Didactic Interpretation of Personal Quality of Gifted

The article presents generalizations on educational policies and practices regarding gifted learning.First of all, global problems of gifted learning are outlined.After that, attention is focused on the effectiveness of the educational process in the environment of gifted individuals.It is not possible to achieve efficiency without analyzing the basic principles of organizing the educational process in educational institutions for gifted individuals.As a result, an analysis is made of the students' perceived classroom activity regarding significance, challenge, choice and attractiveness.Before you begin to analyze the quality of training for individual subjects, the quality review toolkit is subjected to examination.Among a number of educational subjects, the quality of teaching mathematics and language art is assessed.On the basis of the above, the prospect of gifted learning is outlined, the final results of education and development of gifted high school students are grounded, and requirements for effective management of education are gifted at the level of the educational institution.The article states that a number of factors are reflected in the efficiency of gifted learning.First of all, this is the academic asynchrony of the gifted, their differences in focusing and distribution of attention.It turns out the source of individual differences in thinking by analogy.An analogy is observed in solving verbal and visual problems, which, along with other data, is in the plane of theoretical foundations of effective teaching and development of gifted, development of their talents.The factors of academic and creative achievements of gifted students are singled out.It is also noted that the loss of achievements during the transition of gifted students from junior to high school.One of the reasons for this phenomenon is the presence of subjectively false concepts during the study, say, natural sciences, associated with the specifics of intelligence and sexual differences.On that basis the educational practice is described which leads to the exclusiveness of gifted.The constituent elements of this practice are the task of learning to think and, in particular, think creatively and critically.This practice is specified by the commandments for the development of academic talent gifted. These commands are illustrated with examples of talent development to the study of natural sciences and technological creativity. It turns out that, even fine art finds itself a prominent place in this work, because it contributes to the development of students' attention. The article ends with the problem of intercultural transfer of positive practice of teaching gifted senior pupils and its individual elements.Key words: educational policy; educational practice; problems of effective gifted learning; analysis of the quality of the educational process; factors of effective education and gifted development; intercultural transfer of education.In the case study [1], South Carolina's gifted education policy development, changes, and implementation are explored from three perspectives: policymakers, linkers, and adopters.Document review and individual and focus group interviews with policymakers, those who develop statute, regulation, and policy; linkers, district persons who implement policy; and adopters, school-based persons, comprised data sources.Research questions include how did general education reform create change in gifted education between 1984 and 2004?What were the primary influences?Locally, how was meaning made?General education reform produced a nonlinear process of gifted policy implementation, resources to develop gifted programs, and attention to equity and access issues.Primary change influences were leadership and political relationships.Required teacher endorsement created local impact.Need exists for curriculum policy development.