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stroitel'stvo v epokhu Lenina i Stalina pod red. R.G. Suni, T. Martina.
Electronic
text:
https://www.litmir.me/br/?b=570455
(Accessed:
15.03.2019.).
16.
Uzbekistan: political order, societal changes, and cultural
transformations. Ed. M. Laruelle. â Washington, D.C.: The George
Washington University, Central Asia Program, 2017.
Rajabov Orifjon Khanimkulovich, psychologist, independent researcher,
Jizzakh Polytechnic Institute, Uzbekistan
ADVANTAGES OF PROGRAMS TO WORK WITH TALENTED STUDENTS IN
THE EDUCATIONAL PROCESS
O.Rajabov
Abstract: 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"
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134
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
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135
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
various criteria, to encourage students to evaluate the work themselves.
It is assumed that the ideal program of educating gifted children should
meet these requirements.
That is, these requirements are accepted as a universal basis in the
teaching of gifted children of preschool or senior school age. These
foundations will be the direction that provides an effective outcome in the
teaching and development of gifted children.
The list of requirements for the development of educational programs
designed for gifted children should be supplemented on the basis of changes
in society and the development of educational policy.
In ensuring the development of the talents of students with high
abilities, the creation of special curricula that can meet their needs and
capabilities is important in solving many problems. The emergence of
opportunities for high-achieving children in our country has led to the
development of teaching practices that provide the development of the
talents of such students, ie the opening of schools, classrooms, science-based
programs and educational content. The resulting scientific and practical
disruption has led to negative results, in particular, imbalances in form and
content. There are many private schools, but they have a small number of
specially trained teachers and programs approved by the academic
community.
Science-based programs that ensure the creative development of gifted
students cannot be created without taking into account the general
psychological characteristics of creative development and personal
development, on the one hand, and the specific needs and capabilities of
gifted children, on the other. A curriculum can be called differentiated only
if it is based on scientific assumptions about the opportunities, interests,
goals, and requirements that such children can achieve in the learning
process. From the first attempt to identify the creative and intellectual needs
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136
of gifted students of this or that age, we face challenges in creating a
curriculum that develops such students. The individual differences between
gifted students are so high that even their age-specific characteristics are
likely to lag behind. In practice, this is manifested in the fact that until we
meet such a child, we can have no idea about his capabilities and
characteristics. As general characteristics and attitudes of gifted children to
education, they are more interested in more comprehensive problems than
their peers, focusing on not only current but also future problems, curiosity,
developed imagination, creative and logical thinking, advanced knowledge
and understanding, independence of discussion and thinking. , are
demanding in problem solving. With this in mind, the special program we
are proposing expresses the initial approaches.
The program is a long and continuous experiment, in which the
education of students with high ability to master directly in class and in
extracurricular activities is organized, and changes in learning processes are
observed.
Observations on the organization of educational processes in general
secondary schools show that there are great opportunities in the classroom
and extracurricular activities for the development of cognitive processes of
gifted students. They are:
I. In the course of the lesson, the student acquires knowledge and skills
and, in a sense, qualifications in the field of science. Such needs of the student
are met through exemplary organized lessons and educational programs.
There is a growing div of work on the organization and development of
gifted students in general secondary schools, but, as mentioned above, only
a few of them have special educational programs that meet the needs of
gifted students.
Based on the goals and objectives of the problem, a special program was
developed based on the development of cognitive processes for gifted
students in the field of literature list [3]. This program needs to be discussed,
approved, and approved by the management at the schoolâs methodological
association meeting. During the development of the program, the annual
curriculum of schools in the field of literature list was expanded on the basis
of a special program. Based on the curriculum of general secondary
education in the field of literature list, the planned topics and additional
topics (10 topics in 8th grade, 12 topics in 9th grade) on the content of new
pedagogical technologies and information technology (the content of new
pedagogical and information technologies used in the lessons) deepened
and enriched on the basis of the methodological manual [3]).
Consequently, the formation of students' ability to read and understand
fiction requires reliance on didactic, psychological and methodological
principles. For, if the state of the student's perception of art is connected
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137
with his psyche, in the process of reading a work of art it is connected with
didactics to draw vital conclusions from it, to learn spiritual lessons, to
develop consciousness and emotion according to educational purposes; the
student's study of the requirements of literary analysis, mastering the
knowledge of the structure and genre of a literary work, relying on this
knowledge in accordance with the requirements of the laws of artistic
creation, practical work, creative thinking - is associated with methodology.
Several studies emphasize the need for the effectiveness of the
educational program to be appropriate to the needs and capabilities of
children of appropriate mental level [4, 5, 6].
For this purpose, the proposed educational program takes into account
the needs and opportunities of students selected on the basis of special
methods in the field of literature list to master and perform lessons in the
field of science.
Most researchers have categorized programs according to the
predominance of specific tasks in the education of gifted students.
Developmental programs should not only meet the higher learning
needs and capabilities of gifted students, but also enable them to meet their
aspirations for independence. It also takes into account many of the
requirements of the educational process for gifted children, mentioned in
the previously mentioned list. Typically, such programs involve the study of
âopen-endedâ problems, which encourage the development of new ideas,
develop methods and skills, develop the ability to use a variety of non-
standard materials, and teach children to evaluate their work using different
criteria.
As far as we know, the knowledge that is imprinted in the minds of
students during the course of the lesson is increasingly associated with
theories. With little use of practical assignments and solutions, the effective
use of the great potential of new pedagogical technologies and information
technologies, which help to ensure the effectiveness of the lesson, is
overlooked. This, in turn, leads to students remaining in a standard form and
lagging behind in development.
Through the analysis of works of art, the student's ability to think
independently grows, oral and written speech improves, the student
develops the skills to substantiate their ideas from a scientific and practical
point of view. Literary education achieves its main goal when it frees
everyone from thinking in the same way and works on the methods of
analysis that are considered to be the most effective in generating diverse
opinions on a particular topic.
It is clear that the additional theoretical knowledge of the teacher and
the interactive methods used in the organization of the lesson will be an
effective practical help in inculcating the topic in the minds of students. In
Scientific research results in pandemic conditions (COVID-19)
138
particular, students will have the ability to fully analyze a work on the
example of a work of art; develops the ability to work on any work of art;
students learn to express their attitudes and draw conclusions in the process
of working on episodes by analyzing a work of art.
The lessons show that while providing two-way (teacher-student)
activity in the lesson, more attention should be paid to practical issues as
well as theoretical concepts. As mentioned in the lesson plans, it is advisable
to avoid assignments that are boring to the student and provide little
participation, and to organize lessons for them as active participants.
II. The lack of special hours for subjects in secondary schools further
complicates the solution of the problem. Accordingly, the need to use the
opportunities of classroom and extracurricular activities in the process of
studying literary materials in the education of gifted students is also
obvious. However, this issue is a complex and at the same time topical
pedagogical-psychological problem, and without studying its theoretical
and methodological foundations, it will be difficult to achieve the desired
goal.
Our observations show that in our country, extracurricular activities in
science are very lacking, and the existing ones are not fully equipped with
reasonable programs. In addition, the lack of class hours in secondary
schools and the fact that during these hours students are not able to fully
master the knowledge, skills and competencies that they need to acquire in
science, shows the need to properly organize and organize extracurricular
activities.
For this reason, there is a need to develop and introduce teaching
methods for extracurricular activities for gifted students.
Given the importance of extracurricular activities in improving the
educational process in general secondary schools, it is necessary to organize
clubs on the basis of disciplines. The plan and development of
extracurricular activities for a group of gifted students should be developed
on the basis of acceleration, based on the capabilities of students.
The special program is formed on the basis of the requirements that the
educational programs of gifted students presented by S.Keplan (1982) and
N.B.Shumakova (2003) must meet.
The educational purposes of the lessons are as follows:
Development and deepening of knowledge of gifted students in science.
Formation of a spiritually mature person on the basis of educational
processes, which are formed on the basis of our national and universal
values.
Developer - the development of knowledge, thinking and practical skills
and abilities of gifted students in the field on the basis of an accelerated
education system.
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139
During the classes, participants will prepare science news, press and
Internet information on the topics, which will be presented to students in an
interesting way.
Circle sessions allow students to develop issues such as evaluation,
criticism, analysis, summarizing, and expressing their attitudes. According
to the special plan-program the lessons develop students' personality traits
and cognitive processes.
The advantage of extracurricular activities is that they are not limited to
the lesson schedule and are not regulated by the curriculum. It is conducted
on a voluntary basis and is based on the interests and capabilities of the
students.
The events show that in order to develop students' learning processes
in the classroom and in extracurricular activities, it is necessary to organize
the lessons in a consistent manner and pay more attention to practical
training.
References:
1.
Freeman J. Gifted children and their education: A review of
international research // Foreign Psychology. -1999. - No. 11. - S. 10-18. 12.
2.
Kaplan S. Differentiated Curricula for the Gifted. Ventura, CA: Ventura
Country Superintendent of Schools Office, 1982.
3.
Rajabov O.X. Methodical recommendations on conducting
extracurricular activities with gifted students in the field of References: (for
grades 8-9) // Educational-methodical edition. - T .: "Classic word". 2011. -
Ð. 64.
4.
Leites N.S. Psychology of gifted children and adolescents / Ed. N. S.
Leites. - M: Publ. Center Academy, 1996. - 416 p.
5.
Shumakova NB An interdisciplinary approach to teaching gifted
children // Psychology Issues. - 1996. - No. 3. - S. 34-43.
6.
Gifted Development at Schools: Research and Practice. Ed. By Laszlo
Ba-logh, Laszlo Toth. University of Debrecen. Department of Educational and
Psychology. â 2001. â 236 p.
7.
A. Beridze. The Problem of Individualization of Education and
Attempts to Resolve them in the Pedagogical and Psychological Sciences.26
май. 2009 йил. www.Gifted children.com
8.
Dr. C. George Boeree. Individual, Existential, and Humanistic
Psychology. 18 иÑÐ»Ñ 2011 йил. www.individual education.com.
