En
Register Log in
  1. Main
  2. Journal "Development of education"
  3. No 2 (8)
  4. Giftedness as a Pedagogical Problem

Giftedness as a Pedagogical Problem

Research Article
EDN: GDWHSD DOI: 10.31483/r-75077
Open Access
International academic journal «Development of education»
Creative commons logo
Published in:
International academic journal «Development of education»
Authors:
Vladimir A. Tomilov 1 , Margarita M. Krivenko 1
Work direction:
Theoretical and Applied Education Research
Pages:
43-48
Received: 20 March 2020

Rating:
Article accesses:
4487
Published in:
doaj РИНЦ
1 School of Pedagogy of FSAEI of HE “Far Eastern State University”
For citation:
Tomilov V. A., & Krivenko M. M. (2020). Giftedness as a Pedagogical Problem. Development of education, 43-48. EDN: GDWHSD. https://doi.org/10.31483/r-75077
UDC 37.08; 37.03

Abstract

The difference between the concepts of ability and giftedness in the context of a competency approach to education, when competence and expert knowledge are distinguished is clarified in the article. It is understood that the level of subject competencies characterizes an individual subject with regard to his or her abilities, which distinguishes one student from another through the content understanding and fast retention of learning material. The aim of the study is to show how the educational process is regulated by rational and emotional consciousness and how emotional consciousness, being associative, allows the student to use his or her life experience as a means of indirect influence on his or her behavior using the metaphors of A. N. Veraksa in the educational process. The author outlines that the competence of a student is his or her talent or giftedness, which is manifested in interaction with other students, that is, in a team: the student is an individual and collective subject of the educational process, and his or her activity regulates rational and emotional consciousness, so the task is to determine the forms of their integration in the educational process. It is noted that if the student's abilities are manifested in interaction with others, the successful/unsuccessful one is not an individual here, but a collective (group) subject. It is mentioned that in terms of B.M. Teplov, it is referred to “giftedness” in the form of a combination of individual abilities of participants in the educational process (situation), through which a chance for success in educational activities increases or reduces. It is concluded that in preschool and primary school age, an effective form of indirect influence is a fairy tale, and hereinafter – project activity, mediated in the student's mind by the metaphor of creativity, which puts the development of emotional consciousness under the control of the teacher.

References

  1. 1. Yakovlev, E. V., & Yakovleva, N. O. (2011). Odarennost' kak pedagogicheskii fenomen [Giftedness as a pedagogical phenomenon]. Contemporary Higher Education: Innovative Aspects, 2, 5-17.
  2. 2. Andreeva, N. Yu. (2011). Giftedness of Pupils and Its Development in the Conditions of Educational Process. Scientific and Theoretical Journal, 3(8), 104-108.
  3. 3. Teplov, B. M. (2012). Abilities and Talents. Bulletin of Practical Psychology of Education, 4(33), 54-57. Retrieved from https://psyjournals.ru/files/89752/vestnik_psyobr_2012_n4.pdf
  4. 4. Pavlova, E. S., & Smykovskaya, T. K. (2012). Theoretical-Methodological Foundations of Forming Gifted. Modern Problems of Science and Education, 5. Retrieved from https://science-education.ru/ru/article/view?id=7122
  5. 5. Veraksa, A. N. (2014). Simvolicheskoe oposredstvovanie poznavatel'noi deiatel'nosti doshkol'nikov i mladshikh shkol'nikov: Avtoref. dis., 38. Moscow.
  6. 6. Veraksa, A. N. (2014). Simvolicheskoe oposredstvovanie poznavatel'noi deiatel'nosti doshkol'nikov i mladshikh shkol'nikov., 370. Moscow.
  7. 7. Sorokoumova, E. A., & Fadeev, D. S. (2014). Metafora kak kul'turnyi i psikhologicheskii fenomen. International Journal of Applied and Fundamental Research, 8 (part 1), 113-115. Retrieved from https://applied-research.ru/ru/article/view?id=5650
  8. 8. Ksenofont. (1993). The Memorabilia: Recollections of Socrates., 379. Mowcow: Nauka.
  9. 9. Platon. (1994). Collected Works in Four Volumes. Volume 3., 654. Moscow: Mysl'.
  10. 10. Mills J.C., Crowley R.J. (2000). Therapeutic Metaphors for Children and the Child Within., 144. Moscow: Nezavisimaia firma "Klass".
  11. 11. Shishkin, F. T. Competency and qualification as the key concepts of competency-based approach in education. Retrieved from http://reftop.ru/kompetenciya-i-kompetentnoste-kak-klyuchevie-ponyatiya-kompete.html
  12. 12. Zimnyaa, I. A. Key competencies as a result-oriented basis of the competency approach in education. Retrieved from https://booksee.org/book/526295
  13. 13. Shchukin, A. N. (2008). Kompetentsiya ili kompetentnost’: vzglyad metodista na aktual’nuyu problemu lingvodidaktiki [Competency or competence. Methodist view on the actual problem of linguodidactics]. Russkiy yazyk za rubezhom, 5, 14-20.
  14. 14. Ferdinand de Saussure. (1977). Trudy po iazykoznaniiu., 695. Moscow: Progress.

Comments(0)

When adding a comment stipulate:
  • the relevance of the published material;
  • general estimation (originality and relevance of the topic, completeness, depth, comprehensiveness of topic disclosure, consistency, coherence, evidence, structural ordering, nature and the accuracy of the examples, illustrative material, the credibility of the conclusions;
  • disadvantages, shortcomings;
  • questions and wishes to author.