Ключові концепти мюнхенської моделі обдарованості
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Стаття присвячена проблемам обдарованості, зокрема тому, як їх розв'язують німецькі вчені, автори Мюнхенської моделі обдарованості. Зазначена модель підлягає аналізу в аспектах її теоретичної і практично-прикладної значущості. Окрема увага приділена методології наукових досліджень у галузі обдарованості, а також значенню результатів цих досліджень для педагогічної практики.
The article is devoted to the problems of giftedness, in particular, the ways they are solved by German scholars, the authors of the Munich model of giftedness. This model is subject to analysis in aspects of its theoretical and practically applied significance. Special attention is paid to the methodology of the research in the field of giftedness, as well as to the significance of the results of these studies for the pedagogical practice. The creators of the Munich model convince the educational community that the best conditions for the development of capable students are created when the specificity of the talent (field of application, forms, methods of embodiment), as well as the individual characteristics of gifted students, first of all, such as memory, are taken into account. According to the authors of the Munich model, such a methodological approach will bring more benefits in terms of promoting the education of talented youth. The probability that gifted students will be offered exactly the opportunities and resources they really need, and not those that are relevant in terms of general knowledge and subjective perceptions and beliefs of adults - teachers, parents, counselors, etc. - will increase. The study found out that the Munich model of giftedness was based on the procedure multifactor principle. Its practical and applied significance is made up by its representing the complex, dynamic interplay of natural inputs (predictors), external factors and pedagogical conditions of developing a gifted personality. The pedagogical component of the model turns out to be a system-driven factor, which ideally should ensure the integrity and purposefulness of developing giftedness and talents as a step-by-step process. The role of the pedagogical component in developing giftedness and talents is determined and objectified by the growth of students individual abilities (cognitive, motivational, activity), the successes they achieve in the certain branch (mathematical, linguistic, artistic, technical, etc.), the efficiency of the pedagogical strategies and practice (compensatory, accelerating strategies, enrichment, expansion, differentiation, individualization, specialization of the content of training, etc.).
The article is devoted to the problems of giftedness, in particular, the ways they are solved by German scholars, the authors of the Munich model of giftedness. This model is subject to analysis in aspects of its theoretical and practically applied significance. Special attention is paid to the methodology of the research in the field of giftedness, as well as to the significance of the results of these studies for the pedagogical practice. The creators of the Munich model convince the educational community that the best conditions for the development of capable students are created when the specificity of the talent (field of application, forms, methods of embodiment), as well as the individual characteristics of gifted students, first of all, such as memory, are taken into account. According to the authors of the Munich model, such a methodological approach will bring more benefits in terms of promoting the education of talented youth. The probability that gifted students will be offered exactly the opportunities and resources they really need, and not those that are relevant in terms of general knowledge and subjective perceptions and beliefs of adults - teachers, parents, counselors, etc. - will increase. The study found out that the Munich model of giftedness was based on the procedure multifactor principle. Its practical and applied significance is made up by its representing the complex, dynamic interplay of natural inputs (predictors), external factors and pedagogical conditions of developing a gifted personality. The pedagogical component of the model turns out to be a system-driven factor, which ideally should ensure the integrity and purposefulness of developing giftedness and talents as a step-by-step process. The role of the pedagogical component in developing giftedness and talents is determined and objectified by the growth of students individual abilities (cognitive, motivational, activity), the successes they achieve in the certain branch (mathematical, linguistic, artistic, technical, etc.), the efficiency of the pedagogical strategies and practice (compensatory, accelerating strategies, enrichment, expansion, differentiation, individualization, specialization of the content of training, etc.).
Опис
Ключові слова
Мюнхенська модель обдарованості, розвиток обдарованих учнів, педагогічний процес, Munich model of giftedness, gifted students development, pedagogical process
Бібліографічний опис
Лавриченко, Н. Ключові концепти мюнхенської моделі обдарованості [Текст] / Н. Лавриченко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 1 (75). – С. 132–143.