МЕТОДОЛОГІЧНІ ПРИНЦИПИ ДОСЛІДЖЕННЯ ДІАГНОСТИКИ ІНТЕЛЕКТУАЛЬНО ОБДАРОВАНИХ СТАРШОКЛАСНИКІВ, СХИЛЬНИХ ДО ДОСЛІДНОЇ ДІЯЛЬНОСТІJournal: Навчання і виховання обдарованої дитини: теорія та практика / Traininig and education of gifted child: theory and practice (Vol.1, No. 20)
Publication Date: 2018.06.27
Authors : Катерина Постова;
Page : 100-109
Keywords : Key words: methodological principles; intellectual talent; gifted high school students; research activity.;
The article considers the necessity of establishing the basic methodological principles for the diagnosis of intellectual giftedness of high school students who are prone to research activity.Support in research activities includes: diagnostics and support of gifted; involving children in cognitive, exploratory, research activities; intensification of research and development activities; motivation to learn more subjects; stimulation of creative activity; opportunity to demonstrate the result of the research. The aim of the work is to establish the basic principles of research into the diagnosis of intellectually gifted high school students prone to research. Tasks: conduct a theoretical analysis of general scientific methodological principles; to establish the necessity of their application in psychological and pedagogical studies; make classification of the principles of this study; to allocate basic general scientific, branch, special principles. The following groups of methodological principles are formulated: general, sectoral, special. We established such general principles as the unity of quality and quantity, negation, development; sectorals cientific, systematic, complex, communication theory and practice;special individualization, reliability and objectivity of evaluation, feedback, confidentiality, value orientations, research orientation, feasibility. The methodological principles are defined by the laws of dialectics. Sectoral principles are defined according to psychology and pedagogy. The specifics of the study determined its specific principles. The necessity of using methodological principles in psychological and pedagogical research is established.
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