TRIZ as a Tool to Develop a TRIZ Educational Method by Learning it

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• 作者：Pascal Sire^a ; ; Gilles Haeffelé ; ^b ; Sebastien Dubois^c
• 关键词：TRIZ ; education system ; teaching method development ; innovative evaluation.
• 刊名：Procedia Engineering
• 出版年：2015
• 出版时间：2015
• 年：2015
• 卷：131
• 期：Complete
• 页码：551-560
• 全文大小：392 K

文摘

Since last year, in France, an official education program includes more than 50 hours of innovation methodology and training mainly based on TRIZ methods! But the problem is that teachers of the classes (sciences and technology for engineers and sustainable development) do not have any training on TRIZ, or will only receive it in the next years... So the contradiction is that teachers have to be taught about TRIZ methods to be able to teach it, but teachers could not be taught on TRIZ methods as there are no time resources to do it.

With the aid of an external TRIZ expert, it has been proposed to use as a main resource a team of 6 teachers and the time of course preparation to both teach teachers and develop a new, innovative teaching method. This experiment started this year for 2 classes to inventively teach TRIZ to teachers “in real-time” while students learn it by practicing the innovation methodology and creativity tools through a project.

The paper describes the 3-level approach to “develop a new educational method”, to “teach the teachers” and to enable students to learn through a “creativity challenge for innovation”. The identified key problems related to this new educational method and the results of this new approach will be presented. As results, one can notice a new way of evaluating where everybody wins (education system, teachers, students), based on contradictory parameters in a “2D radar” highlighting students’ inventive abilities. From initial state to Ideal Final result, the paper explores the key success factors, the next steps and the set of problems linked to the implied actors: teachers and students, and also the educational system. The originality of the approach is that typical solutions used in learning with industries have been applied in the educational system, whereas it is traditionally the opposite…