The results of the study do not allow the dissemination of conclusions to an extremely broad social context. But due to the experience of interpreting the problems of intercultural communication, information is useful for organizations that function in the field of education, as well as leading dialogue between Russia and the West.
The article is devoted to the analysis of modern trends in the field of updating the content of school education of the Republic of Kazakhstan. The introduction of seven educational modules in the content of education will improve the quality of Kazakhstan's education. Finding ways to integrate the seven modules of education makes the study relevant. The author describes the educational modules and their impact on the content of education, focusing on ways to integrate seven modules in a single lesson, changing the content of education under the influence of educational modules.
The results allow us to see common and specific in the work with gifted children in the Russian Federation and the former post-Soviet republic. The identified features can be taken into account in the organization of socio-pedagogical work with gifted schoolchildren and improve the effectiveness of socio-pedagogical work and socio-pedagogical support of gifted schoolchildren. In conclusion, the study of comparative experience of socio-pedagogical work with gifted schoolchildren in two countries with a similar history of formation of educational systems allows us to see the difference in approaches to work with this non-standard category of children at the moment. The identified specificity in the programs, forms and methods, target benchmarks of socio-pedagogical work with gifted children in educational organizations can be taken into account when developing the content of this direction of work and will improve its effectiveness.
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