Use of active learning methods in the formation of divergent thinking of students

Today, education of a person is defined not so much by subject knowledge, but by his/her comprehensive development as a personality, who understands traditions of Russian and world culture, the modern system of values, is capable of active social adaptation and independent life choices, self-education and self-improvement. So, in the modern educational space training is aimed at comprehensive development of a child’s personality. In this regard, the use of traditional methods is insufficient. The methods are supplemented by with innovative techniques, educational programs and non-standard ways to transfer information from a teacher to a learner. The school practice uses active learning methods that form divergent (creative) thinking. The younger generation should be able to get knowledge and acquire skills necessary for the development of society. It requires the transition from the process focused on the transfer of certain knowledge to a pupil to the priority development of a personality and its ability to self-improvement. It ensures successful decision-making and independent functioning in constantly changing social conditions. The article substantiates the urgency of the problem to develop divergence as manifestation of children’s creativity and the importance to use active learning methods in its formation. It considered the definition “divergent thinking” and analyzes the scientific approaches of domestic and foreign researchers to its essence. It reveals the structure of this cognitive process and lists its features. The use of innovative forms of work with schoolchildren is presented on the example of the Research-and-Education Center of the Institute of Socio-Economic Development of Territories of the Russian Academy of Sciences. The article describes the pedagogical model to develop divergent thinking of students, active methods and their role in the learning process of students attending the Research-and-Education Center. The study concludes that the Research-and-Education Center has developed a productive complex system of non-standard forms combined with traditional technologies aimed at the development of divergent thinking of students.