Advantages of programs to work with talented students in the educational process

Аннотация

The article deals with the organization and improvement of the educational process of gifted students in general secondary schools. It also describes the history, theory, and experiences of creating special programs for gifted students. The article also provides recommendations for in-class and out-of-class activities based on an accelerated education system for gifted high school students. Keywords: talent, ability, talent, curiosity, high chance, cognitive processes, education, training, accelerated learning, special program, personality traits. Psychological research and special observations show that children with high mental abilities are, in most cases, more successful than ordinary children: there are no problems with learning, they communicate well with their peers, they adapt quickly to new conditions. At the same time, the interests and inclinations instilled in the child serve as a solid basis for the child's career choice and success. Some problems may arise due to the fact that such children have high opportunities for easy learning and the conditions for their creative development are not created. To address these issues, special programs are being developed to work with gifted children, and in many countries differential education (the organization of education depending on the ability of the student to master) has been established. Complex educational programs create opportunities for gifted children to create freely. In the United States of America, special courses are organized for such children, and individual "learning contracts" 133 Scientific research results in pandemic conditions (COVID-19) between the teacher and the student allow to save time, and for gifted children to work individually. Significant work has been done in this direction in our country since independence, and as a first step, the law on education provides for the establishment of specialized schools for the development of education of gifted children. Many such schools now operate. However, in all such schools, where the development of gifted students is the main focus, practical training is not at the required level. J. Freeman, former President of the European Council for Gifted and Talented Children (ESNA), said: "There are many educational programs for gifted children, the authors of which are based on speculation. [1]. Even in the United States and other Western European countries, almost half a century of experience in teaching gifted children through special programs emphasizes that such education cannot be guaranteed to be of high quality everywhere and needs to be improved. Much research has been devoted to the problem of teaching gifted and talented children in school on the basis of a special program (S. Kaplan, 1982; Renzulli, 1977; Forrance, 1988; Sheblanova E. I., Averina I.S., 1994; Shumakova N.B, 1994-1996 .). The results of this research have made it possible to distinguish the requirements for curricula created for gifted children. These requirements are generally recognized requirements for theoretical, practical, and extracurricular activities for gifted students. In particular, a list of requirements for educational programs for gifted students was developed by S. Keplen on the development and implementation of methods for organizing the education of gifted children [2]. The list of requirements for educational programs for gifted students developed by Keplen: -reward the in-depth study of the topic and problem chosen by the child; -independence in learning, ie ensuring that education is managed by the student; -development of knowledge and research methods; -development of a high level of effective thinking (creative, critical, logical thinking, problem solving); -reward work created using different materials, methods and forms; -self-awareness and understanding, developing an understanding of the individual characteristics of others; -Teach students to critically evaluate and reward performance. This list of requirements, approved by the World Council, was later continued by N.B. Shumakova (2003), who pointed out the development of the creative personality and the direct connection of children with those 134 Scientific research results in pandemic conditions (COVID-19) characteristics, emphasizing that programs for gifted and talented children should be as follows: -provide opportunities for students to study in depth the topics of their choice; -ensuring independence in learning, ie in self-directed learning; -development of research methods and skills; -development of creative, critical and abstract-logical thinking; -Encourage and develop the promotion of new ideas that break down common stereotypes and generally accepted views; -Contribute to the development of self-awareness and self-awareness, understanding of the uniqueness of personal abilities and understanding of individual characteristics of other people; -It is necessary to teach children to evaluate the results of work using vario