The Content And Structure Of The Concept Of "Creative Approach" In Scientific Discourse

Abstract

This article examines the content and structural characteristics of the concept of "creative approach" in contemporary scientific and pedagogical discourse. The terminological evolution of "approach" in pedagogical literature from the mid-twentieth century to the present is traced, revealing its semantic ambiguity and interdisciplinary complexity. The article identifies the defining attributes of the creative approach, distinguishes it from adjacent concepts such as method, principle, and strategy, and proposes a structured three-component model comprising motivational-value, cognitive-operational, and reflective-evaluative dimensions. The findings contribute to the theoretical clarification of the concept and its application to the preparation of future native language teachers.