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- ФУНКЦИОНАЛЬНО-ПРАКТИЧЕСКИЙ ПОДХОД К ОТБОРУ СОДЕРЖАНИЯ В УЧЕБНИКАХ РУССКОГО ЯЗЫКА ДЛЯ 10-11 КЛАССОВ Б а Ф.Г., Т а
- A TALENT IN MODERN PSYCHOLOGY Bulakbaeva M.K.
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. М.,2001.С.307. 5. edusite.ru/…texnologiyarazvitiyakriticheskogomishleniya (06.11.2012 .) ФУНКЦИОНАЛЬНО-ПРАКТИЧЕСКИЙ ПОДХОД К ОТБОРУ СОДЕРЖАНИЯ В УЧЕБНИКАХ РУССКОГО ЯЗЫКА ДЛЯ 10-11 КЛАССОВ Б а Ф.Г., Т а а Т.Ж. Ка НПУ . А а Р а Ка а а А а а Ма а а а ǩ а -ǩ а а а а а а а а а а а а . С а а а а а а а а а а а а а а а . А а В а а а а а - а а а а а а а. П а а а , а а. Abstract The article deals with the modernization of academic support student learning profi le classes Russian. Shows the new direction of the content and learning technology at the fi nal stage of schooling. В Р
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– А а , 2009 . A TALENT IN MODERN PSYCHOLOGY Bulakbaeva M.K. Kazakh state woman pedagogical university, General teaching department/ Associate professor/ PhD in pedagogical sciences Muhametzhanov B. Assistant Professor at the Chair of “painting and sculpture” Art Faculty of Kazakh National University of Arts, the candidate of pedagogical sciences Kazakhstan А а а Б а а а а а а а а а ǩ а а ǩ а а а . 411 А а В а а а а а а а а . Rubinstein wrote, «A lot of work has been devoted to the study of giftedness. However, the results did not appropriate the amount of time spent for that work”. This is due to erroneous initial details of many of the studies and the inadequacy of the techniques which they used for the most part. “Over the years there have been several theories developed on this topical issue in our lives. The question of talent cannot be taken without viewing topic abilities, as these concepts are very closely related to each other: “... the following classifi cation ability levels are most often occurs: the ability, talent, talent, genius.” [1] “... The category of abilities is among the most important psychological concepts. Consequently, there is a need in their psychological understanding. “ [2] Mr. Averin has very precisely defi ned the problem in the psychology of giftedness: “Among the most interesting and mysterious phenomena of nature are given to the gifted children and they take leading places. The problems of diagnosis and the development of the issue concern the teachers for many centuries. There exists a very high interest which can easily be explained by social needs. “ Before
we sanctify the issue
of endowments, we should
give their
defi nition: The overall endowment - an integral level of development of special abilities, which is associated with their development, but quite enough independent of them. (F. Galton) The overall endowment - the level of general ability, which determines the range of activities in which people can achieve great success. The overall endowment is the foundation for the development of special abilities, but by itself, it is independent of these factors. The fi rst assumption of the existence of a common genius was put forward by an English scholar. F. Galton in the middle of the XIX century [3]. Talent - this is a common ability, revealed in the higher results in performing tasks, as well as the ability in various fi elds whereby a special talent - high quality unique combination of abilities, creating the possibility of success in the work, and the overall endowment - a talent to a wide range of activities or qualitatively unique combination of abilities which depend on the success of various activities. Determination of gifted children - a diffi cult task, the solution is to use the results of a comprehensive psychological examination, as well as information about the school and extracurricular achievements of the child, obtained from parents, teachers and peers. Only this kind of comprehensive approach to diagnosis is recognized by all scientifi c concepts with the continuing controversial issues on the structure and giftedness development factors. Numerous psychological studies have changed the original concept of high IQ (intelligence quotient) as the sole criteria for outstanding achievement and have demonstrated the importance of creativity, personal sphere, interests and special abilities, and social conditions in the development of talent. Most scientifi c concepts defi ne creativity as a talent and background to its development associated with creativity and abilities of the child. Gifted children reveal a strong craving for studies of the activities to which they are capable of. They can literally spend hours engaged in an issue of interest without getting tired. It’s work and play for them simultaneously. All of their experiences, interests, searches, questions revolve around these activities. It is easy to understand how much a child can learn from these incessant activities and how much it would take for a teacher to specifi cally teach them all this.. There is a certain age sequence for a talent. Especially some may open talent for music, then - for drawing. In general, the gift for art comes earlier than the one for the sciences. Average intellectual gift may evolve at an unusually high level of mental development (ceteris paribus) as well as quality of mental activity. typical manifestations of enthusiasm for lessons and creative moments in the activity is a characteristic feature of the gifted children. Gift and its individual capacity do not happen by itself. Congenital abilities are the conditions of a very complex process of formation of individual psychological characteristics and are largely dependent on the environment, the nature of the activity. 412 Gifted
children are
very much
different from
each other
by type
of giftedness. Selected types of gifts include the following: Artistic talent This kind of talent is supported and developed in special schools, clubs, studios. It implies high achievements in art and performance skills in music, painting, sculpture, actor’s ability. One of the major problems is that these abilities should be recognized and respected in a secondary school. These children are devoting a lot of time, energy, and exercise trying to achieving excellence in their fi eld. They have little opportunity to be successful in subjects at schools and often need individual programs and the teachers’ and peers’ understanding. The overall intellectual and academic giftedness The key point is that children with this kind of talent quickly master the basic concepts, easily memorize and retain information. Highly developed information-processing abilities allow them to succeed in many fi elds of knowledge. Academic talent has a different character, which is manifested in the success of learning specifi c academic subjects and is more frequent and more selective one. These children may show good results for the ease and speed of progress in math or foreign language, physics or biology, and sometimes have poor grades in other subjects which are diffi cult for them to learn. Expressed aspiration in a relatively narrow fi eld creates problems at school and at home. Parents and teachers are sometimes unhappy with the fact that the child does not learn equally well in all subjects, refuse to recognize his talent and do not try to fi nd ways to support and develop special talents. Creative talent First of all, the debate in appropriateness of this kind of talent is still on. Some experts disagree and believe that creativity is an essential element of all kinds of gifts that cannot be presented separately from the creative component. Thus, Mr. Matyushkin insists that there is only one kind of talent - the creative one, if there is no creativity, no sense talking about the talent. Other researchers support the legitimacy of the existence of creative talent as a separate, independent type. One of the views is that the talent generates, or pushes to produce, to introduce new ideas, invent, or to perfect something which has already been created. However, the researchers show that children with a creative orientation often have a number of behavioral characteristics that distinguish them, and which is not positively accepted by teachers and the surrounding people: the lack of attention to the conventions and authority, greater independence of judgment, a subtle sense of humor, lack of attention for order and organization of work, bright temperament. Social giftedness. Social talent is an exceptional ability to establish mature and constructive relationship with other people. There are other structural elements of social giftedness as social perception, pro-social behavior, moral judgment, organizational skills, etc. Social giftedness serves as a prerequisite for high success in several areas. It involves the ability to understand, love, empathy, getting along with others, which allows you to be a good teacher, psychologist, social worker. Thus, ironically, the concept of social endowment covers a wide area of the manifestations associated with establishing communications easily and the high quality of interpersonal relations. These features allow you to be a leader, you have to show leadership talent, which can be regarded as a manifestation of social gifts. There are many defi nitions of leadership talent, which can, however, highlight the general features: • above-average intelligence; • Ability to make decisions; • Ability to deal with abstract concepts, to plan the future, time constraints; • a sense of purpose, direction; • Flexibility, adaptability; • A sense of responsibility; • Self-confi dence and self-knowledge; • Perseverance;
413 • Enthusiasm; • Ability to clearly express thoughts; These types of gifts are manifested in different ways and meet the specifi c barriers to their development, depending on individual characteristics and identity of the child’s environment.
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