergency means.

EXAMPLE “A method for processing inorganic materials, such as glass fibers, by exposure to a plasma beam, characterized by the fact that, in order to increase mechanical strength, a solution or melt of salts of alkali or alkaline earth metals is preliminarily applied to inorganic materials” (A.S. No. 522 150). Substances that “heal” microcracks are applied in advance. There is a. With. No. 456 594, according to which a ring is placed on a tree branch (before cutting down), compressing the branch. The tree, feeling "pain", sends nutrients and healing substances to this place. Thus, these substances accumulate before the cutting of the branch, which contributes to the rapid healing after cutting.

12. Principle of equipotentiality

Change the working conditions so that you do not have to raise or lower the object.

EXAMPLE A device is proposed that eliminates the need to raise and lower heavy molds. The device is made in the form of an attachment with a roller table attached to the press table (AS No. 264 679).

13. The opposite principle

a. Instead of the action dictated by the conditions of the problem, carry out the opposite action.

b. Make the moving part of the object or the environment immobile, and the immovable - moving.

v. Turn the object upside down, turn it inside out.

EXAMPLE Considering problem 9 (on a dust filter), we met with a. With. No. 156 133: the filter is made of magnets, between which there is a ferromagnetic powder. Seven years later, a. With. No. 319 325, in which the filter is turned out: “An electromagnetic filter for mechanical purification of liquids and gases, containing a magnetic field source and a filter element made of granular magnetic material, characterized in that, in order to reduce the specific power consumption and increase productivity, the filter element is placed around the magnetic source field and forms an external closed magnetic circuit.

14. Principle of spheroidality

a. To move from rectilinear to curved parts, from flat surfaces to spherical ones, from parts made in the form of a cube or parallelepiped to spherical structures.

b. Use rollers, balls, spirals.

v. Go from rectilinear motion to rotational, use centrifugal force.

EXAMPLE A device for welding pipes into a tube sheet has electrodes in the form of rolling balls.

15. The principle of dynamism

a. The characteristics of the object (or the external environment) must change so as to be optimal at each stage of work.

b. Break an object into pieces that can move relative to each other.

v. If the object as a whole is motionless, make it mobile, moving.

EXAMPLE “A method of automatic arc welding with a strip electrode, characterized in that, in order to widely control the shape and size of the weld pool, the electrode is bent along its generatrix, giving it a curvilinear shape, which is changed during the welding process” (AS No. 258 490).

16. Principle of partial or redundant action

If it is difficult to get 100% of the desired effect, you need to get "a little less" or "a little more" - the task can be greatly simplified.

The technique is already familiar from problem 34: the cylinders are stained with an excess, which is then removed.

17. The principle of transition to another dimension

a. Difficulties associated with the movement (or placement) of an object along a line are eliminated if the object acquires the ability to move in two dimensions (ie, on a plane). Accordingly, the tasks associated with the movement (or placement) of objects in one plane are eliminated when moving to a space of three dimensions.

b. Use a multi-story layout of objects instead of a single-story layout.

v. Tilt an object or lay it on its side.

d. Use the reverse side of this area.

e. Use optical flows incident on an adjacent area or on the reverse side of an existing area. Reception 17a can be combined with techniques 7 and 15c. It turns out a chain that characterizes the general trend in the development of technical systems: from a point to a line, then to a plane, then to a volume, and, finally, to the combination of many volumes.

EXAMPLE “A method of storing a winter supply of logs on the water by installing them in the water area of ​​the raid, differing in that in order to increase the specific capacity of the water area and reduce the volume of frozen wood, the logs are formed into bundles, with a width and height of cross section exceeding the length of the logs, after which the formed bundles are installed in a vertical position ”(a.c. No. 236 318).

18. Use of mechanical vibrations

a. Bring an object into oscillatory motion.

b. If such a movement is already taking place, increase its frequency (up to ultrasonic).

v. Use resonant frequency.

d. Use piezovibrators instead of mechanical vibrators.

e. Use ultrasonic vibrations in combination with electromagnetic fields.

EXAMPLE “A sawtooth cutting method of wood, characterized in that, in order to reduce the effort of introducing the tool into the wood, cutting is carried out with a tool whose pulsation frequency is close to the natural frequency of the cut wood” (a. s. No. 307986).

19. The principle of periodic action

a. Move from continuous action to periodic (impulse).

b. If the action is already running periodically, change the frequency.

v. Use the pauses between impulses for another action.

EXAMPLE “A method for automatic control of the thermal cycle of resistance spot welding, mainly of small-thickness parts, based on the measurement of thermal e. d.s., characterized in that in order to improve the accuracy of control during welding with pulses of increased frequency, thermo-e is measured. d.s. in pauses between welding current pulses” (a.c. No. 336 120).

20. The principle of continuity of useful action

a. Work continuously (all parts of the facility must operate at full load at all times).

b. Eliminate idle and intermediate moves.

EXAMPLE “The method of processing holes in the form of two intersecting cylinders, for example, nests of bearing cages, differs in that, in order to increase processing productivity, it is carried out with a drill (drill), the cutting edges of which allow cutting as in forward as well as during the reverse stroke of the tool ”(a.c. No. 262 582).

21. Breakthrough principle

Conduct the process or its individual stages (for example, harmful or dangerous) at high speed.

EXAMPLE “A method of processing wood in the production of veneer by heating, characterized in that, in order to preserve natural wood, it is heated by short-term exposure to a gas flame with a temperature of 300-600 ° C directly in the process of manufacturing veneer” (a. C. No. 338 371).

22. The principle of "turning harm into benefit"

a. Use harmful factors (in particular, the harmful effects of the environment) to obtain a positive effect.

b. Eliminate the harmful factor by adding to other harmful factors.

v. Strengthen the harmful factor to such an extent that it ceases to be harmful.

EXAMPLE “A method for restoring the flowability of frozen bulk materials, characterized in that, in order to speed up the process of restoring the flowability of materials and reduce labor intensity, the frozen material is exposed to ultra-low temperatures” (a. s. No. 409 938.

23. Feedback principle

a. Enter feedback.

b. If there is feedback, change it.

EXAMPLE "A method for automatically controlling the temperature regime for firing sulfide materials in a fluidized bed by changing the flow of the loaded material as a function of temperature, characterized in that, in order to increase the dynamic accuracy of maintaining the set temperature value, the supply of material is changed depending on the change in the content of sulfur dioxide in the exhaust gases" (a pp. No. 302 382).

24. The principle of "intermediary)

a. Use an intermediate object that wraps or passes the action.

b. Temporarily attach another (easily removed) object to an object.

EXAMPLE “A method for calibrating instruments for measuring dynamic stresses in dense media under static loading of a medium sample with a device embedded inside it, characterized in that, in order to increase the calibration accuracy, the sample with a device embedded inside it is loaded through a fragile intermediate element” (A.S. No. 354 135).

25. The principle of self-service

a. The object must maintain itself by performing auxiliary and repair operations.

b. Use waste (energy, substances).

EXAMPLE In an electric welding gun, the welding wire is usually fed by a special device. It is proposed to use a solenoid powered by welding current to feed the wire.

26. The principle of copying

a. Instead of an inaccessible, complex, expensive, inconvenient or fragile object, use its simplified and cheap copies.

b. Replace an object or system of objects with their optical copies (images). Use scaling (enlarge or reduce copies).

v. If visible optical copies are used, switch to infrared or ultraviolet copies.

EXAMPLE “A visual textbook on geodesy, made in the form of an artistic panel written on a plane, differing in that for the purpose of subsequent geodetic survey from a panel of an image of the area, it was made according to tacheometric survey data and at characteristic points terrain is equipped with miniature geodetic slats” (A. C. No. 86560).

27. Cheap fragility instead of expensive durability. Replace an expensive object with a set of cheap objects, while sacrificing some qualities (for example, durability).

EXAMPLE Single action mousetrap: plastic tube with bait; the mouse enters the trap through the cone-shaped hole; the walls of the hole unbend and do not allow it to come out back.

28. Replacing the mechanical circuit

a. Replace the mechanical circuit with an optical, acoustic or "smell" one.

b. Use electric, magnetic and electromagnetic fields to interact with an object.

v. Move from stationary to moving fields, from fixed to time-varying, from non-structural to structured.

d. Use fields in combination with ferromagnetic particles.

EXAMPLE “The method of applying metal coatings to thermoplastic materials by contact with a metal powder heated to a temperature exceeding the melting point of the thermoplastic, characterized by the fact that in order to increase the adhesion strength of the coating to the base and its density, the process carried out in an electromagnetic field ”(A. C. No. 445 712).

29. Use of pneumatic and hydraulic structures

Instead of solid parts of the object, use gaseous and liquid ones: inflatable and hydraulically filled, air cushion, hydrostatic and hydrojet.

EXAMPLE To connect the ship's propeller shaft to the propeller hub, a groove was made in the shaft, in which an elastic hollow container (narrow "air bag") is placed. If compressed air is supplied to this container, it will inflate and press the hub against the shaft (AS No. 313 741). Usually, in such cases, a metal connecting element was used, but the connection with the "air bag" is easier to make: there is no need for an exact fit of the mating surfaces. In addition, such a connection smooths out shock loads. It is interesting to compare this invention with the later published invention according to a. With. No. 445 611 for a container for transporting fragile products (eg drainage pipes): the container has an inflatable shell that presses the products and prevents them from breaking during transportation. Different areas of technology, but the tasks and solutions are absolutely identical. In a. With. No. 249 583 The inflatable element works in the crane arm. In a. With. No. 409 875 - presses fragile products into the sawing device. There are many such inventions. Apparently, it's just time to stop patenting such proposals, and introduce a simple rule into design textbooks: if you need to delicately press one object against another for a while, use an "air bag". This, of course, does not mean that the entire method 29 will cease to be inventive.

An "air bag" that presses one part against another is a typical su-field, in which the "bag" plays the role of a mechanical field. In accordance with the general rule for the development of su-field systems, a transition to a fe-field system was to be expected. Such a transition actually took place: in a. With. No. 534 351, it was proposed to introduce ferromagnetic powder into the “air bag”, and to use a magnetic field to increase the pressure. And again, the imperfection of the form of patenting led to the fact that it was not the universal idea of ​​\u200b\u200bcontrolling the "air bag" that was patented, but a particular improvement in the grinding "air bag" ...

30. Use of flexible casings and thin films

a. Use flexible sheaths and thin films instead of conventional designs.

b. Isolate the object from the external environment using flexible shells and thin films.

EXAMPLE “A method for the formation of aerated concrete products by pouring the raw mass into a mold and subsequent holding, differing in that in order to increase the degree of swelling, a gas-tight film is laid on the raw mass poured into the mold” (a. p. No. 339 406).

31. Application of porous materials

a. Make the object porous or use additional porous elements (inserts, coatings, etc.).

b. If the object is already made porous, pre-fill the pores with some substance.

EXAMPLE “Evaporative cooling system for electrical machines, characterized in that, in order to eliminate the need to supply a cooling agent to the machine, active parts and individual structural elements are made of porous materials, for example, porous powder steels impregnated with liquid coolant. an agent that evaporates during the operation of the machine and thus ensures its short-term, intensive and uniform cooling ”(A. C. No. 187 135).

32. The principle of color change

a. Change the color of an object or environment.

b. Change the degree of transparency of an object or environment.

v. To observe poorly visible objects or processes, use coloring additives.

d. If such additives are already used, use phosphors.

EXAMPLE US Patent No. 3,425,412: A transparent dressing that allows the wound to be observed without removing the dressing.

33. The principle of homogeneity

Objects interacting with this object must be made of the same material (or close to it in properties).

EXAMPLE “A method for obtaining a permanent mold by forming a working cavity in it according to the standard by casting, differing in that in order to compensate for the shrinkage of the product obtained in this mold, the standard and the mold are made of a material identical with the product ”(a.c. No. 456 679).

34. The principle of discarding and regeneration of parts

a. The part of the object that has fulfilled its purpose or has become unnecessary must be discarded (dissolved, evaporated, etc.) or modified directly in the course of work.

b. Consumable parts of the object must be restored directly in the course of work.

EXAMPLE “A method for studying high-temperature zones, mainly welding processes, in which a probe-optical guide is introduced into the zone under study, differing in that in order to improve the possibility of studying high-temperature zones in arc and electroslag welding, a consumable probe is used - a light guide that is continuously fed into the area under study at a rate not less than the rate of its melting” (a.c. No. 433 397).

35. Changing the aggregate state of an object

This includes not only simple transitions, such as from solid to liquid, but also transitions to "pseudo-states" ("pseudo-fluid") and intermediate states, such as the use of elastic solids.

EXAMPLE German patent No. 1 291 210: the braking section for the landing strip is made in the form of a "bath" filled with a viscous liquid, on which a thick layer of elastic material is located.

36. Application of phase transitions

Use phenomena that occur during phase transitions, such as a change in volume, the release or absorption of heat, etc.

EXAMPLE “A plug for sealing pipelines and necks with various cross-sectional shapes, which differs in that, in order to unify and simplify the design, it is made in the form of a glass into which a low-melting metal alloy is poured, expanding upon solidification and ensuring the tightness of the connection ”(a.c. No. 319 806).

37. Application of thermal expansion

a. Use thermal expansion (or contraction) of materials.

b. Use several materials with different coefficients of thermal expansion.

Example. In a. With. No. 463423, it was proposed to make the roof of greenhouses from hinged hollow pipes, inside of which there is an easily expanding liquid. When the temperature changes, the center of gravity of the pipes changes, so the pipes themselves rise and fall. By the way, this is the answer to problem 30. Of course, you can also use bimetallic plates mounted on the roof of the greenhouse.

38. Use of strong oxidizers

a. Replace normal air with enriched air.

b. Replace enriched air with oxygen.

v. Exposure to air or oxygen with ionizing radiation.

d. Use ozonated oxygen.

e. Replace ozonated (or ionized) oxygen with ozone.

EXAMPLE “A method for producing ferrite films by chemical gas transport reactions in an oxidizing environment, differing in that in order to intensify oxidation and increase the uniformity of films, the process is carried out in an ozone environment” (a. with. No. 261 859 ).

39. Application of an inert environment

a. Replace the usual environment with an inert one.

b. Run the process in a vacuum.

EXAMPLE “A method for preventing the fire of cotton in a storage facility, characterized by the fact that, in order to increase the reliability of storage, cotton is treated with an inert gas during its transportation to a storage site” (a.c. No. 270 171) .

40. Application of composite materials

Move from homogeneous materials to composite.

EXAMPLE “A medium for cooling metal during heat treatment, characterized in that, in order to ensure a given cooling rate, it consists of a gas suspension in a liquid” (a.c. No. 187 060).

HOW TO USE TECHNIQUES

A set of techniques, like a set of tools, forms a system whose value is higher than the arithmetic sum of the values ​​that make up the set of tools. But even in themselves, individual techniques give excellent results in some cases. Interesting in this regard is the study conducted by the Sverdlovsk inventor, Ph.D. tech. Sciences V. E. Shcherbakov. There is a heat and mass transfer apparatus quite widely used in technology - a Venturi tube (high-speed washer, Venturi scrubber, turbulent washer). This is a simple tube. narrowed in the middle. The rate of passage of the gas in the place of narrowing increases, the gas crushes the liquid supplied to the tube and mixes with its particles. In essence, this is an ordinary spray gun. But the spray gun works with small volumes of substances, and the Venturi tube sometimes has to rely on a throughput of tens of thousands of cubic meters of gas per hour. With the growth of throughput, the size of the device also grows unacceptably. As the name itself indicates, the device has an elongated shape, so it can be considered as an object with a linear layout. According to technique 17, such objects should develop in the direction of "line - plane - volume". Based on this, V. E. Shcherbakov created a number of compact and powerful heat and mass transfer apparatuses with planar and volumetric layouts (AS No. 486 768, 502 645, etc.)

A good knowledge of the techniques significantly increases the creative potential of the inventor. Therefore, in Bulgaria, a list of techniques included in ARIZ-71 was published as a separate book. Each technique is illustrated with many examples, allowing you to better feel its capabilities.

Simultaneously with the identification of techniques, tables for the application of techniques were compiled and gradually improved to eliminate typical technical contradictions. The tables contain indicators that need to be changed (improve, increase, decrease), as well as indicators that deteriorate unacceptably if conventional (already known) methods are used. In the cells of the table, at the intersection of rows and columns, techniques are recorded. The last modification of the table has 39 rows and 39 columns. Not all cells are filled in, but even so the table indicates techniques for more than 1200 types of technical contradictions.

When compiling a table for each cell, it is necessary to determine the avant-garde branch of technology in which this type of contradiction is eliminated by the most powerful and promising methods. So, for contradictions such as "weight - duration of action", "weight - speed", "weight - strength", "weight - reliability", the most suitable methods are contained in inventions in aviation and space technology. The contradictions associated with the need to improve accuracy are most effectively eliminated by the techniques inherent in inventions in the field of equipment for physical experiments.

The table of application of techniques used in the leading branches of technology helps to find strong solutions to common inventive problems. In order for the table to be suitable for problems that are just emerging in leading industries, it must additionally contain the latest techniques that are beginning to enter inventive practice. These techniques are most often found not in those “successful” inventions for which copyright certificates are issued, but in applications rejected because of “impracticability”, “unreality”. The table thus reflects the collective creative experience of several generations of inventors.

For example, in problem 28 (measuring manufactured cones), the measurement accuracy clearly conflicts with its complexity: if you use the known method, you will have to operate with a very large number of templates and conduct each measurement with great care. According to the table (the intersection of line 28 and column 37), we get methods 26, 24, 32, 28. The first method (26th) offers a fundamental change in the known method: no templates are needed, we will measure not the cone itself, but its stumps, images , pictures.

However, it must be emphasized that the table is by no means intended for solving "raw" problems. The table is part of ARIZ and should be used in conjunction with its other mechanisms. In ARIZ-77 application of the table is step 4.4; the task must first be carefully analyzed.

Let's take problem 28. Two substances are given: a hollow cone and a template (according to rule 4, there must be one pair in the problem model), there is no interaction; the problem belongs to class 4, like the grinding wheel problem. Up to a certain point, the solutions are similar: in the circle problem, an object was transferred from a solid state to a pseudo-liquid one (moving powder); the template can also be made pseudo-liquid or just liquid (no centrifugal forces, no need to think about how to keep the particles). However, this is where the similarity ends, because the problem of a circle is about changing, processing, and the problem about templates is about measuring, detecting (the gaps between the template and the cone). Now that the analysis has given the idea of ​​a liquid template, easy to rub in, but not adapted to measurements, technique 26 suggested by the table acquires an exact meaning: one must remove the liquid template and compare the images with a control image. The cone is placed in the bath, water is poured to a certain level and the level is fixed with a camera located on top. Then water is added to the next level and photographed again on the same plate. As a result, a series of concentric circles is obtained on the plate, which are easy to compare with the circles in the reference image (ac. no. 180 829).

Techniques are like tools - they don't work by themselves. You need to practice their application, solve several dozen tasks,

To get started, solve at least four problems.

Hot gaseous petroleum products when moving through pipes form solid paraffin deposits. We have to stop the equipment and remove the paraffin with a solvent. It is proposed to pre-saturate gaseous petroleum products with solvent vapors (AS No. 412 230). What technique is used in this invention?

There are sprinkling machines that spray water from a pipe raised above the surface of the earth and untwisted. The longer the pipe, the larger the area such a machine can water. But with an increase in the length of the pipe, its weight increases, and this complicates the design of the machine, increases energy consumption, etc. What method should be used to eliminate this technical contradiction?

As shown in numerous examples, the use of an "air bag" has become trivial in solving problems in which it is necessary to temporarily press one fragile object to another. And if instead of a "bag of air" we take the antipode - a "bag of vacuum"? What does he look like? Find an inventive application of the "vacuum bag".

Many technical devices use moving tapes in the form of an endless ring. If, for example, the outer surface of such a belt is coated with an abrasive composition, a sanding belt will be obtained. In a. With. No. 236 278, it was proposed to cut the sanding belt, twist one end by 180 ° and reconnect, obtaining the so-called Möbius strip. Both surfaces of the belt became grinding steel. Its length remained the same, but also, as it were, doubled. Other inventors have done exactly the same thing with tape (A.C. No. 259449), filter belt (A.C. No. 321 266), anode-mechanical cutting machine tape (A.C. No. 464 429, nine authors), conveyor belt (AS No. 526 395) and dozens of other belts. What approach is used here?

And one more question. The Möbius strip doubles the length of the usable surface. But you can take a triangular grinding belt and move the ends by 120 ° before joining into a ring. Then the working surface will be three times longer (though becoming narrower). You can twist the multi-faceted belt and lengthen the surface five or ten times. But this invention issued a. With. № 324 137. Predict the inventions that may appear in connection with this copyright certificate.

"Using the methods and techniques of TRIZ (theory of inventive problem solving) for the development of schoolchildren." Semenova Lyubov Ivanovna, teacher of mathematics, physics, Starochemrovskiy branch of MBOU "Pervomaiskaya secondary school No. 2".

According to the definition of Heinrich Altshuller (literary pseudonym - G. Altov), ​​the author of TRIZ (the theory of inventive problem solving): "Each child is initially talented and even brilliant, but he must be taught to navigate the modern world in order to achieve the maximum effect with a minimum of costs."

TRIZ methods, such as: brainstorming, morphological analysis, algorithms, the method of focal objects and their varieties, form in children the ability to creatively solve problems that have arisen in various fields of activity.

This innovative technology gives students inspiration for discoveries, non-standard solutions, original ideas, suggests reasoning, thinking, inventing.

Here is the thread. Unpretentious thing. And here is a normal node. And now we tie the threads with knots, we get a network. With it we can fish or make a fence, make a hammock or come up with something else. What is the use only of the fact that each thread is no longer just in itself. Techniques of TRIZ technology - network. They support each other, forming into something whole, into a system.

Principles of TRIZ technique:

Freedom of choice. The right to choose is always balanced by the conscious responsibility for your choice! Pupils are given many tasks, and they themselves choose to solve any of them.

openness. The sad thing is that the graduate does not know the main thing: HE DOES NOT KNOW WHAT HE DOES NOT KNOW. Very vaguely represents the boundaries of his awareness. Where then can curiosity come from, without which education is only the education of performers! More open tasks! Which give different solutions, a set of likely answers.

Activities. “Stuffed with knowledge, but not able to use it, a student resembles a stuffed fish that cannot swim,” said Academician Alexander Lvovich Mints. A systematic-activity approach to teaching is needed.

Feedback. The teacher has his own set of techniques that allow him to clearly orient himself in the situation, track the mood of the students, their level of understanding, and the degree of interest.

Ideality (high efficiency). We coordinate the pace, rhythm and complexity of learning with the capabilities of the students - then they will feel their success and THEM will want to reinforce it, teach each other. Perhaps the ideal is unattainable, but it is useful to strive for it!

A well organized life is like a safety net. Thanks to her, we can do more complex tricks. And the result of using TRIZ techniques is a well-organized work of a teacher, a well-organized class, well-organized knowledge.

LESSON CONSTRUCTION (RECEPTIONSTRIZ)

Lesson blocks

Block 1

Motivation

Block 2

Contents

body part

Block 3

Psychologists

chesky

unloading

Block 4

Workout,

working out

skills

Block 5

Control

Block 6

homemade

exercise

Block 7

Summary

tricks

Intelligence

al

warm-up

Attracted

target

Physical

exercises

catch the mistake !

"Traffic lights"

Exercise

array

Poll-total

"Yes-no"

Surprise!

Physical

warm-ups

Press conference

Poll by

chain

Three levels

homemade

tasks

delayed answer

Surprise!

Drafting

supports

UMSH

Quiet

survey

extraordinary

commonness

Role

"Bringing

results"

delayed answer

Practicality

theories

business game

"Point of view"

Ideal

(exponential)

survey

special

exercise

Role

"Psychologist"

"Traffic lights"

Press conference

business game

"Competent

ness"

Factual dictation

Ideal

exercise

fantastic

additive

question to the text

business game

"NILE"

Blitz-

control

Creation

works for

future

UMSH

Frontally, with

the whole class

catch the mistake !

Repeat with extension

Selective control

Theatricalization

Report

Your examples

Repeat with control

intersection

topics

Interrogation

relay

control

Work

business game

"Point of view"

Transition to another

dimension

Plain

control

Work

business game

"NILE"

Applied

dialectics

Educational

cooperation

game in

accident

TRIZ Methods and Techniques

From the standard blocks of the children's designer, you can assemble a house. To make life easier for teachers, you can create a constructor for "assembly of the lesson", where the main sections of the lesson are indicated (the sequence is not so important). Any of the sections can be implemented in different ways or a combination of them. TRIZ techniques, in fact, are the elements of our constructor. It appears as a table. Everyone chooses what he needs.

Attractive target. The student is given a simple, understandable and attractive goal for him, fulfilling which, he willy-nilly performs the educational action that we plan. (Learn how to use a protractor).

Surprise! It is well known that nothing attracts attention and stimulates the mind more than amazing. The material is presented in such a way that even the ordinary becomes surprising.

Delayed answer. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the lesson when working on new material. A riddle (an amazing fact) can be given at the end of the lesson to start the next lesson with it.

Fantastic supplement. We supplement the real situation with fantasy. We transfer the learning situation to a fantastic planet. We change the value of any parameter that usually remains constant or has a well-defined value.

Get the error! Explaining the material, intentionally make mistakes. First, students are warned about this in advance. Sometimes they can be told "dangerous places" by intonation or gesture. We teach children to instantly respond to mistakes, encourage attention and willingness to intervene! Won't it turn out that the children will remember the mistake and repeat it? If we seek precisely the understanding of a “mistakenly dangerous” place, and not the mechanical memorization of the correct answer, this will not happen.

"Traffic lights". It's just a long strip of cardboard, red on one side and green on the other. When questioned, students raise one or the other side to the teacher, signaling their readiness for an answer.

The practicality of the theory. We introduce the theory through a practical task, the usefulness of which is obvious to the students.

Press conference. We intentionally incompletely reveal the topic by inviting students to ask additional questions. Along the way or at the end of the lesson, it is discussed with the guys how successful their questions were and whether the topic was fully disclosed. Only one thing is contraindicated - to scold for an unsuccessful question. Developing questions contain a research beginning. Additionally, you can: hold a competition for the most interesting, most difficult (problematic), most important, most original question; organize a pairwise mutual survey of students on their questions; use some of the questions as topics for future student reports.

question to the text . The task is to make a list of questions to the text. You can specify their number. It is good to use open problems: this, children, we have studied; but this, this and this remained outside of our program; this I do not know myself; but no one knows this yet ... Natural curiosity survives only in the open space of knowledge.

Your support. The student makes his own reference notes on the new material. Of course, we ourselves use such notes and teach students how to use them. As a result, we have "Own directories".

We repeat with control. The system of control questions compiled by students for the material studied in the lesson completely overlaps the educational material. They answer each other's questions in pairs.

Repeat with extension. Students make up a series of questions that supplement knowledge of the new material. However, it is not necessary for the teacher to answer them! Let them remain as open problems of this topic.

Your examples. Students prepare their examples for new materials, compose their tasks, put forward ideas for applying the studied material, etc.

Topic intersection. Students select (or invent) their own examples, tasks, hypotheses, ideas, questions related to any previously studied topic indicated by the teacher. Such an intersection allows you to look at your knowledge from a slightly different angle each time.

Illustrative answer. One student answers at the blackboard, the rest listen. A blackboard poll makes sense when a brilliant answer is shown - to form an image of an answer for others to strive for. Or as a visual exam rehearsal.

UMSH (educational brainstorming). The development of a creative style of thinking is its main goal. Didactic values ​​of UMSh: participants are engaged in an active form of work; train the ability to briefly and clearly express their thoughts; learn to listen and hear each other; arouses great interest among students. UMS technology: Group(s) -7-9 students. The main rule at the first stage of the assault is no criticism! In the group, a leader is selected or appointed by the teacher, he monitors the implementation of the rules of the assault, suggests directions for searching for ideas. The group chooses a secretary to record emerging ideas (keywords, drawing, sign ...).

First stage: Creation of a bank of ideas. Develop as many different solutions as possible, including those that at first glance seem “wild”.

Second stage: Analysis of ideas. The group examines all the ideas expressed critically, adhering to the basic rule: in each idea it is desirable to find something useful, rational grain; find an opportunity to improve this idea, or at least apply it in other conditions.

Third stage: Processing of results. Possible options: select the most practical proposal and the most "wild" or the most interesting solutions. There is nothing wrong if this step is carried out in another lesson. New ideas will appear - let them be discussed. After all, the main thing is to provoke intense mental activity on a learning task, and not to put forward a certain number of ideas in a strictly allotted time.

Competence game. Participants: competitors - two teams of students; employers - a group of students who determine the winner, who, as it were, is hired; arbitrator - usually a teacher who decides controversial issues.

NIL game. The Nile is the great African river. But in this case, the NIL is just a research laboratory. Participants: tasker (teacher); inventors. or researchers, or solvers - depending on the type of task; admission committee (teacher and two more students). Before the game, we prepare a task, show how important it is to solve it!

Game point of view. Before the game: we announce the topic of the dispute in advance, supply students with the necessary knowledge, facts. Participants: opponents - two groups of students prove the correctness of opposing points of view, enter into a dispute; observers - a teacher with assistants, evaluate: who was more logical? who is more emotionally persuasive? who made mistakes, incorrectness in the dispute (going personal...)?

A game of chance. We introduce elements of random selection into the lesson. Where chance rules the ball, there is passion. Let's try and put it into service. For this, roulette, dice, tossing up coins (heads or tails), drawing lots are suitable.

The game "Yes-no". We think of something (a number, an object, a device, a formula, a rule, a word, etc.), the students try to find the answer by asking questions. We answer only with the words: “yes”, “no”, “yes and no”.

Silent poll. A conversation with one student takes place in a whisper, while the class is busy with other things, such as a practice test.

Chain poll. Applicable in the case when a detailed, logically coherent answer is expected. The story of one student is interrupted at any place and transferred to another by the gesture of the teacher. And so several times until the end of the answer.

Interrogation. The students ask each other about the base sheets. Topics - at their own discretion, or they are indicated by the teacher. Upon completion of work in pairs, several guys are called who say a phrase like: “Such and such questions caused me difficulties ...”

Three levels of homework. At the same time, homework of two or three levels is given. The first level is a mandatory minimum. The task should be absolutely clear and feasible for any student. The second level of the task is training. It is performed by students who wish to know the subject well and master the program without much difficulty, they can be exempted from the task of the first type. The third level is the creative task. It is usually performed on a voluntary basis and is stimulated by high appreciation and praise. The range of such tasks is wide: develop fairy tales, fantastic stories on educational topics; crosswords, sudoku; thematic collections of interesting facts, examples and tasks; educational comics; reference signal posters; poems, etc.

Array assignment. Any of the homework levels can be specified as an array. For example, ten problems are given, of which the student must choose and solve at least three. As part of the repetition, for example, out of 60 tasks, at least -15 must be solved, the rest - at will. And to stimulate this desire with relay control work, composed of tasks from this array. The more you solve, the more likely you are to meet a familiar task and save time and effort. Such an array is set not for the next lesson, but for a longer period of time. An important psychological effect: an independent choice of a task provides an additional opportunity for self-realization, which is very important in adolescence. And the subject, in turn, becomes more interesting to them. And one moment. From the array of tasks, the student chooses the level of complexity at which he is able to “swing”, and thus he himself monitors the level of his competence.

Special assignment. Advanced students get the right to perform a particularly difficult task. In every possible way we emphasize our respect for the decision of the student to use this right. It is carried out in a special notebook, includes training and creative tasks of increased difficulty. In the margins are indicated RL (solved easily), RT (decided with difficulty), NR (not resolved). The task is checked, marks below "4" are not set.

Unusual routine. Homework is assigned in an unusual way. We bring some mystery into it, a riddle. We play a win-win lottery, the children take out the task numbers from the box.

The perfect job. Students are encouraged to do homework of their own choice and understanding. It can be any of the known types of tasks.

Creativity works for the future. Students do creative homework on the development of didactic materials. Over the years, invaluable benefits accumulate in the office. It is more interesting for the children to work with the material that was made by their own peers, because these are often someone's brothers and sisters, or just acquaintances. It is pleasant for the student authors themselves to compose these works, if the works will be used in a living business. Moreover, each work is signed by the author, and this is a good memory.

Poll-total. At the end of the lesson, questions are asked that encourage reflection on the lesson. For example: what was the main thing in the lesson? What was interesting? (It is necessary to distinguish between the main and the interesting). What new did you learn today? What have you learned? Opinions may not be the same. It is important not to seek to call what we consider to be the main thing.

Applied dialectics. Compilation of a morphological box. Task: Three friends met in a cafe. Sculptor Belov, violinist Chernov and artist Ryzhov. Interestingly, one of us has white hair, one is black, and one is red, but none of us have hair of the same color as the last name indicates, the black-haired man remarked. You're right. Belov said What color is the artist's hair? (Black)

Hair color

Friends

White

redheads

Black

Belov

Ryzhov

Chernov

Transition to another dimension. How does the technique resolve contradictions? If difficulties arise when moving in a straight line, you can move along a curve, jump over obstacles, etc. (A Nanai came to his Eskimo friend. He sees the skin of a polar bear with its mouth open on the floor. The Eskimo asks:

How many times have you shot him?

10.

And how many times did it hit?

No one.

What did he die of?

Laughing).

There is a well-known story about how two people approached a wise man with a request to judge. The wise man listened to one and said - You are right. He listened to another who gave arguments in defense of the opposite point of view, and again said - You are right. The third present was indignant: "This is not correct, two people who say the opposite cannot be right." And you're right. The sage said.

When we have to solve any problems, we will definitely be able to solve it, just look around.

METHODS AND TECHNIQUES

TRIZ

IN PRIMARY SCHOOL

SEMINAR - WORKSHOP

Methodical goal:

To acquaint teachers with TRIZ - pedagogy as a scientific and pedagogical direction, which is based on the theory of inventive problem solving by G. Altshuller; with the goals and principles of TRIZ-pedagogics; with a typology of open problems; with methods for the development of creative imagination (RTI) and the development of creative thinking in children of primary school age; to reveal the concept of psychological inertia; show practical implementation of various creative tasks.

1. WHAT IS TRIZ?

We are glad to see you in the "Stealth Hunters" children's research laboratory. Each meeting in our laboratory is held under the motto

"To think wisely

act, create

for the good of man

yourself and the world

transform".

“In order to do something differently, you need to be able to see it differently.”

Most teachers and theorists around the world are convinced that it is necessary to move from "knowledge transfer" to "life learning". But we must take into account that we must teach children how to live in a democratic society. As one of the famous French teachers Celestine Frenet wrote:

“Only through freedom can one prepare for freedom, only through cooperation can one prepare for social harmony and teamwork, only through democracy can one prepare for democracy.”

The school should be the first model of a democratic society, democratic relations. Democracy cannot be taught separately, but only on the condition that such training is carried out by each teacher in each lesson by introducing appropriate approaches to teaching. One of these approaches - proven, interesting, creative - we bring to your attention. This is TRIZ pedagogy. The goal of TRIZ pedagogy is the formation of strong thinking and the education of a creative personality, prepared to solve complex problems in various fields of activity.

Methods for solving inventive problems include techniques and algorithms developed within the framework of TRIZ, as well as foreign methods such as brainstorming, synectics, morphological analysis, the method of focal objects, empathy, and others.

What is TRIZ? Brief historical background.

1946 - work begins on the creation of a scientific technology of creativity, its author is Genrikh Saulovich Altshuller.

1956 - first publication.

1989 – the International TRIZ Association was established. The software product "Inventing Machine" appeared.

1995-1997 - this software product was purchased by Ford, Proctor and Gamble, Motorola, Samsung and others.

For more than 10 years, an interesting experience has been accumulated in the use of TRIZ in education to develop the thinking of children of different ages.

With a teacher who uses theory, children learn with interest, effortlessly master new knowledge.

Creative imagination development technologies help screenwriters and writers to develop the plots of their works, to come up with extraordinary fantastic objects. Businessmen are ahead of competitors and increase their income.

The main contradiction of pedagogy is the contradiction between the colossal rate of accumulation of knowledge by mankind and the relatively low rate of accumulation of knowledge by an individual. It is necessary to teach not specific knowledge, but to teach to learn, and quickly. It is necessary to prepare children to meet new challenges that they have not had to face before. Education relies on the transfer of knowledge, often outdated even before it enters the school curriculum. How to keep up with science? A paradox arises: we must teach children to live in a world that we do not know ourselves, in the world of the future.

The school gives knowledge and teaches to obey the rules, discipline. In developed countries, only 10% of the population is employed in mass production, these are people of factory discipline. But in life you need initiative, inventive, creative. Teaching goes one way and ideals go the other. Young people are caught in the tension between “I want” and “I can”, but they have never been taught how to solve it.

TRIZ pedagogy has spread in England, USA, Russia, Belarus.

TRIZ pedagogy is based on:

Techniques and technologies that allow you to master ways to remove psychological inertia (RTV course - the development of creative imagination).

Methodology for solving problems, which is based on the laws of development of systems, general principles for resolving contradictions and mechanisms for applying them to solve specific creative problems.

An educational system built on the theory of the development of a creative personality.

2. TRIZ - PEDAGOGY

TRIZ training starts from the age of 3 through games: games for the formation of the ability to identify the functions of an object; games to determine the line of development of the object; games for the ability to identify the resources of the object; object classification games.

The game "Good and Bad"- to unite over- and sub-systems of the object.

Fire Falling leaves

The game "Let's Change"- to compare systems.

Allocate types of creative tasks.

inventive task.

Task "Traffic lights"

Task "Elevator Accident"

Task "Porthos".

Research task.

Design task.

Forecast task

System operator

If we consider something

It's something for something

It's something from something

It's part of something

Something was something

Something will happen to this

Take something now

Look at the screens!

Object for consideration - chicken

Conclusion: the growth of a chicken depends on such conditions: light, heat, water, air, food.

The challenge is discovery.

A task with an additional condition.

Problem with missing data.

Working with such tasks is based on dichotomy, a method of narrowing the search field. The main way to work with children is yes-no game.

I thought of a number within 100.

What is this number? (55)

What is this fairy tale?

"She came last and helped everyone"

METHODS FOR THE DEVELOPMENT OF CREATIVE THINKING AND IMAGINATION (RTI)

Which of us in childhood did not dream of a miracle, did not want to become a strong and omnipotent wizard? But who ever wondered when and where these dreams disappeared? Becoming an adult, a person begins to think and act rationally, guided by both the knowledge gained and his own experience, connecting his imagination only when it is necessary to present the expected result before the implementation of the plan. Fantasizing is considered the lot of children and eccentrics.

When solving a creative task, a person is captured by the usual options prompted by psychological inertia. How to deal with psychological inertia?

Do not trust the first decisions and answers.

Learn to see situations from different perspectives.

Develop imagination.

Do all fish swim?

The methods of developing creative imagination include training " Circles of Lull.

Words are placed on the sectors. Circles unwind and with those words that fell under the arrow, you need to make up a real and fantastic situation, a story about the practical application of the object.

Conducting training.

training "Brainstorm» - a collective search for ways to solve the problem.

training "Synectics"- a kind of "brainstorming" with permission for criticism.

training "Morphological analysis» - combinatorics, inventing fantastic objects in new conditions of existence.

training "Method of focal objects» - the transfer of associative links of a certain object with random objects or their features.

Board

The sun

Candy

Spider

Training " think of something else»- the ability to think of what different objects look like.

training "Empathy"- the ability to make the unfamiliar familiar, and the ordinary - a stranger. Imagine yourself with someone or something.

training "Good or bad» - to teach children to consider some object from a positive or negative point of view.

FANTASY TECHNIQUES OF GANNI RODARI

Reception "Circles on the water". Choose a word from 5-6 letters, write it in a column, pick up nouns for it

P - rooster

A - watermelon

Make up sentences from words.

Dad ate our oranges lying down.

Make circles on the water. Word watermelon

Reading sentences about cases.

Reception "Beanome Fantasy"

Phrases are formed using different prepositions.

SNOW DOG

Reception "Arbitrary Prefix".

An arbitrary prefix is ​​added to the word and a new interesting idea appears.

4. Storytelling techniques.

Fairy tale structure

2. The goal that the hero strives for, and the villain prevents the achievement of the goal.

   Magic items.

   Magic.

   Hero transformations.

   Place of events.

The plot of the fairy tale is compiled according to the key words.

LAND OF MYSTERIES

Probably, not a single child will be left indifferent by a good riddle. On the basis of riddles, many methodological problems can be solved: from the systematization of the properties of objects and phenomena to the construction of models and the development of associative thinking. In addition, composing riddles is creativity that is accessible even to 4-5 year old children.

wakes up

alarm

with feathers

pillow

with spurs

an officer

Compose riddles. The words: hare, train

FOR LAUGHTER

“A smart face is not yet a sign of intelligence. All the biggest stupid things in the world were done with this facial expression.

Baron Munchausen

Humor has many forms. These are funny stories, anecdotes, caricatures, parodies, puns, popular expressions. How to teach a child to come up with a funny story? To start a phrase, we use a phraseological unit, and we need to continue it so that it becomes funny.

For instance:

He took the bull by the horns, because he considered it indecent to hold on to the tail.

The cat was bought in a bag - the cow would not fit into the bag.

Reading phraseological units for children.

TOTAL

TRIZ theory is not a simple system, it is difficult to learn in full. Therefore, the basics of TRIZ are studied with students, and not the whole theory.

The children were given the task: draw a fantasy tree.

Here's what we got.

“It is impossible to teach a bird to fly in a cage. It is impossible to build up "creative muscles" without flying into the open space of tasks "open", which involve a variety of approaches to solving, varying degrees of deepening into the problem, a variety of answers"

Our children's research laboratory is finishing its work. Let your work with children make them free, teach them to think, search, solve problems on their own, and most importantly, show interest in creativity, educate a soul capable of doing good and wonderful deeds.

The diversity of modern child-rearing systems sometimes confuses many parents when choosing an educational paradigm for their child. All pedagogical systems currently support the idea of ​​harmonious development, equally paying attention to the intellectual, emotional, moral and other areas of the child's personality. And the main task of developmental education is to most effectively adapt the child to the upcoming life, to teach him to cope with unpredictable situations that he will fall into during his life, and here the ability to quickly make effective, and often non-standard decisions is of decisive importance.

One of the advanced pedagogical technologies, actively supported by many Russian practitioners and theorists of child education, is the so-called TRIZ or technology for solving inventive problems, created in 1946 by Heinrich Altshuller. After spending considerable time analyzing the data collected by numerous patent funds, he came to the conclusion that all inventions are based on the same premises. Having identified and systematized them, he was able to create his own theory, which is often called not the theory of inventive problem solving, but the theory of finding the right solutions, which reflects the essence of the method much more accurately.

The name of this system is associated more with scientific creativity than with the upbringing of children, however, in the upbringing of children, the use of this technique gives very effective results. This does not prevent the use of TRIZ in "adult" life - in engineering, business, politics, and even in creativity. In fact, the main content of the theory is to teach a child or an adult not only to invent, but to make the right decisions, guided by certain logic and algorithms for assessing the current situation. At present, even analytical computer programs based on TRIZ technology are actively used, which have the ability to provide ready-made solutions for any area of ​​human activity.

The essence of TRIZ technology

Usually, when we find ourselves in a situation that requires us to make a decision, to find a way out of a difficult situation, we can start looking for the best solution to the problem only based on our existing experience, using the trial and error method, and, of course, logic. This approach is not very effective and, if a non-standard solution is needed, it can take a long time and does not guarantee success at all. But what if we had universal principles for finding non-standard solutions applicable to any situation and field of activity? Principles that would allow you to approach the problem systematically, and not situationally? This is exactly what TRIZ teaches.

The search for a solution, a way out of the situation based on TRIZ technology is based on standardized logical operations that grow from the general laws of development of any technical systems. The main premise of TRIZ is that any, even the most technically complex, systems do not arise on their own, but on the basis of common patterns that can be learned and used to create new systems, as well as to solve current problems. The theory of inventive problems makes it possible not to waste time on trial and error or waiting for creative insight, but to use a systematic approach and solve most of the routine work on an intellectual level, finding the optimal solution.

TRIZ in kindergarten

Although TRIZ technology is effectively used in almost all spheres of human activity, it is best to start forming systems thinking from early childhood. That is why many kindergartens and educational systems for preschoolers are increasingly using elements of TRIZ, and in domestic pedagogical science one hears more and more about the emergence of a new direction - TRIZ pedagogy.

The tasks of TRIZ in preschool education are:

1. To teach to see the objects of the surrounding world as multifunctional, versatile.
2. To teach the child to highlight the contradictions between the objects of the world.
3. Teach the child to fantasize and invent new things.
4. To teach how to solve fantastic, fabulous, game problems using TRIZ techniques.
5. Learn to find a way out and effectively solve real situations.

These tasks are consistently implemented in the course of interaction between the teacher and the child, gradually accustoming him to systemic thinking and a non-standard approach in finding solutions to any situation.

We will not now devote you in detail to the intricacies of various options for educational programs for preschool age created on the basis of TRIZ, it is not difficult to do this on your own after studying any of the books on the theory of inventive problems proposed at the end of this article. We only note that there are many of them, and each involves detailed methodological recommendations for educators on a specific embodiment of the theory. TRIZ interaction with children is based on collective games and activities, where children are taught to identify contradictory properties of objects and phenomena and effectively resolve these contradictions based on the task set by the educator. At the same time, TRIZ-oriented educational programs do not replace the main pedagogical program at all, but only reinforce it, allowing you to make the process of education interesting, entertaining and take it to a qualitatively new level.

The main tool used in TRIZ not only for preschoolers, but also for older children is pedagogical search. When the child is not offered a ready-made solution, but is given the opportunity to find it on his own, focusing not so much on the successful result of solving the problem, but on the effective application of the search algorithm.

TRIZ methods

TRIZ classes with children and adults quite often use characteristic methods that allow changing the idea of ​​the initial situation. This makes it possible to reveal new features of an object or system as a whole, still unknown to a novice researcher.

The most frequently used methods in TRIZ systems are:

• The little man method- for ease of understanding of complex, composite processes, they are depicted as little people who are in different relationships with each other. Especially often the method of little men is used in solving problems related to the molecular level. So, the little men-molecules of gas do not swing each other, liquids - hold hands, and solid substances - are tightly linked with both hands and feet.
• Focal object method- the original object is assigned properties that are not originally inherent in it, often fantastic. This breaks the stereotyped perception of the system and allows you to find unexpected solutions.
• System Operator- for any system, subsystems (constituent parts) and supersystems (larger formations, for example, for the “tree” system, the “plant” will be the supersystem) are also worked out.
• Resources- the whole system is considered from the point of view of resources or their derivatives. This makes it possible to approach the solution of the problem in a functional way. In addition, the properties of resources can complement each other, thereby expanding the capabilities of the researcher-inventor.
• contradictions- any system has contradictory properties, with respect to the same function. That is, the “A” property of any system, which allows it to perform a useful function, necessarily implies a negative “non-A” property, which makes it possible not to perform a harmful function.
• fantasizing- through the unification of parts of the whole (for example, a horse and a man are a centaur), reduction or increase, acceleration or deceleration, crushing or unification, statics or dynamics, revival and universalization of objects, and so on.

Combining these techniques allows you to build a single educational process, make it interesting, and most importantly - effective in terms of the development of the personality and cognitive abilities of the child, a systematic vision of the world and a constructive solution of life tasks.

TRIZ games in kindergarten

The first classes in kindergarten always wear a playful uniform, and TRIZ training is no exception. The beginning of critical thinking is laid in the course of simple games:

• "Many-Little"- children are offered to quickly express with conditional gestures (strongly spread palms - a lot, palms together - few, above each other - enough) their attitude to the phrases they heard, such as: “One leg for all people is ...”, “A bucket of water for an elephant - this is ... "," A bucket of water for a sparrow is ... "and so on.
• "Good bad"- children answer the question why it is good or bad in relation to the same situation, and the situations gradually follow one from the other. For example, sweet candy is good and tasty, but also bad, because it can make your teeth hurt. Teeth hurt - this is good, as it is a signal that it is time to go to the doctor, but also bad, because you can go to the doctor in advance ... and so on.
• "Ran away"- a group of children is offered to quickly scatter around according to some sign that the teacher calls. For example, who has clothes with pockets - to the right, and who has no pockets - to the left; who was brought to the kindergarten by dad - to the right, who not by dad - to the left.

Within the framework of this article, we were able to state only the most general points of the theory of inventive problems. To get to know this system better, you can read one of the numerous books on TRIZ, especially since in most cases it is not only informative, but also fascinating reading. As must-read books we can recommend you:

• "Creativity as an exact science" Altshuller G.S.;
• “Kolobok and everything-everything-everything, or How to reveal the creator in a child” Shusterman Z.G., Shusterman M.N.;
• “Fundamentals of Classical TRIZ. A Practical Guide for Inventive Thinking” M. Orlov;
• "Principles of Survival, or Theory of Creativity for Every Day" Kizevich G.;
• "New Adventures of the Kolobok or the Science of Thinking for Big and Small" Shusterman Z.G.;
• “And then an inventor appeared” Altov G.;
• “Denis is an inventor. A book for the development of inventive abilities of children of primary and secondary grades "Ivanov G.I.;
• "How to become a genius: Life strategy of a creative personality" Altshuller G.S., Vertkin I.M.;
• "TRIZ in Kindergarten" Gin.S.;
• "World of Fantasy" series of books;
• "World of Mysteries" series of books.

Thus, TRIZ is an effective effective method used in all spheres of human activity and for all ages. It allows you to systematically approach problem solving, as well as develop critical thinking. Preschool age is the best time to start mastering this way of perceiving the world, since it is at this age that the foundations of future principles of interaction between man and the world are laid.

And finally, a video about how TRIZ methods are used and actively implemented in the kindergarten in Petrazovodsk. Interesting)))

Speaking about the one developed by G. S. Altshuller, we note not only the harmony of the scientific theory, but also its ability to lead to a strong solution without enumeration. This is an undoubted advantage, because it has a large number of practical tools for solving creative problems and production cases of any complexity.

To demonstrate this clearly, we have collected tasks and exercises and explained their solution using the TRIZ methodology. Despite the fact that the theory is intended to work with technical problems, the examples are chosen so that even a person without special education can appreciate its effectiveness.

This page contains some tasks and exercises that G. Altov (a pseudonym under which G. S. Altshuller wrote science fiction) published in the Pionerskaya Pravda newspaper for young inventors. And, as often happens in such cases, not every adult could cope with these tasks, as you can see for yourself. Cases have also been selected - descriptions of real situations when the contradictions that have arisen have been resolved with the help of TRIZ. They are more difficult to solve, but allow you to complete the idea of ​​​​the theory as a practical tool.

rover

Condition . During a scientific expedition to Mars, the spacecraft landed in a valley. The astronauts equipped the rover to better study the planet, but as soon as they left the ship, they ran into a problem. The fact is that it was difficult to move along the surface - numerous hills, pits, large stones prevented this. On the first slope, the wheeled all-terrain vehicle with inflatable tires turned over on its side. The astronauts coped with this problem - they attached a load from below, which increased the stability of the machine, but caused a new problem - the load touched irregularities, which complicated the movement. So, what needs to be done to improve the rover's cross-country ability? At the same time, astronauts do not have the opportunity to change its design.

Suggested Solution

Solution . The technical is formulated in the condition of the problem. The ideal end result is to achieve absolute passability. At the same time, the astronauts operate in the conditions of Mars, they do not have the opportunity to change the design of the rover. Based on this, the resource is the cargo. You should also not forget about, and make sure that changing one part does not affect the functioning of other elements. With this in mind, it becomes obvious that it is impossible to lift the load into the cab or onto the roof, as the center of gravity will shift and the problem cannot be solved. It is also impossible to bleed air from the tires - stability will increase slightly, but patency will suffer, shaking will increase.

To understand how to deal with a load and get a strong solution, you need to remember how we usually do when there is not enough space? We try to place everything as compactly as possible: combine, put one into another. In TRIZ, this technique is called “matryoshka”. With its help, the problem of the rover is easily solved: the load (metal balls, heavy liquid) must be placed inside the tires. This method has practical application, it was proposed to use the Japanese inventor P. Shoho, to increase the stability and maneuverability of cranes and loaders.

Water in the pipe

Condition. A fairly simple and well-known task. There is a metal pipe laid underground through which water flows. To troubleshoot the system, part of the pipe was excavated and faced with the need to determine in which direction the water was moving. Attempts to find out by tapping, by ear, ended in failure. Question: how to understand in which direction the water flows in the pipe? It is impossible to break the tightness of the pipe (drill, cut).

Suggested Solution

Solution. This task is solved very simply. TRIZ provides not only a strict solution algorithm, but also a clear study of the task conditions. G. S. Altshuller always advised before starting work to try to formulate the conditions of the problem in other words. In our case, there is a pipe and water that moves through it. You cannot influence the pipe, so you need to influence the water. Hence, the simplest solution is to heat the pipe in one place, and by which direction the heated liquid will flow, heating the pipe, determine the direction.

Safe Pool

Condition . This is not a task, but an exercise in the ability to find. The goal is to offer the safest possible swimming pool for people who cannot swim.

Suggested Solution

Solution . Using the method , one can find a number of acceptable solutions, since the conditions of the problem do not restrict us in choosing means. So, you can build a pool of a unique design (with a shallow depth, rope fences for each track, pushing fountains). It is also possible to supply swimmers with auxiliary watercraft, for example, life jackets. From the point of view of ideality, the proposal to fill the pool with a solution of concentrated table salt can be considered the most successful option. In it, the body will be pushed to the surface without additional effort. By the way, on this topic there is: “In which sea is it impossible to drown?”. Since you already know the physical component of the necessary condition, think about the geographical one as an addition to the exercise.

Medicines for astronauts

Condition. Not many people know that "seasickness" affects not only sailors and travelers on the sea, but also astronauts. There are cures for this disease, but there are reservations about its use in space. So, small doses need to be taken often, which is inconvenient, and large doses are harmful. How to solve this problem?

Suggested Solution

Solution . The contradiction lies in the need to supply the body with the required amount of medicine without constantly distracting the astronaut to this process. To solve it, the medicine was presented as a crowd of people who want to get to the right place. Obviously, to improve this process, a certain organization is needed - a queue, a gradual advancement. This idea was implemented in the drug, coming to the conclusion that it should be absorbed in parts, and not all at once. According to this principle, tablets with scopolamine were invented to help astronauts cope with "seasickness". They are in the form of a flat disk, which is attached behind the ear like a patch. In this case, the active substance enters the body in a normalized manner due to diffusion.

Dandelions

Condition. Dandelions have a set of chromosomes very qualitatively close to the human. How can this be used to control the operation of a nuclear power plant?

Suggested Solution

Solution. Here, as we see, is not quite a traditional task. Nevertheless, it is solved quite simply, all that is needed is to apply one of the - the law of coordination of the rhythm of the parts of the system. Both dandelion and man are systems, and the fact that their chromosomes are similar makes it possible to judge the reliability of the results of experiments on plants and in the case of humans. But the dandelion rhythm is more frequent (generational change once a year), which in a fairly short period of time allows us to trace the genetic changes in specimens growing near nuclear power plants and draw appropriate conclusions about the impact on humans.

Fish food

Condition. You have an aquarium with fish that feed on cyclops. You need to go away for a few days and solve the feeding problem. You can't ask anyone to help. It is impossible to launch many cyclops at one time - the fish will eat them, and they will still starve. How to proceed in this case?

Suggested Solution

Solution. A domestic situation that (with possible variations - cats, parrots, etc. instead of fish) everyone has encountered. By analogy with the previous problem, it becomes obvious that the supply of food to the aquarium must be constant. In other words, in this case, IFR is an independent static feed intake. How to do it? Those familiar with physics, and in particular with thermodynamics, should find a solution fairly quickly using the description of J. Maxwell's thought experiment, known as "Maxwell's Demon". Transferred to our case, the solution may be the partition of the aquarium with a wall of organic glass with small holes - sufficient for the movement of cyclops through them and, at the same time, restricting the movement of fish to the “side of the cyclops”.

Ice on wires

Condition . Finally, a difficult task that very few people can handle. In our climatic conditions in winter there is a danger of ice accretion on the wires of the power line. Over time, the resulting block can break off the wires with its weight, and even damage what is on the ground below them. What methods to deal with icing?

Suggested Solution

Solution . As it was announced, the solution of this case required significant efforts from the inventors. At first, proposals were made to clean the wires by external methods, for example, with the help of a person. But such methods were discarded due to their inexpediency. The idea came up to heat the wires by passing a current through them under high voltage. But this created a new contradiction, because at such a time, users would not be able to use energy. In this case, the resource itself (current) was chosen correctly and the scientists began to develop the idea of ​​heating the wires through it. Soon a solution was found - along the entire line at a distance of 5-6 m, special rings made of a material with magnetic properties - ferrite, were put on the wires. Under the influence of alternating current, the magnet was heated, which excluded icing.

But this solution was not optimal either. The fact is that the wires continued to heat up even in the warm season, which was unnecessary. The invention was improved - the rings began to be made from a magnet with a Curie point (P. Curie was the first to notice that different magnets retain their properties at different temperatures) equal to zero degrees. Such magnets did not heat up when the air temperature rose above 0°.

Look for more interesting problems and cases on TRIZ on the official website of the G. S. Altshuller Foundation, on the Creative World website, in the book by N. and A. Narbut “TRIZ Textbook and Collection of Problems”. We wish you success in the practice of solving inventive problems!

We also offer to play our game for the development of a non-standard approach to solving problems.