124
g)
psixologiya kursining asosiy qismlari boʻyicha oʻqituvchi tomonida
n berilgan
yakka-yakka vazifalarni bajarish;
h)
talabalarning imkonitlarini hisobga olgan holda ularga yakka-yakka topshiriqlar
berish.
Maktablardagi ta’limning sifati, yosh avlodga sifatli talim va tarbiya berish,
ularning har tomonlama yetuk barkamol avlod
boʻlib yetishishi koʻp jihatdan shu
yillarda maktabga qanday oʻqituvchilar kelishiga bog‘
liqligi ustoz M.G.Davletshin
asarlarida ilgari surilgan bosh
g‘
oya edi. Bu
g‘oya hozirgacga oʻzining ahamiyatini
yoʻqotgani yoʻq.
Foydalanilgan adabiyotlar r
o‘
yxati:
1. Davletshin M.G., Umarov U.M. “Oʻrta va oliy maktabni qayta qurish davrida
oʻqituvchi kadrlar tayyorlashni takomillashtirishning psixologik muammolari // Oʻrta va
oliy maktabni qayta qurish sharoitida pedagogika instiutlarida oʻqituvchi kadrlar
tayyorlashni takomillashtirishning psixologik muammolari. -Toshkent: Universitet.
1991. B.4-11.
2. Nishanova Z.T. Ustozni eslab. // “SHaxsda ilmiy dunyoqarash rivojlanishining
psixologik imkoniyatlari va tarbiyaviy jihatlari”
mavzusida M.G.Davletshinning 96 yillik
tavallud ayyomiga bagʻishlangan ilmiy
-amaliy konferensiya materialllari.
–
Toshkent:
TDPU. 2019. B. 5-7
3. Shoumarov Gʻ.B. M.G.Davletshin obrazets dlya uchenыx. // “SHaxsda ilmiy
dunyoqarash rivojlanishining psixologik imkoniyatlari va tarbiyaviy jihatl
ari”
mavzusida
M.G.Davletshinning 96 yillik tavallud ayyomiga bagʻishlangan ilmiy
-amaliy konferensiya
materialllari.
–
Toshkent: TDPU. 2019. B. 4-5
GIFTED CHILDREN: PROBLEMS, SEARCHES, WAYS OF EDUCATION AND TRAINING
Aripova M.L., associate professor of department of
pedagogy and psychology, UzSWLU
Annotation
. This article describes giftedness, problems, searches, ways of
education and training caring for gifted children and how to teach children with
extraordinary mental abilities, how to promote their optimal development.
Keyword.
giftedness, creative self-realization, identification, gifted children,
capabilities, self-determination and self-organization.
Giftedness is still a mystery to most children, teachers and many parents. For the
general public, the most important problems are not so much the scientific foundations
of giftedness, but primarily their real life manifestations, methods of identification,
development and social realization. Caring for gifted children today is caring for the
development of science, culture and social life tomorrow. There are already ways to
identify such children, and programs are being developed to help them realize their
abilities. However, the problem of diagnostics and development of highly gifted and
talented children at all stages of their education, the problem of children understanding
their giftedness and personal responsibility for creative self-realization exists.
The main goal of education was previously defined as the formation of the
foundations of a comprehensively and harmoniously developed personality; now the
emphasis is seen in raising an active, creative personality, aware of the global problems
of humanity, ready to participate in solving them as much as possible. Now we need
125
people who do not think in stereotypes, but who know how to look for new ways to
solve proposed problems and find a way out of a problematic situation. Not so long ago
it was believed that all children are equal both intellectually and emotionally. You just
need to teach them to think, empathize, and solve complex logical problems. However,
the experience of modern education shows that there are differences between children.
Children are distinguished with more developed intelligence than their peers, with
creativity, with the ability to classify, generalize, and find relationships. They are
constantly in search of answers to questions that interest them, they are inquisitive, they
show independence and activity. Identification, training and education of gifted and
talented children is one of the main problems in improving the education system.
Education methods of gifted children.
Currently, there is an increased interest in the problem of giftedness, in the
problems of identifying, training and development of gifted children and, accordingly, in
the problems of training teachers to work with them. Giftedness is now defined as the
ability to achieve outstanding achievements in any socially significant area of human
activity, not just in the academic field. Giftedness should be seen as both achievement
and opportunity for achievement. The meaning of the statement is that one must take
into account both those abilities that have already manifested themselves and those that
may manifest themselves.
The problem of giftedness is a complex problem in which the interests of different
scientific disciplines intersect. The main ones are the problems of identifying, training
and developing gifted children, as well as the problems of professional and personal
training of teachers, psychologists and education managers to work with gifted children.
Work with gifted children should be carried out in three stages. Stage I -
anamnestic - at the first stage of education - identification of gifted children, taking into
account their success in any activity. Based on the results of Olympiads, various
competitions, creative works, as well as during conversations with teachers in our
school, a data bank of gifted children of the school has been compiled. Stage II
–
diagnostic
–
at this stage an individu
al assessment of the child’s creative abilities and
characteristics is carried out. Stage III is the stage of formation, deepening and
development of the child’s extraordinary abilities, as well as his profile orientation. At
the third stage of working with gifted children, the main role is given to teachers, whose
task is to form and deepen their abilities.
This stage of work should be carried out by two groups of teachers: 1) teachers,
introducing the student to the scope of the educational subject, stimulating and
maintaining interest in the subject, laying the foundations of the knowledge system,
working with the student on the technique of performing activities when solving various
educational problems; 2) mentors who play a significant role in the individualization of
education for gifted children: - perform the functions of a scientific supervisor, leading
the student to a high professional level in working on a topic chosen by the student
himself;
–
coordinate the individual work of all persons interested in the fate of a gifted
student;
–
provide the communication necessary for a gifted student;
–
communicate
with the parents of a gifted student. Mentors can be teachers, psychologists, students,
parents, or specialists invited for this purpose who are ready to take on individual work
with a specific gifted child.
The main task of a mentor is, on the basis of dialogue and joint search, to help his
mentee develop the most effective strategy for individual growth, based on the
development of his abilities for self-determination and self-organization. The student is
free to choose a mentor or refuse to work with a mentor. But children with high
126
intelligence always need “their” teacher more than others. Unfortunately, sometimes
teachers cannot identify gifted children, do not know their characteristics, are
indifferent to their problems, and often teachers use tactics for gifted children to
quantitatively increase tasks, rather than changing them qualitatively.
Therefore, the behavior of a teacher for gifted children in the classroom, in the
process of learning and building his activities, must meet the following characteristics:
he develops flexible, individualized programs; creates a warm, emotionally safe
atmosphere in the classroom; provides students with feedback; uses a variety of
learning strategies; respects the individual; contributes to the formation of positive self-
esteem of the student; respects his values; encourages creativity and imagination;
stimulates the development of higher-level mental processes; Shows respect and
individuality of the student. A successful teacher for the gifted is, first of all, an excellent
subject teacher who deeply knows and loves his subject.
In addition to this, he must possess such qualities that are essential in
communicating with any gifted student. Teachers working with gifted children should
talk less, give less information, and solve problems for students less often. Instead of
answering the questions yourself, you should leave it to the students. They should ask
more and explain less. They should ask much more open-ended questions, provoke
students to go beyond the initial answers, and much more often try to understand how
students came to a conclusion, decision, assessment. Most teachers try to respond
verbally or otherwise to every response in the class, and teachers of the gifted should
behave more like psychotherapists: avoid reacting to every statement; listen carefully
and with interest to the answers, but do not evaluate them, find ways to show that they
accept them. This behavior encourages students to interact more with each other and to
comment on their classmates' ideas and opinions more often. Thus, they find themselves
less dependent on the teacher.
What and how to teach children with extraordinary mental abilities, how to
promote their optimal development? Programs for gifted children should be different
from regular curricula. The education of such children must meet their essential needs.
Gifted children have some common characteristics that educational programs for them
should take into account. These general features include: 1. The ability to quickly grasp
the meaning of principles, concepts, and provisions. This feature requires a breadth of
material for generalization. 2. The need to focus on the interested parties of the problem
and the desire to understand them. This need is rarely satisfied in traditional education,
and it must be allowed to be realized in special educational programs through
independent work, open-ended tasks, and the development of the necessary cognitive
skills. 3. The ability to notice, reason and put forward explanations.
The purposeful development of higher cognitive processes in special educational
programs raises these abilities to a qualitatively new level and relieves them of the
burden of endless repetitions of the obvious. 4. Concern, anxiety due to being different
from peers. Including an affective component in the curriculum enables the child to
better understand himself and his experiences and leads to acceptance of himself and
others. 5. As part of individual education programs for gifted students, special
developmental programs in individual subjects should be developed. 6. Taking into
account the special needs and capabilities of children with general giftedness, as well as
the goals of teaching such children, we can identify the necessary requirements for
educational programs for intellectually gifted students. Training programs should:
–
include the study of broad (global) topics and problems, which allows us to take into
account the interest of gifted children in the universal and general, their increased
127
desire for generalization, theoretical orientation and interest in the future;
–
use an
interdisciplinary approach in teaching based on the integration of topics and problems
related to various fields of knowledge.
Literatura:
1.
“Additional education”, No. 10, 2001; No. 11, 2001
2.
“Gifted Child” / ed. O.M. Dyachenko
- M; 1997
3.
“Psychology of giftedness in children and adolescents” / ed. N.S. Leites
- M; 2000
ЭФФЕКТИВНАЯ ДЕЯТЕЛЬНОСТЬ МОЛОДЁЖНЫХ ЛИДЕРОВ КАК ОДНА ИЗ
ПРИОРИТЕТНЫХ ЗАДАЧ ГОСУДАРСТВА
Мирзажонова Э.Т., старший преподаватель ФГУ,
Афзалов Х.Ш., студент ФГУ,
Узбекистан
«Государственная политика в области информатизации»
Закона об
информатизации Республики Узбекистан гласит: государственная политика в
области
информатизации
направлена
на
создание
национальной
информационной системы с учётом современных мировых тенденций развития и
совершенствования информационных ресурсов, информационных технологий и
информационных систем.
Основными направлениями государственной политики в области
информатизации являются: реализация конституционных прав каждого на
свободное получение и распространение информации, обеспечение доступа к
информационным ресурсам; создание условий
для доступа к международным
информационным сетям и всемирной информационной сети Интернет.
Современные тенденции общественной жизни в Узбекистане связаны с
процессом глобализации информационного пространства, которое ставит новые
задачи в формировании личности. Благодаря современным компьютерным
технологиям, быстро распространяется неоднозначная, противоречивая
информация, которая носит как позитивный, созидательный, так и негативный,
агрессивный характер нередко с искажением нравственных норм и критериев,
с
неадекватными социальными стереотипами и установками. Поэтому возникает
проблема информационной безопасности, в первую очередь, детей, которым в
настоящее время доступен интернет большинству семей Узбекистана. В
настоящее время актуальными являются вопросы влияния интернета,
компьютерных технологий на личность, интернет
-
аддикции, психологической
зависимости личности от поиска информации, психологии коммуникации в сети и
другие виды деятельности человека в информационном пространстве интернет.
Согласно данным наблюдений психологов и с учётом постоянно растущей
аудитории сети, проблема интернет
-
аддикции становится основной для
информационного общества и в будущем будет играть все более значимую роль в
психологическом здоровье человека общества всеобщей цифровизации.
В области психологии интернета проводится много исследований, которые
доказывают, что постоянное использование интернета не только на рабочем
месте, но и дома ведёт к сокращению семейного общения, разрыву социальных
связей, возникновению депрессии. Результатом отчуждения от друзей,
родственников, членов семьи становится увеличение количества психических
расстройств, рост преступности, в том числе и в сфере интернет
-
технологий,
