XIII Международная студенческая научная конференция Студенческий научный форум - 2021

The problem of intellectual and creative potential development of the individual, timely successful approaches to their formation has become one of the most important in the educational sphere and culture of the XXI century. The most acute problems nowadays and questions of the sphere are waiting for their non-standard solutions and creative approach from the younger generation. This formulation of the question of the development of the intellectual and creative potential of an individual is inextricably linked with the comprehension of its essence in the process of professional life.

The problem of the essence of intellectual and creative activity is seen in the concept of A. Bergson's creativity, in the works of N.A. Berdyaev, M. Bakhtin, however, in our opinion, still significant efforts are required so that the conceptual apparatus of the theory of creative activity could adequately express the essence of creativity and the development of a person's intellectual and creative potential.

By intellectual and creative potential, we mean the integral quality of a personality, which is a combination of motivational, content, organizational, practice-oriented, reflexive components that can be mobilized and put into action in order to master both terminal and instrumental values ​​that contribute to the expansion the very potencies and possibilities of self-realization of the individual.

We believe that the essence of the development of intellectual and creative potential in the process of foreign language education in higher education is a pedagogically regulated process based on a communicative research approach that implements the principles of motivational-creative activity, problematic, integrative, practical orientation and reflexivity

That is why, the praxeological component, or practice-focused one, of the intellectual and creative potential of a student in a higher school presupposes the use of the content of the motivational-attitudinal, substantive and organizational-procedural components in practical activities both in foreign language lessons and in other disciplines of the university, thereby forming on the basis of the principles practical orientation and integrativity.

Problem learning plays a special role here. We agree with the majority of scientists who, as a result of theoretical and practical research, came to the conclusion that the formation of students' creative thinking is impossible without problem-based learning [2, p. 67]. It is problem learning, according to such Russian pillars of science as M.I. Makhmutova, Z.K. Meretukova and others, creates conditions for the optimal development of human inclinations, ensures the assimilation of knowledge and skills through the creation of problematic situations by the teacher in the content of the educational material, reflecting and exacerbating the contradictions in knowledge, phenomena, facts [5, p.47]. The process of resolving problematic situations and assimilating knowledge and skills is associated with the development of students' creative thinking and the formation of their emotional-value attitude towards the world, including activities for the manifestation and development of his mental abilities, for the formation of his emotional-value attitude towards the world.

Therefore, the practice-focused component of intellectual and creative potential is realized through the principle of problematicity, which means that students of higher education are systematically involved in the process of searching for an evidence-based solution to problems that are new for them, thanks to which they learn to independently acquire knowledge, apply previously learnt and master the experience of intellectual and creative activities. It is this approach that helps to realize oneself as a subject of the native culture, develops a workshop in solving non-standard tasks, thus gaining "baggage", according to M. Rokeach, instrumental values, such as the courage to defend one's point of view, open-mindedness, self-discipline and terminal values ​​- the maturity of judgments, the fulfillment of life through self-development, intellectual development, constant spiritual improvement.

It should be emphasized that the practice-focused component is an activity component of the development of intellectual and creative activity, and the development of intellectual and creative potential, in turn, is determined by a combination of knowledge and values ​​of the individual, but only the orientation of intellectual and creative activity towards practice ultimately imparts an effective character. The praxeological component combines knowledge, acquired skills, abilities and values ​​into a unity that characterizes the features of the student's intellectual and creative activity.

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