Using Triz Methods In The Independent Educational Activities Of Future History Teachers

Abstract

The Theory of Inventive Problem Solving (TRIZ), developed by Genrich Altshuller, is a systematic methodology initially designed for technical innovation but increasingly adapted for educational contexts to foster creativity and problem-solving. This article provides an in-depth exploration of TRIZ’s application in the independent educational activities of future history teachers, emphasizing its potential to enhance critical thinking, pedagogical innovation, and student engagement. By leveraging TRIZ tools, such as the 40 Inventive Principles, Contradiction Matrix, and IDEAL-Practice model, future teachers can address the interpretive complexities of historical narratives, design innovative lesson plans, and create dynamic learning environments. The study offers a comprehensive analysis supported by empirical evidence, practical examples tailored to history education, and a focus on Uzbekistan’s educational context. Challenges, including TRIZ’s initial complexity and the need for localized resources, are examined alongside strategies for effective implementation. Recommendations are provided for integrating TRIZ into teacher training programs to align with Uzbekistan’s educational reforms, preparing future history teachers to meet the demands of modern classrooms.