综合学校资优学生教育的组织:教师的定位

Kamilė Valiušytė, Vincentas Lamanauskas
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摘要

资优学生教育是差别化教育的一个领域,其主要目标是研究具有特殊能力的人。人才问题现在变得越来越重要。这主要是由于社会需要培养创造性人格。现代环境的不确定性不仅需要人类的高水平活动,还需要人类以非标准方式行事的技能和能力。显然,资优学生的早期识别、教学和教育是完善教育体系的关键挑战之一。然而,心理教师在与行为和思维方式不规范的儿童一起工作时准备不足,导致对其个人特征和所有活动的评估不足。在2021年1 - 3月进行了定性研究,共有10名通识教育学校的教师参与。通过半结构化访谈获得的数据采用内容分析法进行分析。人们已经发现,大多数教师能够描述有天赋的学生,相信他们有能力识别他们。据透露,所分析的学校之间存在一定的差异。一些学校系统地、定性地教育天才,而另一些学校缺乏对天才教育的共同共识,没有对教师和学生的系统支持。由于不同的条件,并不是所有的天才学生都能得到适当的支持,而且正在进行的项目接受的学生数量有限,这就造成了天才学生获得优质教育的问题。这种情况可能是由于缺乏明确的国家资优学生教育战略,以及学校和教师的教育指导方针。显然,为了提高资优学生的教育质量,有必要更新教育文件,规范资优学生的教育,并根据学校的积极例子和多年的经验建立统一的立陶宛学生教育体系。关键词:教育体制,资优学生,半结构化访谈,质性研究
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ORGANIZATION OF GIFTED STUDENTS' EDUCATION IN COMPREHENSIVE SCHOOLS: TEACHERS` POSITION
The education of gifted students is one of the areas of differentiated education, the main goal of which is to study people with special/particular abilities. The problem of talent is now becoming more and more relevant. This is primarily due to the need of society to develop creative personalities. The uncertainty of the modern environment requires not only a high level of human activity, but also his skills and ability to behave in a non-standard way. It is obvious that the early identification, teaching and education of gifted students is one of the key challenges in improving the education system. However, insufficient psychological teachers’ preparation/readiness to work with children, who behave and think in a non-standard way, leads to inadequate assessment of their personal characteristics and all activities. In January-March 2021, a qualitative study was conducted, in which 10 teachers of general education schools participated. Data obtained through semi-structured interviews were analysed using the content analysis method. It has been found that the majority of teachers are able to describe gifted students, trust their competence to identify them. It has been revealed that certain differences exist between the schools analysed. Some schools systematically and qualitatively educate the gifted, while others lack common agreements on the education of the gifted, there is no system, support for teachers and students. Due to the different conditions, not all gifted students receive appropriate support, and the ongoing programmes accept a limited number of students, which creates a problem of access to the quality education of the gifted. Such situation may have arisen due to the lack of a clear state strategy for the education of gifted students, and educational guidelines for schools and teachers. It is obvious that in order to improve the quality of gifted students’ education, it is necessary to update educational documents, that regulate gifted students’ education and create a unified Lithuanian students’ education system based on positive examples of schools and many years of experience. Keywords: education system, gifted students, semi-structured interviews, qualitative research
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