Дидактичні умови розвитку інтелектуальної обдарованості учнів початкової школи

Abstract

Дисертаційна робота є теоретико-експериментальним дослідженням дидактичних умов розвитку інтелектуальної обдарованості учнів початкової школи. У дисертації розкрито суть понять «інтелект», «обдарованість», «інтелектуальна обдарованість»; виокремлено особливості розвитку інтелектуальної обдарованості учнів початкової школи; уточнено критерії та показники розвитку інтелектуальної обдарованості учнів початкової школи; визначено та обґрунтовано сукупність дидактичних умов, які сприяють позитивній динаміці розвитку інтелектуальної обдарованості учнів початкової школи (актуалізація мотиваційно-ціннісної основи інтелектуальної діяльності учнів початкової школи; створення стимулювально-проблемного середовища на засадах інтеграції інноваційних технологій навчання в початковій школі та ІТ-технологій; індивідуалізація навчання інтелектуально обдарованих дітей з урахуванням особливостей змісту початкової освіти; цілеспрямоване формування рефлексійних умінь як засобу реалізації процесів само (самоактуалізація, самонавчання, самооцінка, самовдосконалення, самореалізація)).На основі якісного і кількісного аналізу діагностичної інформації (за підсумками педагогічного експерименту) підтверджено дієвість створення запропонованих дидактичних умов та результативність функціонування моделі їх реалізації.

В диссертации раскрыта суть понятий «интеллект», «одаренность», «интеллектуальная одаренность»; выделены особенности развития интеллектуальной одаренности учащихся начальной школы; уточнены критерии и показатели; определены и обоснованы дидактические условия, которые способствуют положительной динамике развития интеллектуальной одаренности учащихся начальной школы (актуализация мотивационно-ценностного основания интеллектуальной деятельности учеников младшей школы; создание стимулирующе-проблематичной среды на основании интеграции инновационных технологий обучения в младшей школе и ИТ-технологий; индивидуализация обучения интеллектуально одаренных детей с учетом особенностей содержания начального образования; целеустремленное формирование рефлексийных умений как средства реализации процессов само (самоактуализация, самообучение, самооценка, самореализация). На основании качественного и количественного анализа диагностической информации (по подсчетам педагогического эксперимента) подтверждено эффективность создания предложенных дидактических условий и результативность функционирования модели их реализации.

The dissertation presents the results of the theoretical and experimental research in didactic conditions of intellectual giftedness development of primary schoolchildren. The following terms have been defined in the dissertation: giftedness is a genetically determined strong component of the individual’s mental capacity covering the fields of intelligence, various skills and creative potential of a person which can be developed depending on external environment; intelligence is a combination of knowledge, skills and abilities as stable mental structures of the psyche which direct rational actions; intellectual giftedness is a genetically determined psychological and didactic ability of the individual in the form of mental products, reproduced in its various abilities, adaptation, involuntary creativity and imagination in the process of learning. The scientific novelty of the research lies in the fact that a certain number of didactic conditions of primary schoolchildren’s intellectual giftedness development have been revealed and theoretically grounded. It has been proved that the problem of giftedness goes back to the time of Ancient Greece, but the term “giftedness” was introduced into the scientific lexicon at the end of the 17th century. The analysis and synthesis of the pedagogical researches have allowed confirming that at that time the phenomenon of giftedness was associated with such notions as “genius”, “talent”. The philosophical, psychological and psychological-pedagogical stages of its development have been singled out. In accordance with the type of activity and the sphere, which provides it, it has been stated that giftedness is subdivided into practical and theoretical, artistic and aesthetic, communicative, intellectual, emotional, motivational and strong-willed; according to the degree of its development it is subdivided into actual and potential; according to the form of presentation – overt and covert; in accordance with its availability in different types of activity – general and special; according to the age development peculiarities – early and late giftedness. On the basis of study of different interpretations of the notions “giftedness” and “intellectual giftedness” the giftedness concept development has been analyzed. The priority directions in accordance with which the teaching of intellectually gifted primary school children is to be organized and implemented have been characterized. The age and individual peculiarities of primary schoolchildren in the process of development of their intellectual giftedness have been theoretically grounded. The role and place of the pupils’ intellectual giftedness in the educational process of the new primary school have been defined. The author’s understanding of the investigated didactic conditions has been suggested. The major definitions of the research have been characterized on the basis of synthesis of the scholars’ approaches to defining the principles of primary schoolchildren’s intellectual giftedness development. Some psychological peculiarities of the problem of primary school children’s giftedness, which include the specific features of the pupils’ intellectual giftedness development, the primary schoolchildren’s thinking process development, psychological and pedagogical support of intellectually gifted children as well as primary school children’s creative abilities development, have been defined. It has been determined that intellectually gifted primary pupils are the children who are participants of the learning process in primary school and demonstrate their intellectual potential as mental abilities, creativity and imagination in various activities, their development depends on the micro-environment in which children are brought up and demonstrate their knowledge that exceeds the volume of the school curriculum. The following peculiarities of intellectual giftedness development of primary schoolchildren have been specified: curiosity; oversensitivity to problems; enjoying divergent type tasks; flexibility of thinking; fast generation of ideas; effortless association; ability to predict: ability to «foresee» a solution before solving a problem, that is intuition; ability to predict possible results of an action prior to its realisation; the ability of the body to prepare for a reaction to any events before the actual event, that is a proactive reaction; great memory; high concentration of attention; ability to estimate; perfectionism. The criteria and indicators of intellectual giftedness development of primary schoolchildren have been clarified: motivational (students’ attitude to studies), content-related (levels of development of IQ intellectual potential (logical thinking) and levels of eye-mindedness development); instrumental (the level of educational and intellectual skills development); and the levels of intellectual giftedness development of primary schoolchildren (very high, high, sufficient) that contribute to the positive dynamics of the intellectual giftedness development of primary pupils. The criteria and levels of intellectual giftedness development of primary schoolchildren are a component of the model of didactic conditions creation with the following conditions: actualization of the motivational basis of primary schoolchildren’s mental activities; creation of a stimulating and problem-solving environment on the basis of integration of innovative teaching techniques and IT technologies in elementary schools; individualization of teaching intellectually gifted children taking into account the special content of primary education; purposeful formation of reflective skills as means of implementing individual processes (self-actualization, self-education, self-esteem, self-improvement, self-realization). The effectiveness of the suggested didactic conditions arrangement and the efficiency of the functioning of the model of their implementation have been confirmed by the qualitative and quantitative analysis of diagnostic information (based on the results of a pedagogical experiment). It has been stated that the carried out research hasn’t covered all the aspects of the problem of investigation. The problem of primary schoolchildren’s intellectual giftedness development by means of innovative forms and methods of teaching, by integration of school teachers’ efforts with those ones of out-of-school institutions as well as by means of the comparative analysis of the systems of intellectual giftedness development of different age groups of children in developed countries of the world has been found forward-looking.