Pedagogical diagnostics of the gift of project creativity in educational level acquisitioners
DOI:
https://doi.org/10.32405/2309-3935-2023-1(88)-95-100Keywords:
pedagogical diagnostics, design creativity, design giftedness, continuous design education, educational levelsAbstract
The relevance of the article lies in highlighting the pedagogical diagnosis of giftedness for project creativity as a special need of students of all educational levels in the conditions of a digital society. The author's understanding of the essence of design-creative giftedness is formulated, which is denoted by the concept of “design-giftedness”; theoretical and methodological principles of pedagogical diagnosis of project-creative (design-creative) giftedness in students of various levels of education; prolegomena of the theory of "information-energy triplicity of a creatively gifted being" as a methodological basis for the design of an educational environment by a teacher-designer, favourable for the maturation of the design-creative giftedness of students.
The experience of the functioning of the author's scientific school of the scientific school “Continuous design education as a scientific and educational and methodological problem” is described. The table specifies the task of pedagogical diagnosis of design giftedness in the educational and methodological support of those who have completed general secondary education. It is noted that the developmental component of psychological-pedagogical diagnostics has been developed and implemented in the educational and methodological provision of all levels of continuous design education. Special attention is paid to the pedagogical diagnosis of design giftedness, systematically presented in the experimental educational and methodological manual “Knauf-design/Knauf-design” for professional (vocational and technical) design education institutions, specialized lyceums, colleges and technical schools.
It is noted that, in addition to educational and methodological problems, articles on pedagogical design, practical and emotional intelligence, published by the author in the “Encyclopedia of Education” (2022), contribute to the solution of scientific problems of continuous design education. Dissertations on various problems of development of design education at all educational levels were defended by teacher-designers, most of which were oriented by scientific and pedagogical workers to technological design education.
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References
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