Зарубіжні психолого-педагогічні концепції обдарованості: сучасний стан
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2016
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Анотація
У статті висвітлено сучасні теоретичні концепції розвитку обдарованості й таланту в зарубіжному психолого-педагогічному дискурсі, зокрема «Три види збагачення навчальних програм» Дж. Рензуллі, «Піраміда розвитку таланту» Дж. Піїрто, «Диференційована модель обдарованості й таланту» Ф. Ганьє, «Модель пошуку таланту» Дж. Стейнлі, «Мюнхенська модель обдарованості й таланту» К. Хеллера. Доведено, що системний характер більшості з розглянутих у межах даної розвідки концепцій забезпечує цілісність навчально-виховного процесу обдарованих дітей та молоді на різних етапах розвитку обдарованості, починаючи з процесу ідентифікації.
In the article the modern theoretical conceptions (models) of giftedness and talent development in the foreign psychological-pedagogical discourse are revealed, in particular, J. Renzulli’s “Enrichment triad model” (focuses on talent development in childhood and adolescence; the basis for talent development in this model are: 1) above average cognitive abilities; 2) creative abilities; 3) readiness to perform tasks); J. Piirto’s “Pyramid model” (the basis for talent development constitute natural abilities that should be developed through the improvement of psychological and cognitive skills); F. Gagné’s “Differentiated Model of Giftedness and Talent – DMGT” (describes the talent development process as the transformation of the outstanding natural abilities or gifts to the outstanding skills that are being systematically developed, and determine the skill or talent in a particular field of activity); J. C. Stanley’s “Talent search” (aims to identify the peculiarities of the mathematically gifted students’ abilities development; an important component of the model is testing in such key cognitive areas as verbal, mathematical, and spatial reasoning using the high-level tools to accurately measure the ability of gifted students); K. Heller’s “The Munich model of giftedness and talent” (provides for the development of natural abilities (factors of talent) in a number of spheres under the influence of internal and external factors (moderators). Considered in the article foreign psychological-pedagogical conceptions of giftedness allow concluding that they are practice-oriented in nature, since they are aimed not only at theoretical explanation of the phenomenon of giftedness and mechanisms of its development, but are the theoretical and methodological basis of the education of gifted students in secondary schools. It is proved that the systemic nature of the most conceptions revealed in this article ensures the integrity of the educational process of gifted children and youth at different stages of talent development, starting with the identification process. In the future, with the aim of a thorough reflection of the designated problem it is expedient to study foreign philosophical and medico-biological conceptions of giftedness.
In the article the modern theoretical conceptions (models) of giftedness and talent development in the foreign psychological-pedagogical discourse are revealed, in particular, J. Renzulli’s “Enrichment triad model” (focuses on talent development in childhood and adolescence; the basis for talent development in this model are: 1) above average cognitive abilities; 2) creative abilities; 3) readiness to perform tasks); J. Piirto’s “Pyramid model” (the basis for talent development constitute natural abilities that should be developed through the improvement of psychological and cognitive skills); F. Gagné’s “Differentiated Model of Giftedness and Talent – DMGT” (describes the talent development process as the transformation of the outstanding natural abilities or gifts to the outstanding skills that are being systematically developed, and determine the skill or talent in a particular field of activity); J. C. Stanley’s “Talent search” (aims to identify the peculiarities of the mathematically gifted students’ abilities development; an important component of the model is testing in such key cognitive areas as verbal, mathematical, and spatial reasoning using the high-level tools to accurately measure the ability of gifted students); K. Heller’s “The Munich model of giftedness and talent” (provides for the development of natural abilities (factors of talent) in a number of spheres under the influence of internal and external factors (moderators). Considered in the article foreign psychological-pedagogical conceptions of giftedness allow concluding that they are practice-oriented in nature, since they are aimed not only at theoretical explanation of the phenomenon of giftedness and mechanisms of its development, but are the theoretical and methodological basis of the education of gifted students in secondary schools. It is proved that the systemic nature of the most conceptions revealed in this article ensures the integrity of the educational process of gifted children and youth at different stages of talent development, starting with the identification process. In the future, with the aim of a thorough reflection of the designated problem it is expedient to study foreign philosophical and medico-biological conceptions of giftedness.
Опис
Ключові слова
обдарованість, талант, концепції обдарованості, моделі обдарованості, giftedness, talent, conceptions of giftedness, models of giftedness, gifted students
Бібліографічний опис
Бойченко, М. Зарубіжні психолого-педагогічні концепції обдарованості: сучасний стан [Текст] / М. Бойченко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 4 (58). – С. 33–42.