Научно-методический журнал Scientific and methodological journal 2009 жылдың қыркүйек айынан бастап шығады Издается с сентября 2009 года
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/PEDAGOGICS AND PSYCHOLOGY №2, 2018 70 71 Педагогика және психология тарихы /История педагогики психологии /History of pedagogy and psychology the assimilation of the same material that is intended for children with average abilities. The program is aimed at achieving two main goals: the curriculum allows students to devote most of the time to those activities that are of greatest interest to them, and the main task of the teacher is to help each student to set themselves feasible tasks that meet his interests, and master the methods and research skills necessary to solve these problems. Renzulli suggested working on an "enriched teaching method" as "going beyond the established curriculum and outstripping it". The Bloom model of education "Taxonomy of Learning Goals" focuses on the cognitive functions of gifted children. Comparing the goals in the curriculum with the expected results, teachers can determine the types of assignments and additional objectives for inclusion in their curriculum. The main feature of the model is to ensure the effectiveness of training. The analysis of this model allowed to reveal that training on this model, promotes the development in children of the abilities to memorize, comprehend and solve problems. In specialized schools, working with gif- ted children is a long and complex process. Teachers and psychologists need perfection of mastery, self-education, creativity, mobility. To ensure the effectiveness of psychological and pedagogical support of the process of working with gifted children, teachers need to constantly improve their qualifications in the subject taught, as well as in psychology, physiology and pedagogy, and participate in long-term seminars on giftedness issues. Results. The problem of working with gifted children is examined in several psychological and pedagogical aspects: – development of conceptual psychological and pedagogical approaches to the organization of work with gifted children; – studying the strategy, content, forms and methods of working with gifted children; – identification, diagnosis, prognosis, for- mat-ion, training and development of gifted and talented children; – ensuring the formation and development of professional and personal readiness of teachers and psychologists to work with gifted children in the context of specialized schools; – developing programs of work with gifted children; – creation of an innovative educational environment for the development of children's giftedness. Thus, in the modern psycho-pedagogical science, prerequisites for the scientific and practical solution of the problems of ensuring the effectiveness of psychological and pedagogical support for gifted children have developed. It is very important to create a favorable psycholo- gical environment for the gifted child, which will help to bridge the gap between intellectual and personal development and will contribute to their development. Teachers and psychologists need to work with gifted children in three ways: – development of the child's intellectual abilities; – formation of adequate self-perception; – assistance in the adaptation of the child and the acquisition of constructive forms of communication with peers and adults. It is necessary to help parents and the child correctly organize educational activities. жүктеу/скачать 3,44 Mb. Достарыңызбен бөлісу:
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