Научно-методический журнал Scientific and methodological journal 2009 жылдың қыркүйек айынан бастап шығады Издается с сентября 2009 года
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At the same time, it should be noted that the issues of ensuring conditions for the development of gifted children, taking into account individual characteristics, taking into account different types and levels of giftedness, remain poorly studied, and at the same time, an important task in the study of giftedness is to study the problem of working with gifted children in specialized schools. References 1. Savenkov A.I. Psychodactics. – Moscow: National Book Center, 2012. – 360 s. 2. Амthauer. Test of structure of intellect. – Printer, 1993. 3. Bogoуavlenskaу D.B., Bogoуavlenskaу M. Greative work issimplz set expression. – 1998. – № 3. – P.36. 4. Bruno J. et al Gifted children: Psychological and pedagogical research and practice //Psychological magazine. – 1995. – № 4. – P.73. At the initial stage, the teacher presents the general idea (problem) that is to be studied, while the students put forward their own hypotheses and ideas, conduct research, gather information to prove or disprove the hypothesis, summarize and plan further work. Consider the curricula developed on the basis of the "methodology of full assimilation" by J.Carroll, B.Bloom. Scientists have proposed to record the results of training. In this case, the lessons create conditions for students to achieve the expected result. This approach was developed and developed by B.Bloom. He proposed a system of instruction where each student, according to his individual characteristics, will move a certain pace of learning, not with averaged, but with conditions that are optimally matched for a given student. Thus, B.Bloom's method presupposed studying the ability of students in conditions when the time for studying the material is not limited. B.Bloom singled out the following categories of students: – inadequate students who are not able to reach the intended level of knowledge and skills, even at high educational costs; – talented students (about 5%) who perform tasks in a high tempo and difficulty level; – ordinary students (about 90%), whose ability to absorb knowledge and skills are determined by the costs of study time. According to the method of B.Bloom, 95% of students will be executed when removing rigid time frames. So most students can fully understand the entire content of the training. On the basis of a model for the full assimilation of the content of instruction, students at a sufficiently high level must achieve the learning outcomes of the majority of students. Implementing this theoretical approach, J.Bloch, L.Anderson, and others developed a teaching methodology based on the complete assimilation of the content of instruction. To implement this technique, the following steps were supposed to be performed: 1. Introduction - the orientation of students in the work on the teaching method based on complete assimilation; 2. Training for each of the training units in the direction of full assimilation; 3. An estimation of completeness of mastering of a material as a whole at each of pupils; clarification of the value of the assessment for each student. When implementing the technique of B.Bloom, the learning process is divided into blocks. A special feature of the technique is the precise definition and formulation of the criterion for complete assimilation. The basis of the criterion is the specific goals of the course. The criterion is expressed in two ways: – through a clearly defined description of the student's actions; – through an indication, the required number of correct answers. As studies have shown, fixing this level gives stable positive results; most students retain the interest in the subject and the positive attitude towards learning. Thus, most foreign researchers tend to maximally individualize the child's educational activity in one way: to develop individual curricula and educational programs for each student, based on his individual capabilities and characteristics. American psychologist J.Renzulia describes the algorithm of the teacher's activity in an individual approach. The teacher [1, P.287]: – determines the level of development of the child (including its quality and ability); – outlines long-term and short-term goals and ways to achieve them; – determines the time that the child should spend on mastering a standard and special program; – provides for the participation of parents; – determines ways of assessing the child's success. He points out the directions of pedagogical work on the development of giftedness as a combination of three characteristics: intellectual abilities (exceeding the average level of intelligence), creativity and perseverance (moti- vation, task-oriented). According to Renzulli's «Three Types of Enrichment of the Curriculum» the thesis is rejected that the potential of gifted children can be realized by simply intensifying ПЕДАГОГИКА ЖӘНЕ ПСИХОЛОГИЯ /ПЕДАГОГИКА И ПСИХОЛОГИЯ /PEDAGOGICS AND PSYCHOLOGY №2, 2018 72 73 Қолданбалы психология және психотерапия/ Прикладная психология и психотерапия /Applied psychology and psychotherapy МРНТИ 15.81.21 ШЕРЬЯЗДАНОВА Х.Т. 1 , . МАРДАНОВА Ш.С. 2 1, 2 Казахский государственный женский педагогический университет (Алматы, Казахстан) жүктеу/скачать 3,44 Mb. Достарыңызбен бөлісу:
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