PEDAGOGICAL STRATEGIES AS AN ACTIVE COMPONENT OF WORKING WITH GIFTED STUDENTS

Аннотация

The article discusses pedagogical strategies as an activity component of working with gifted students. KEYWORDS:- Technology, strategy, method, intellectual, informational, communicative, constructive, design, gnostic, instuition. fundamental development of the quality of I NTRODUCTION general secondary education [1]. Development of legal foundations for supporting In general, a pedagogical strategy is understood gifted students in the Republic, establishment of as a skillful leadership, a consciously constructed an innovative system of teaching and upbringing set of pedagogical actions adequate to the of gifted students, development of family pedagogical goal, carried out sequentially in partnerships, educational institutions and youth stages and developed through a qualitative associations in working with gifted students, selection of pedagogical support: the content of development of a diagnostic apparatus in the the academic discipline (upbringing), the flexible selection of gifted students based on advanced use of forms, methods, techniques and means foreign experiences, development of technology aimed at implementation of a specific strategy. and social -pedagogical methods is essential. In The pedagogical strategy is viewed, on the one order to develop a system of work with gifted hand, as an activity in which the goal is students and in-depth training of such popular highlighted, as a strategic reference point, and subjects as foreign languages, computer science the means of achieving it. On the other hand, a and mathematics, physics, chemistry and biology, pedagogical strategy is a process that takes place "Action Strategies" draws special attention to the over time, representing a set of expedient actions CURRENT RESEARCH JOURNAL OF PEDAGOGICSISSN 47 – 2767-3278 https://masterjournals.com/index.php/crjp CURRENT RESEARCH JOURNAL OF PEDAGOGICS 2(11): 47-53, November 2021 DOI: https://doi.org/10.37547/pedagogics-crjp-02-11-11 ISSN 2767-3278 ©2021 Master Journals Accepted 25thNovember, 2021 & Published 30thNovember, 2021 aimed at achieving a certain result. • development of already high abilities; The purpose of working with children with • development of insufficiently developed advanced development is a psycho-pedagogically abilities (including communicative and grounded development of a system for working personal); with gifted middle school students based on an • pedagogical support; integrative approach. This system is aimed at organizing the activities of the teaching staff, • development of special educational and ensuring the identification and development of developmental technologies, etc .; the intellectual and creative abilities of students, • we have identified tasks: educational and the development of the giftedness of students developmental; pedagogical support; [2]. The following were identified as the main development of special technologies for (strategic) goals: working with gifted students. - identification of gifted children - the In accordance with the initial positions of A.M. intellectual resource of the country; Matyushkin, E.S. Belova and others, three main - development of the abilities of gifted approaches to teaching and developing gifted children; students were taken into account [3]: - focus on personal self-development; a) didactic, when creative learning is built in the direction of expanding and deepening - reaching the maximum level of development the educational material in accordance of the child's abilities; with the logic of academic subjects - creating conditions for the manifestation of corresponding to a given type of abilities. giftedness; We ranked among the more private (tactical) b) didactic-psychological, combining a high goals: level of subject teaching with psychological methods of developing the • helping the student develop the ability to abilities and personality of the student; independently plan, organize, make decisions and evaluate their work; c) psychological and didactic (or psychodidactic), which is characterized by • providing the student with the opportunity the priority use of the psychological to realize himself in the chosen field; foundations of developmental education • give the child a sense of involvement in the as the initial basis for building the task, self-confidence, satisfaction with educational process and the educational creativity. environment as a whole. • Based on a set of tasks for the development Of the three theories listed above, we chose the of giftedness, identified in the research and psychological-didactic approach as the most classified as: appropriate to the priority tasks of our • educational, experiment. Educational and developmental tasks and a didactic-psychological approach • educational and developmental; dictated the need to determine the level and • developing; characteristics of the educational activity of gifted students. CURRENT RESEARCH JOURNAL OF PEDAGOGICSISSN 48 – 2767-3278 https://masterjournals.co