Система роботи з обдарованими учнями початкової ланки

Abstract

У статті проаналізовано систему роботи з обдарованими учнями початкової ланки. Розкрито сутність поняття «обдарована дитина». Висвітлено окремі аспекти з досвіду роботи вчителя початкових класів Михайлівської ЗОШ І–ІІІ ступенів, а саме щодо реалізації програми «Обдарованість молодших школярів». Визначено етапи, які передбачені системою роботи з обдарованими учнями початкової школи. Окреслено особливості застосування британського досвіду роботи зі здібними та талановитими учнями в початковій освіті. Крім того, визначено основні задачі системи роботи з обдарованими дітьми та особливості компанування завдань для розвитку певних здібностей.

The article analyzes the system of work with gifted pupils in primary school. The essence of the concept of «gifted child» is highlighted. Certain aspects of the experience of the primary school teacher of Mikhailivska school of the I-III stages are revealed, namely the implementation of the «Talent of junior pupils» which is aimed at creation of a system of identification, selection and pedagogical support of gifted and talented pupils. The stages, foreseen by the system of work with gifted pupils in primary schools are defined, namely: 1) diagnosis and identification of the individual characteristics of gifted children; 2) creation of gifted and talented data bank, providing each pupil with individual teacher-mentor: 3) individualization of learning on the basis of differentiation and personality-oriented approach; 4) project-technological activity of the teacher and pupil; 5) analysis, correction; 6) stimulation. The peculiarities of the use of British experience of work with gifted and talented pupils in primary education are marked. In addition, the main tasks of the system of work with gifted children and composition tasks for the development of specific skills are defined. It is defined that gifted children, on the one hand, are ordinary kids which are used to solve problems in a non-standard way. However, on the other hand, these people, endowed with specific psychological features that are the result and evidence of high level of their intellectual development at the expense of speed of thinking processes. Taking into account these peculiarities gifted students require a learner-centered approach. The article is also focused on the fact that children in the process of work share their thoughts with adults, which allows the teacher to trace the level of ability development, the level of knowledge, skills and, if necessary, correct them. Perspectives for the implementation of the British experience of work with gifted and talented pupils in primary school in the practice of primary school teachers of Mikhailivska school of the I-III stages are outlined, enriching and complementing its own system of identification and development of gifted primary school pupils.