Keyword: «gifted students»

The article deals with the formation and development of physical and mathematical education in pedagogi-cal high school, activities of the faculty of the Department of Physics and Mathematics Faculty since its inception in 1989 until 2001, when it was opened Togliatti State University.

Some psychological aspects of the project activities of teachers who carry out the Olympiad preparation of students for the regional and final stages of the All-Russian Olympiad for schoolchildren are considered. The format of targeted support for representatives of school teams for the development of innovative projects for the development of the Olympic movement is presented. Significant correlations were revealed at the level of regularity between tolerance to the complexity of an uncertain situation and all indicators of the resilience of teachers – olympiad trainers, as well as tendencies for the relationship of their tolerance to the novelty of uncertainty with involvement and control. This is positioned as the personal resources of the innovative activity of teachers.

The article discusses the problem of organizing the individualization of the educational process of gifted schoolchildren. A theoretical model of the application of the Schuhart-Deming cycle (PDCA) for the continuous improvement of individual educational routes (IOM) is proposed. Based on the analysis of the theoretical literature, the key stages of the PDCA cycle in the context of the development and implementation of the IOM of gifted schoolchildren have been identified, and their importance for improving the effectiveness of individualization of learning has been substantiated. The advantages of the proposed model are shown, including flexibility, adaptability, efficient use of resources and the development of self-regulation skills among students. Unlike traditional, static approaches to IOM design, the PDCA cycle provides a dynamic process based on continuous monitoring of progress and making adjustments. Promising areas of further research are identified, related to the development of specific techniques and tools for the implementation of each stage of the cycle, as well as the adaptation of the model to different types of giftedness and educational contexts.