On the relationship between the abilities and social skills of intellectually gifted high school students as a way to modify teaching activities

the article presents the results of a ascertaining study on the basis of Kemerovo School No. 93 with in-depth study of individual subjects. The study revealed the distinctive personality traits of intellectually gifted high school students, which lead to social difficulties in communicating with teachers and classmates. The results showed insufficient willingness of teachers to independently differentiate the assessment of the creative abilities of these students, who, when diagnosing students, focus not on criteria of originality of thinking, but on academic performance and readiness for learning activities, which makes it difficult to build communication between them. This merges academic and intellectual giftedness into a single concept, which, in our opinion, leads to a lack of understanding by teachers of the personality of intellectually gifted students and to a lack of necessary pedagogical conditions for the disclosure of their creative potential, as well as reduces their sociometric status in the classroom.

modification, abilities, social skills of an intellectually gifted high school student, general intelligence, pedagogical insight, sociometric status, academic giftedness of a high school student