ПЕДАГОГІЧНА ПІДТРИМКА ІНТЕЛЕКТУАЛЬНО ЗДІБНИХ УЧНІВ ОСНОВНОЇ ШКОЛИ ПІД ЧАС ВИВЧЕННЯ НИМИ ІСТОРИКО- СУСПІЛЬСТВОЗНАВЧИХ ДИСЦИПЛІН

The article determines that the significance of historical-social disciplines increases greatly in the modern school, which in its turn is an important means of civil and personal formation of schoolchildren. Moreover, these educational disciplines are especially important in the process of training and education of intellectually capable pupils of adolescence who with properly organized pedagogical support will be able to enter the intellectual elite of the state in the future. Therefore, the problem of providing pedagogical support to intellectually capable pupils of adolescence during the study of their historical-socio disciplines acquires today a special relevance. Taking into account different points of view of scientists, we may draw a conclusion that in the study under the pedagogical support we mean a special kind of professional activity of the teacher, aimed at providing advisory preventive and operational assistance to students in overcoming the difficulties and problems that arise in their educational activities, creating the optimal prerequisites for learning, development and personal formation of each student on the basis of the maximum full consideration of his individual needs, interests, goals, aspirations, and also at encouraging pupils to display an active effort to implement reflection, selfdetermination and self-improvement. On the one hand, while modeling the pedagogical support of intellectual capable teenagers in their studying the peculiarities of the organization of the educational activities of this category of pupils were taken into account, and on the other hand, the specifics of the educational content of the indicated disciplines and the method of its teaching in the secondary school. During the research, it was developed an author's model for providing pedagogical support to intellectually capable students of the secondary school studying their historical-social disciplines. This model assumes the developing of the individual educational trajectory for each student for mastering these subjects, which its turn takes into account his personal interests, needs, aspirations and educational capabilities. Moreover, the central place in the educational process is given to active and interactive methods and forms (project-technology, portfolio, staging, etc.) of educational activities organization for schoolchildren. It should also be noted that a significant attention of teachers is devoted to the formation of constructive I-concept for capable students, which contributes to the development of a conscious attitude towards learning and to their own personal formation as a whole