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1
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Uczeń zdolny w kulturze szkoły

100%
Jówko E.
Student niepełnosprawny. Szkice i rozprawy
|
2016
|
issue 16(9)
225-234
EN
The subject of the article is the problems related to the student's especially gifted and functioning in the culture of the school. The author shows the difficulties faced educational gifted students in the context of three fundamental aspects of the school culture: organizational culture, interpersonal relationships and the culture of personal and individual students and teachers.
PL
Tematem artykułu jest problematyka dotycząca ucznia szczególnie uzdolnionego i jego funkcjonowania w kulturze szkoły. Autorka ukazuje występujące trudności edukacyjne uczniów zdolnych w kontekście trzech podstawowych aspektów kultury szkoły: kultury organizacyjnej, relacji interpersonalnych oraz kultury osobowej i osobistej uczniów i nauczycieli.
2
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Teaching gifted students in elementary school

100%
Jaskulska M.
Problemy Opiekuńczo-Wychowawcze
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2018
|
vol. 567(2)
20-27
EN
Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.
3
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Zdolny uczeń – autonomiczny uczeń: jak rozwijać skuteczne strategie uczenia się na lekcji języka obcego

89%
Cichoń M.
Neofilolog
|
2011
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issue 36
319-329
EN
The paper is devoted to the learner‟s capacity for autonomous foreign language learning, as well as to the role of the teacher in shaping cogni-tive, metacognitive and socioaffective strategies, which can contribute to effective language education in particular ways. Nowadays teachers can-not neglect skills falling into the „learn to learn” category, which are in-cluded in the university teacher training and handbooks only to a very li-mited degree. The need to focus on such skills is illustrated by the results of surveys conducted among foreign language students, demonstrating their very limited awareness of language learning strategies.
4
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Miejsce ucznia zdolnego w praktyce dydaktycznej

87%
Maria Porzucek-Miśkiewicz M. P.-M.
Kultura-Społeczeństwo-Edukacja
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2018
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vol. 14
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issue 2
EN
The aim of the thesis is to draw attention to issues related to gifted students, their needs and problems at school. The author reflects on the ways of satisfying the needs of a gifted student in the classroom. A gifted student is a person with special educational needs. Teachers in schools, which should take care of the development of each individual, often leave gifted students without assistance, as they believe that they will manage on their own. The author shows fragments of the Polish educational reality of gifted students.
5
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UCZEŃ ZDOLNY A UDZIAŁ W OLIMPIDZIE JĘZYKOWEJ

75%
Spychała-Wawrzyniak M.
Neofilolog
|
2017
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issue 49/1
79-93
EN
Out of all foreign languages in Polish schools Spanish has achieved the most dynamic increase in popularity within the last few years. For those most fascinated with Spanish and its culture, there have been six editions of the National Spanish Contest in Poland, organised by the Modern Language Association of Poland in cooperation with Adam Mickiewicz University’s Institute of Romance Studies. The aim of the article is to present the assumptions and activities of the contest, targeted at the most gifted students, as well as to examine the ways in which the best ones among them prepared themselves, including the amount of time they spent analysing the program guidelines. We will try to address the question whether contest finalists are truly gifted students or merely ones with high language aptitude. Special focus will be placed on finalists’ work with their teachers. We are also going to consider possible challenges and problems, which they faced during the preparation process.
6

THE TERMINOLOGICAL TOOLKIT OF COMPARATIVE PEDAGOGICAL RESEARCH OF GIFTED STUDENTS’ EDUCATION IN THE UNITED STATES, CANADA AND THE UK

75%
Boichenko M.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 6(60)
226-235
EN
The article is aimed at revealing the approaches to defining giftedness and gifted in the USA, Canada and the UK. The following research methods were used:terminological analysis with the help of which the essence of the basic concepts is defined; comparative analysis aimed at defining common features and differences in the approaches to defining giftedness and gifted education in the studied countries. It is emphasized that the definition of “giftedness” and “gifted”, presented in the official documents of the USA, Canada and the UK, often differ from the definitions formulated by leading researchers of the studied countries. It is found out that in order to define the studied category of children and youth foreign researchers often use two concepts – “giftedness” and “talent”. It should be noted that the views of the theorists on the relationship of these concepts in the definition of the studied category differ significantly. The requirements to the definition of giftedness, proposed by a well-known American theorist of gifted and talented education J. Renzulli are highlighted, namely: 1) the definition should be based on evidence from scientific research that contains the characteristics of gifted individuals; 2) the definition should provide guidance in the identification process in this category of children and youth; 3) the definition should guide and be logically related to existing practice; 4) the definition should synthesize the research that shows its validity On the basis of analysis of the research works of foreign theorists of gifted and talented education and documents of the state education authorities of the USA, Canada and the UK the main types of giftedness are identified, in particular: 1) intellectual giftedness; 2) specific academic aptitude (math, language, etc.); 3) technical design talent; 4) musical and performing talent; 5) artistic talent; 6) sports talent; 7) creativity; and 8) leadership. The basic concept of “giftedness”, under which in our studywe understand natural inclinations and abilities (intellectual, specific academic, technical-design, musical-performing, artistic, sports, creative and leadership), which are manifested in high achievements, and the potential for such achievements, is clarified. The prospects for further research are seen in the revealing the peculiarities of the outlined types of giftedness.
7
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Rozwijanie zdolności uczniów zagrożonych niedostosowaniem społecznym

75%
Winiarczyk-Waleniak E.
Państwo i Społeczeństwo
|
2023
|
vol. XXIII
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issue 2
59-75
EN
Developing students’ abilities and talents is both a task and a challenge of modern education. This issue is particularly important for students at risk of social maladjustment, because building on the potential possessed by these young people can lead to their faster socialization. The paper presented here defines the term “abilities” and the spectrum of abilities distinguished by Janina Uszynska-Jarmoc, Beata Kutnar and Jerzy Mantur is shown. The fallowing section present ways to develop particular types of abilities of the charges of the Młodzieżowy Ośrodek Socjoterapii w Solcu nad Wisłą were presented.
PL
Rozwijanie zdolności i uzdolnień uczniów jest zarówno zadaniem, jak i wyzwaniem współczesnej edukacji. Kwestia ta jest szczególnie ważna dla uczniów zagrożonych niedostosowaniem społecznym, ponieważ bazowanie na potencjale posiadanym przez tych młodych ludzi może prowadzić do ich szybszego uspołecznienia. W artykule zdefiniowano termin „zdolność” oraz ukazano spektrum zdolności wyróżnionych przez Janinę Uszyńską-Jarmoc, Beatę Kunat i Jerzego Mantura. W dalszej części zaprezentowano sposoby rozwijania poszczególnych rodzajów zdolności wychowanków Młodzieżowego Ośrodka Socjoterapii w Solcu nad Wisłą.
8

ОСОБЛИВОСТІ МУЗИЧНО ОБДАРОВАНИХ СТУДЕНТІВ ПЕДАГОГІЧНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ

63%
Васильєва Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
50-59
EN
The author takes up the position that training of competent teachers requires taking into account their ability and talent. The article, by means of theoretical teaching research methods, reveals the essence of the "musically gifted student" concept. Nature of musical talent has been established and talent manifestations peculiarities in musically gifted students have been considered according to various authors. The author believes a musically gifted student to be a personality possessing a higher level of musical abilities, accompanied by high achievements in musical activities, and requires appropriate conditions for their development and manifestation, as well as a special curriculum. Nature of musical abilities and talent is seen as an innate feature of a personality that is developed and manifested in its activity, and is a necessary condition for its success. Peculiarities of talent manifestations in musically gifted students are considered in a different way by every scholar. However, the best list of proper personality features, according to Vasilyeva N. V. is suggested by Poluboyaryna I. I., because it takes into account the specific nature of musical activity. Thus, the author says that musically gifted students are distinguished by motivated and creative orientation and activity, desire for self-education, need for appreciation of their own activities, communicativeness, creative abilities, etc. The outlined material will assist teachers in searching new approaches to organizing the academic process for musically gifted students of teachers training universities. Taking into account the specific nature of musical activities and peculiar features of musically talented students will improve the professional training of future teachers. In her further activity, the author intends to follow the above mentioned positions and, basing on the essence of "creativity" and "Music academic activity" concepts, direct her attention to the peculiarities of music and academic creativity of musically gifted students at teachers training universities.
9
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Rola zajęć pozaformalnych w rozwijaniu uzdolnień informatycznych uczniów

63%
Morańska D.
Dydaktyka informatyki
|
2022
|
vol. 17
|
issue 17
79-95
EN
The development of the knowledge-based economy is inextricably linked with the develop-ment of the IT industry. Every now and then new IT specializations are emerging, such as a data architect, data scientistor software robot trainer, which causes dynamic changes in the labor market of IT itself and software-based sectors, e.g. fintech, govtech, computer games, virtual sectors and augmented reality. The dynamics of economic and social changes caused by the implementation of digital technologies in all areas of life causes a permanent demand for specialists in this field. One of the key tasks of education is therefore to provide young people with conditions to develop IT skills
PL
Rozwój gospodarki opartej na wiedzy wiąże się nierozerwalnie z rozwojem branży IT. Co jakiś czas powstają nowe specjalizacje informatyczne takie jak np. architekt danych, analityk danych (data scientist), czy trener robotów programowych, co powoduje dynamiczne zmiany na rynku pracy samej informatyki oraz sektorów bazujących na oprogramowaniu, np. sektory fintech, govtech, gier kompu-terowych, wirtualnej i rozszerzonej rzeczywistości. Dynamika zmian gospodarczych i społecznych wywołanych wdrażaniem technologii cyfrowych do wszystkich obszarów życia powoduje perma-nentne zapotrzebowanie na specjalistów w tej dziedzinie. Jednym z kluczowych zadań edukacji jest więc zapewnienie młodym ludziom warunków do rozwijania uzdolnień informatycznych
10
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Cisza w procesie wspierania rozwoju ucznia w młodszym wieku szkolnym

63%
Olearczyk T.
Państwo i Społeczeństwo
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2023
|
vol. XXIII
|
issue 2
11-28
EN
A school whose goal is education and upbringing must, among others: take responsible care of the development of every student, especially the gifted ones. In addition to teaching – that is transmitting didactic content – it is important to enable children and young adults to develop their passions and abilities. Silence affects the lives of both entire societies and individual people. Students’ encounter with silence takes place in the context of broadly understood culture, where the school plays an important role. Therefore, the school should respond appropriately to the changed relationship between education and silence, new forms of which are present in culture. Working in silence allows for better thinking, which in turn is reflected in the quality of the student’s performance. Silence applies to actions aimed at, among others: working on yourself, above all, however, it helps one concentrate, and therefore improves the learning process. The aim of the article is to indicate the importance of silence in the development of students at early school age.
PL
Szkoła, której celem jest edukacja i wychowanie, musi m.in. odpowiedzialnie troszczyć się o rozwój każdego ucznia, a zwłaszcza uczniów zdolnych. Obok nauczania, a więc przekazu treści o charakterze dydaktycznym, ważne jest umożliwienie dzieciom i młodzieży osobistego rozwoju, ich pasji i zdolności. Cisza wywiera wpływ na życie zarówno całych społeczeństw, jak i poszczególnych osób. Spotkanie uczniów z ciszą odbywa się w kontekście szeroko rozumianej kultury, w której także szkoła ma poczesne miejsce. Szkoła powinna więc właściwie reagować na zmienione relacje pomiędzy edukacją a ciszą, której nowe formy są obecne w kulturze. Praca w ciszy pozwala na lepsze myślenie, które z kolei ma odzwierciedlenie w jakości działania ucznia. Cisza dotyczy działań mających na celu m.in. pracę nad sobą, nade wszystko jest pomocą w koncentracji, a zatem usprawnia proces uczenia się. Celem artykułu jest wskazanie znaczenia ciszy w rozwoju ucznia w młodszym wieku szkolnym.
11
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Uczeń zdolny w rzeczywistości polskiej szkoły

51%
Bochniarz A., Grabowiec A.
Lubelski Rocznik Pedagogiczny
|
2019
|
vol. 38
|
issue 3
EN
The potential of gifted people is a significant resource for every community. That is why it is important that all of the participants of educational process are aware of the categories “abilities” and “gifted student” and their value. The article presents the issues in working with gifted students. The initial part introduces the term and characteristics of a gifted student and draws the attention to the underachievement syndrome in gifted students and asynchronous development. The role and assignments of school are indicated and special support this institution should provide gifted students with. The article also presents the results of research concerning attention to gifted children in polish schools. Finally, the examples of “good practices” which support the measures taken by schools to plan the education of gifted students are presented.
PL
Potencjał osób zdolnych stanowi niezwykle ważny zasób każdej społeczności. Istotne jest więc, aby w świadomości wszystkich uczestników procesów edukacyjnych pojawiła się na stałe kategoria „zdolności” i „ucznia zdolnego” jako wartości. W artykule przedstawiono problematykę dotyczącą pracy z uczniem zdolnym. W części wstępnej przybliżono pojęcie i charakterystykę uczniów zdolnych, ze zwróceniem uwagi na syndrom nieadekwatnych osiągnięć oraz zaburzenia rozwojowe, takie jak asynchronia rozwojowa. Wskazano na rolę i zadania szkoły w kontekście szczególnego wsparcia, jakie instytucja ta powinna zapewnić uzdolnionym uczniom. W artykule zaprezentowano ponadto wyniki badań dotyczących opieki nad uczniami zdolnymi w polskich szkołach. Na koniec przedstawiono przykłady „dobrych praktyk” wspomagających działania szkoły w projektowaniu edukacji uczniów zdolnych.
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