Thesis "Preparing future teachers to work with gifted children in non-formal
education in China" scientifically substantiates theoretical foundations and
experience of organizing pedagogical work with gifted children in non-formal
education in China, shapes the problems that exist today in the practice of
preparing teachers to work with this category of children and also makes prognoses
how the professional training of future teachers in China will be based on the
current legislation of the country. In particular, the paper clarifies the essence,
functions and principles of preparing future teachers to work with gifted children
in non-formal education in scientific thought in China and PR China, explains
concepts that are important for disclosure (non-formal education, gifted child),
highlights the main stages of non-formal education in China and PR China,
analyzes the regulations on the provision of educational services to young students
in non-formal education.
Based on the study of scientific sources, summarizing the current laws and
regulations, analysis of reports in the field of education in China, the thesis sets up
the place of non-formal education in the process of providing educational services
in China. In particular, it was found that the interpretation of the concept of "nonformal education" in Chinese and foreign (European and Ukrainian) scientific
thought differ. In China and PR China, in particular, at the legislative level, the
exclusive right of the state to provide education is enshrined, non-formal education
in the European sense is considered to be an additional kind of education and its
achievements are not recognized by the state. At the same time, in the educational practice of China there are a large number of forms that delegate practical activities
from the state to non-formal education institutions and there the state acts not only
as a customer but also as an initiator of non-formal education institutions. The
country has a mandatory system of certifying the content of curricula of nonformal education institutions in specialized state universities and state educational
institutions.
Based on open sources of information, the peculiarities of modern
approaches to the definition of "gifted child" in Chinese scientific and public
opinion are analyzed. It is determined that Chinese society has a dual position on
gifted children: on the one hand, all parents want their child to be recognized as
gifted and invest a lot of money in interest groups, extracurricular activities,
children's clubs, etc., and on the other hand, unlike other countries, Chinese society
does not consider it necessary to support state and education initiatives to enable
gifted children to finish school early and enter higher education institutions due to
the need for changes in legislation that should precede this initiative: early school
leaving means starting early and , possibly, retirement, additional benefits or
restrictions due to the physical age of such an employee, other cases that should be
provided by law and "inscribed" in it. In addition, Chinese society fears that
children and adolescents themselves will not be psychologically and physically
ready for the amount of information that this type of work with the gifted provides.
Also uncertain is the issue of granting the status of "gifted" and "talented" child
(criteria and competencies of the authorities), etc. Therefore, the possibility of
early release for gifted children (jumping through class, externship and other
forms) is very interesting for Chinese theorists and is actively developing in
specialized pedagogical and methodological literature, but meets with harsh
criticism in the media and society. This problem can be quite a challenge for the
Chinese society and legislation given the population of China and the number of
children and young people who could potentially receive such a status.
Based on the comparison of theoretical approaches to non-formal education
as a socio-pedagogical reality in Chinese and foreign (including Ukrainian) pedagogical level, it is established that in China non-formal education is perceived
as a comprehensive educational concept combining realistic political, ideological
and moral education with professional values. countries and societies with
individual ideals of a particular person and belongs more to the economic sector
than to the field of education, does not intersect with formal education and its
achievements are not recognized in formal education.
