FORMS AND METHODS OF TEACHING GIFTED STUDENT YOUTH

Abstract

Introduction. The problem of teaching gifted students youth is quite relevant and practically significant at present. The study aimed to highlight the forms and methods of teaching in higher education institutions and determine the feasibility of their use for teaching gifted students youth. Results. Using all forms and methods of teaching gifted students youth is not groundless. Its foundation is laid in the psychological characteristics of a talented individual; it is based on the principles of teaching gifted students and contributes to the development of a specific educational concept. “Creative people are people who can think in a new way, independently set tasks and goals, offer non-standard solutions, resist the routine approach, and focus more on the future than on the past.” There are methodological models: free, personal, developing, activating, and forming. The process of teaching gifted students youth should be based on the following forms and methods of teaching: lectures, in particular problem lectures, various types of seminars, practical and laboratory work, brainstorming, synectics, empathy, etc. In practice, there are two main approaches to organising the teaching of gifted students youth: acceleration and enrichment. Acceleration allows a gifted individual to learn at their own pace. In the second approach, their enrichment results from an expanded or in-depth study of specific topics. Scientists distinguish the so-called creative teaching methods, which include the brainstorming method, the heuristic question method, the multi-year matrix method, the inversion method, the empathy method, the synectics method, the case study, etc. The essence of brainstorming is the collective generation of ideas, followed by the formation of counter-ideas. Among all innovative technologies, the most promising are: “case study”, reflection, and training technologies. Conclusions. Therefore, the forms and methods of working with gifted students youth should be diverse and selected individually for each educational situation; the forms should be used in unity with the methods of creativity.