TRIZ (theory of inventive problem solving)

TRIZ MOTTO:
“Resolving conflicts is the key to creative thinking.
The means of working with children is pedagogical search.
If the child does not ask a question, then the teacher asks it himself: “What would happen if ...”
Occupation is not a form, but a search for truth"

TRIZ is the theory of inventive problem solving. The founder is Genrikh Saulovich Altshuller. The main idea of ​​his technology is that technical systems arise and develop not “at random”, but according to certain laws: these laws can be learned and used for conscious - without many empty trials - solving inventive problems. TRIZ turns the production of new technical ideas into an exact science, since the solution of inventive problems is based on a system of logical operations.
Technology G.S. Altshuller has been successfully used for many years in working with children at the stations of young technicians, where its second part appeared - creative pedagogy, and then a new section of TRIZ - the theory of the development of a creative personality.
Currently, technical TRIZ techniques and methods are successfully used in kindergartens to develop inventive ingenuity, creative imagination, and dialectical thinking among preschoolers.
The purpose of TRIZ is not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the ongoing processes. To give educators a tool for concrete practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their little problems.
The starting position of the TRIZ concept in relation to the preschooler is the principle of nature-based learning. When teaching a child, the teacher must go from his nature. As well as the position of L. S. Vygotsky that the preschooler accepts the training program to the extent that it becomes his own.
The TRIZ program for preschoolers is a program of collective games and activities with detailed methodological recommendations for educators. All classes and games involve the child's independent choice of topic, material and type of activity. They teach children to identify the contradictory properties of objects, phenomena and resolve these contradictions. Conflict resolution is the key to creative thinking.
The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it. Learning to solve creative inventive problems is carried out in several stages.
At the first stage, classes are given not as a form, but as a search for truth and essence. The child is brought to the problem of the multifunctional use of the object.
The next stage is the “mystery of the double” or the identification of contradictions in an object, a phenomenon, when something in it is good, and something is bad, something is harmful, something interferes, but something is needed.
The next step is conflict resolution. To resolve contradictions, there is a whole system of gaming and fairy-tale tasks. For example, the task: "How can you transfer water in a sieve?" The educator forms a contradiction, water must be in the sieve in order to transfer it, and there should not be water, since it cannot be transferred in the sieve - it will flow out. The contradiction is resolved by changing the state of aggregation of the substance - water. The water will be in the sieve in a modified form (ice) and it will not be there, since ice is not water. The solution to the problem is to transfer water in the form of ice in a sieve.
At the stage of invention, the main task is to teach children to look for and find their own solution. The invention of children is expressed in creative imagination, in consideration, in inventing something new. To do this, children are offered a number of special tasks. For example, think of a new study chair that you would like to sit on. Come up with a new toy, etc.
The next stage of work under the TRIZ program is solving fairy tale problems and inventing new fairy tales using special methods. All this work includes different types of children's activities - playing, speech, drawing, modeling, application, design, etc.
At the last stage, based on the acquired knowledge, intuition, using original solutions to problems, the baby learns to find a way out of any difficult situation. Here the educator only observes, the child relies on his own strength, his mental and creative potentials. Situations can be different, from any area of ​​human activity. Children are also placed in experimental situations where it is necessary to make decisions quickly.
The TRIZ program provides educators and children with creative methods and tools that a person masters regardless of their age. Owning a single instrument, children and adults can more easily find a common language, understand each other.

Basic Provisions of TRIZ
Main functions of TRIZ
1. Solving creative and inventive problems of any complexity and direction without enumeration of options.
2. Forecasting the development of technical systems (TS) and obtaining promising solutions (including fundamentally new ones).
3. Development of the qualities of a creative personality.

Principles of construction of TRIZ lessons.
- Minimum communication of information, maximum reasoning.
- The optimal form of organizing the discussion of problem situations is brainstorming.
- A systematic approach (everything in the world is interconnected, and any phenomenon should be considered in development).
- Inclusion in the process of cognition of all mental operations and means of perception available to the child (analyzers, cause-and-effect conclusions and conclusions made independently; subject-schematic visibility).
- Mandatory activation of creative imagination.
Thus, TRIZ, on the one hand, is an entertaining game, on the other hand, it is the development of a child's mental activity through creativity. What gives creativity to a child?
- Gives you the opportunity to express yourself.
- The desire to receive new information about the environment.
- Develops the need for cognitive activity.
- Gives the opportunity to create, to create.
- Promotes the development of analytical skills.
- To form the ability to develop and prove their point of view. TRIZ techniques and methods will help with this.
When conducting classes, the following forms of work with children can be used: conversation, role-playing and didactic games, listening to music, staging and modeling situations, and performing practical work. An important role is played by diagrams, tables, symbols and other ways of presenting information. Fairy tales, riddles, proverbs, works of children's writers are used as illustrative material. A large place is occupied by poems chosen in such a way that morality, as well as the conclusion contained in them, do not “stick out” to the fore, but “hide” inside the situation, often mixed. The skill of the teacher is to let the children see this morality for themselves and draw the appropriate conclusion.
As a result, the following positive aspects of TRIZ stand out:
- In children, the circle of ideas is enriched, vocabulary grows, creative abilities develop.
- TRIZ helps to form dialectics and logic, helps to overcome shyness, isolation, timidity; a small person learns to defend his point of view, and when he gets into difficult situations, he independently finds original solutions.
- TRIZ contributes to the development of visual-figurative, causal, heuristic thinking; memory, imagination, affects other mental processes.
The main stages of the TRIZ methodology
1. Search for the essence
The children are presented with a problem (question) that needs to be solved. And everyone is looking for different solutions, what is the truth.
2. "The Secret of the Double" - identifying contradictions: good-bad
For example: the sun is good and bad. Good - warms, bad - can burn
3. Resolution of contradictions (with the help of games and fairy tales).
For example: you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.
Methods
1. Brainstorming method
2.Catalog method
3. Method of focal objects
4. System analysis method
5. Method of morphological analysis
6. The goldfish method
9. Modeling with little people
10. Trial and error
11. Thinking by analogy
19. Typical fantasy techniques

Tasks for reflection:
How to transfer water in a sieve (change the state of aggregation - freeze water);
How to grow up fast (change over time)
How to save a kolobok from a fox?
TRIZ recommends having conversations with children on the following topics:
1) historical: how was the wheel, airplane, fork, pencil, etc. invented?
2) on walks: who is the mother of the wind, who are his friends, what does the wind whisper about, what does the wind argue with the sun?
3) Empathy reception: what does this bush feel? Does the tree feel pain?

Signs of creativity:
Mobility of thinking
Quick Orientation
Non-standard approach to problem solving
Transfer of characteristics of some phenomena, objects, situations to other conditions

Theory of inventive problem solving

TRIZ - the theory of inventive problem solving- a field of knowledge that studies the mechanisms of development of technical systems in order to create practical methods for solving inventive problems. " The purpose of TRIZ: based on the study of objective patterns of development of technical systems, to give the rules for organizing thinking according to a multi-screen scheme. » The author of TRIZ is Genrikh Saulovich Altshuller.

Work on TRIZ was started by GS Altshuller and his colleagues in 1946 . The first publication - in 1956 - was a technology of creativity, based on the idea that "inventive creativity is associated with a change in technology that develops according to certain laws" and what "The creation of new means of labor must, regardless of the subjective attitude to this, obey objective laws." The emergence of TRIZ was caused by the need to speed up the inventive process by eliminating elements of chance from it: sudden and unpredictable insight, blind enumeration and rejection of options, dependence on mood, etc. In addition, the purpose of TRIZ is to improve the quality and increase the level of inventions by removing the psychological inertia and enhancing creative imagination.

The main functions and areas of application of TRIZ:

1. solution of inventive problems of any complexity and orientation;
2. forecasting the development of technical systems;
3. awakening, training and competent use of a person's natural abilities in inventive activity (primarily figurative imagination and systemic thinking);
4. improvement of teams (including creative ones) towards their ideal (when tasks are completed, but this does not require any costs).

Story

G. S. Altshuller began to invent from an early age. At the age of 17, he received his first copyright certificate (November 9), and by 1950 the number of inventions exceeded ten. It is widely believed that inventions come unexpectedly, with insight, but Altshuller, being a scientist and engineer, set out to reveal how inventions are made and whether creativity has its own patterns. To do this, for the period from 1946 to 1971, he studied over 40 thousand patents and copyright certificates, classified solutions according to 5 levels of ingenuity and identified 40 standard techniques used by inventors. In combination with the algorithm for solving inventive problems (ARIZ), this became the core of TRIZ.

Initially, the “method of invention” was conceived as a set of rules such as “to solve a problem means to find and overcome a technical contradiction”.

In the future, Altshuller continued the development of TRIZ and supplemented it with the theory of development of technical systems (TRTS), explicitly formulating the main laws of development of technical systems. Over 60 years of development, thanks to the efforts of Altshuller, his students and followers, the TRIZ-TRTS knowledge base has been constantly supplemented with new techniques and physical effects, and ARIZ has undergone several improvements. The general theory was supplemented by the experience of introducing inventions, concentrated in his life strategy of a creative personality (ZhSTL). Subsequently, this unified theory was given the name of the general theory of strong thinking (OTSM).

Structure and functions of TRIZ

TRIZ basics

Inventive situation and inventive problem

When a technical problem confronts an inventor for the first time, it is usually formulated in a vague way and does not provide guidance on how to solve it. In TRIZ, this form of setting is called inventive situation. Its main drawback is that the engineer is faced with too many ways and methods of solution. Going through them all is laborious and expensive, and choosing paths at random leads to inefficient trial and error.

Therefore, the first step on the path to invention is to reformulate the situation in such a way that the formulation itself cuts off unpromising and inefficient solutions. This raises the question, which solutions are effective and which are not?

G. Altshuller suggested that the most effective solution to the problem is one that is achieved “by itself”, only at the expense of existing resources. Thus, he came to the formulation of the ideal end result (IFR): “Some element (X-element) of the system or environment myself eliminates harmful effects while retaining the ability to perform beneficial effects.

In practice, the ideal end result is rarely fully achievable, but it serves as a guide for inventive thought. The closer the solution is to the IFR, the better it is.

Having received a tool for cutting off inefficient solutions, it is possible to reformulate the inventive situation into a standard one. mini task: “According to the IFR, everything should remain as it was, but either a harmful, unnecessary quality must disappear, or a new, useful quality must appear”. The main idea of ​​the mini-problem is to avoid significant (and expensive) changes and to consider the simplest solutions first.

The formulation of the mini-task contributes to a more accurate description of the task:

• What parts does the system consist of, how do they interact?
• Which connections are harmful, interfering, which are neutral, and which are useful?
• Which parts and relationships can be changed, and which cannot?
• What changes lead to the improvement of the system, and what - to the deterioration?

contradictions

After the mini-problem is formulated and the system is analyzed, it is usually quickly discovered that attempts to change in order to improve some parameters of the system lead to a deterioration in other parameters. For example, an increase in the strength of an aircraft wing can lead to an increase in its weight, and vice versa - lightening the wing leads to a decrease in its strength. There is a conflict in the system contradiction.

TRIZ distinguishes 3 types of contradictions (in order of increasing complexity of resolution):

• administrative controversy: “the system needs to be improved, but I don’t know how (I don’t know how, I don’t have the right) to do this”. This contradiction is the weakest and can be removed either by studying additional materials or by making/withdrawing administrative decisions.

• technical contradiction: "improvement of one parameter of the system leads to the deterioration of another parameter". Technical contradiction - this is the setting inventive task. The transition from an administrative contradiction to a technical one sharply reduces the dimension of the problem, narrows the search for solutions and allows you to move from the trial and error method to an algorithm for solving an inventive problem, which either suggests applying one or more standard technical methods, or (in the case of complex problems) points to one or several physical contradictions.

• physical contradiction: “To improve a system, some part of it must be in different physical states at the same time, which is impossible.” The physical contradiction is the most fundamental, because the inventor runs into limitations due to the physical laws of nature. To solve the problem, the inventor must use the reference book of physical effects and the table of their application.

Information fund

It consists of:

• conflict resolution techniques and application tables;
• systems of standards for solving inventive problems(typical solutions of a certain class of problems);
• technological effects(physical, chemical, biological, mathematical, in particular, the most developed of them at the present time - geometric) and tables of their use;
• resources nature and technology and how to use them.

Technique system

An analysis of many thousands of inventions made it possible to reveal that with all the variety of technical contradictions, most of them are solved by 40 basic techniques.

The work on compiling a list of such techniques was started by G. S. Altshuller at the early stages of the formation of the theory of solving inventive problems. To identify them, it took an analysis of more than 40 thousand copyright certificates and patents. These techniques are still of great heuristic value for inventors. Their knowledge greatly facilitates the search for an answer.

But these techniques only show the direction and area where strong solutions can be. They do not issue a specific solution. This work is up to the individual.

The system of techniques used in TRIZ includes simple and paired (reception-antireception).

Simple tricks to resolve technical conflicts. Among the simple techniques, the most popular 40 basic tricks.

Real field (su-field) analysis

Main article: Su-field analysis

vepol(substance + field) - a model of interaction in a minimal system that uses characteristic symbolism.

G. S. Altshuller developed methods for resource analysis. Several of the principles he discovered consider various substances and fields to resolve contradictions and increase the ideality of technical systems. For example, a "teletext" system uses a television signal to transmit data, filling in the small time gaps between television frames in the signal.

Another technique that is widely used by inventors is the analysis of substances, fields and other resources that are not used and that are in or near the system.

ARIZ - algorithm for solving inventive problems

Algorithm for solving inventive problems (ARIZ)- a step-by-step program (sequence of actions) for identifying and resolving contradictions, that is, solving inventive problems (about 85 steps).

• the actual program
• information supply fed from the information fund
• methods of managing psychological factors, which are an integral part of the methods for developing creative imagination (RTI).

Alternative approaches

There are other approaches that help the inventor to reveal his creative potential. Most of these methods are heuristic. All of them were based on psychology and logic, and none of them claims to be a scientific theory.

1. Focal object method
2. Control question method

Criticism of TRIZ

After the death of G. S. Altshuller, TRIZ experienced a stagnation in development. In it, as well as in the complexity of the practical application of the theory, according to critics, the following problems are to blame:

• There is no methodology for solving problems, despite attempts to form it based on certain laws of technology development.
• Distortion of the dialectical approach due to the introduction of some new concepts.
• The appearance of new modifications of ARIZ complicated the algorithm instead of eliminating the inaccuracies.
• No mechanisms of transitions from the formulated contradiction to its resolution were found suitable for real problems.
• A lot of TRIZ tools were an enumeration of options despite the declaration of rejection of them.
• Use in the Su-Field analysis of physical fields, the existence of which has not been proven.
• The impossibility of introducing TRIZ into production due to the strong dependence on the personal choice of a person.

Modern TRIZ

Modern TRIZ includes several schools that develop classical TRIZ and add new sections that are missing in the classics. The deeply developed technical core of TRIZ (techniques, ARIZ, Su-Field analysis) remains practically unchanged, and the activities of modern schools are mainly aimed at rethinking, restructuring and promoting TRIZ, that is, it is more philosophical and advertising than technical. In this regard, modern TRIZ schools are often reproached (both externally and mutually) for sterility and idle talk. TRIZ is actively used in the field of advertising, business, art, early childhood development, and so on, although it was originally designed for technical creativity.

Classical TRIZ is a general technical version. For practical use in technology, it is necessary to have many specialized versions of TRIZ, which differ from each other in the nomenclature and content of information funds. Some large corporations use TRIZ elements adapted to their areas of activity.

Currently, there are no specialized versions of TRIZ to stimulate discoveries in the field of sciences (physics, chemistry, biology, and so on).

The main obstacle in the development of TRIZ is the lack of a methodology for analyzing the initial problem situation, diagnosing and predicting problems as a source for setting goals for improving sociotechnical systems. To overcome this shortcoming, the development of a modern methodology of futurodizayn - "designing solutions that are adequate to the Future" - is aimed.

One of the trends of technological progress is the intensification of the struggle for copyrights of product developers. Therefore, there is a growing demand for innovative activities of personnel and, accordingly, for methodological and software support for these works. From this point of view, it is necessary to expand the database with a full range of theoretical approaches. Meanwhile, the heirs of Altshuller reject any deviation from the position in the original source. They have the right to insist on their interpretation of the name "TRIZ" and, at the same time, to act in a humanitarian environment, to pedagogy with art, up to memoirs. The alternative is loyalty to new approaches that keep TRIZ afloat as a brand of theoretical developments. New aspects of modeling the innovation process can, in order to avoid excessive disputes, acquire a new name, especially since TRIZ consists of words known before the birth of G. S. Altshuller.

see also

TRIZ/ARIZ:

Evolution of technical systems:

Development of a creative personality:

• Psychological inertia (inertia of thinking) and methods for its elimination:
  • RBC Operator - Size-Time-Cost (RBC) Operator,
  • Little man modeling method (MMM),

Thesaurus

Information fund:

• List of standard techniques
• Register of Science Fiction Ideas
• Tables of application of techniques and physical effects

Main production process (MPP):

• Product
• Working body (RO), tool
• Conflicting couple
• operational time
• operational zone
• x-element

Organizations

Bibliographies

• Short annotated list of books. N. N. Khomenko, D. Kucheryavy

Notes

1. Altshuller, G. S. (1991). FIND AN IDEA. Introduction to the theory of inventive problem solving. - 2nd ed., add. - Novosibirsk: Science. ISBN 5-02-029265-6; - c. 58-59
2. Alshuller G. S., Shapiro R. B. On the psychology of inventive creativity//Questions of psychology. - 1956, No. 6. - p. 37-49.
3. Altshuller G.S. Creativity as an exact science. 2nd ed., supplement.- Petrozavodsk: Scandinavia, 2004. - p.208
4. http://www.trizland.ru/trizba/pdf-books/zrts-01-history.pdf
5. Structure and functions of TRIZ
6. Series of articles "Laws of development of systems", § 6, Vladimir Petrov
7. The book "Basic TRIZ course". Petrov
8. Structural real-field analysis | TRIZ, learning, problem, creativity, idea, task, creative success, methodology and thinking
9. Algorithm for solving inventive problems | TRIZ, learning, problem, creativity, idea, task, creative success, methodology and thinking
10. Receptions | TRIZ | Works | Official G. S. Altshuller Foundation (the author of TRIZ-RTV-TRTL) | www.altshuller.ru
11. development | pair tricks
12. TRIZ-CHANCE TRIZ-CHANCE Do we know geometry?
13. TRIZ - the theory of inventive problem solving
14. TRIZ in business. Business cube Semyonova.
15. The simplest methods of invention
16. Pair tricks
17. Extended Standards System
18. Generalized models for solving inventive problems

November 3, 2016 at 20:00

The theory of solving inventive problems on the fingers

• Algorithms,
• Entertaining puzzles

Imagine you are faced with the problem of how to improve something, or how to make something work. How to come up with something new? For this, the Theory of Inventive Problem Solving was invented. In this topic, I will try to tell on my fingers what it is about

For warm-up

Life situation: in good weather, the windows in the apartment should be open, but if it rains outside, then it will be necessary to close them. We have no desire to follow this and close them ourselves. What solution comes to mind?
An interesting fact: we always come up with things that we have already seen, or just some ready-made solutions.

The correct statement of the problem

One of the first problems that everyone faced was not understanding the condition. For a given problem, you need to build alternative questions that also solve the problem.

For example: to find an inexpensive express method for detecting air leaks in a car tire (this is a problem as given by the PKD).

Alternative questions (this is a problem as understood (PKP)):

• How to find a leak in a tire
• How to predict the possible location of a tire leak
• How to find a way to fix a leak in a tire

The first option is clearer than the original one, as it is more specific. The more specific the problem is, the easier it is to solve.

Solution enumeration activation method

There are many ways to activate a variable approach to solving inventive problems (in case you need to come up with a specific new one, and not a new way of using an existing one). Here are the main ones:

1. Morphological method
   We create a table where the axes are important parameters and characteristics for us. For each axis, we describe the possible achievements of this characteristic. Thus, choosing one method from each axis, you can choose the most correct and optimal solution for the entire technical system.
2. Rethinking the task
   The same problem can be solved in different ways depending on the goal. For example: it is necessary that the ram does not break when it collides with the door.
   You can change the material of the ram; try to make the battering ram stronger from hitting the door (like rams and their horns on impact).
3. analogy method
   Direct analogy: any similar situation or problem solved in another field of activity, science or nature.
   Personal analogy: an attempt to look at the task, identifying oneself with the object, an attempt to enter into its image, to find personal analogies in the experience of a person.

Example

Consider an ordinary cup. If you pour boiling water into it, then it will become hot on its own, and it will not be easy to hold it in your hands. But we want to use it!
Let's formulate the problem (a contradiction. After all, it is the contradiction that forces us to solve the problem): We need to be able to pour something hot into the cup, and not scald while picking it up.

What are we working with?

One way to keep the temperature of the poured liquid without letting the cup heat up is to make it from a thicker material. This will not lead to significant changes in production, other than additional material costs. A similar decision would be to change the material from which the cup is made.

What if there are other options? You can make sure that the cup has a non-heating place. This idea led to the creation of cup handles.

The cup remained a cup and gained almost no weight. Additional costs are minimal as the handle is made from the same material.

Why not do otherwise?

Of course, these are not the only ways to solve the problem. Except one BUT. The simpler the solution, the easier it is to apply.

A technical object is ideal if it does not exist, and the function is executed
In other words, a solution is best if it requires nothing more than what we have in the condition.

Solutions for other areas

Sometimes some tasks that have been a big problem for a long time in one area have already been solved in another.

Small example

Being in complete darkness, you need to navigate in space. If we can't see, then who can? (we immediately form a contradiction in ourselves: a person cannot see in the dark, but he needs to be able to navigate in it).

Here you can recall animals that feel good in the dark. This role is most claimed by cats and bats. In the first option, at least a weak light source (direct or reflected) is needed. And in the case of a bat, light is not needed at all, they move with the help of reflected sound.

On the example of bats, echolocators were made, but night vision goggles were based on the ability of cats to navigate in low light.

Another interesting example

And another example from the animal world: how to get rid of lacing in clothes? One of the good solutions is to tie the clothes with an additional patch of this very clothes, which formed the basis of most dressing gowns.

The second fairly common solution is to use fasteners instead of fasteners, a variant of which are Velcro (their prototype at one time was the burdock fruit).

Eventually

A brief scheme for the application of TRIZ in general can be represented as:

1. Define the task and formulate it (the problem is given and the problem is understood)
2. Find a contradiction and what prevents you from solving the problem (what is the problem of the situation)
3. Allocate the resources that we have
4. Apply existing decision techniques (in space, time screen, decision from other areas, and so on)
5. Analyze the solution and see if it can be improved

I hope that, despite the brevity, I was able to explain in general terms what TRIZ is (or at least encouraged them to learn more).

Education, according to the English philosopher A.N. Whitehead is teaching the art of using knowledge. The modern student knows a lot, but the avalanche of scientific information is growing. There is a need not so much for the information itself, but for the ability to operate with it, to find unusual, non-standard solutions to controversial problems, to realize the need for a natural change in scientific ideas. Many theories, effects, phenomena, facts from school subjects can lie in the vaults of memory for decades without finding practical application. A bridge is needed between the theoretical knowledge of school disciplines and variations in their use. This bridge is being built with the help of the proposed program "Theory of Inventive Problem Solving" (TRIZ).

The essence of TRIZ technology is that new information is given mainly in the form of problematic and inventive problems and situations, the solution of which requires both knowledge of school subjects and knowledge of the logical system of methods for solving them, i.e. TRIZ (theory of inventive problem solving).

The theory of inventive problem solving (TRIZ) was created and tested in the process of practical application by the famous engineer and writer Heinrich Altshuller as a result of analyzing large amounts of patent information and was initially used to solve engineering and technical problems. However, later it showed its fruitfulness for solving problematic problems in various areas of human activity, including art, business, advertising, politics, journalism, criminalistics, etc., i.e. It turned out to be very interesting and very effective for developing the creative abilities of students.

Distinctive features of the proposed program

Previously existing programs based on TRIZ technology aimed at “assisting young technicians in mastering the basics of design methodology and searching for new technical solutions for their application in technical work...” or “showing students the possibilities of developing their own creative abilities, encouraging them to be creative activity, to form appropriate stable interests.

The program "Theory of inventive problem solving" is designed to form the system-logical thinking of students in the process of studying the theory of inventive problem solving (TRIZ), which will allow:

• to form the system-logical thinking of students,
• solve at a higher level not only scientific and technical problems, but also other problems (social, cultural, domestic, etc.),
• show the potential of intellectual activity of students.

Studying TRIZ allows children to understand that anyone can learn to think creatively, find optimal solutions to the most complex problems, and even become an active inventor. This requires such qualities of the mind as observation, the ability to compare and analyze, combine, find connections, dependencies, patterns, etc. - all that together constitutes creative abilities.

• the way of mastering the past experience of mankind, i.e., the acquisition of knowledge;
• independent realization of their capabilities and development of creative potential through inventive activity.

Knowledge of the basics of school disciplines, together with the theory of inventive problem solving, is organized in such a way that during the lesson it is possible to obtain non-traditional solutions to problems that scientists and engineers struggled with for many years in the past.

The basic provision of TRIZ says: "Systems develop according to certain laws that can be identified and used to consciously solve inventive problems, without random wandering and meaningless trials." That is, the solution of any problematic task is considered an act of development of some system.

The development of the solution is carried out by overcoming (resolving) the contradictions that hinder the achievement of the IFR (ideal end result). In the future, contradictions are eliminated by applying a system of studied principles, techniques, standards, algorithms. These mental tools are taken from the history of human thought, the history of discoveries and inventions, when they were used spontaneously, by insight, and the authors of these inventions and discoveries did not even think that they were using this or that method. With the help of TRIZ, each movement of thought is accurately verified and organized. The effects and phenomena studied at school, together with inventive techniques, are included as an integral part in the logical system of step-by-step, step-by-step problem solving.

The first year of the program implementation includes the study of the theoretical basis of TRIZ and its use in the practice of solving inventive problems created by the authors of the theory on the basis of patents, copyright certificates, social problems and works of art. The information fund of inventive problems is huge.

Practical experience in building research classes shows that a personal information fund, collected by one's own work, motivates the work of children much more reliably than a problem lowered "from above". Therefore, the main content of the second year of study is the formation of the ability to compose inventive problems as a result of the analysis of copyright certificates, patents, problems and achievements of mankind.

TRIZ is an algorithm used by a person, not a machine, so the theory includes special operators to control psychology in order to remove the inertia of thinking. It is imperative that each lesson touches on one or another way of developing creative imagination in order to neutralize the psychological barrier that makes children stubbornly sort out cumbersome mechanical solutions, even if the student is well aware of the effect that gives a beautiful physical, chemical, biological or even psychological solution to the proposed problem. .

With each subsequent lesson, there is a complication of the material in order to repeat, expand and deepen theoretical knowledge.

The content of the course deals with tasks that affect the foundations, stages and ways of development of specific objects and concepts: physical and biological objects, historical periods, philosophical ideas, industries, types of art and other categories. It is proposed to search for ways to solve the most pressing problems of our time, for example, such as the crisis of the fuel economy and the production of new types of energy, problems of environmental protection, issues of solving crimes, etc.

The program is aimed at the development of systemic-logical thinking of students and implements a system of teaching creativity in institutions of additional education, which makes it possible to effectively manage the process of creativity of students as a core interdisciplinary course of the main school. Thus, the orientation of the program is social and pedagogical.

The relevance of the proposed program is determined by the social order of society for a creative person who has a system-logical thinking, is able to master, transform and generate new ideas: “The solution of social, economic and cultural problems characteristic of today's reality is determined by the willingness of the individual to live and work in new economic conditions, the ability to implement continuing education. The implementation of these requirements significantly changes the order addressed to the modern school. The modern student needs to be given not so much information as a collection of ready-made answers, but rather a method for obtaining them, analyzing and predicting the intellectual development of the individual.

The information base of the program - the theory of inventive problem solving by G. Altshuller - is now recognized and popular not only in Russia, but also in the USA, Japan and a number of other foreign countries, where it is often called "applied dialectics".

Program novelty

The development of "Trisian" (system-logical) thinking has not yet become an object of wide application. The reason for this is that the paradigm of systemic-logical thinking has not found its own semantic niche in the personal professional priorities of most teachers. Its recognition should be based on the study of the theoretical aspects of this issue, as well as the practical mastery of the theory of inventive problem solving. This process is slowed down due to the fact that the works devoted to TRIZ issues are mainly focused on the activities of teachers who already own the TRIZ apparatus, and are published in specialized journals and collections, and not for a wide range of teachers.

Candidate of Pedagogical Sciences German Konstantinovich Selevko in his book "Modern Educational Technologies" writes:

«... Achieving a creative level of personal development can be considered the highest result in any pedagogical technology. But there are technologies in which the development of creative abilities is a priority goal, these are:

• identification and development of creative abilities of I. P. Volkov;
• technology of education of social creativity I.P. Ivanova;
• theory of inventive problem solving G.S. Altshuller".

"Theory of inventive problem solving" - an innovative theory of the development of strong thinking in education. Providing students with the "tools" of creativity, it allows not only to acquire knowledge under the guidance of a teacher, but also contributes to their further independent development.

Pedagogical expediency of the program

The theory of inventive problem solving G.S. Altshuller, on the basis of which the program is built, allows children to rediscover the studied laws and make inventions themselves, and not receive them ready-made. Truth, as Diesterweg said, should not be presented to the teacher, but taught to find it. To do this, you need to have a certain type of thinking and know a lot. The theory of teaching creativity based on TRIZ develops this trend in teaching and education.

In most school programs, there is a fair bias towards the assimilation of certain important facts to the detriment of understanding general patterns. The study of TRIZ is designed to solve the problem of integrating sciences on the basis of a systematic approach and implements the transition from the pedagogy of memory to the pedagogy of thinking, from the pedagogy of diligence to the pedagogy of initiative. There is an exit from the system of a given subject to a supersystem, i.e., to different areas of human knowledge and human activity, which helps children form a holistic picture of the world.

With the advent of TRIZ, a real opportunity arose to effectively manage the process of thinking and the process of creativity, based on the laws of system development. Developing education (Elkonina-Davydova) introduces the world to students, its various objects in the vertical column of the system operator (supersystem - system - subsystems), while the powerful thinking tool of TRIZ - the system operator - provides at least 9 screens of perception, including similar vertical columns for the past and future of the system. The addition to a full system operator plus the inclusion of TRIZ tools in research lessons will give a further impetus to the developmental education system.

New things in the development of science are often created in frontier areas. The bulk of inventions was made at the intersection of educational sciences, and children's knowledge is clearly delimited by subject. This knowledge remains without active application and the coefficient of its use is very low. The school, using programs overloaded with scientific information in the educational process, does not have the opportunity to include areas of these boundaries in the topics studied. And, of course, the depth of their meaning cannot be covered by information and references to interdisciplinary connections. TRIZ touches and fills this gap in a rather fascinating way.

The combined use of TRIZ pedagogy and CSR (collective learning method) will make it possible to implement the principle of continuous transfer of knowledge by students to each other.

The system of dialectical learning (LMS), previously known as the "verbal-logical method of teaching", puts students in a mode of partial (under the guidance of a teacher) rediscovery of knowledge. This is well consistent with the task of forming the cognitive (cognitive) sphere of personality activity. At the same time, the accelerating pace of civilization development requires the development of a creative (creative) sphere of activity, which TRIZ offers.

Based on the technology of TRIZ research, it is possible to effectively pose and solve the problems of teaching schoolchildren the basics of search and research activities, which are so necessary for modern man.

The project method of teaching aims students at solving problematic problems with a special organization of this process. The use of TRIZ in the project method can significantly increase the efficiency of project implementation, more often and more effectively present the results of projects at scientific conferences for schoolchildren.

The motivational plan of educational activity in education has not been fully resolved. The course content of the program solves this problem in the most effective way, both in additional and basic education. If the school teaches knowledge, then “TRIZ, or the theory of strong thinking” teaches the ability to use it, which increases the authority of school theoretical courses, allows students to realize the huge potential of the knowledge gained in terms of their applied value, and contributes to successful career guidance. In turn, the use of knowledge as tools of creativity makes it possible to better memorize scientific theories, facts, effects and phenomena.

The problem of success in learning is solved due to the fact that students, analyzing problematic tasks in the course of educational tasks, are significantly more motivated to obtain the knowledge they need.

The study of TRIZ contributes to the implementation of health-saving technologies, since information stress is reduced, the emotionality of the lesson increases, and the joy of creativity is felt.

Of the main goals of school education (educational, cognitive and developmental), TRIZ technology brilliantly fulfills the developmental one. A developed intellect will decide the cognitive goal itself. As for the educational goal of pedagogy, creativity has a great potential for morality, and the culture of the mind educates the general moral culture of a person, determining his active life position.

Purpose of the program

The main goal of the process of implementing the program is to develop the systemic and logical thinking of students in order to reveal their creative potential with the further application of the acquired knowledge in study and life.

Program objectives

Formation of the methods of mental actions and skills determined by the program for the development of practical experience in working with algorithmic material in the form of analysis and solution of inventive problems.

Mastering by students a wide range of techniques and methods for solving creative problems, for analyzing the strength of a solution, for reducing the complexity of the process of obtaining a strong solution.

Development of the position of an active world changer, a creative active person, capable of not only applying and assimilating knowledge, but also independently creating new knowledge in the form of previously unknown solutions to urgent problematic tasks.

The formation of civic consciousness among students, due to the focus on the fundamental overcoming of both technical and social contradictions (including interpersonal conflicts), when the interests of not one but all its participants win.

The formation of economic and environmental thinking of students, due to the idea of ​​the development of systems as an increase in the degree of ideality, i.e. the ratio of the sum of useful factors to the sum of payback factors.

Formation of an idea of ​​the highest level of creativity as an act of replacing the solution of a problem with its prevention.

Disclosure of the potential talents of children and the transfer of the student's personality from the state of potential giftedness to the state of actual giftedness.

Formalization of some processes of creative thinking to simplify the process of creativity for those to whom it is difficult or even inaccessible, which will allow those who are lagging behind, “standing on the shoulders of the great”, to move further and higher.

Identification of the levels of development of systemic-logical thinking of students (initial, minimal, intermediate, advanced, high) and analysis of the potential of their intellectual activity for subsequent career guidance.

Expected results

After completing the course, students should:

understand the system structure of the surrounding world;

stages and laws of systems development;

the history of human civilization as the history of the creation of inventions and objects of art;

that the driving force behind progress is human creativity;

that major inventions and masterpieces of art are the result of resolving the contradictions contained in inventive problems, which in the history of science, culture and art were solved in different ways;

structure, essence and basic techniques of the theory of inventive problem solving (TRIZ) as a scientific system for the formation of rational thinking skills in the creative process;

basic methods for solving inventive problems;

basics of ARIZ (algorithm for solving inventive problems) as the main method of TRIZ (theory of solving inventive problems);

be able to explain the meaning of invention methods: trial and error, brainstorming (brainstorming), synectics, morphological analysis by F. Zwicky; empathy; TRIZ (Altshuller's theory of inventive problem solving);

use ARIZ techniques and methods to obtain the optimal result according to the problem posed in the problem;

determine the levels of creativity of inventions and objects of culture, art; use o knowledge of the fundamentals of science in creative tasks as tools for obtaining solutions of higher levels; o a systematic approach to solving inventive problems of any subject;

theories, effects and phenomena of the studied school disciplines for solving contradictions both in inventive problems and in life situations; represent the difficulties that prevent a person from achieving a goal in a creative endeavor, know and apply ways to overcome them.

Verification methods and summarizing forms

Each lesson involves students solving inventive tasks and problems at different levels of creativity. To identify the levels of development of systemic-logical thinking (initial, minimal, intermediate, advanced, high), the results of the activity are studied and analyzed by the teacher, and potential opportunities for further intellectual activity of students are identified.

Evaluation of the results is carried out both at each lesson (praise for the initiative, entering creative solutions into the register, etc.), and at the final ones (statistical processing of the results in terms of the number and level of creativity of the problems solved; awarding letters and diplomas; conferring "titles"; participation in competitions, seminars, educational and research conferences, festivals; publication of the best works; obtaining certificates and patents).

Materials for current, midterm and final control are control tasks, tests, reports and abstracts, speeches at scientific and technical conferences and the results of participation in olympiads.

Children's age

The study of TRIZ or the theory of strong thinking (technology of creativity) is carried out with the help of inventive tasks, which are formulated from the patent fund of discoveries, inventions, as well as from the content of cultural and art objects. Therefore, the formation of systemic and logical thinking can be started at almost any age, choosing tasks appropriate for age to reveal the topics of the program.

This program is more focused on the middle and older age (14-21 years), because. one of its tasks is the motivational aspect of educational activity and, based on the criteria for levels of creativity, it proposes to form the concept that inventions that use deep knowledge of the fundamentals of science are almost always inventions of a high level. Practically at every lesson there is an idea about the importance of knowledge of school disciplines for solving inventive problems.

Implementation timeline

The program is designed for 2 years of study. With each lesson, the volume of information on topics due to the analysis and solution of new problems increases and becomes more complicated. The second year of the course allows students to repeat the material covered, expand and systematize new knowledge, create their own fund of inventive problems, and possibly make an invention.

Forms and mode of employment

The program implements various forms of work of children in the classroom: frontal, individual and group. The first involves the joint actions of all students under the guidance of a teacher. The second is the independent work of each student. The most effective is the organization of group work. Such forms of classes as competitions, competitions, games, workshops, seminars, consultations, olympiads are applicable. A variety of forms realize the main content of the course - the process of search, inventive activity, which contributes to the manifestation of the child's desire for independent work, self-realization, the embodiment of his own ideas aimed at creating something new.

Classes are held twice a week. The duration of each lesson is 2 hours, i.е. - 144 hours per year, total - 216.

)

G. Altshuller

Theory of inventive problem solving

REFERENCE "TRIZ-88"

1. THE SCIENCE OF INVENTING

CREATIVITY

Invention is the oldest occupation of man. With the invention of the first tools, the history of man begins. Over the many thousands of years that have passed since then, everything has changed, only the technology for creating new inventions has remained unchanged - the TRIAL AND ERRORS METHOD: "What if you do it like this? Oh, it doesn't work? Well, then you can try to do it like this ... "THIS TECHNOLOGY OF CREATIVITY IS EXTREMELY INEFFICIENT UNDER THE CONDITIONS OF MODERN R&D.

In the USSR, about 150,000 research projects are carried out annually. Approximately two-thirds of them are interrupted at the stage of experiment or testing of a new sample. Huge amounts of money are being wasted. Of the 50,000 developments that reach the stage of implementation, only a thousand are more or less widely implemented ("Socialist Industry" dated 06/26/82). Thus, out of 150,000 developments, only 1,000 turn out to be viable, i.e. less than 7%!

Imagine an airport where out of 150 planes taking off every day, only one takes off, and the rest crashes during takeoff and takeoff. Or imagine a construction organization where 100 out of 150 houses collapse during construction, and in 49 houses only individual apartments are suitable, and only one (!) House can be fully occupied. Such is the effectiveness of the trial and error method - the most wasteful of all technologies. The application of this method in modern industrial society inevitably leads to the ruin of society, to the decline in the rate of its progress, to the stagnation of the economy and production.

"You cannot successfully move forward by trial and error, it costs society dearly. The art of political leadership requires the ability to identify and effectively resolve contradictions ..."

Of course, the report is about politics, but politics is based on economics, and economics is based on creative problem solving.

They got used to the method of trial and error, the words "creativity" and "enumeration of options" became synonymous. Perseverance in the search of options is considered as valor. Here are the lines from the usual essay about inventors: “We went to solve the problem almost by touch, went through a lot of theories, at the end of each of which stood: it needs practical verification. We set up thousands of experiments just to make sure: we went the wrong way. devices, resoldered hundreds of meters of wire and exhausted an uncountable amount of film "(E. Margolin. How apples fall. Publishing house "Liesma", Riga, 1976, p. 8).

For inventive problems not solved in time, one has to pay not only with lost profits, but also with the lives of people. LOSS OF TIME, POWER AND LIVES DUE TO IMPERFECTION OF THE METHOD OF TRIAL AND ERRORS WORSE THAN LOSS FROM PLAGUE, EARTHQUAKES AND FLOODS.

Sometimes they try to modernize the trial and error method or use it more intensively. Such, for example, is the Japanese practice. Its essence: all employees at all times must go through all possible solutions. On a walk, at home, while eating always! Tosaburo Nakata taught himself to sort through the options in the toilet (so as not to waste time) and two years later invented the ballpoint pen, becoming a national hero...

The main drawback of the trial and error method is, firstly, the slow generation of new ideas, and secondly, the lack of protection against psychological inertia (ie, the promotion of trivial, ordinary, unoriginal ideas). Since the 20s of our century, methods for activating the enumeration of options began to appear in different countries. One of the most common methods of this kind is brainstorming. The problem is solved in two stages. At the first stage (generation of ideas), any criticism is prohibited, "wild", obviously impracticable, even fantastic proposals are encouraged (in order to eliminate psychological inertia if possible). At the second stage, experts critically evaluate the results of the assault, trying to select rational ideas.

Another method is morphological analysis. Its essence is to build tables that should cover all conceivable options. For example, you want to propose new packaging for products. If, say, twenty types of material (metal, wood, cardboard, etc.) are written on one axis, and twenty types of shape are written on the other axis (solid rigid packaging, continuous flexible packaging, slatted packaging, mesh, etc.) , you get a table that includes 400 combinations, each of which corresponds to one option. You can enter other axes, unlimitedly increasing the number of options obtained. And then in the boundless sea of ​​these options - mostly "empty" - you need to find a few reasonable ideas.

There are other methods for activating the enumeration of options, for example, synectics, the method of focal objects, the method of control questions, etc. All these methods have common, fundamentally insurmountable, disadvantages:

a) there is no mechanism for compiling a list of all possible

options (which means that there is no guarantee of access to the most profitable

nye, economical solutions),

b) there are no objective criteria for selecting the best

riants: proposals are evaluated by experts, and choosing

they naturally eat what their common sense tells them

meaning (i.e. psychological inertia): generating no

trivial ideas are nullified by trivial selection.

The reason for the inefficiency of such methods is that they do not change the essence of the old technology of enumeration of options, this enumeration itself. We need a fundamentally new creative tool, and not a "cosmetic" repair of the old one.

Activation methods are good for solving simple problems and inefficient for complex problems, and there are a majority of such problems in modern inventive practice. The pace of progress depends on the solution of complex problems.

Since their inception, these activation methods have not changed significantly, which means that the wrong path has been chosen, leading to a dead end. We need a different - more efficient - technology for solving inventive problems.

1.3. WHAT IS TRIZ?

In 1946, work began in the USSR on the creation of a scientific technology for creativity. The new technology was called TRIZ theory of inventive problem solving. The first publication on TRIZ refers to 1956 (7). Further development is reflected in books (8-12, 14-16) and in materials regularly published by the journal "Technology and Science" in 1979-1983. (13).

The domestic theory of solving inventive problems is fundamentally different from the trial and error method and all its modifications, the main idea of ​​TRIZ is: technical systems arise and develop not "at random", but according to certain laws: these laws can be learned and used for the conscious - without many "empty" trials - solutions to inventive problems. TRIZ turns the production of new technical ideas into an exact science. The solution of inventive problems - instead of blind searches - is based on a system of logical operations.

The theoretical basis of TRIZ is the laws of development of technical systems. First of all, these are the laws of materialistic dialectics. Some analogues of biological laws are also used, a number of laws have been identified by studying historical trends in the development of technology, and general laws of system development are widely used.

Laws are verified, refined, detailed, and sometimes identified by analyzing large amounts of patent information on strong solutions (tens and hundreds of thousands of selected patents and copyright certificates). The entire TRIZ toolkit, including the funds of physical, chemical, geometric effects, was also identified and developed based on the study of large arrays of patent information; in general, each innovation in TRIZ undergoes a thorough check and correction on patent and historical and technical materials. In this sense, TRIZ can be considered a generalization of the strengths of the creative experience of many generations of inventors: strong solutions are selected and studied, weak and erroneous solutions are critically studied.

The main law of the development of technical systems is the desire to increase the degree of ideality: an ideal technical system is when there is no system, but its function is performed. Trying to increase the ideality of a technical system in the usual (already known) ways, we improve one indicator (for example, reduce the weight of a vehicle) at the expense of other indicators (for example, strength decreases). The designer is looking for a compromise solution that is optimal in each specific case. The inventor must break the compromise: to improve one indicator without worsening the others. Therefore, in the most common case, the process of solving inventive problems can be considered as the identification, analysis and resolution of a technical contradiction.

The main working mechanism for improving TS and synthesizing new TS in TRIZ is the algorithm for solving inventive problems (ARIZ) and the system of inventive standards.

The solution of problems according to ARIZ goes without a lot of "empty" samples, systematically, step by step according to clear rules, correct the initial formulation of the problem, build a model of the problem, determine the available material-field resources (VFR), compose the ideal final result (IFR), identify and analyze physical contradictions, operators of unusual, bold, daring transformations apply to the task, extinguish psychological inertia and force the imagination with special techniques.

Similar contradictions are resolved by the same type of techniques, the most powerful techniques are complex (combinations of several techniques, often combinations of techniques with physical-chemical-geo-effects). The strongest complex techniques form a system of standards - the TRIZ apparatus for solving typical inventive problems. It should be emphasized that standard problems are standard only from the point of view of TRIZ; an inventor who is unfamiliar with TRIZ perceives such problems as atypical and complex. Standards can be used to solve problems that are difficult even from the perspective of TRIZ; such tasks are solved by a combination of several standards.

An orderly and constantly replenished information fund is of great importance in TRIZ: indicators of the application of physical, chemical and geometric effects, a bank of typical methods for eliminating technical and physical contradictions. This fund is the operational basis of all TRIZ tools.

A special section of TRIZ is the course for the development of creative imagination (RTI). In this course, mainly on non-technical examples, the ability to apply TRIZ operators is worked out. The RTV course shakes the usual ideas about objects, breaks rigid stereotypes.

Knowledge of the laws of ES development allows solving not only existing inventive problems, but also predicting the emergence of new problems. The results of such forecasting are much more accurate than those obtained using subjective methods, for example, expert assessments. TRIZ strives for the systematic evolution of TS. Thus, modern TRIZ turns into TRTS - the theory of development of technical systems.

TRIZ arose in technology because there was a powerful patent fund that served as the foundation of the theory. But besides the technical ones, there are other systems: scientific, artistic, social, etc. The development of all systems is subject to similar patterns, so many TRIZ ideas and mechanisms can be used to build theories for solving non-technical creative problems. Such work is underway (23). In particular, with the help of the mechanisms used in TRIZ, the wind energy of plants was discovered (24) and the paradoxes associated with the Russell effect were explained (25).

The apparatus of the theory of inventive problem solving is constantly tested, corrected and improved in the course of practical application. Every year, in hundreds of schools and TRIZ courses, students solve many educational and non-educational (new production) tasks. The analysis of written works makes it possible to objectively determine the causes of errors: whether they were made due to the fault of the teacher, the fault of the listener, or there is a failure of one or another TRIZ tool. The accumulated information is carefully studied, this allows you to quickly develop the TRIZ teaching methodology and the theory itself.

2. TRIZ IS SUCCESSFUL

2.1. EFFICIENCY

Until the 1970s, TRIZ was taught mainly at experimental seminars; since 1970, training has been concentrated in permanent training centers: people's universities of scientific and technical creativity (Leningrad, Dnepropetrovsk, Petrozavodsk), public institutes and schools of inventive creativity (Chisinau, Minsk, Novosibirsk , Angarsk, Vladivostok), studies are also organized by NTTM centers, various ministries, departments, and enterprises. Classes are conducted at the institutes of patent science, in a number of branch institutes for advanced training (IPC). In 1980, for the first time, the training of specialists in TRIZ for permanent work in the subdivisions of functional cost analysis (FSA) began at the IPK of the Ministry of Electrotechnical Industry.

The effectiveness of TRIZ training can be judged by the example of the Dnepropetrovsk People's University of Scientific and Technical Creativity: from 1972 to 1982, the university made 9 graduations, students received - by 1982 - 350 copyright certificates for inventions, savings from the introduction of new technical solutions amount to tens of millions of rubles (see V. Nekrylov, V. Kalenik. 9 issues, 500 listeners. - Journal "Technology and Science", 1982, N 1, p. 24.

Another example: "During the period of study (two years), 30 graduates, using the knowledge gained at school in solving their practical problems, filed 103 applications for alleged inventions, received 65 positive decisions and 38 copyright certificates. According to preliminary data, some of the implemented inventions and 99 rationalization proposals gave an economic effect of almost half a million rubles, but the most important achievement is the formation of a specialist with an active creative position, who understands the wider and deeper tasks facing him, such a specialist who is now urgently needed to fulfill the plans outlined in the resolution "On measures to accelerate scientific and technological progress in the national economy" (Kaluga newspaper "Znamya" for 10/26/83 - About the TRIZ school in the scientific town of Obninsk).

From the article "Invent, you are talented" by V. Mitrofanov, S. Litvin, A. Sushansky in the newspaper "Vecherny Leningrad" dated 10/11/80: applications and received only 5 copyright certificates, after training he filed 42 applications within two years and received 24 certificates for inventions; creativity filed 2 applications and received 2 positive responses, after graduating from our university, he submitted 11 applications and received 11 copyright certificates, two of which are patented abroad and two more are implemented with great economic effect.

From a letter from an Odessa TRIZ teacher, Ph.D. S. D. Tetelbaum (May 1982): "During 9 editions of the IEP, 190 people were trained in TRIZ, of which more than 170 people completed the learning process by submitting real applications for inventions on problems solved with the help of TRIZ."

From a letter from V.M. Zhabin, head of the school of scientific and technical creativity at the Krasnogorsk Optical and Mechanical Plant (January, 1986):

"Information on the effectiveness of TRIZ:

Inventions of Efroimson V.G. introduced in the Quartz-8X movie camera, which went on sale in 1985:

A.s. 475591 - economic effect - 63.000 rubles.

A.s. 476536 - economic effect - 45.000 rubles.

A.s. 890351 - economic effect - 67.500 rubles.

Total: 175.500 rubles

The inventions of Polinovsky V.A., which he made with co-authors, are implemented:

A.s. 733302 - economic effect - 71.000 rubles.

A.s. 733303 - economic effect - 54.000 rubles.

A.s. 733320 - economic effect - 11.000 rubles.

А.с.1013892 - economic effect - 50.000 rubles.

Total: 182.250 rubles

The invention of Meytin V.A. was introduced:

A.s. 693110 - economic effect - 70.000 rubles.

Total for the school: 431.750 rubles."

From the information of the Siberian branch of "Orgstroyproekt" (Angarsk, 20.01.83): "On the impact of the training seminar on TRIZ on the creative activity of employees. During 1982, employees of the enterprise filed 80 applications for alleged inventions, the dynamics is as follows: from January to October - an average of 5 applications per month. After the training seminar on TRIZ (October 4-22, lecturer comrade G.S. Altshuller), the number of applications submitted was 15 per month, the number of inventions increased by 1.9 times."

From the article "TRIZ and fantasy" by V.K. Grebnev, turner-instructor of the "Turbo Engine Plant" association, chairman of the factory council of innovators, deputy chairman of the regional council of innovators (in the collection "The Origins of Innovation: Essays on the Psychology of Search", second edition, Sverdlovsk, Middle-Ural. book ed., 1986): "I confess ... the solution of rationalization problems in recent years takes me much less time than before, firstly, because TRIZ, which I did not know before , gives fairly reliable ways to solve technical problems, and, most importantly, individual methods, in contrast to the collective methods of brainstorming, synectics and others, and secondly, a considerable number of well-established combinations accumulate in memory, which allow you to quickly solve new problems with old ones. ways for me."

From a letter from the inventor V.E. Lukyanenko (Moscow) to the editors of the journal "Technology and Science" (dated May 21, 1982): "I work as an engineer, before I got acquainted with ARIZ and TRIZ I had one copyright certificate, now, after learning TRIZ, I received copyright certificates, all of them are implemented, among them there are inventions (ac. 569782) with a total economic effect of more than 97 thousand rubles.

From an article by Yu. Marilovtsev, Deputy Chairman of the Council of Young Scientists and Specialists of the Lviv Regional Committee of the LKSMU (newspaper "Komsomolskoye Znamya", Lviv, 11.11.79): "... The best young inventor of Ukraine in 1978 and the city of Lviv in 1979 Oleg Kopyl is convinced that that he owes his best results in invention to his knowledge of the theory of inventive problem solving (TRIZ)."

From a letter from the inventor (Leningrad, February 1986): "I am Anglin Robert Kalmanovich, senior researcher at the NPO Ritm, candidate of technical sciences, I studied TRIZ at the Leningrad People's University of Scientific and Technical Creativity in 1978-79. Before entering the university had 46 copyright certificates, which he received over the previous 16 years. After graduating from the university and studying TRIZ, over the next 6 years he became the author of another 88 inventions. All of my 136 inventions are official and created on the topics of my research."

Colonel V. Kolbenkov's article "Inventor Lieutenant Fedorov" (magazine "Rear Armed Forces" N 10-1987, pp. 72-73) tells about a young military engineer who has more than twenty copyright certificates. Some of them are registered not only in our country, but also abroad, in the most technically developed countries. The author of the article, analyzing the circumstances of becoming an inventor, writes: “The first thing is that his father is a shipbuilder who works as a design engineer and has more than fifty inventions to his credit. He often told his son about how insoluble problems arose before him - insoluble in the traditional ways, as he set himself tasks, conducted a search and, finally, found an original solution, in fact, he taught his son the algorithm for solving inventive problems - a discipline that has now been introduced in some universities.

In December 1968, classes were organized for the first time for future TRIZ teachers. These classes cost about 6,000 rubles. In April 1969, one of the students, M. I. Sharapov, spoke in the newspaper "Magnitogorsk Metal" about an invention made according to TRIZ. Later, the savings were calculated - 42,000 rubles. per year only at the Magnitogorsk plant. This covered the cost of education in all TRIZ schools for the next five years. Meanwhile, by 1977, the same Sharapov already had over 30 copyright certificates (see the journal "Technology and Science" N 4-1980, p. 27). Yu. V. Chinnov, another student of the 1968 course, had more than 100 copyright certificates in 10 years. M. I. Sharapov and Yu. V. Chinnov are now honored inventors.

We did not collect statistics on all inventions created with the help of TRIZ. Books, methodological manuals are published systematically, articles are published that tell about the latest developments in TRIZ. Today TRIZ elements are used by very many inventors and innovators, it is practically impossible to determine the total return, but if we summarize the information only for several main schools, we get something like this. For 1972-81 Approximately 7,000 students have passed through these TRIZ schools, almost 11,000 applications have been submitted, more than 4,000 copyright certificates have been received (more than half of the applications are still pending), savings from implementation amount to millions of rubles, and total training costs do not exceed one hundred thousand.

2.3. TRIZ and FSA

According to the Decree of the Central Committee of the CPSU ("Pravda", 1982, N 153), intensive work is underway to introduce functional cost analysis (FCA). At a number of enterprises, TRIZ has been adopted as the main tool for solving problems identified during the FSA (19,20). This significantly speeds up the process of dissemination and implementation of TRIZ: FSA units in design bureaus, research institutes and factories become TRIZ schools and permanent "consumers" of the theory.

From an article by Deputy Minister of Electrical Industry Yu. Nikitin (Kommunist magazine, 1982, N 11, p. 71): "In the Leningrad production association" Elektrosila "union, when conducting FSA, they use the theory of solving inventive problems created in our country ... As a result analysis of the product of low-voltage equipment - the contactor of the KP-2000 series - about fifty proposals were formulated. Their implementation will give an annual saving of 250 thousand rubles, will save up to 450 kilograms of silver."

The Leningrad CSTI issued an information leaflet (N 217-86, UDC 608.1:658.511:005) "Method of carrying out functional cost analysis using the theory of inventive problem solving" (introduced in July 1985). The material was received by the CSTI on February 14, 1986. Compilers: teachers and developers of TRIZ and FSA V.M. Gerasimov and S.S. Litvin. The information sheet, in particular, notes: "The introduction of the FSA method with the use of TRIZ in the LPEO "Elektrosila" in the production of electric boilers made it possible to obtain an annual economic effect of 80 thousand rubles for 2.5 million units."

Deputy prev. State Planning Committee of Latvia V.A. Leitan and specialist in FSA and TRIZ I.B. Bukhman in their brochure "Application of FSA and the theory of inventive problem solving in the industry of the Latvian SSR" (LatNIINTI, Riga, 1985) write: "Experience in the use of FSA and TRIZ in the industry of the Latvian SSR allows us to state the following: a certain progress has been made in the efficiency of the use of FSA and TRIZ. In 1984, the economic effect amounted to 1.5 million rubles ... "

At the end of November 1987, an international seminar was held in Moscow: "Functional and cost analysis and improvement of the technical and economic level of products." Professor of the Department of Ship Design A.L.Vasiliev published a report on this seminar in the newspaper of the Leningrad Shipbuilding Institute "For personnel to shipyards" (dated January 12, 1988). The report, in particular, says the following: "... FSA provides a harmonious combination between technology and the economic understanding of its functioning, and TRIZ helps to find exactly new, non-trivial solutions. I think that such an approach will significantly increase the power of human intelligence and provide a breakthrough in strategic direction of increasing the efficiency of shipbuilding".

3.1. TRIZ and TRTL

Each tool has an inverse effect on the person using that tool. TRIZ is a tool for subtle, daring, highly organized mental operations. The solution of one problem does not yet change the style of thinking, but in the course of classes dozens, hundreds of tasks are solved, thinking is gradually rebuilt: it becomes more flexible and manageable.

Here is a portrait of an inventor who has mastered TRIZ: "Close acquaintance with Prosyanik and his work breaks the usual idea of ​​the typical features of an inventor (how many such "eccentrics" we have seen in cinema, literature, met in life!) - persistence, self-confidence, lack of communication skills, impracticality in ordinary everyday affairs... A millet is completely different. A typical inventor of a new formation, a highly qualified specialist in the theory of invention, in directed search - he receives the necessary confidence from knowing the laws of technology development. And instead of those very traditional "inventive qualities" TRIZ fosters a different dialectical thinking, the ability to see contradictions in any technical (and not only technical) systems that impede development, the ability to eliminate these contradictions, to resolve them on the basis of systemic thinking, the ability to perceive any subject, any problem comprehensively, in all the variety of their connections" ("Socialist Industry", 18 December 1984).

TRIZ provides access to a solution that is close to ideal, but the creative process is not limited to just finding a solution. It is necessary to bring the found idea to the level of a workable and technological design, to "harden" it, to achieve the widest possible implementation. And then - to take up the solution of a new problem. It is known from practice that the average implementation period for an invention of average level is 7-10 years. This is a significant period of time in a person's life. The struggle for implementation is often associated with great personal losses, with a colossal expenditure of time and effort, misunderstanding of others, the need to "break through" the idea. The innovator sometimes has to endure both material deprivation and alienation from his native team. It is much more peaceful to live without creativity, to be "like everyone else", not to "fantasy"... How to force a person to get out of the swamp of everyday life, to despise clearly visible difficulties and to fight with inertia and conservatism?

General appeals and slogans are powerless here. It is necessary to carefully, step by step, prepare a person for the upcoming creative battles, for possible temporary defeats and inevitable difficulties. A person who knows about the dangers lurking along the way will be able to lay the right, most reasonable route.

To form an active creative position, at least six qualities are needed:

1) The presence of a worthy goal - a new (or unachieved), significant, socially useful one.

2) Ability to program the achievement of the goal.

3) Greater efficiency in the implementation of the plans.

4) The ability to solve creative problems in the chosen area, possession of the technique of overcoming contradictions on the way to the goal.

5) Willingness to "take a hit": defend your ideas, endure non-recognition, misunderstanding.

6) Efficiency: on the way to the final goal, intermediate results should be regularly developed.

The education of a complex of creative qualities is the main goal of the life strategy of a creative personality (ZhSTL). The method of constructing LSTL is common for all studies in TRIZ: analysis of large information arrays (in order to identify common patterns). Over a thousand biographies of creative personalities have been studied.

It was possible to trace the formation and development of a creative personality throughout life. Based on historical and biographical examples, it has been convincingly proven that a creative lifestyle is available to everyone, it does not require special innate abilities or super-favorable conditions. It is within the power of any person to choose a worthy goal and begin a systematic struggle to achieve it.

Examining the path to the goal in detail, LSTL gives a person the summarized life experience of generations of creators: it warns about typical dangers, recommends specific methods for overcoming them, and predicts the most powerful moves.

Systematic research on LSTL is gradually forming a new field of knowledge - the theory of the development of a creative personality (TRTL).

TRIZ uses the laws of materialistic dialectics to organize creative activity. TRIZ mechanisms make it possible to instrumentalize these global laws of development as applied to specific tasks of inventive creativity. Therefore, the theory of solution is invented in our country in line with the so-called theory of inventive problem solving (TRIZ). The methodological analysis of these developments should contribute to the implementation of the instrumental function of natural science and its convergence with mass invention... TRIZ formalizes the most important stage of scientific and technical developments, at which there is a dialectical interaction between fundamental and applied research. If earlier the isolation of practically useful fragments of natural science knowledge was carried out spontaneously in each specific case, then TRIZ programs a number of mental and information-sign operations that guarantee the introduction of science into design practice.

In the journal "Questions of Philosophy", N 5, 1986. materials of the "round table" organized by the editors of the journal on the problem of "engineering activity and science" were published. Among the statements cited in the journal article, one can note the words of F.P. Tarasenko, Doctor of Technical Sciences, Professor, Head. Department of Theoretical Cybernetics of Tomsk State University (p. 83): "A brilliant example of "computer-free cybernetization" of engineering creativity is the well-known ARIZ - the algorithm of inventions by G.S. Altshuller, which is a system of heuristics from inventive practice."

In the newspaper "Voskhod" (Arseniev, Primorsky Territory) dated January 9, 1988. the article "Teach Creativity" was published - about the speedy introduction of TRIZ into the urban system of education and production. The comment of V.G. Bespalov, secretary of the CPSU city committee, is curious: “We intend to promote and introduce TRIZ training. "on the creation in Arseniev of a system of continuous management education and computer general education for 1988-90 and until 2000, in which TRIZ is given a worthy place ... In the near future, engineers from leading enterprises and teachers of city schools will be sent to advanced TRIZ centers in the country for internships TRIZ textbooks and materials are already multiplying..."

4. RECOGNITION OF TRIZ

4.1. TRIZ IN THE EYES OF SCIENTISTS

Here are some opinions.

From the article "How to teach creativity?" A. Dyunin, Honored Worker of Science and Technology of the RSFSR, Professor (in the newspaper of the Novosibirsk Institute of Railway Engineers "Kadra to Transport" dated July 12, 1986): "The main ideas of TRIZ are a strategy for approaching a task, a rigorous analysis of the task, and the identification of contradictions that hinder its solution, the search for ways to remove them and reach a strong solution. These ideas are fruitful not only in purely inventive, but also in the wide research practice of engineers... The need to teach students the methodology of scientific and technical creativity becomes urgent.

From a letter from V.I. Tikhomirov, Honored Worker of Science and Technology of the RSFSR, Doctor of Economics. Sci., Professor (Moscow, October 1985): "... TRIZ has entered the curriculum of VTUs and is approved by the NT Council of the USSR Ministry of Higher Education. In particular, we present it at the MAI at all technical faculties and promote it."

In 1985, the Mashinostroenie publishing house, edited by V.I. Tikhomirov, published a textbook for students of aviation specialties - "Organization, planning and management of aviation research and production organizations." The manual contains (p. 47-55) the section "Methods of organizing creative search", written by prof. V. I. Tikhomirov. Several lines are dedicated to the mention of non-TRIZ methods; in fact, the entire section is devoted to TRIZ.

From a letter to the newspaper "Izvestia" by V. N. Shmigalsky, Dr. Sci. sciences, prof. chair of the Simferopol branch of the Dnepropetrovsk Civil Engineering Institute (Simferopol, April 1985): "ARIZ directs a creative worker to solve a problem along the shortest path, sharply reducing the number of options to be sorted out and, aiming at IFR, allows finding solutions to problems at a very high level. Regular use ARIZ develops dialectical thinking, helps to overcome psychological barriers when creating new equipment and developing more advanced technology, enriches a person with an understanding of the patterns of development of technical systems.The main ideas of TRIZ can be transferred to other types of creativity (art, science), as they also develop, overcoming contradictions ".

From a review of letters in the journal "Technology and Science" N 10, 1982, p. 15: "In the Kurgan Research Institute of Experimental and Clinical Orthopedics and Traumatology, the research work "Identification of promising directions for the development and development of new technical means of osteosynthesis" was completed." TRIZ apparatus was used in the instrument. This made it possible to clearly identify a promising direction for the development of technical problems, some of which are protected by copyright certificates for inventions. In our opinion, TRIZ is the most promising basis for predicting the development of technical systems..."

From the note "TRIZ in Ufa Aviation" by Yu. Gusev, Dr. Sci. Sciences, Head of the Department of Industrial Electronics, and I. Alekseev, Ph.D. (in the journal "Technology and Science" N 4, 1983, p. 14): "Having mastered the basics of TRIZ, students, as we have seen, began to more meaningfully assess the patterns of technology development, acquired the initial skills of scientifically based problem solving based on the identification and resolution technical contradictions... When a group of students who attended the 20-hour course "Fundamentals of TRIZ" were in design and technological practice, each made at least one rationalization proposal.Now we have no doubts about the expediency and undoubted benefits of teaching students the basics of TRIZ ".

From an interview with A.P. Dostanko, corresponding member. Academy of Sciences of the BSSR, laureate of the USSR Ministry of Higher Education and the State Prize of the BSSR, Honored Inventor of the USSR, Vice-Rector of the Minsk Radio Engineering Institute (article "Who else but the author?" in the newspaper "Soviet Belarus" dated October 24, 1987): "Creativity, no matter how it may seem Paradoxical, you can teach.Since 1976, our institute has been running a school for young inventors, which studies the theory of inventive problem solving (TRIZ).For the second year in Minsk, under the auspices of the Komsomol city committee, there has been a youth inventive school, which is taught by our graduates.Experience shows that with enough patience, every young specialist, student and even a schoolboy can learn to invent. Now more than 200 students of our institute are inventors."

In the journal "Issues of Invention" N 11, 1987, p. 28-29 A.P. Dostanko cited curious figures: “Ten-year experience of the school of a young inventor at the institute shows that approximately only 10% of students consider themselves capable of creating something new. However, after mastering the theory of solving inventive problems, each student of the school is prepared for complex problems ".

In the publishing house "Economics" in 1985. the second edition of the two-volume "Handbook for the director of a production association, enterprise" was published, edited by Doctor of Economics D.A. Yeghiazaryan and Doctor of Economics A.D. Sheremet. In the first volume, section 13 on invention. Subsection 13.4.3 - "Technology of invention" - dedicated to TRIZ (p. 530-533) The authors of this section are Doctor of Technical Sciences A.V. Proskuryakov and Doctor of Economics N.K. Moiseeva briefly mentioning foreign methods (brainstorming, etc.) and noting that these methods are not always effective in solving problems, they write: "In the USSR, another methodological direction has been developed and is being used." Further, the basic principles of TRIZ are outlined. The practical effectiveness of the theory is noted. The final paragraph: "TRIZ creates the basis for the transition to truly collective creativity, contributes to an increase in the level of organization of creative activity and can be considered as one of the effective methods of invention" (p. 531).

The article "Without taking into account the lessons of the past" by V. Manikhin ("Book Review", March 27, 1987) tells about the preparations for the Moscow International Book Fair MMKVYA-87. In particular, it refers to the books of "Baku author G. Altshuller on invention, whose works interested publishers from the socialist countries." Indeed, books and articles on TRIZ have been repeatedly published in the GDR, Poland, Bulgaria, Czechoslovakia, Vietnam, and Hungary. For example, only recently have translations of two books been published in the GDR: Creativity as an Exact Science and Wings for Icarus. In the organ of the Central Committee of the SED, the magazine "Unity" N 2, 1985 - reviews of these books. In 1986, the second edition of the book "Creativity as an exact science" was published in the GDR.

Publishers from the capitalist countries such as the USA, England, France, Japan, Switzerland, Finland did not ignore TRIZ, and the book "Creativity as an Exact Science" was published in English by the international publishing house "GORDON AND BREACH" in a series on cybernetics (1984). The All-Union Agency for the Protection of Copyrights (VAAP) is negotiating with book publishers from Germany on the translation of three books on TRIZ into German.

Abroad, they not only translate TRIZ literature, but also conduct training. So, for example, in Bulgaria in 1984, 2,000 people took TRIZ courses. And in 1985 - already 6000. In the GDR, TRIZ is used in FSA groups. Since 1986, systematic TRIZ training has been started at various companies in Finland. Since 1987, TRIZ courses began in Vietnam. Here is an excerpt from a letter from one of the Vietnamese TRIZ specialists Duong Xuan Bao (Hanoi, August 1987): "For three months (April, May, June) Chan and I were teaching ARIZ and TRIZ in the same open course" Department of Inventions of the Socialist Republic of Vietnam. "It was the first TRIZ course in Hanoi."

The reader of this information may get the wrong idea about the calm, unhindered development of TRIZ. It may seem that the implementation is in full swing. In fact, the situation is rather alarming. Here is a typical example: in the USSR, systematic education began in the mid-1960s, in Bulgaria - from the beginning of the 1980s. With almost twenty years of experience, we still do not have a permanent state center for training and research on TRIZ. In Bulgaria, such a center has existed for several years!

Another example. In the GDR magazine "Military Technology" N 6 - 1984 (the magazine is published every two months), it was announced the publication of a series of articles on TRIZ in 1985. The article ended like this: "The editors are convinced that the systematic popularization of the constantly developing ideas of G.S. Altshuller will contribute to innovative and inventive activities in the armed forces. "Throughout 1985, a series of publications on TRIZ was going on. And in the Soviet Union there is still no magazine with a permanent column on TRIZ ...

Of course, this is the magazine of the allied army. But interest in TRIZ, as already noted, is manifested not only in the socialist countries. Here is what Kalevi Rantenen, a specialist in TRIZ from Finland, writes (Turku, April 1987): "We started a new course at the PARTEK company. In autumn, we start a big course at the KEMIRA chemical company. advanced training of engineers and at the state center for technical research... I also want to inform you that I received a letter from Denmark from a teacher at the Danish Technical Higher Educational Institution. He is engaged in methods of developing new products and wants to establish contacts with colleagues involved in TRIZ in the USSR. " According to additional information, several other Finnish companies have joined the process of training their TRIZ specialists: FAZER, NOKIA, ELECTROLUX.

Of course, Finland and Denmark are small and non-aggressive countries, but here is an economic journal in English (28th page of the journal for January-February 1987): a short note retelling a large article about TRIZ in the special journal "Technology". The note says that 70 engineers and groups of people of different specialties ... use this method to solve non-trivial problems in the development of systems. In the military and aviation industries, "using the method of Prof. Altshuller, they accurately determine the shortcomings common to existing engines. Using the algorithms created by Prof. Altshuller, they then analyze these shortcomings and apply the appropriate laws of system development to correct them."

Since 1985, state (and not public, as before) training in the methods of technical creativity has begun in our country. In the program developed by the State Committee for Inventions of the USSR and the Central Council of VOIR, TRIZ is given only a few hours of training. Instead of a deep study of the theory of solving inventive problems, students are briefly introduced to fragments of one of the old modifications of ARIZ, taught by people who have not undergone high-quality TRIZ training, who do not even have an idea about the current state of the theory, and, naturally, do not use new developments.

Meanwhile, a well-established teaching of TRIZ could give the country a lot, including currency. Here are the lines from a letter from KODAK consultant Kenneth Lamport, who read the book "Creativity as an Exact Science" (New York, December 1987): "... Are there printed materials on this topic translated into English? How can I I would also like to know if there is TRIZ training in English in the Soviet Union or anywhere else available to a US resident, if so, it would be very useful to get information about the courses: terms, place, cost, mandatory formalities etc..."

Of course, a saving thought arises: to classify TRIZ. But TRIZ is a science. It is possible to classify individual developments for some time, it is impossible to classify the entire TRIZ, just as it is impossible to classify physics, chemistry, genetics, cybernetics. On the contrary, the normal development of science requires international contacts, international scientific exchange. Scientific conferences and seminars on the problems of the methodology of technical creativity are systematically held abroad - not a single TRIZ specialist has ever participated in these events.

The new mindset is to live and work in an open, shared world. And for this you need to learn how to work, not hack-work, learn to withstand any competition and always be ahead.

In the article "Mechanisms for the restructuring of inventive business" by V.G. Lebedev, Dr. Econ. sciences, prof. Academy of Social Sciences under the Central Committee of the CPSU, and G.K. Levanov ("Questions of Invention" N 12-1987, p. 3) noted: "The era of searching for rational technical solutions by trial and error has exhausted itself, we need methods and techniques to optimize the choice of final options for technical solutions. In our country, a lot has already been done for this, and at a level that is ahead of foreign countries. It is worth at least recalling the contribution to the development of the theory of invention by such authors as G.S. Altshuller ... However, neither the algorithm for solving inventive problems ( ARIZ), nor the theory of inventive problem solving, developed by G.S. Altshuller... have not yet received noticeable, and even more so mass use, despite all their advantages and advantages.

Another excerpt is from the book by V. A. Sidorov "Breakthrough into the Future" (ed. "Young Guard", M, pp. 209-210): "TRIZ, the theory of inventive problem solving, created in our country, is generally recognized as unique, of the existing in the world. Like many new things, the methodology of invention was born in battles with conservative views. Of course, discussions that the inclination to invent is a natural gift, "God's spark", the lot of the few, have gone beyond the denial of this theories have not gone away in many places."

Year after year, overcoming the distrust of skeptics, new TRIZ schools were organized, teachers were trained, teaching experience was accumulated, and visual and teaching aids were compiled. This colossal work now makes it possible to deploy a massive and practically effective TRIZ training system in a short time. The question stands as follows: either use the huge potential of the TRIZ training system, or ignore TRIZ and work with an extremely inefficient trial and error method.

Books and articles on TRIZ are instantly and regularly translated abroad. It will take 5-7 years and TRIZ will be widely used in many friendly and not so friendly countries. You must not waste time! Not to lose the vanguard position that the Soviet Union currently occupies in this field.

The new technology of creativity is the most important of the technologies, the national wealth of the country.

5. TRIZ TRAINING SYSTEM

5.1. HOW IS TRIZ TEACHED?

TRIZ is a new branch of knowledge that is rapidly developing into a separate science. TRIZ has its own field of study (laws of development of technical systems, laws of development of a creative personality), its own method (analysis of large arrays of patent, historical-technical and historical-biographical information), its own language (su-field analysis: technical "reactions" can be written as chemical reactions) own information fund (principles, methods and techniques for resolving contradictions, indicators for applying effects).

In theory, TRIZ should be taught from childhood. Since 1976, an experiment has been started in Pionerskaya Pravda: a methodology for teaching children is being worked out. Written as a page "Invent? It's so easy! It's so hard!" More than 50 pages published. The first gave few responses - 300-500 letters. Now there are about 10,000 emails per page. Gradually, we learn to work with children: we present "pieces" of the theory, select interesting tasks, etc. Based on the materials of "Pionerskaya Pravda", a book was written: G. Altov "And then an inventor appeared."

Similar work is now being done on the pages of the Chisinau newspapers "Young Leninist" and "Youth of Moldova" by TRIZ teachers and developers B. Zlotin and A. Zusman. Based on the materials of these issues and face-to-face classes with schoolchildren, they prepared the book "A Month Under the Stars of Fantasy".

Similar materials are also published in the Leningrad newspaper "Lenin's sparks" by the teacher and developer of TRIZ I. Vikentiev. Together with a co-author, he compiled a manual for "children's" TRIZ teachers.

Classes with children are also successfully going on in other cities: Riga, Norilsk, Odessa, etc.

Since 1988, work has begun on TRIZ with high school students and vocational school students on the pages of the Parus magazine.

There are also TRIZ classes in a number of universities.

And yet the main contingent of our listeners are engineers from 30 to 50 years old. A range of training programs has been developed and tested for them:

1) Up to 40 teaching hours. This course is for informational purposes only. The purpose of the course is to show the range of issues that modern TRIZ deals with and to attract students to further systematic serious study. Classes are usually held with a partial separation from work for 4-8 hours a week. Weekly seminars are also practiced with a complete separation from work. Seminar organizers need to copy up to 100 pages of handouts of training materials (hereinafter - based on each listener). It is advisable to provide each student with one book on TRIZ.

2) 60-90 teaching hours. Six months with classes once a week or a two-week seminar with a break from work. The goal is to master the main working tools of TRIZ. Introduction to TRTL. Handouts - up to 200 pages. In addition - 1-2 books on TRIZ.

3) 120-150 study hours. A year with classes once a week or a monthly seminar with a break from work. Recently, such programs have been carried out in two stages: They organize a two-week seminar, teachers leave students a task for a period of self-study, and a few months later a second cycle seminar is held with the same audience. Graduation work is being completed - the solution of a production problem. The goal is a solid mastery of the basic working tools of TRIZ and the solution of at least one practical problem with their help (with subsequent registration of an application). Development of creative thinking skills, initial preparation for teaching in TRIZ, practice of using TRTL elements. Handouts of up to 400 pages should be reproduced for classes. Plus two or three books on TRIZ.

4) 220-280 teaching hours. Two years of weekly classes or two monthly off-duty workshops. The goal is advanced mastering of modern TRIZ and solving several production problems (with mandatory registration of applications), acquiring the skills of systematic creative thinking, training teachers and developers of TRIZ and TRTL, minimum teaching and research practice in TRIZ and TRTL. The volume of handouts is about 500 typewritten pages. Plus three or four books on TRIZ.

What is the return on learning TRIZ?

If we take into account the increase in interest in life, the flourishing of creative activity, the "rejuvenation" of a person and calculate only economic efficiency, we get something like the following. Experience shows that it is possible to guarantee - when teaching a group of 30 people in a program of 150 hours - at least:

Immediately upon completion of training - 20 technical solutions on

the level of the proposed inventions

A year after training - 15 applications for inventions.

Two years later - 30 applications, 5 auth. certificate,

one introduced invention.

Three years later - 40 applications, 12 auth. certificate,

3 introduced inventions.

We emphasize once again: the calculation of efficiency is carried out according to the guaranteed minimum.

A developed unified public system of training and development of TRIZ and TRTL has been created in the country: courses, seminars, public universities, public institutes, factory, city and regional schools. It is planned that this social structure will be transferred to a state structure, moreover, on the basis of full cost accounting and self-sufficiency. Schools in a number of cities of the country are already operating on such principles: in Angarsk, Vladivostok, Chisinau, etc.

Whatever the program of the classes, it is necessary - first of all - to ensure the quality level of the seminar. Today, teaching the methodology of technical creativity is becoming financially profitable. This attracts a lot of people random for TRIZ to teaching. Speculating on the increased interest in technical creativity, these people only create a distorted idea of ​​the subject in the audience, falsifying their studies. It is clear that TRIZ is not responsible for the learning outcomes if the teachers are random people.

1) 370119 Baku, Oil refiners ave., 108, bl. 4, apt. 57

Altshuller Heinrich Saulovich

2) 226057 Riga, st. Locomotives, 46, apt. 113

Bukhman Isak Beintsevich

Vertkin Igor Mikhailovich

4) 107497 Moscow, Novosibirskaya, 1, bldg. 2, apt. four

Gasanov Alexander Iskanderovich

5) 277060 Chisinau-60, a. I. 3468

Zlotin Boris Lvovich

6) 665825 Angarsk, quarter 94, building 3-a/3-b, apt. 72

Ivanov Gennady Ivanovich

7) 454000 Chelyabinsk, Lenin Ave., 60, CHUNB, Department

technical literature, Kozhevnikova Lyubov Anatolyevna

8) 630027 Novosibirsk-27, a. I. 308

Ladoshkin Viktor Seliverstovich

9) 198147 Leningrad, M. Detskoselsky pr, 38, apt. 81

Litvin Semyon Solomonovich

10) 194021 Leningrad, Shvernik Ave., 30, apt. 43

Mitrofanov Voluslav Vladimirovich

11) 428015 Cheboksary-15, a. I. 16

Mikhailov Valery Alekseevich

12) 620055 Sverdlovsk, st. S. Morozova, 175, apt. 46

Pevzner Lev Khatevich

13) 195269 Leningrad K-269, Svetlanovsky pr, 101, apt. 308

Petrov Vladimir Mikhailovich

Salamatov Yury Petrovich

15) 185000 Petrozavodsk, st. Engels, 13, apt. 36

Selyutsky Alexander Borisovich

16) 320108 Dnepropetrovsk, a. I. 1050

Stupniker Yury Iosifovich

17) 220020 Minsk, st. Rainbow, 6, apt. 218

Khomenko Nikolai Nikolaevich

18) 630129 Novosibirsk, st. Dawn, 10, apt. 122

Tsapko Sergey Mikhailovich

19) 220119 Minsk, st. Tikotsky, 24, apt. 79

Tsurikov Valery Mikhailovich

All questions related to seminars must be resolved in advance. Requests for classes must be made no later than six months before the expected date. The organizers have to do a lot of preparatory work. For experienced teachers, as a rule, the program of seminars is scheduled for six months or a year in advance.

5.3. LITERATURE

Dialectical materialism is the basis of TRIZ

1. Materialistic dialectics. In 5 volumes. Under the general editorship of F.V. Konstantinov and V.G. Makharov. Ed. "Thought", vol. 1 (1981), vol. 3 (1983)

2. V. I. Lenin. About invention and introduction of scientific and technical achievements into production. Politizdat, 1973.

3. Institute of History, Philology and Philosophy of the Siberian Branch of the USSR Academy of Sciences. Philosophical department of the USSR. Methodology and methods of technical creativity. Abstracts of reports and communications for the scientific-practical conference June 30 - July 2, 1984. Ed. SO AN USSR. Novosibirsk, 1984

4. P. S. Dyshlevy and L. V. Yatsenko. Ways of convergence of scientific and technical creativity. - In the collection "Fundamental Research and Technical Progress", Sib. otd. ed. "Science", Novosibirsk, 1985, p. 93-98.

To the history of TRIZ development

5. Journal "Sail" N 1 - 1988, p. 16-21 (V. Tsurikov. The road to the universe of ideas. A. Rosin. How to invent ... yourself).

6. D. Bilenkin. The path "through the impossible", Tambov book publishing house, 1964.

7. G.S. Altshuller, R.B. Shapiro. On the psychology of inventive creativity. "Questions of psychology" N 6 - 1956, p. 37-49.

8. G.S. Altshuller. How to learn to invent. Tambov book publishing house, 1961

9. G.S. Altshuller. Fundamentals of invention. Central Black Earth book publishing house, 1964

10. G.S. Altshuller. invention algorithm. Ed. "Moscow worker". 1st edition - 1969, 2nd edition - 1973

Fundamentals of modern TRIZ

11. G.S. Altshuller. Creativity as an exact science. Ed. "Soviet radio", Moscow, 1979

12. G.S. Altshuller, A.B. Selyutsky. Wings for Icarus. Ed. "Karelia", Petrozavodsk, 1980

13. From 1979 to 1983, TRIZ materials were regularly published in the journal "Technology and Science":

a) Presentation and discussion of the fundamentals of TRIZ: NN 3-6 and 9-10 for 1979

year, NNs 10 and 12 for 1980.

b) Development of fantasy in teaching TRIZ: NN 5-7 for 1980.

c) Examples of using TRIZ in solving specific problems:

No. 10, 1979; Nos. 4 and 9, 1980; NNs 2 and 10 for 1980

d) "Practical work on TRIZ": starting with N 1, 1980

e) Fragments of the index of the application of physical effects: NN 1-9 for

1981; NN 3-5 for 1982

f) Application of chemical effects: N 6 for 1982

g) Application of geomeffects: N 7 for 1982

14. G.S. Altshuller. Find an idea. Sib. otd. ed. "Science", Novosibirsk, 1986.

15. Collection "Daring formulas of creativity", ed. "Karelia", Petrozavodsk, 1987

16. Collection "Thread in the labyrinth". Ed. "Karelia", Petrozavodsk, 1988

17. G.I. Ivanov. ..And start inventing! East Siberian book publishing house, Irkutsk, 1987

18. N.T. Petrovich, V.M. Tsurikov. Path to invention. Ed. "Young Guard", Moscow, 1986

TRIZ and FSA

19. G. S. Altshuller, B. L. Zlotin, V. I. Filatov. Profession - search for a new one. Ed. "Cartya Moldovenyasca", Chisinau, 1985

20. V.M. Gerasimov, S.S. Litvin. Accounting for the laws of technology development in the course of functional cost analysis of technological processes. - In the collection "The practice of carrying out functional cost analysis in the electrical industry". Energoatomizdat, Moscow, 1987, p. 193-210.

Application of TRIZ to solving legal and scientific problems

21. R.B. Shapiro, G.S. Altshuller. On some issues of Soviet inventive law. "Soviet state and law", N 2, 1958, p. 35-44.

22. G. Altov, V. Zhuravleva. Journey to the epicenter of controversy. "Star", N 2 - 1964, p. 130-138.

23. I.M. Kondrakov. Discovery algorithm? - "Technology and Science", N 11 - 1979

24. G. G. Golovchenko. About the wind energy of plants. "Plant Physiology", 1974, v. 21, issue 4. c.861-863.

25. V. V. Mitrofanov, V. I. Sokolov. On the nature of the Russell effect. "Physics of the Solid State", 1974, v. 16, N 8, p. 24-35.

Development of students' creative abilities

26. G. Altov. And then an inventor appeared. Ed. "Children's literature". M, 1984. Second edition - 1987.

27. B. Zlotin, A. Zusman. A month under fantasy stars. Ed. "Lumina", Chisinau, 1988

Development of creative imagination

28. G. Altov. Fantasy and reader. Collection "Problems of sociology of the press". Issue 2. 1970, Sib. Department. ed. "Science" Novosibirsk.

29. B. Shevchenko. Development of creative imagination. Methodological guide. Frunze Polytechnic Institute. 1987

30. P. Amnuel. Star ships of the imagination. Ed. "Knowledge", M, 1988

5.4. FUND OF TRIZ MATERIALS

In 1987 G.Altshuller and L.Kozhevnikova founded a collection of materials on TRIZ in the Chelyabinsk Regional Universal Scientific Library (ChOUNB). The foundation was created for several reasons. First, the mass application of TRIZ begins. About three hundred TRIZ schools (courses, seminars, institutes, TRIZ study groups, etc.) operate in the country. The number of new schools and teachers is growing rapidly. Of course, teachers will be able to work through several books on the theory of inventive problem solving in their local libraries, but modern knowledge is not limited to this. There are a number of materials that have not been published in large numbers: manuals, training programs, problem books, summary card files of technical solutions, card files of biographies, research on the laws of development of technical systems and their mechanisms, photographs from classes, educational and informational posters, etc. It is necessary for a qualified teacher to know and use these materials collected in the CHUNB, they become publicly available.

The second important reason is the collection of all previously developed (and being created now) materials on TRIZ. Over many years of work, a large array of printed and handwritten works has accumulated, scattered across schools and personal collections of teachers and researchers. To record and classify the material, they should have been collected in one center. This makes it possible to move forward more effectively both in teaching TRIZ and in developing theory.

And thirdly, a unified, registered fund is necessary to preserve the national priority and guarantee the copyrights of TRIZ researchers.

For more information about the fund and the rules for working with its materials, please contact L. Kozhevnikova (see address in section 5.2).

TRIZ is designed to solve specific technical problems, but another function of TRIZ is no less important: providing such a technology of thinking, which in old terms we call talent. Today, when the experience of many TRIZ schools has been accumulated, we can confidently say that every engineer is able and must "according to science" (according to TRIZ) solve problems that are commonly considered creative.

Is it possible to teach everyone to run at a speed of 50 km / h? Yes, if "running" is replaced by driving a car. Can everyone be taught to work faster than the most talented digger? Yes, if you replace the shovel with an excavator. TRIZ gives the engineer an excavator - this is the meaning of TRIZ, a new tool for creative activity.

It is unreasonable and wasteful to solve creative problems by the method of "falling" at a time when scientific technology has been created, just as it is unreasonable and wasteful to drag loads on oneself when there are trains, cars, and planes.

Today, only people who are not familiar with modern TRIZ object to TRIZ. These objections are most often built according to the formula: "I have not read anything about your TRIZ, but I think that ..." and then "thoughts" follow, the essence of which boils down to the need to use common sense, ingenuity, folk sayings, proverbs , anecdotes... As far as TRIZ is concerned, it should not be studied, "thinkers" believe. First, they say, because TRIZ is too complicated. Following this logic, there is no need to study physics, chemistry, mathematics, biology, etc. (you don’t even have to learn to speak: according to foreigners, the Russian language is very difficult to learn). If humanity listened to such advice, it would still be sitting on trees, sticking to the branches with its tails.

The second argument looks like this: "And who will do the rough, non-creative work? Why does the world need so many people involved in creativity? There are enough of those who are talented from birth."

How much history repeats itself! Once upon a time, they objected in the same way to teaching literacy: it was believed that being literate was the lot of the elite, today in our country everyone is taught to read and write: did this lead to a catastrophe, to an overproduction of the literate? TRIZ is the ABC of talented thinking, each person must be creatively literate.

"You say," say the skeptics, "that everyone can be taught to invent? But this cannot be! What about innate abilities? And geniuses: after all, they are geniuses from birth, aren't they?"

This position is due to simple reasons:

a) Since ancient times, everything has changed, except for the technology for solving creative problems. They got so used to the method of trial and error that creativity itself began to be identified with solving problems by sorting through options.

b) TRIZ denies the monopoly on creativity supposedly provided by natural abilities. And such monopolies and privileges (patrimonial, property, racial, etc.) are held firmly, defending them by all means, including force.

In the storms of great revolutions, prejudices about the superiority of well-born people, about the special abilities of rich people, collapsed, but the idea of ​​the exclusivity of people endowed with creative abilities survived and, perhaps, even became stronger. They no longer say: he is better because he is richer. Now they say differently: he is better because he has creative abilities. Only this is not a cause of inequality, but a consequence. The myth that justifies inequality by referring to ability is exceptionally strong, but it will inevitably collapse.

People have the same right to happiness, and this right includes, first of all, the possibility of creativity, the development - for creativity - of the corresponding abilities.

Baku April, 1988

1. THE SCIENCE OF INVENTING

1.1. TRIAL AND ERRORS IS CATASTROPHICALLY BAD TECHNOLOGY

1.2. METHODS OF ACTIVATION OF THE SUMMER OF OPTIONS - THE WAY TO A DEADLOCK

1.3. WHAT IS TRIZ?

2. TRIZ IS SUCCESSFUL

2.1. EFFICIENCY

2.2. INFORMATION FOR CONSIDERATION (I)

2.3. TRIZ and FSA

3. CULTURE OF CREATIVE THINKING

3.1. TRIZ and TRTL

3.2. TRIZ - WORKING TOOL OF DIALECTICS

4. RECOGNITION OF TRIZ

4.1. TRIZ IN THE EYES OF SCIENTISTS

4.2. INTERNATIONAL RECOGNITION OF TRIZ

4.3. INFORMATION FOR CONSIDERATION (II)

4.4. INFORMATION FOR CONSIDERATION (III)

5. TRIZ TRAINING SYSTEM

5.1. HOW IS TRIZ TEACHED?

5.2. WHERE TO GET A CONSULTATION?

5.3. LITERATURE

5.4. FUND OF TRIZ MATERIALS

6. INSTEAD OF CONCLUSION: TEACH EVERYONE? YES!