Диференційоване навчання обдарованих
DOI:
https://doi.org/10.32405/2309-3935-2022-3(86)-6-13Ключові слова:
диференціація навчання, диференційоване навчання обдарованих, гомогенні та гетерогенні класи, збагачення і прискорення, кластер, перестрибування через клас, інформаційні технологіїАнотація
Статтю присвячено аналізу досліджень, які пов’язані з організацією навчання обдарованих учнів. Насамперед зазначається, що існують вагомі причини для організації диференційованого навчання обдарованих учнів. Водночас у статті визначено, що диференційованому навчанню обдарованих притаманні як позитивні ознаки, так і негативні. До позитиву передусім належить створення оптимальних можливостей для навчання на рівні вимог, які відповідають рівню здібностей учнів. Серед негативу найчастіше вказують на проблеми морального характеру, які зазвичай супроводжують диференційоване навчання обдарованих.
Кількість завантажень статті
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