FORMING STUDENTS' READINESS FOR FUTURE RATIONALIZING AND INVENTIVE ACTIVITIES IN THE PROCESS OF TECHNOLOGY LEARNING
Authors:   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Chubar Vasyl 
Published: May 2023

The article is devoted to the problem of improving the formation of high school students' readiness for future rationalizing and inventive activities in the process of specialized technology education. The peculiarity of the study is that the effectiveness of forming the readiness of high school students for future rationalizing and inventive activities in the process of specialized technology training will increase under the following conditions: - the development of students' creative potential is oriented towards the requirements of modern production to their rationalizing and inventive competence in future work; - the educational tasks offered during the educational process will be mainly creative with elements of rationalizing and inventive search activity and will require for their performance the search and independent formulation of the problem, the formation of an adequate hypothesis and its implementation; - the implementation of educational tasks with elements of rationalizing and inventive search activity will be optimally combined with the use of individual and group activities of students and stimulation of a positive attitude towards their performance. Forming the readiness of high school students for future rationalizing and inventive activities, they focused on the following principles: - the components of students' intellectual readiness for future rationalizing and inventive activities develop mainly in situations of "subjective inventions", i.e., in the process of completing educational tasks that involve their independent formulation, detailed analysis of the situation, creative search, screening out inadequate variants of hypotheses, acceptance of various, ambiguous decisions, etc.; - during the educational process, tasks are offered that require the use of program material, as well as searching for information in textbooks and Internet resources; - the specific content of tasks is not of fundamental importance for the implementation of an effective process of formation of readiness for future rationalization and inventive activity. When working on the research, it was taken into account that the process of implementing educational tasks with elements of innovative or inventive activity has many aspects, phases and stages. It is certainly quite difficult for high school students to implement them from the beginning to their practical implementation, therefore, during their implementation, the following stages were distinguished: – preliminary analysis of the task and recognition of it as unknown and formulation of the problem; - search activity for the performance of tasks and identification of shortcomings in the process of implementation of duplicated hypotheses; – identification of contradictions that require intellectual activity, emotional reaction, reflection, additional hypotheses, etc. to overcome; - insight, that is, a sudden understanding of how a problem or problem can be solved. According to the research results, it is proposed: - the method of selecting the content of specialized training of technology high school students, which is based on the use of educational tasks that require the implementation of elements of rationalization and inventive activity with different complexity of search activity and operation, material related to the use of knowledge of various educational subjects and the Internet; - methodical approaches, under the influence of which the emergence and formation of the ability to intellectual activity, necessary for high school students for rationalization and inventive activity, which will be consolidated and develop stably during the implementation of educational projects, i.e., will ensure their ability to quickly and easily assimilate new knowledge and apply it in standard and non-standard situations to solve problems; - ways of optimal use of individual and group cognitive activity for the consistent formation of hypotheses for solving problems related to the implementation of educational projects.