STRUCTURAL AND FUNCTIONAL MODEL OF CORE COMPETENCE FORMATION OF INTELECTUALLY GIFTED AND TALENTED SECONDARY SCHOOL STUDENTS IN THE PROCESS OF STUDYING

The article presents the developed and theoretically grounded structural and functional model of core competencies of intellectually gifted and talented secondary school students in the process of studying, which consists of the following units: conceptually-based, structural-content, functional-forming and criterial-effective. Thus, the conceptual target unit of this model contains the basic functions of core competencies (to satisfy the social need of decent citizens, to aim the real objects of surrounding reality to get targeted integrated application of knowledge and ways of life, to act over-objective elements of educational content, etc.), methodological approaches (systemic, synergistic, personaly-active, axiological, competence, acmeological, participatory), purpose (to ensure the formation of students's competence), the basic principles (science, taking into account age and individual characteristics, practical orientation, differentiation of studies, the optimal combination of educational leadership with students' initiative and amateur skills, providing an objective diagnosis of students' achievements), the implementation process of core competencies formation of intellectually gifted and talented secondary school students. Structural and content unit of developed system reflects the structure and content of core competencies (state language communication, competence in science and technology, information and digital competence, the ability to learn throughout life, foreign languages communication, mathematical competence, initiative and entrepreneurship, awareness and self-expression in cultural, ecological literacy and healthy life). Functional forming unit of model contains a set of tools, methods and forms of education, pedagogical conditions of core competencies formation of students (the implementation of focused training teachers of secondary school to study intellectually gifted and talented students, to create developmental and educational environment, to ensure effective pedagogical support learning activities of students of above categories), the stages of the realization of this process (organizational and preparatory process, motivational-holistic, cognitive-effective, test-correcting). Criterion-effective unit of this model contains criteria (motivational axiological, cognitive-activity, personal and reflective) and the performance evaluation, as well as the desired result of the implementation of the model - to achieve the goal.