Научно-методический журнал Scientific and methodological journal 2009 жылдың қыркүйек айынан бастап шығады Издается с сентября 2009 года
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ntroduction. In the Renaissance, a study of the nature of giftedness was carried out by the Spanish scientist Juan Huarte, who considered individual differences in abilities for the purpose of further professional selection. The representative of the era of enlighten- ment, the English educator John Locke put forward the theoretical position "the process of cognition arises in experience and on the basis of experience, the human mind is a"pure board". Most scientists of the era of enlightenment insisted on the idea that "each person can be developed to the highest degree of genius, it's all in the conditions in which he turned out to be". At the end of the nineteenth century, an em- pirical approach to the study of giftedness made it possible for the English scientist Francis Galton to put forward the idea that "outstanding abilities are the result of the action of hereditary factors”. At the beginning of the 20th century, the term "intellectual giftedness" was introduced in psychology and then in pedagogy, it was associated with the name of the French psychologist A.Binet. Such followers of A.Binet as L.Terman [1916], R.Maylee [1928], J.Raven, R.Amthauer [1936], R.Kettel [1958] improved the techniques, created new test tasks for the definitions of the "intelligence coefficient". V.Stern gave a broad definition of intellectual giftedness, which distinguishes the orientation of thinking by the distinctive features of intellectual giftedness. In the presentation of V.Shtern, the concept of giftedness is not limited only to the intellect and distinguishes the general giftedness. He gave the following definition of giftedness: "Mental giftedness is the general ability to consciously direct your thinking to new demands, there is a general mental ability to adapt to new tasks and conditions of life". This characteristic of giftedness contributed to the development of levels of differentiation of giftedness. L.Termen put forward the idea that in different spheres of activity, it is not the intellect of IQ that is required, but the more complex qualitative peculiarity of the psyche that is capable of generating original ideas, that is, "creativity". The study of problems of productive thinking in Western European and American psychology dealt with J.Gilford, K.Dunker, V.Lowenfeld, V.Keller, C.Koffka, N.Mayer, L.Sekey, P.Torrance and others. The model of the structure of intelligence developed by J.Gilford has created the possibility of a new understanding of creativity as a universal, cognitive ability. The key moment for the psychology of giftedness was the difference he introduced between two types of thinking: convergent and divergent. As a result of this study, J.Gilford's ability to converge thinking began to be identified with the test intelligence measured by the IQ system, and the ability for divergent thinking - with creativity. Therefore, testing of the main parameters of divergent thinking can be considered as a way of diagnosing creativity. Testing creativity has created a desire to determine whether there is a connection bet- ICSTI: 15.81.21 B.T. AITKAZINOVA “Turan-Astana” university (Astana, Kazakstan) жүктеу/скачать 3,44 Mb. Достарыңызбен бөлісу:
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