TRIZ Textbooks:  CID Course for Children, 3-1G
Planet of Unsolved Misteries: Course of Creative Imagination Development (CID) Based on TRIZ, 3rd Grade, 1st Semester,  Methodical Guide-Book
Natalia V. Rubina (Petrozavodsk, Russia) 1999 [published in Russian];  English translation by Irina Dolina (Tokyo, Japan) Jun. 3, 2001;  Technical Editing by Toru Nakagawa (Osaka Gakuin Univ.) Dec. 8, 2001
Published in this "TRIZ Home Page in Japan" in English on Dec. 17, 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, 3rd Grade, 1st Semester     Course Top Page: 
 

Book Title;  Grade/Semester	Contents	Guide- Book	Work- book	Posted   date
"Planet of Unsolved Misteries"       3rd Grade,       1st  Semester       .  Guide-book             Workbook                    .	Preface and Weekly Topic Planning			Dec. 17,       2001
	Introduction			Dec. 17,       2001
	1. Method of Solving Problems      (Contradictions, Ideality, and Resources)			Dec. 17,       2001
	2. Methods of Solving Contradictions			Dec. 17,       2001
	3. Scheme of Solving Problems			Dec. 17,       2001
	4. Card Index         (Problem Synthesis)			Dec. 17,       2001
	Supplements 1 & 2	---		Dec. 17,       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 first semester of the CID third grade ("Planet of Unsolved Misteries").
 
 
 

"Planet of Unsolved Misteries".  Creative Imagination Development Course for the elementary school (The first semester of the third grade).  Methodological instructions.

Reprints and distribution only by author's permission.

“The World is full of amazing mysteries…” (Instead of Preface)

     “What is it?",  “What is it for?",  “Why is it like this?”-  this is an unlimited row of children’s questions… Probably, one of these questions is going to deprive of rest, to make search for a long time, to become a guiding star for growing in your presence a young genius?
     One of the main aims of the CID course is to show the children that the world is full of riddles and mysteries, and that they can solve them by themselves.  For these two years the kids have mastered such strong instruments of thinking as a system operator, the methods of making images, some rules and methods of solving problems, and so on.  In the third year the attention will be mostly focused on the elements of the kid’s research work.  The aim of the course “Planet of Unsolved Mysteries” is to see unusual things, to put questions correctly, to master the methods of searching solutions for the creative problems.  And here, the most important thing is to take into consideration the children’s interests, their life experience, to arrange their work in such a way that every lesson could be a small discovery for the children.
     By the third grade the children have mastered skill of the group and community work.  It is known that the best way of learning anything is to try to teach it to somebody else.  The work of most topics during the first semester of third grade (excluding the topics of reviewing) is a micro-research on revealing mechanisms of creative problem solving (i.e., “Methods of solving contradictions” and “Method of problem solving”), on synthesis of creative problems (“Index Card”), on applying of the acquired knowledge to independent research.  The children of this age group have various interests.  Group them according to their inclinations and abilities, interests in this or that field of knowledge.
     One of the discoveries that the children can do by themselves is that rules and  methods studied at the CID course may be used in any field of human activities.  Because any activity is connected with the transformation of the systems surrounding a person.  TRIZ reveals laws with which systems are regulated.  Using the TRIZ methods in non-technical spheres, it is important to take into consideration the properties, characteristic to the given systems, peculiarities of their development, resources and so on.
    So, the riddles and mysteries of Planet of Unsolved Mysteries, that exist on the Earth and in the World of the children’s Fantasy, are waiting for us.
    The author expresses her gratidute to I. N. Murashkowska, A. A. Nesterenko, M. S. Gafitulin, M. S. Rubin, whose works helped very much in creating the CID course.  And of course, the assistance of the first to third grade students of School 17, Petrozavodsk is invaluable.  Thank you, my little magicians.
      Your comments and suggestions please send to: 185014, Petrozavodsk, mail box 8, OO “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 (3rd Grade, 1st Semester)
 

Date		Topic	No. of hours
September	1st week	"Scale of Fantasy -- 2"	1 hour
	2nd week 3rd week	Topic 1.  Method of Solving Problems  (Reviewing)      (Contradictions, Ideality, and Resources)	2 hours
October	4th week 1st week 2nd week 3rd week	Topic 2.  Methods of Solving Contradictions	4 hours
November	4th week 1st week 2nd week	Topic 3.  Scheme of Solving Problems	3 hours
December	3rd week 1st week	Topic 4.  Card Index            (Problem Synthesis)	2 hours
	2nd week 3rd week	DKR.  What to check: Articulating contradictions; articulating IFR;    types of resources;     methods of solving contradictions a scheme of solving problems; a scheme of problem synthesis. What the children should be able to do: to solve simple inventive problems  according to the scheme; to collect information for school problems; to articulate problems.	2 hours

 [Translation Note (T.Nakagawa, Dec. 8, 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 Dec. 17, 2001.     Access point:  Editor: nakagawa@utc.osaka-gu.ac.jp