Творча самореалізація обдарованих учнів як пріоритетне завдання педагогічного колективу гімназії
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2013
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У статті розглянуто основні питання проблеми творчої самореалізації обдарованих учнів у навчальному процесі гімназії. Наведено й охарактеризовано проведене нами анкетування вчителів стосовно їх ставлення до навчання обдарованих дітей. Запропоновано вчителям, психологам, класним керівникам, тобто тим, хто працює з обдарованими учнями, внести в свою індивідуальну програму деякі пункти для уникнення стереотипізації в пізнанні особистості учня Наведено результати анкетування учнів про форми самореалізації, які використовують у гімназії, та як вони впливають на розвиток учнів. Проаналізовано евристичні методи та умови творчої самореалізації обдарованих учнів гімназії під час навчального процесу.
The article deals with the main issues of the problem of self-realization of gifted students in the learning process in the gymnasium. It is noted that the problem of detection and support (development) of gifted children, the creation of conditions for self- learners is the main task of the educational process of gymnasium. A gifted student is member of a student team during the educational process, which, we believe, should be viewed as a process of facilitation. We think that difficulties in working with gifted students are that teachers are not aware (sometimes simply do not take into account) the close relationship between learning, education and creativity. In our work are described and carried out the questioning of teachers about their attitudes to teaching gifted children. Our studies demonstrate that for full creative gifted high school students should use the complex of educational and organizational activities. Teachers, psychologists, and other specialists who work with gifted pupils make in their individual programs some items to avoid stereotyping in the knowledge of the individual student. To work effectively in this area we consider appropriate to apply the method of interview as a means of constructing a model of ethnic situations at school. In this article the questioning of students about the forms of self-realization, which are used in high school and how they affect the development of students are described. Based on these data, we determine the content and direction of social and educational work at school. This study analyzes the heuristic methods that we consider should be used during the educational process of self-realization of gifted high school students. We observed that the problem of self-realization of gifted students is a priority only in a humanization and high school education that promotes «humanization» of the individual gifted student.
The article deals with the main issues of the problem of self-realization of gifted students in the learning process in the gymnasium. It is noted that the problem of detection and support (development) of gifted children, the creation of conditions for self- learners is the main task of the educational process of gymnasium. A gifted student is member of a student team during the educational process, which, we believe, should be viewed as a process of facilitation. We think that difficulties in working with gifted students are that teachers are not aware (sometimes simply do not take into account) the close relationship between learning, education and creativity. In our work are described and carried out the questioning of teachers about their attitudes to teaching gifted children. Our studies demonstrate that for full creative gifted high school students should use the complex of educational and organizational activities. Teachers, psychologists, and other specialists who work with gifted pupils make in their individual programs some items to avoid stereotyping in the knowledge of the individual student. To work effectively in this area we consider appropriate to apply the method of interview as a means of constructing a model of ethnic situations at school. In this article the questioning of students about the forms of self-realization, which are used in high school and how they affect the development of students are described. Based on these data, we determine the content and direction of social and educational work at school. This study analyzes the heuristic methods that we consider should be used during the educational process of self-realization of gifted high school students. We observed that the problem of self-realization of gifted students is a priority only in a humanization and high school education that promotes «humanization» of the individual gifted student.
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Ключові слова
творча самореалізація, обдаровані учні, педагогічна фасилітація, навчальний процес, евристичні методи, мотивація, «мозковий штурм», емпатія, можливості, creative self-realization, gifted students, teacher facilitation, education process, heuristic methods, motivation, «brainstorming», empathy and ability
Бібліографічний опис
Якимчук, М. Ю. Творча самореалізація обдарованих учнів як пріоритетне завдання педагогічного колективу гімназії [Текст] / М. Ю. Якимчук, М. М. Козяр // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №6 (32). – С. 134–143.