TRIZ Textbooks:  CID Course for Children, 2-2G
Fantasy City: Course of Creative Imagination Development (CID) Based on TRIZ, 2nd Grade, 2nd Semester,  Methodical Guide-Book
Natalia V. Rubina (Petrozavodsk, Russia) 1999 [published in Russian];  English translation by Irina Dolina (Tokyo, Japan) May 4, 2001;  Technical Editing by Toru Nakagawa (Osaka Gakuin Univ.) Sept. 3, 2001
Published in this "TRIZ Home Page in Japan" in English on Sept. 11, 2001 under the permission of the Author.   (C) N.V.Rubina, I. Dolina, T. Nakagawa, 2001

List of posting in this Home  Page:

Editor's Note:  Please refer to the Editor's Preface (by T. Nakagawa) and the Author's Introduction (by N. V. Rubina) on the top page of this Course textbook series.
 
 

Top of this page

Contents

Front Cover

Preface

Symbol marks

Weekly Topic Planning

CID Course Top Page

Contents of the CID Course, 2nd Grade, 2nd Semester     Course Top Page: 

Book Title;  Grade/Semester	Contents	Guide- Book	Work- book	Posted   date
"Fnatasy City"       2nd Grade,       2nd  Semester       .  Guide-book             Workbook                    .	Preface and Weekly Topic Planning			Sept. 11,       2001
	Introductory Lesson			Sept. 11,       2001
	Methods of Solving Problems  1. "We Wouldn't Be Happy If Misery DidN'T Help Us"       (Contradictions)			Sept. 11,       2001
	2. Both Cold and Hot       (Physical Contradictions)			Sept. 11,       2001
	3. "... Sledge, Go Home ByYourself!"       (Ideality)			Sept. 11,       2001
	4. "Use What Is at Hand, and Don'T Look for Anything Else"       (Resources)			Sept. 11,       2001
	5. Problem Solving  6. Project "Ideal City"			Sept. 11,       2001
	Reference Supplements			Sept. 11,       2001

 (C) N.V.Rubina, I. Dolina, T. Nakagawa, 2001
 
 

     The program of the CID course was elaborated and defined in Petrozavodsk in 1996.  Six workbooks with special methodological recommendations (for each semester) were worked out.  The program and all the methodological material were probated on the basis of the "TRIZ Laboratory" at the Petrozavodsk School #17.

     This pamphlet introduces the methodological instructions for the second semester of the CID second grade ("Fantasy City").
 
 
 

"Fantasy City".  Creative Imagination Development Course for the elementary school (The second semester of the second grade).  Methodological instructions.

Reprints and distribution only by author's permission.

World of Difficult Problems (Instead of Preface)

      The Course of Creative Imagination Development, based on the Theory of Inventive Problem Solving, has rather concrete aims and purposes.  The developed, easily controlled imagination is important for solving creative problems in the various fields of human activities.  That is why most of the activities are aimed at teaching the children to think in an organized, systematic way, to use concrete rules while solving the creative problems.  This is not an easy task for elementary school students.  The highest estimation of my work has become the words of one of the third grade students: ”I like your class, it makes me THINK!”.
     G.S.Altshuller’s theory, which comprises CID and TRIZ as its part, is an amazingly creative and life-assertive force.  Each CID lesson gives the children and the teacher the happiness of searching difficult solutions, overcoming personal mental inertia, small victories over routine.
     In the second semester we begin our work on the basis of the main topic of the course “Method of Solving Creative Problems”.  It is important to emphasis in the beginning that the CID course for elementary school doesn’t put forward the task to teach all the children to master perfectly all the rules and methods of TRIZ.  Our task is to lay the foundation for further deep studies of the theory, to cultivate interest for solving creative and research problems.  The children have very different abilities: some of them can understand and use rather complicated mechanisms of solving problems (such as contradictions, system approach, ideal solutions, etc), others instead of taking well-thought and precise steps to solve problems, sort out for a long time unsuccessful variants. Sometimes it seems that the children with their “uncontrolled fantasy” find interesting solutions “purely by intuition”.  In order to make sure that our students’ thinking is becoming more organized, systematic, compare the previous works (for example, the stories of the first semester) with the ones that start to appear later.
     “Fantasy City” (the CID course for the second grade) is the continuation of “Fairy Tales School” (the CID course for the first grade).  The adventures of the familiar characters Colabo, Emil, Magician Deli-Davai, continue there, the work aimed at building systematic thinking, developing imagination, memory, attention, emotions continues as well.  The lessons are prepared in accordance with the same pattern, as in the other parts of the course.
     The work on studying the method of problem solving continues in the course for the third grade: ”Planet of Unsolved Problems”.
     In this book the ideas of many TRIZ professionals are applied.  For convenience, quotations from the original works are cited.  It will save your time, and help to understand better the CID methods and devices.
     The author expresses her deep gratitude to I. N. Murashkowska, A. A. Nesterenko, M. S. Gafitulin, M. S. Rubin, I. L. Vickentyev, N. N. Khomenko, V. I. Timohov, S. V. Sychov and to other TRIZ-CID professionals, whose works have contributed in preparing this CID Course.  And, of course, the contribution of the 1-3 grade students of School #17 of Petrozavodsk is invaluable.  Thank you, my little magicians!
     The world of amazing, difficult and interesting creative problems is waiting for us.
      Send your comments, suggestions and applications for CID course workbooks and methodical guide books to the following address:
     185014, Petrozavodsk, mail box 8, “TRIZ- Karelia”.

       For better perception the following symbols are used in the methodical guide-book:
 

	- problems.  For the first grade simple problems demanding answers "yes-no" are used. The major notions of the methods of solving problems are studied in the second and third grades. That is why the most suitable form for solving creative problems is a game "yes-no".  The rules of the game are not difficult.  After the problem is introduced the kids start to look for the solution by asking questions to which the teacher replies "yes" or "no".  The aim of the game is to find a solution by asking as many questions as possible.
	- activities.  During these activities it is important that the kids understand how this or that notion may be used for solving the problems, for obtaining new ideas, etc.
	- psychotechnical games.  This is a specific part of the lesson.  Kids may relax a little and turn to their inner world, the world of a child's fantasy.  It goes without saying how important is the atmosphere of trust, friendliness in your small community.
	- speech developing activities.  We all know very well how easy to speak with a person who can ask interesting questions.  CID classes are structured in a form of a dialogue, therefore actually any task is an exercise on speech developing.  Nevertheless, devising their own riddles, proverbs, tales, the kid learns not only to say "full sentences", but develops a need to formulate his idea in such a way that he would be understood and his wits and humor be assessed.  Describing various systems, solving unusual problems, the kids enrich their vocabulary all the time.
	- designing a creative product.  Don't be confused by an unusual term.  "Creative product" is something finished, designed by the kids with the help of methods they study (a riddle, a proverb, a tale, a model of a toy, articles of natural materials and others).
	- tasks-pictures.  At the CID classes there are many activities like that because a new creative idea is often embodied in images, especially it refers to the kids with a strong visual representative system.  Most of these tasks are unique stuff for a psychologist, for attentive parents, because in this pictures the inner world of a child is reflected as if in a mirror.

Weekly Topic Planning (2nd Grade, 2nd Semester)
 

Date		Topic	No. of hours
January	1st week	Introductory Lesson	1 hour
	2nd week 3rd week	Method of solving problems  Topic 1.  "We Wouldn't Be Happy If Misery Didn't Help Us ..."   (Contradictions)	2 hours
February	1st week 2nd week	Topic 2.  Both Cold and Hot (Physical contradiction)	2 hours
	3rd week 4th week	Topic 3.  "... Sledge, Go Home By Yourself!"   (Ideality)	2 hours
March	1st week 2nd week	Topic 4.  "Use What Is at Hand, and Don't Look for Anything Else"  (Resources)	2 hours
April	3rd week 1st week	Topic 5.  Solving Problems	2 hours
	2nd week 3rd week	Topic 6.  Ideal City (Solving problems from different fields of knowledge)	2 hours
May	1st week	Reviewing material, studied in the second grade	1 hour
	2nd week 3rd week	DKR.  What to check: Formulating the contradictions; formulating the Ideal Final Result; types of resources; solving the simple inventive problems. What the children should be able to do: to find and formulate contradictions; to single out contradictory prpperties; to find the parts of the system, where a contradiction appeared; to single out interconnections and interactions, xausing contradictions; to formulate ideal solutions; to mobilize resourses; to predict consequences of suggested changes.	2 hours

 [Translation Note (T.Nakagawa, Sept. 3, 2001):  This table of Weekly Topic Planning was modified slightly to better match with the body of the text.]
 
 

Top of this page

Contents

Front Cover

Preface

Symbol marks

Weekly Topic Planning

CID Course Top Page

 

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Last updated on Sept. 11, 2001.     Access point:  Editor: nakagawa@utc.osaka-gu.ac.jp