Integrative education. Methodological material "integrative approach to learning"

1. Conceptual basis of the study

The problems of integration in pedagogy and education are devoted to many studies, including pedagogical, scientific monographs, articles and methodological developments. Therefore, when developing approaches to the features of integration within the framework of this practical study, it is necessary to trace the history of the development of this concept and choose the most relevant from the available approaches. An additional task of the authors is to retell complex scientific constructions in a language accessible to a wide range of readers, which will allow all participants in the educational process to easily understand what constructive ideas are in question.

Having become acquainted with the available works, we came to the conclusion that the most relevant for solving the problems of modern education, where personal meanings and value categories of culture are placed at the top level of the hierarchy, are approaches to the problem of integrated learning, reflected in the research of a group of scientists from the Institute of Art Education and Culturology of the Russian academies of education developed under the guidance of B.P. Yusov in the period from 1987 to the present (L.G. Savenkova, E.P. Kabkova, E.P. Olesina, E.A. Ermolinskaya, and others), as well as the research of the doctor of pedagogical sciences A.Ya. Danilyuk.

Approaching the problem of education that interests us, it is necessary to identify the directions of thinking of B.M. Kedrov, who argues that the integration of sciences should be understood as such a form of their interaction, which implies that different areas of knowledge have common research tasks and goals, as well as a specific unified system cognitive means necessary to solve and implement these problems and goals. BM Kedrov defines the typology of integration processes in science, with the help of which he reveals the course of movement of the natural sciences from “their differentiation to their integration”: from the special particular to the general; from the lowest level of knowledge to the highest; from the study of isolated aspects of the subject to the unity of their consideration.

The scientist distinguishes 3 types of the concept of transitions: "cementation" - building bridges between neighboring sciences; "foundation" - the process of linking sciences, spreading the method of some sciences to study the object of others; “coreization” is the penetration of more general, abstract, material sciences into particular natural sciences.

In pedagogical science, B.M.Kedrov’s reasoning is developed from the point of view of pedagogy by M.A.Terenty, who distinguishes three stages of integration: concept, correlation, integration. “These stages function in modern education, however, they fulfill the preparatory conditions for the transition to three levels of integration that correspond to education, especially in education in social and humanitarian subjects. These three levels of integration are (...): fundamentalization of the integrated content of formative and developmental education, universalization of the integrated content of formative and developmental education, professionalization of the integrated content of formative and developmental education. The third component of the integrated concept is the universalization of scientific and practical knowledge.”

In studies led by B.P. Yusov, the authors rely on the work of B.M. Kedrov, who pointed out that in the development of scientific knowledge “Two directly opposite and seemingly mutually exclusive tendencies appear: one consisted in the fragmentation and branching of the sciences, their differentiation, the other, on the contrary, in the desire to unite the disparate sciences into a common system of scientific knowledge, that is, in their integration”. The problem of B.M. Kedrov considers through the development of scientific knowledge from their closed study to their interaction, and then to their integrity, while the same object is studied simultaneously from different sides. Based on these ideas, researchers go further, developing ideas for translating global knowledge from one language of knowledge to another.

B.P. Yusov considers the idea of ​​integration in the pedagogy of art from the standpoint of the concept of polyart education, where « Integration is the disclosure of the inner relationship of a diverse artistic manifestation and the translation, transfer, transformation of a given artistic form into another artistic modality - color into sound, sound into space, space - into the dimension of a line of a poem, carrying out this art throughout the entire range of polyphony, when, for example , the spatial dimension gets an aromatic counterpart" . In his works A.Ya. Danilyuk transfers the same positions to all areas of subject knowledge.AND I. Danilyuk describes the concept as follows: “Integration of education is the implementation by a student, under the guidance of a teacher, of consecutive translation of messages from one educational language to another, in the process of which knowledge is acquired, concepts are regulated, and personal and cultural meanings are born”. “In other words, as E.A. Buyanova notes, this is not so much a formal combination of different knowledge into a new educational text, but a combination of different texts in the mind of a student, leading to the formation of mental conceptual and semantic structures”. At first glance, it may seem that we are talking exclusively about interdisciplinary and intradisciplinary integration, but in fact the approach proposed by these scientists is much broader.

It is important to note that A.Ya. Danilyuk agrees with B.P. Yusov not only in understanding the main mechanism of integration in education, but in understanding the deep meanings of this process. In his research paper, he writes: “One of the main issues of modern pedagogy, the constructive answer to which is the educational space itself, is the question about the connection between education and culture. The cultural dominant is uncharacteristic of traditional education. It is organized in a system that most fully corresponds to modern sciences (school subjects), based on the principle of linking education and life, mainly in its real socio-economic manifestation (labor school), as well as through various combinations of the principles of scientificity and vitality (intersubject communications, integrated courses ).

The transition of education to a new cultural dimension has been prepared by the development of modern pedagogical thinking. In terms of the problem under consideration, three most significant areas in domestic pedagogy can be distinguished.

1. Understanding education as a culture-forming environment, a small culture, a cultural microcosm. The foundations of the cultural approach to education have been developed in modern times by V.S. Bibler, E.V. Bondarevskaya, A.P. Valitskaya, O.S. Gazman, V.P. Zinchenko, V.T. Kudryavtsev, V.I. , B.P. Yusov and others. One of the important tasks of culture-oriented pedagogical thinking - the search for the value-epistemological foundations of the Russian school - is solved in a certain way in the works of I.V. Bestuzhev-Lada, E.P. Belozertsev, I.D. Goncharov, G .B. Kornetova, N.D. Nikandrova and others.

2. Transition from knowledge to personality-developing, personality-oriented paradigm. A new approach to the possibilities of the educational process is being formed in connection with the design, program and methodological development and implementation of V.V. Davydov, L.V. Zankov, D.B. The psychological and pedagogical foundations of education of a new personality-developing type are presented in the works of I.B. Kotova, V.A. Petrovsky, V.I. Slobodchikov, M.A. Kholodnaya, E.N. Shiyanov, I.S. Pedagogical concepts of personality-oriented education by N.I. Alekseev, E.V. Bondarevskaya, S.V. Kulnevich, V.V. Danilchuk, V.V. Zaitsev, M.V. Klarin, N.K. Sergeev, V.A. Sitarov, E.N. Sorochinskaya, L.M. Sukhorukova and others

3. A significant increase in the general methodological culture of pedagogy, differentiation of empirical and theoretical thinking, the possibility of conducting scientific and pedagogical research at the theoretical level.

The first two directions in the development of modern pedagogical thinking are radically changing "the idea of ​​the purpose of education in the 21st century: the traditional understanding of education as the acquisition of knowledge, skills, and skills by students and their preparation for life is being rethought and replaced by a broader view of education as the formation of a person, finding himself, its human image, unique individuality, spirituality, creativity". They develop and enrich the pedagogical culture of modern times, make a significant contribution to the historical development of the paradigmatic basis of humanistic pedagogy" . It is this understanding of cultural integration, which extends to all spheres of school life, that will underlie our study.

2. Brief history

Having decided on the priorities, it is important to look at the history of the issue and the emerging approaches in general.

Based on the study of L.G. Savenkova, in the history of Russian education of the twentieth century, three distinct stages of the introduction of integrated methods and integration forms of work into the actual practice of the school can be distinguished. The first period is associated with the labor school (20s). During this period of time, the issue of an integrated approach to the process of organizing the educational process was actively discussed among scientists and teachers. Comprehensive education implied the integration of diverse, multi-subject knowledge around a specific, specific life problem. This direction was opposed to subject education and was seen as two mutually exclusive directions.

The second stage - the period of 50-70s - is associated with the introduction of interdisciplinary communications into practice. Comprehensiveness, integration have been transferred to additional education, subject education is established in the school. The focus is on the tasks of coordinating school education with industrial training, logical connections are actively studied, tasks, content, and didactic principles of education are determined. Interdisciplinary connections are becoming one of the main didactic principles of pedagogy. The interaction between teachers and the collective research work of students that developed in the 1920s are relegated to the background and appear only in extracurricular, extracurricular work.

The third period is associated with the 80-90s and represents the actual integration. The most active integration as a concept in pedagogy begins to develop in the 80s in the context of diverse changes in the development of society (economy, ecology, culture, politics). The first collections of articles appear in which attempts are made to reflect the features of an integrated trend in pedagogy, special laboratories are created at research institutes of various profiles, including in 1987 a laboratory for the complex interaction of arts was created at the Center for Aesthetic Education of the Russian Academy of Education (now the Institute of Art Education and Culturology ). Gradually, integration acquires the status of a fundamental concept in pedagogy.

The question of the history of the approach is most thoroughly covered in the dissertation of A.Ya.Danilyuk. Considering the origins of the phenomenon, he writes: “For the first time, J.-J. Rousseau declares with all certainty about integration. He is looking for "means to bring together the whole mass of lessons scattered in so many books, to reduce them to one common goal, which would be easy to see, interesting to follow." Then Pestalozzi consistently pursues the idea that the combination of learning with labor fully corresponds to the psychology of children, their natural desire for activity. In the Russian pedagogical tradition, L.N. Tolstoy for the first time addresses the problem of finding a single "reasonable basis for teaching"; as such, he defines the moral core of all religions - eternal questions about the meaning of human life. The idea of ​​convergence of labor and educational activities is further developed in the works of J. Dewey. He overcomes the mechanistic approach characteristic of Pestalozzi to the combination of labor and learning. Dewey turns productive labor into the main integration factor, the leading integration mechanism through which the systematic integration of diverse knowledge around historically and socially significant production problems is carried out. The concept of the labor school developed by Dewey was experimentally tested in the 1920s. in Russia. The Soviet labor school (N.K. Krupskaya, A.V. Lunacharsky, M.N. Pokrovsky, P.P. Blonsky, S.T. Shatsky and others) was the first large-scale practical experience in organizing training on an integrative basis ".

This review shows that already at the early stages of the development of the integration problem, all the main approaches were identified:

Searches in the field of intra-subject and inter-subject integration in the name of optimization of the educational process (Rousseau);

The search for the integration of theoretical education and life practices (Pestalozzi and Dewey);

Searches in the field of integration of students into culture, inculturation (Tolstoy).

In the history of Russian pedagogy, it becomes obvious that the experimental testing of integrative education in Russia in the 1920s combined all these approaches. So, for example, in the club and summer camps "Settelment", organized by Shatsky for children from disadvantaged working families, project activity was at the same time a tool for integrating subject knowledge, a tool for integrating children into social and labor activities close to them, and a tool for integrating into the history of world culture. At the same time, creative projects addressed to parents helped to develop common value orientations for the family as a whole and establish intra-family ties, and also helped to integrate the family into the cultural urban space.

E.A. Buyanova, in the review we have already cited, writes: “Analysis of the literature studied by us allows us to establish that one of the first the concept of integration in pedagogy was introduced by I.D. Zverev and V.N. Maksimova: “Integration is the process and result of creating an inextricably connected, unified, whole. In teaching, it is carried out by merging in one synthesized course (topic, section of the program) elements of different academic subjects, merging scientific concepts and methods of different disciplines into general scientific concepts and methods of cognition, integrating and summarizing the foundations of science in the disclosure of interdisciplinary educational problems. It is obvious that here we are also talking about a narrow understanding of integration in education.

The issues of integration as an integral polysemantic process in education are beginning to be actively developed in domestic pedagogy at the turn of the XX - XXI centuries. Here is what the Novosibirsk researcher S.Yu.Polyankina writes about this: “The concept of integration in pedagogy is polysemantic and, according to the results of a study by E. N. Puzankova and N. V. Bochkova, can mean “a way that allows you to identify, introduce and construct hierarchical links between elements of pedagogical systems; means of constructing pedagogical models; the path leading the system to integrity; a way that allows you to reveal patterns in pedagogical phenomena, processes and systems; way to a holistic, comprehensive study of pedagogical phenomena and processes.

A number of scientific works of domestic teachers and philosophers are devoted to the study of integration processes in the education system of Russia at the present stage.

Integration of education as a didactic principle , which is imbued with the pedagogical process, is studied by A. Ya. Danilyuk.

Application of an integrative approach in general secondary and higher professional education D. A. Artemyeva, M. N. Berulava, I. G. Eremenko, E. V. Bondarevskaya, V. A. Slastenin, etc.

Integration of the Russian Educational System into the World Educational Space in the Context of the Bologna Process studied by I. Gretchenko, B. L. Vulfson, I. G. Timoshenko, T. S. Kashlacheva and others.

Establishment of both intra-subject and inter-subject communications in the pedagogical process , the creation of integrated courses, blocks and modules became the subject of scientific research by A. Ignatova, V. M. Maksimova, N. M. Belyankova, I. B. Bogatova and others.

Integration of two types of scientific knowledge (scientific and humanitarian) in life and education - wrote A. A. Salamatov, E. A. Sokolkov and others.

Integration as a condition for organizing the very process of education and upbringing, based on three interrelated areas: ecological approach, regional approach, polyartistic (multicultural), based on the interaction and co-creation of teachers in the team of an educational institution - B.P. Yusova, L.G. Savenkova and others.

Integrated education for children with disabilities , providing for specialized correctional assistance and psychological support, we find in the works of L. S. Volkova, A. A. Dmitriev, N. N. Malofeev, L. M. Kobrina and others.

Like a problem social adaptation of migrant children by introducing them to the culture of the host country researched by Yu. A. Goryachev, V. F. Zakharov, L. E. Kurneshova and many other domestic scientists. In favor integration of the ideas of the philosophy of education of the West and East with the aim of overcoming the global educational crisis, the works of M. S. Ashilova, V. I. Parshikov, T. A. Rubantsova, V. I. Panarin speak.

Integration in Education as Interaction of Pedagogical, Socio-Cultural, Socio-Political and Economic Factors of Development educational systems and the coexistence of traditions and innovations in this area - R.N. Averbukh, N.P. Litvinov. In this sense, it acts as a factor in the development of educational systems. .

The selected classifications cover various aspects of integration, but do not give a strict classification, do not define a single principle. However, based on existing local studies, several types of integration in education can be distinguished:

1) Integration of the subject content of education.

2) Integration of scientific approaches, methods, techniques, practices and technologies of education.

3) Integration of theoretical education and practical activities.

4) Integration of various types of educational activities into a single system of continuous education in an open educational space (preschool, general, higher, postgraduate, basic, additional, etc.).

5) Integration of various participants in the educational process in a single educational space (integration of communities of teachers, students and parents, integration of special socio-cultural groups into the education system (disabled people, migrants, etc.).

6) Integration of all participants in education into a single event field of culture, inculturation.

7) Integration of domestic education into a single global process.

As many researchers of the problems of integration in education note, by and large, all the identified aspects are important, inseparable and cannot be solved in isolation from each other.

Emphasizing the inevitability of deep integrative processes in modern education,I.E. Kashekova writes: “The modern world (professional incl.) is built on an integrative basis that requires versatile knowledge, competence, the ability to choose the right information from the flow of information and competently operate it; education should also be built on an integrative basis, introduce a person into a new world and help to master it (…). The integration educational space of the school, eliminating the need for duplication of educational material, ensures the provision of systemic and holistic knowledge about the world, about human culture, about the components of their components. Before students, as in life, tasks of an interdisciplinary nature are set, stimulating the integration of knowledge of different subjects, in the process of solving these problems they search for information, translate scientific messages from one language to another..

Based on the research of L.G. Savenkova, “Integration is first and foremost change in education management technologies is with creativity of teachers and students in the team. This is eventfulness and system-activity approach aimed at forming leading competencies: communicative, scientific, research, linguistic, social, multicultural.

Real ways to solve this problem - implementation in the educational process of schools complex integrated educational blocks based on active interaction subjects of the natural sciences, humanitarian and artistic cycles, in the context of the development of the socio-cultural space of the city in the process of interaction between basic and additional education.

Integration allows you to include teachers and students in an active joint creative process. This is a thoughtfully built process of education and upbringing, which contributes to a rethinking of the overall structure of the organization of education, preparing students for the process of perception, understanding and comprehension of information, the formation of schoolchildren's concepts and ideas about the interaction of all processes in the world as a single whole.

3. On the issue of integration of general and additional education

Since the main topic of our study is “Development of mechanisms for integrating general and additional education of children in order to create a single educational space in the context of the implementation of the Federal State Educational Standard of General Education”, we should dwell on the peculiarities of studying this particular issue from the standpoint of ideas of integration in education.

Theoretical foundations of additional education are revealed in the works of V.V. Belova, V.A. Berezina, L.I. Borovikova, A.K. Brudnova, G.P. Budanova, L.N. Buylova, V.P. Golovanova, E.B. Evladova, M.B. Koval, N.V. Maple, O.E. Lebedeva, L.G. Loginova, N.N. Mikhailova, V.I. Panova, I.I. Frishman and others. But from the fundamental works, only in the works of E.B. Evladova and a group of authors working with her are the problems of integration of general and additional education specifically disclosed. And this, apparently, is not accidental, because these issues arose acutely relatively recently, when reforms began to unite institutions of general and additional education into single complexes.

E.B. Evladova, L.G. Loginova and N.N. Mikhailov in the textbook "Additional Education for Children" reveal the need to integrate the basic general and additional education of schoolchildren. Studying education as an integral system that ensures the interconnection of subjects and objects of educational activity, the continuity of the educational process, they believe that this system involves two goals - socialization (that is, the natural process of the formation of an individual, personality in society) and individualization (that is, the process of organization and self-organization of one's life in society by an individual). For the successful implementation of each of them, it is necessary, on the one hand, to have two autonomous spheres in terms of goals, objectives and pedagogical activity. And on the other hand, to integrate these areas into a single educational space that creates the necessary conditions for a holistic education of the child. These two autonomous areas, according to the authors, are basic and additional education, each of which is aimed at solving its own goals and objectives, but in the aggregate of these areas lies the meaning of education.

E.B. Evladova says: “implementing the tasks of additional education , the school is trying to resolve existing the existing contradiction between the need, on the one hand, to master the educational standard, and on the other hand, to create conditions for the free development of the individual, which is the basis for the humanization of education” .

This idea is perfectly developed in the article by the director of the Novosibirsk SchoolT. K. Sozykina: « The competence-based paradigm of education, unlike the traditional one, is focused on the formation of personal, subject and meta-subject competencies of the student, which is extremely difficult to do without active interaction with the system of additional education.

It is the integration of general and additional education of children that provides the conditions for:

- effective implementation of individual educational trajectories of students;

– successful life and professional self-determination;

- development of versatile abilities of different categories of children;

– formation of key competencies of students.

The student masters a number of integrated skills:

- the ability to navigate in various subject areas of knowledge;

- work effectively with large flows of information, create your own databases;

- develop the foundations of critical, creative, productive thinking;

- the ability to productive creativity, etc."

Continuing the discussion on this topic, the author clarifies the idea of ​​the inseparability of various aspects of integration, which we discussed above: « Such a model implies the need to integrate different levels of education: (preschool education, primary general education, secondary general education), as well as intra-subject, inter-subject and transdisciplinary integration education in the modern school.

Transdisciplinary integration is a synthesis of components main and additional content of education.

It is possible to identify a number of basic principles that are followed in the development and implementation of integrated programs for general and additional education of children in a general education school: the principle of personal significance, the principle of adaptability, the principle of creative orientation, the principle of a collective nature and the principle of individual interest, etc.”

R Research GroupRepublican Institute for the Development of Education Komi, based on the study of the practice of implementing models of integration of general and additional education in various educational institutions of the region, makes a number of conclusions that are fundamentally important for our study: “Since each general education institution has its own specifics, due to objective and subjective reasons, such as: mode of operation, location, number of students, social characteristics of the contingent, etc., it is necessary to take into account these individual characteristics of the institution when designing a model for integrating general and additional education” .

Speaking about the possible goals for various institutions to integrate general and additional education, they also name those that are often forgotten:

“Creation, expansion and enrichment of educational and educational space in the microsociety - the closest environment for the life of the student, ensuring its successful integration and adaptation to modern socio-cultural conditions, which will provide:

- Free choice by students of types and fields of activity;

- Orientation to personal interests, needs, abilities of students;

- Possibility of free self-determination and self-realization of students;

- The practical and activity basis of the educational process.

They also provide a constructive monitoring system.

"Diagnostic items:

1) The personality of the pupil himself, the changes taking place in the personality of the student.

2) Children's team as one of the most important conditions for the development of the student's personality, the level of development of the children's team, the nature of the relationship between members of the team.

3) The professional position of the teacher as a condition for the development of the student's personality, the nature of the pedagogical position, the formation of professional values.

Objects of control and analysis:

- cognitive activity, interest in learning, school;

- the formation of moral and aesthetic feelings, emotional and value orientations and attitudes towards teaching, oneself, the world;

- application of rules and methods of behavior in real life situations;

- participation in various socially significant activities, including those of a creative nature;

- performance by students of various social roles, including those associated with the school system of relationships.

Having considered the most relevant approaches to the issues of integration of general and additional education, let us return to the conceptual foundations that seem to us the most important both in solving the problems of integration in general and in the field of integration of general and additional education. We again find these grounds in A.Ya. Danilyuk. It is they, as we suggest, that should serve as a guide for our practical research:

"one. The dialectical unity of integration and differentiation. Integration and differentiation are considered as two tendencies of human cognition: a) to represent the world as a whole, b) to comprehend the patterns and qualitative originality of various structures and systems deeper and more concretely.

2. Anthropocentrism is a special, historically developing attitude of the teacher to the educational process, in which the central place and active role is given to the student. According to the principle of anthropocentrism, the student occupies a central position in the educational system, and his consciousness is the most important factor in the integration of educational content. The student becomes not only a semantic (what for), but also an organizational center of education (the subject of teaching, the subject of constructing educational content), provided that he integrates different educational texts in his mind. The integration of different knowledge by consciousness leads to the emergence of new knowledge, so the most important indicator of an anthropocentric, developing education is the student's ability to generate new texts.

3. Cultural conformity. Modern education is becoming more and more cultural in nature. Culture acts for him as a model-image, in accordance with which it organizes itself. Education is a microcosm of culture.”

We, following E.A. Buyanova, believe that these principles constitute the system-categorical basis for designing a model for integrating general and additional education.

4. Anthropocentrism and cultural conformity as the main principles of integration of basic and additional education

In his work devoted to the problems of integration of general and additional education, E.B. Evladova pays special attention to the problems of inculturation, putting them in fact at the forefront. Let's present a number of excerpts from her work, as they guide the search for integration mechanisms.

« Appeal to the role of culture in education, upbringing of the younger generation is both absolutely traditional (who and when did not talk about it?!), and constantly relevant, even topical. That is, the topic corresponding evil of the day.Today, more than ever, you feel the original meaning of this expression: that is, what is perceived as something absolutely necessary at the moment, such a problem, without the solution of which it is impossible to move on.

Hence the feeling of being serious. contradictions. On the one hand, the importance of rapprochement between education and culture has been discussed for at least two centuries (at least since the time of A. Diesterweg, who substantiated the principles of natural and cultural conformity of education). Outstanding teachers, cultural figures, scientists, artists defended the paramount importance of culture and humanitarian, moral factors in education (K.D. Ushinsky, L.N. Tolstoy, V.A. Sukhomlinsky, Yu.M. Lotman, M.M. Bakhtin, J. Korchak, S. Frenet, K. Rogers). A tribute to culture as an indispensable source of education is also given in various modern reports, documents, and scientific articles.

At the same time, on the other hand, there is a strong conviction that words about culture are increasingly becoming props, decoration that replaces the need to take real action . And often you can talk about the substitution of concepts: instead of culture - a certain surrogate for it, which, allegedly, is only what the masses need. (…)

Scientists call the current situation a civilizational breakdown, since there have been cardinal changes in all spheres of human life: social, economic, demographic, ethno-political. This entailed objective changes in modern man, changes in the child and the situation of his development. . (Feldshtein D.I. Priority areas of psychological and pedagogical research in the context of significant changes in the child and the situation of his development. - M-MPSI; Voronezh: MODEK, 2010. -16 p.).

The combination of the concepts of education and culture enables the teacher to overcome the narrow limits of his subject, his "objective egoism" and engage in joint cultural activities with children on the basis of a valuable understanding of various phenomena. Today we are talking about two paradigms of education: knowledge and culture.

Despite their differences, it is clear that they are closely interrelated and complement each other. It should not be about crowding out, but about supplementing traditional forms and means of education with socio-cultural values.

Scientists developing this direction of pedagogical thought (E.V. Bondarevskaya, I.E. Vidt, N.B. Krylova, V.I. Slobodchikov, E.A. culture, their perception as parts of one whole - society, the impossibility of their full-fledged existence without each other. (…)

Main method implementation of these tasks is "immersion in culture" those. special organization and specially thought-out content e activities aimed at :

- expansion of the space of "timeless" communication, dialogue of epochs and cultures through "living", "feeling", historical events, cultural phenomena, the life of an individual;

- the inclusion of common cultural phenomena and values ​​in the sphere of personal interests and values ​​of the child;

- development of communication opportunities in the children's and adult community, strengthening of inter-age and inter-generational ties;

- mastering by the teacher and the child of various forms of cultural development (comprehension of socio-cultural reality) and cultural creation (creation of their own creative products);

- search for means of cultural interaction between the child and the teacher as a joint practical development of cultural norms and patterns of communication and behavior for further independent experimental appropriation of the values ​​accepted by the child and developed by him.

The programs are integrated in its content, because are built on a broad humanitarian basis and take into account, first of all, the historical and cultural material of basic education, which is available in all academic subjects studied in a particular class. Thus, the basis for interaction between basic and additional education.

Complexthe nature of the programs is confirmed by combining different areas of activity and forms of employment, providing a system "lesson - extracurricular work - occupation in a creative association."

ModularityThe program is determined by the fact that its various components are easily connected with each other, depending on the general focus of the work of a particular teacher, the interests and abilities of schoolchildren, and the traditions of the school. .

In fact, A.Ya. Danilyuk: « The integral space is an educational system of a personality-developing type, in which the systematic translation of educational information into the languages ​​of various sciences and arts is possible. A culturological (local or small) educational space (]) is possible, in which a holistic phenomenon of culture is modeled, and a culturally appropriate (large) educational space or meta-educational space (2), which recreates a certain national culture or cultural-historical era. The organization of humanitarian spaces is determined by the principles: 1) cultural conformity and culturology, 2) building humanitarian spaces on a subject basis, 3) generating culture in educational activities. In the educational space, learning activities are aimed at mastering generalized ways of behaving in a culturally significant situation on the basis of various scientific knowledge about it.

In developing mechanisms for this type of integration space, we must turn to special methods and practices that have been developed in the field of liberal arts education, but may be relevant for the holistic educational process of the school.

Among these practices, we single out a tutor project (T.M. Kovaleva), integrative documentary complexes of the “school of understanding” (Yu.L. Troitsky) and classes united by one cross-cutting theme in “Artistic event” (L.G. Savenkova), as well as such locally known and widely implemented technologies as facilitated discussion, project activities, museum pedagogy, literary drawing rooms, etc.

Here is how T.M. Kovaleva briefly characterizes the essence of tutor activity: “A tutor is a teacher who is engaged in a certain area of ​​pedagogical activity. For example, a teacher conveys knowledge, skills, and an educator (also a representative of pedagogical activity) conveys life values. Along with this, there is such a figure as a "tutor" - a teacher who accompanies the individual educational program of a child or an adult. He does not convey general knowledge, skills or abilities, he does not educate, his task is to help the child (or adult) fix their own cognitive interests, determine some preferences, help understand where and how this can be implemented, help build their own program.

We in the tutor community have several concepts for the work of tutors. What is the essence of tutor action? First, it is the creation of an environment of choice. For example, if a child wants to draw or play a musical instrument, it is important to create a so-called "redundant" environment. Otherwise, how will a child understand that he likes to play the violin if he has never seen a violin, but only saw an accordion, for example. The child should be given the opportunity to get acquainted with different types of musical instruments.

Secondly, this is navigation, when the child has already been offered various options, and the tutor (the one with whom the tutor works) needs to try them all. And navigation consists in the fact that the tutor discusses the risks and benefits of further choice, pronouncing and analyzing together with the tutor what strategy this or that step leads to.

Thirdly, this is a discussion of the next step in the implementation of the educational program. For example, a child likes bright colors, he wants to draw with them. And then, in the process of tutoring, it turns out that with the help of bright colors you can not only draw, but use them in applications, etc. This is how the tutor action unfolds consistently.”

Thus, the tutor's project in the integration of general and additional education helps to determine the actual personal areas for the development of the cognitive interest of all participants in the educational process. This personal interest can be based on the subject knowledge received in the lesson or vice versa to promote the student to it. Such a situation sets advantageous non-linear connections between classroom and extracurricular activities, organizes the natural circulation of ideas and activities. And at the same time, the tutoring process contributes to the establishment of all types of integration, since it is the most effective tool for entering the open educational space.

Let's move on to the consideration of more specifically humanitarian components of culturally oriented integration practices. Yu.L. Troitsky, the author of the concept of the school of understanding, writes about his method: “Looking at the lesson as a communicative event, gravitating towards a dialogue of consent, suggests the appropriate dramaturgy of the lesson - the organization of a “place” (communicative space), “time” and “action” (communicative behavior of the teacher and students).

Communication space lesson. The School of Convergent Consciousness Needs a Different Communication nicative space - in one where "everyone wants to see everyone" (Mandelstam).

Communication time lesson organized by a change of subjects and ways of speaking.

The natural way of mastering the educational and thematic material of the lesson opens with a question, and not the answer (the so-called "races covering the topic"). The communicative skill of the teacher consists in posing such a question(or rather, a series of "Socratic" rosov), which would initiate the need for a response. The most effective are questions of this kind, the answers to which the teacher really interesting as an interlocutor.

We note here that the question, and even the "Sacratic question" is a tool that makes the tutor project and the "school of understanding" related. Moreover, the question asked by the teacher, who is a sincerely interested participant in the educational dialogue, largely ensures the anthropocentric principle of integration in education.

Let's continue reading the article by Yu.L. Troitsky, which develops the theme of the anthropocentric approach: « The most important characteristics of a communicative action speakers at the lesson: architectonics of zones of communicative attention actors (subjects of the educational process) and the system of communicative values ​​implemented during the lesson.

The communicative event of the lesson is a complex picture of interaction, mutual rejection, mutual imposition of as many zones of communicative attention as there are participants learning process is present in the lesson. Each student is being the same original subject of selective attention as the teacher. In the zone of communicative attention of each participant, the picture of the lesson is changing.

Knowledge- in the usual school use of this concept - involves reproductive memorization and recognition famous. At the same time, it can easily turn out to be mechanical for its bearer, devoid of meaning, arising only as a result of understanding recognized. Each understanding, born and existing in the forms of inner speech, original. Therefore, between the carriers of understanding, genuine meaningful communication is possible, while between the carriers of knowledge (as such), communication is reduced to relaying and, after mutual alignment of the level of awareness, naturally ceases.

skillcommunicative pedagogy is opposed to creativity. If a skill is a simulation capability action, then creativity in the educational process presupposes there is the possibility of inventing and creating something new, in one way or another unprecedented.

Skillreproductive pedagogy creative education contrasts taste. The presence or absence of taste, the degree of its development, plays a decisive role not only in the field of aesthetic education. Joining any sphere of cultural activity means building up the value scale of judgments, deepening the intersubjective validity of the subjective me acquisition of a conceptually significant value position.

The depth of understanding, the creativity of thinking and text generation, the development of taste in the complex make up what can be called the culture of objective thinking: historical, mathematical tic, biological, artistic, etc. The strategic goal of communicative pedagogy is to foster a culture of appropriate subject thinking, and not to accumulate knowledge, skills and abilities.

Instead of a textbook, schoolchildren work with a text collage - documentary and historiographic package. The basic principle technologies - work with authentic texts of the studied era. The word "text" is understood not in narrow linguistic terms, but in semiotic terms. sense: the remains of dwellings, household items, rock art - all these are texts. Only in working with authentic remnants of the past The problem of historical truth can be formulated.

One of the main lines of innovative technology is the consideration of a historical event from four points of view - a contemporary, a foreigner, a descendant and a laughter position.

Contemporary events (chronicler, chronicler, witness). The role position "contemporary" allows you to plunge into the thick of things as your accomplice.

Descendant(historian, writer, student). The role position "descendant" allows you to distance yourself from the event and take the position of an observer in relation to it. Do not judge, but explain.

Foreigner(traveler, merchant, pilgrim, diplomat). This role position allows a different cultural view of the natural culture.

Laugh Drop Position (buffoon, jester, mockingbird, Gaer). Position of comic decline - privileged position in our technology. Laughter, as a cultural phenomenon, has a unique ability to make the far and the foreign one's own and the near one. (…)

The texts placed in the "Integrative Documentary Complexes" are largely multi-genre and are literary or pictorial works. (…)

Integration, in my opinion, consists in the simultaneous work of teachers of different subjects (for example, history and literature), ideally with the same text, but the historian would work with it as with a historical source, and the philologist as with a work. As a result, there would be a noticeable discrepancy in the way they work: forhistorian, the text plays the role of a means by which he can to reconstruct the reality behind the text - the past, for the teacher of literature, on the contrary, the text turns into a work, that is, it becomes the subject of study and development. Emphasizing the discrepancy between the methods of work of the historian and the philologist, one can detect non-trivial dependencies and inter-subject correlations, as well as note the non-randomness of the subject division and the fruitfulness of the collision of different methodologies in the space of one lesson.

Documentary complexes allow conducting integrative lessons of history and literature (chronicles, historical prose, poetic and prose texts for home reading). Lessons of history and the Russian language are possible (analysis of vocabulary, phraseological units, syntax of archaic texts). Fruitful integrative lessons of history and fine arts (illustrated by stories told by schoolchildren, mastering the Old Russian book mini atyura, making object reconstructions).

Aesthetic potential of documentary complexes conditionslinen use as a full-fledged along with artistic nym works and historical journalism. Documents can give a somewhat "fragmentary" vision of the era. The task of artistic and historical-journalistic texts is to combine disparate information and impressions into an organic picture. .

Of course, the proposed Yu.L. Troitsky, the variant of integration through various ways of knowing the same material is only one of the possible ways of integration, although it is very productive. The most interesting thing in working with documentary complexes seems to us something else - the opportunity to look at the same subject from different positions, to integrate different points of view into our own understanding. Such work promotes both social integration - the ability to hear and understand the point of view of another, and scientific integration - the ability to think critically within the search for scientific truth. At the same time, we find the concept of "taste" criterion in the educational process to be extremely interesting. The formation of aesthetic sensitivity, the development of taste, to a large extent helps not only the inculturation of participants in the educational process, but also the development of cognitive interest and social activity. The desire for completeness and beauty of the form activates the creative position. We do not think that Yu.L. Troitsky works with documentary complexes only in the area of ​​humanitarian and aesthetic subjects. In the classes of the Waldorf school in physics and geography, ancient and modern maps and sailing directions, globes and logbooks, notes of scientists, and so on, so on, so on, work exactly in the key and concept that Yu.L. Troitsky offers. And it is quite obvious that they can be developed for any subject area.

The concept of an artistic event, crowning the entire system of polyart education, was developed by a group of scientists from the Research Institute of Art Education under the leadership of L.G. Savenkova. We would like to dwell on this concept in more detail, because artistic and aesthetic activity, as noted after B.P. Yusov, many domestic scientists, including A.A. Melik-Pashaev, Z.N. Novlyanskaya, A.P. . Ershova and others, is the productive creative project that is available to the child in the first place. Not every child can integrate their cognitive experience into practice in order to make a scientific discovery or create an innovative technical model, and even the most gifted and highly motivated - not at an early school age. But the creation of an artistic and creative object is available to everyone and at any age. Thus, artistic and creative activity becomes the first model of an integration project, within which students enter culture, learn to follow a holistic path from conception to implementation, that is, they integrate theory and practice, imaginative thinking and technical implementation. Here, for the first time, they can try out models of social integration, since the project involves the need to communicate with different people: adults and peers. An artistic and creative project competently accompanied by a tutor can cover all facets of the integration processes of education and give the student an invaluable experience of successful productive activity, which in the future the child will use as a basic model in all other activities.

According to A.A. Melik-Pashayev, abilities cannot “wake up”, be updated and develop without mastering the existing forms of culture, but it is also clear that the ability to create a new one cannot be derived in principle from the appropriation of an existing one. Creative abilities are not the qualities of a person that are generated by mastering the available forms of musical, mathematical or any other activity and are manifested in their reproduction, but those that generate and constantly update music itself, mathematics itself.

Graduate student Institute of Art Education and Culturologists of the Russian Academy of Education N.A. Gorelik,a primary school teacher at Moscow School No. 185, writes in his scientific study about the very important facets of this phenomenon: « “Food” for the child is the appropriation of the cultural experience of mankind, which inevitably includes the acquisition of knowledge and hence the development of general intelligence as a condition for familiarization with culture. The intellectual component of aesthetic development includes the ability to understand and generalize the meanings, meanings, logic of the relationship of facts and phenomena, and the ability to successfully appropriate the norms of human existence and a particular culture. (Torshilova E.M. Intellectual and aesthetic development: history, theory, diagnostics. Dubna: Phoenix +, 2008. - 240 p.).

For the development of specific educational programs, strategies, technologies, it is extremely important to take into account the fact that the child generalizes and expresses his experience with the help of symbolic means existing in culture. Psychologist O.M. Dyachenko shows the differences in two forms of organization of experience: in the first case, the adult leads the child to identify certain general patterns and meanings and fix them in the form of conventional signs; in the second case, the child can express his own attitude (and understanding), show the meaning of the situation in a symbolic form" . And further N.A. Gorelik rightly notes: “It should be noted that I.S. It is no coincidence that Yakimanskaya develops her pedagogical hypothesis within the framework of a comparative study of precisely the scientific, precise and artistic capabilities of children, focuses on the fruitful idea for us about the need to combine the development of a child’s ability for differentiated and holistic vision, analytical and figurative, without which spatial thinking does not function. Moreover, we are talking about the combination, simultaneity, integration of the development of such abilities, ideas and skills, and not about any of their priority, hierarchy, age, pedagogical and value.

Turning to integration in the structure of interaction between educational pedagogical activity and additional education, it must be recognized that for the full development of any type of information or practical work with children, the activity of a teacher must be practically based on the same laws, whether it be: the study of legends, epics, fairy tales, life and work of the artist, mastering the craft, creating your own product of creative activity. The process of integrated development of any phenomenon, including art, requires special training of the teacher, implies active thinking, imagination, intuition, fantasy, consciousness on the part of the student, the ability to transfer knowledge from one subject to another, subject to the mutual creativity of the teacher and student.

If we give a figurative description of the process of integration in education, then it can also be represented as a tree (continuing R. Descartes and R. Arnheim), the roots of which go back to a deep ethnic past; the trunk that unites everything is space and time; and krone are numerous knowledge (discoveries, actions) directed to the present and future, feeding on each other and helping each other.

This image can also be applied to the understanding of one of the most important integration technologies for us - the Artistic Event. Technology "Artistic event" (authors T. I. Sukhova, L. G. Savenkova, E. P. Kabkova). This phrase should not be considered as a synonym for the words "holiday", "performance", "performance". This is a special genre of completing the process of long-term development of a topic, a cycle of lessons united by one cross-cutting theme, project activities, a cycle of excursions, blocks of classes in museum pedagogy, travel lessons, a series of integrated lessons in different subjects on one topic being studied, etc. everyone is actively preparing for the artistic event: students, teachers, parents. Together, a script for the event is created, design sketches are developed for the room where the artistic event is planned to be held, elements of its decoration and color design are created. If necessary, costumes and much more are made. The main condition is that everything must be done independently. If any separate performances are planned, then they are prepared by each speaker independently or in collaboration with the teacher (secretly from the rest). If the event project is created collectively, then its details are discussed collectively. A director's staff of children is selected separately, who develops an action scenario, a plan for the preparation of an event and carefully monitors its implementation.

All performances, shows, games, individual performances of schoolchildren should be subject to the theme of a long-term collective study, which was conducted directly by the students involved in organizing and conducting an artistic event. This means that all participants in the event are well aware of what is happening. They should always be ready for the fact that at some point they will need an action (game), the ability to freely improvise on any topic, continue or change the course of the performance.

The presentation of the participants in the process of an artistic event is not a performance of one or several students rehearsed with the teacher, but a collective co-creation. Each representation of "themselves" (individual or collective) is developed directly by the participants of the performance (performance) according to an individual director's scenario, their own literary language (poetic, artistic, correspondent, etc.), in the individual creative implementation of the idea in the general structure of the planned single plan. All shows, games, individual performances of schoolchildren are subject to the theme of collective research.

We consider the organization and holding of an artistic event as a new original integrated pedagogical technology.

It is important to note that the technology of an artistic event cannot be correctly described without defining the concepts of "educational space" and "educational environment".

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Love Savenkova, Doctor of Pedagogy, Professor, Corresponding Member of the Russian Academy of Education, Deputy director of the institution of the Russian Academy of Education "Institute of Art Education"

Alexandra Nikitina, Candidate of Art History, Associate Professor of the Department of Aesthetic Education and Cultural Studies of the Moscow Institute of Open Education

Integrated learning is caused primarily by the need to overcome the isolation of the existing system of special education.

Integration is a long and complex process in which fully capable students also play an important role. It consists in the manifestation of altruistic and prosocial relations between students with both full capabilities and reduced opportunities.

The following forms of integrated learning have been identified:

1. A special class at a general education school with a capacity of 6-12 people in accordance with the normative number of students established for each category of children. This form of organizing the education of children with special needs of psychophysical development makes it possible to carry out extracurricular activities on a broader integrated basis than in the conditions of a special boarding school. In Belarus, there is a positive experience in the work of special classes in secondary schools in Minsk, Gomel, Soligorsk, etc.

2. Integrated learning classes. Class size is limited to 20 people. There can be no more than three people in a class with a severe pathology of a homogeneous nature (deaf, blind, mentally retarded, with complex and combined defects) or no more than six people with homogeneous shallow impairments (children with poor hearing, vision, with mental retardation, with severe disabilities speech, disorders of the musculoskeletal system, autistic children). The maximum number of children with heterogeneous disorders is 2-4 people (2 people with severe pathology or 4 people with minor disorders, but not more than 2 types of disorders). Educational and extracurricular activities are carried out on a broad integrated basis. Such classes can function at general educational mass and special schools.

3. Correctional and pedagogical counseling as a specially organized form of education covers children with developmental disabilities who study in various secondary schools in rural areas, as well as students with stable functional changes due to a severe long-term illness. The content and volume of defectological assistance can be systematic, regular or episodic. The defectologist consults teachers and parents, deals with the student himself according to an individual program aimed at developing the child's capabilities and compensating for his physical or mental shortcomings. The development of compensatory abilities is a prerequisite for the successful adaptation of a child with features of the psychophysical development of life in modern society.

The choice of the form of integrated education is determined by a number of factors:

The need for the students themselves in integrated learning (determined by the psychophysical capabilities of each student, the conditions of his family upbringing).

The financial situation of the family, its psychological and pedagogical readiness for educational work.

Accounting for the mental characteristics of the child.

The same child can move from one system of education to another depending on the dynamics of the child's development, which can change and thus determine the form of education.

Considering the question of the appropriateness of integrated education, the choice of its form, significance, it is necessary to determine whether it will contribute to the all-round development of the child, whether it will create conditions for his effective social adaptation and integration.

Achieving this goal is possible only when integrated learning solves the following tasks:

Correlate the content of the educational process with the possibilities of the cognitive activity of the child with developmental features.

To develop the skills and abilities of the student's educational activities necessary for his learning on an integrative basis.

Provide favorable conditions for the joint activities of children in the classroom and extracurricular time, which will help overcome the isolation of children with special needs of psychophysical development.

To create in the social environment of the child a favorable psychological climate for the moral and emotional education of children with special needs.

To develop the independence of children, their readiness to participate in socially useful life.

The issues of organizing integrated education are resolved in accordance with the Law “On the Rights of the Child” (Article 27) by the parents of children with special needs, as well as regional, district (city) educational authorities with the active participation of teaching staff of special or mass schools.

In accordance with the demands of the modern system of education and upbringing of children and adolescents, the Ministry of Education and Science of the Republic of Belarus has developed a number of legal documents on the organization of integrated education.

The Regulation on the Center for Correctional and Developmental Education and Rehabilitation refers to the legal and regulatory support of the system of comprehensive psychological and pedagogical assistance and the timely provision of educational and correctional and rehabilitation services to disabled children and children with special needs of psychophysical development at their place of residence.

In order to create equal opportunities for children with disabilities to receive education, to provide optimal conditions for their personal development and social adaptation, as well as to bring special education in line with the reform of the general education school, the Order of the Ministry of Education of the Republic of Belarus dated November 3, 1999 No. 660 approved The concept of reforming special education.

The main objectives of reforming special education are:

Development of the national system of special education.

Creation of optimal conditions for personal development and preparation for independent living.

Ensuring the priority of education over training.

Ensuring a multi-level, variable training of students, taking into account their psychophysical characteristics.

Development of a system of preschool, correctional and pedagogical assistance to children with special needs of psychophysical development, starting from the first months of their life.

Eliminate learning overload and create flexible curricula.

Increasing the role of the family in education.

Improving the organizational and managerial mechanisms of special education on the basis of its decentralization and the development of democratic foundations for management.

The Concept substantiates the need to reform special education, discloses the principles, main directions and stages of the implementation of the reform of special education, its legal, economic and information support. The implementation of this Concept has necessitated the adoption of a number of legal acts and documents that economically ensure the possibility of developing transformation processes, as well as further elaboration of existing and new development of documents related to the upbringing and education of children with special needs.

Preparation for the integration of preschool children with mental retardation.

The upbringing and education of preschool children with developmental disabilities in preschool institutions (groups) of a compensating type, in institutions "Primary School - Kindergarten" of a compensating type, in preschool departments (groups) of special (correctional) institutions, in groups of short stay are carried out in accordance with a special curriculum and programs, including licensed copyrights. In these institutions, a subject-developing environment is created that meets the developmental characteristics of preschoolers with certain developmental disabilities. The upbringing and education of children is carried out by specially trained teachers-defectologists, educators, music directors and instructors in physical education.

Thus, a child with a developmental disability can be trained both in specialized (compensatory or corrective) and integrated (together with normally developing children) education.

Preparation for integrated education of preschoolers with mental retardation should include:

Implementation of early (from the first weeks of life) correction of deviations in development and the formation of compensatory mechanisms;

Providing mandatory correctional assistance to every child brought up in a general education institution;

The presence of medical and pedagogical justifications when choosing one or another model of integrated education.

Integration is not opposed to the system of special education, but acts as one of the forms within the system. Integration - a model of special pedagogy; a child with a developmental disability integrated into the general educational environment remains under its patronage: he is either brought up in a special group at a preschool institution of a combined type, or he necessarily receives correctional assistance, being brought up in a group along with normally developing children. We can assume that integration brings together two educational systems - general and special, making the boundaries between them permeable.

In institutions of a combined type, taking into account the level of development and individual characteristics of the development of children, integration should be carried out in its various forms:

- combined integration. Children with a level of psychophysical and speech development corresponding to or close to the age norm, self-serving, 1-2 people are brought up in mass groups, receive systematic corrective assistance from a teacher-defectologist and a teacher-psychologist;

Partial integration. Children (1-2 people), who are not yet able to master the program requirements on an equal basis with healthy peers, stay only part of the day (for example, its second half) in the group of normally developing peers;

Temporal integration, in which pupils of a special group, regardless of the level of psychophysical and speech development and self-service skills, are united with healthy children at least 1-2 times a month to carry out various educational activities (this integration model can and should be implemented in educational institutions of a compensatory type , in preschool departments (groups) of special (correctional) schools, boarding schools, orphanages).

The implementation of all these forms presupposes the obligatory management of the integration process by a teacher-defectologist and a teacher-psychologist, who help in organizing the upbringing and education of a child with developmental disabilities in a team of healthy peers.

Full integration can be effective for children with developmental disabilities who, in terms of the level of psychophysical and speech development, correspond to the age norm (or are close to it), serve themselves independently and are psychologically ready for joint learning with healthy peers. Such children, 1-2 people each, are included in the usual groups of a general developmental kindergarten of the institution "Primary School - Kindergarten", while they must receive corrective assistance either at the place of study or in short-stay groups of a preschool institution (group) of a compensating type or preschool departments (groups) of a special (correctional) school, boarding school, or in specialized centers, or in polyclinics at the place of residence.

The implementation of various forms of integration of children with developmental disabilities into a group of ordinary peers should contribute to the socialization of preschoolers with special needs, and for normally developing children should create an environment in which they begin to realize that the world is a single community of people.

Purposeful work to prepare children with mental retardation for integrated education is a mandatory component of the activities of the preschool educational institution, both general developmental and combined, and compensatory.

If special preschool institutions (groups, departments) are faced with the task of implementing correctional education and training of preschoolers with developmental disabilities, then general developmental preschool educational institutions and institutions "Primary School - Kindergarten", in which individual children with developmental disabilities study, there are fundamentally different tasks:

Pedagogical supervision and screening diagnostics aimed at identifying preschoolers with suspected developmental disabilities;

Work with the parents of such children in order to convince them of the need for a comprehensive medical, psychological and pedagogical examination of the child;

Raising the question of the mandatory provision of a child with a developmental disability with individual correctional and developmental classes with a teacher-defectologist, a teacher-psychologist and other specialists (in the conditions of an institution or outside it). Classes are built taking into account the peculiarities of the development of a child with one or another deviation in development;

Ensuring an individual approach to the upbringing and education of a child with developmental disabilities, taking into account the characteristics of specific disorders, in accordance with the recommendations of specialists: a doctor, teacher-defectologist, teacher-psychologist;

Ensuring contact between a general educational institution and specialists who provide correctional assistance to a child with developmental disabilities outside of it;

Working with the parents of a child with a developmental disability in order to ensure a unified approach to his upbringing and education, compliance with the recommendations of specialists, assisting a preschooler in mastering program requirements designed for normally developing children;

Purposeful monitoring of the development of a child with developmental disabilities, his progress - in order to timely address the issue of changes in the process of his upbringing and education.

It can go:

a) about the desirability of transferring a preschooler to a special institution (group);

b) on the intensification of correctional and developmental classes with a specialist, the provision of assistance during these classes to the child in mastering program requirements designed for normally developing preschoolers, on improving the material and technical base of integrated education;

c) about rendering assistance to educators in organizing the education of a child with developmental disabilities in an environment of normally developing children.

The creation of special conditions is carried out in order to solve a complex of correctional and developmental and educational tasks in the process of dynamic psychological and pedagogical education and upbringing of the child.

In this case, the following conditions are met:

The tasks and content of corrective work with children take into account the structure, degree and nature of developmental disorders;

Material-technical and medical-social conditions, subject-developing environment correspond to educational and correctional tasks;

The professional training of specialists is aimed at protecting and strengthening the health of the child, his physical and mental development, and the correction of his deviations. In addition, it must be constantly improved and correspond to the achievements of advanced science and practice.

The ZPR in a child depends not only on the state of his NS, microorganic pathology of the brain, but also on the nature of his social contacts with adults, the general and professional culture of the latter, the organization of activities taking into account age, individual developmental characteristics for a particular period of time, etc. . Work with these children to study them and correct their development, of course, requires the highest scientific and professional qualifications and should begin as early as possible. This is the general principle of organizing psychological and pedagogical assistance to a child with problems in mental development.

Now it is no longer a scientific sensation that ZPR is the only form of a child’s developmental delay, which can in principle be compensated by psychological and pedagogical means adequate to his condition and under certain microsocial and psychological and pedagogical conditions, and at an early and preschool age; at primary school age, subject to the continuation of the correction of mental development, begun before school, it is possible to compensate for the main developmental defects in children with the most complex forms of mental retardation.

It is important to emphasize that if a full integration model can be effective only for a part of atypical children with a relatively high level of psychophysical development, then partial and especially temporary forms of integration are appropriate for the vast majority of children with disabilities. This association will not only increase the level of socio-cultural integration and adaptation of such children, but will also contribute to the humanistic education of ordinary children and adolescents.

An obligatory moment in the implementation of technologies for educational and socio-cultural integration is the creation of a system of dynamic medical-social and psychological-pedagogical, as well as legal and volunteer support for integrated education. This is due to the fact that without competent correctional and developmental assistance either in the educational institution itself, or at the place of residence, or in various centers (consulting, rehabilitation), the success of the social integration of a child with special needs will be minimal.

It is at preschool age that a child's ability to compensate for disturbed and underdeveloped functions is much higher than at school age.

Therefore, the identification and inclusion of children with mental retardation in the system of correctional and developmental education at earlier age stages (at preschool age) makes it possible for the majority of children (75%) to overcome it before entering school and then teaching them in regular classes of a general education school.

It should be noted that integration is an opportunity, but by no means an obligation. An atypical person can enter society, but is not required to do so. People with psychophysical development problems should have the right to choose their own path: to take part in the life of society, or to prefer security and solitude.

integrative learning methodical

Means, forms and methods of introducing integrative learning

Teaching methodology, like all didactics, is going through a difficult period. The goals of general secondary education have changed, new curricula are being developed, new approaches to reflecting content through not separate isolated disciplines, but through integrated educational areas. New concepts of education based on the activity approach are being created. It is known that the quality of knowledge is determined by what the learner can do with it. Difficulties also arise due to the fact that the number of disciplines studied in the curricula of schools is increasing, and the time for studying some classical school subjects, including geography and chemistry, is being reduced. Ecology, introduced as a compulsory subject quite recently, is now abolished. All these circumstances create the basis for new theoretical research in the field of methodology, require different approaches to the organization of the educational process.

In the methodology of natural disciplines, a sufficient number of problems have accumulated that need to be addressed. Among them are such as the problem of integrating an extensive system of natural science knowledge, updating methods, means and forms of organizing training. This problem is closely related to the development and implementation of new pedagogical technologies in the educational process. The renewal of education requires the use of non-traditional methods and forms of organization of education, including integrative ones, as a result of which children develop a holistic perception of the world, and that activity approach to learning is formed, which is much talked about. It is also impossible to rely only on explanatory-illustrative and reproductive methods that are widespread in the practice of teaching.

Integration in our understanding is considered not only from the point of view of the relationship of knowledge in subjects, but also as the integration of technologies, methods, and forms of education. Pedagogical activity is a fusion of norms and creativity, science and art. Therefore, it is important to integrate, correctly combine the variety of methods of educational activity that exists. Success will depend on this, and hence the result of training.

Thus, in the professional activity of a teacher there is always scope for research, pedagogical creativity, and not at the level of traditional methods, but at the level of integration of knowledge in subjects and teaching technologies.

An integrated lesson is a special type of lesson that combines teaching simultaneously in several disciplines while studying one concept, topic or phenomenon. In such a lesson, there are always distinguished: the leading discipline, which acts as an integrator, and auxiliary disciplines, contributing to the deepening, expansion, clarification of the material of the leading discipline.

Integrated lessons can combine a variety of disciplines in their entirety, generating integrative subjects such as the Basics of Life Safety or World Artistic Culture, or they can include only individual components of the content, methods. For example, you can integrate the content of disciplines while maintaining the teaching methods of the leading discipline.

It is also possible to integrate the methodology of teaching different disciplines while maintaining the content of only one subject. Teachers resort to the use of an integrated lesson infrequently and mainly in the following cases:

If duplication of the same material is found in curricula and textbooks;

With a time limit for studying the topic and the desire to use ready-made content from a parallel discipline;

When studying interscientific and generalized categories (movement, time, development, magnitude, etc.), laws, principles covering various aspects of human life and activity;

When identifying contradictions in the description and interpretation of the same phenomena, events, facts in different sciences;

When demonstrating a wider field of manifestation of the phenomenon under study, which goes beyond the scope of the subject under study;

When creating a problematic, developing method of teaching the subject.

Of course, there are other cases of motivation for using integrated lessons. Before you decide on an integrated lesson, you need to turn into an ally the teacher of another subject with which integration is being started. Both teachers will have to determine their joint interest in integrating their disciplines. Both teachers should be aware that they will have a lot of work and a lot of time and effort, much more than when preparing and conducting separate lessons.

The bottleneck of an integrated lesson is the technology of interaction between two teachers, the sequence and order of their actions, the content and methods of presenting the material, the duration of each action. Their interaction in this case can be built in different ways. It can be parity, with equal share participation of each of them; one of them can act as a leader, and the other as an assistant or consultant; the entire lesson can be taught by one teacher in the presence of another as an active observer and guest.

The duration of an integrated lesson can also be different. But most often, two or three lesson hours are used for it, combined into one lesson. Any integrated lesson is associated with going beyond the narrow framework of one subject, the corresponding conceptual and terminological system and method of cognition. On it, you can overcome the superficial and formal study of the issue, expand information, change the aspect of study, deepen understanding, clarify concepts and laws, generalize the material, combine the experience of students and the theory of its understanding, systematize the studied material.

Any components of the pedagogical process can be integrated in the lesson: goals, principles, content, methods and means of teaching. When, for example, the content is taken, then any of its components can be distinguished for integration in it: concepts, laws, principles, definitions, signs, phenomena, hypotheses, events, facts, ideas, problems, etc. You can also integrate such content components as intellectual and practical skills and abilities. These components from different disciplines, combined in one lesson, become system-forming, educational material is collected around them and put into a new system. The system-forming factor is the main one in the organization of the lesson, since the method and technology of its construction developed further will be determined by it.

In order to integrate, i.e., correctly connect the components of the educational process to be combined, it is necessary to perform certain actions that are initially creative in nature. During this preparatory activity, the teacher determines:

Your motives for conducting an integrated lesson and its purpose;

The composition of the integration, that is, the totality of the combined components;

Leading backbone and auxiliary components;

The form of integration;

The nature of the bonds between the material being joined;

The structure (sequence) of the location of the material;

Methods and techniques of its presentation;

Methods and techniques for processing new material by students;

Ways to increase the visibility of educational material;

Distribution of roles with teachers of an integrated subject;

Criteria for evaluating the effectiveness of the lesson;

Recording form of the prepared lesson;

Forms and types of control of students' learning in this lesson.

Let us describe some steps for preparing an integrated lesson.

The motives that prompted the teacher to use this type of lesson are determined by the contradictions that he discovered in the educational process, and the perceived needs for their resolution. The answer to the question why my children and me as their teacher need this lesson is possible only if we understand the contradiction in the organization of the educational activities of the teacher and the student. The practitioner understands the contradiction as a disadvantage, manifested in the inconsistency, for example, of the student's narrowly subject knowledge and his lack of ability to apply them in the analysis of global or simply life phenomena; in the discrepancy between the didactic task of the need to use knowledge from one subject and the ability to transfer them to another situation, etc. All this is the typical shortcomings of the educational process in the subject lesson.

The contradictions of the educational process in unity with the internal need of the teacher to remove them are the content of the motives that encourage the use of an integrated lesson. Having identified contradictions and realizing the motives, the teacher sets the objectives of the lesson. Their content depends on the nature of the contradictions and the motives for their elimination. As such, for example, there may be goals of systematizing knowledge, generalizing it, identifying cause-and-effect relationships, expanding concepts and ideas, teaching techniques and methods for transferring knowledge from one subject area to another, etc.

Having set a goal, having formulated it briefly and clearly, the teacher selects the material for combining it in one lesson, i.e. determines the composition of the integration. This is already done together with the teacher of the subject that is involved in the creation of an integrated lesson. At this stage, only educational topics and their individual parts are selected, which will form the meaningful basis of integration. Here the mutual consent of the teachers participating in the integration is achieved.

Next, both teachers analyze the pre-selected material and divide it into main and auxiliary. The main material becomes the system-forming component of the lesson. Only that part of the integrated content, which is determined by the purpose of the task, can be backbone. Separate concepts, laws, ideas, methods or teaching aids become such a component. The allocation of a system-forming component is mandatory, it is he who determines what material should be integrated into the lesson in order to open it more fully, more accurately explain or find the reasons for its appearance.

The definition of the form of integration depends on the purpose of the lesson and the choice of the backbone component, i.e. from what the integration will be carried out around. Forms are different:

Object - figurative, used in recreating a broader and more holistic view of the subject of knowledge;

Conceptual, when a phenomenological analysis of the phenomenon that makes up this concept is carried out, and the conceptual field of the concept is developed;

Worldview, when a spiritual and moral substantiation of the phenomenon studied by science is made or spiritual and moral postulates are proved by scientific facts;

Activity, in which the procedure for generalizing the methods of activity, transfer and their application in new conditions is carried out;

Conceptual, in which students practice in developing new ideas, proposals, ways to solve an educational problem.

Of course, the choice of one of the forms of integration is significantly influenced by the teacher's knowledge of the phenomenon of pedagogical integration, its types, forms, structures and implementation technologies. The level of development of students also affects their ability to combine knowledge from different disciplines. In this case, practical experience of participating in lessons of this kind is also needed. Each subsequent integrated lesson will be easier for all participants in the pedagogical process.

After the goal of the lesson has been determined, the integrable blocks of knowledge have been identified, one of them has been identified as a system-forming one, and, finally, the form of integration has been decided, one should do very delicate work - consideration of the links that should be established between the integrable blocks of knowledge. Links are established or restored sequential dependencies of integrated components among themselves. At this stage, the teacher will linger a little longer: it is not so easy to find connections and dependencies, to determine their nature. There is no choice here, but there is a given, determined by the nature and nature of the phenomena being studied.

Relationships between integrated components can be very different. The most common in school practice are the following:

Links of origin;

Generation links;

Construction links (when systematizing and generalizing knowledge);

Control connections.

Links of origin are established where cause and effect relationships are revealed between components. These connections are used in the creation of many interdisciplinary courses, such as "Culture in Human Life", "The Basis of Orthodox Culture", "Information Technology", "Politics of Law" and many topics from these and similar courses. On the same connections, an integrated lesson is built on the introduction of economic knowledge in the lesson on politics (the topic "Morals and Politics"), knowledge of chemistry in the lesson on biology (the topic "The influence of poisons on the human body"), knowledge of history in the lesson of literature (on historical -literary topics), etc. As you can see, we are not talking about a simple combination of knowledge from different academic disciplines, but only those that reveal the origins, causes or conditions for the origin of the subject of knowledge studied in the leading lesson. Knowledge introduced from another discipline performs an explanatory function. With these connections, the student learns to identify the dependencies of events, facts, phenomena.

The connections of generation are very similar to the connections of origin, but they have the specifics that they put the studied system-forming object in the position of the cause that generates the consequences studied in another academic subject. So, if a chemistry teacher conducts an integrated lesson on poisons, then he draws material from biology. Relatively speaking, his material serves as the basis for the appearance of biological consequences, the consideration of which is not part of the knowledge of chemistry. Integrated lessons with such connections teach students to go beyond the subject and see the consequences of their narrow, locally performed actions, the impact of discoveries on people's lives and the development of science and production.

Connections of control most often take place where there is a study of methods of mental and practical activity that can be transferred from one subject to another. In addition, management connections arise where knowledge of one science is used to reveal the meanings of mastering another. In fact, we are talking about the functions of the studied science in human activity.

Control connections are manifested when using mathematical methods of methods for controlling students' knowledge, introducing programmed or modular learning. The general direction and meaning of establishing these connections lies in the subjectivization of the student's position in the lesson. The functional and communicative relationship between the teacher and the student is changing.

Knowledge of the types of connections used and established in integrated lessons is necessary in order to determine their capabilities in the development of thinking and other cognitive processes, and hence in achieving specific learning goals. Without knowing the types of communication and purposefully not selecting them, it is impossible to build a good integrated lesson. Without this thoughtful aspect of integration, any such lesson will be a formal copy and a tribute to the fashion for this technology. The core of integration as the process of establishing the interaction of objects of integration is precisely the links. Links are identified and established first within blocks of educational material, then between blocks, and only then in the whole thematic context of the lesson. The sequence of studying, presenting and mastering the material of an integrated lesson is determined by the types of connections.

The procedure for integrating the material of different lessons and different topics goes through the establishment of intra-subject, inter-subject and inter-cycle links. These connections are not yet integration, but the path to it.

Now about the structure of the integrated lesson. There are many options here too. You can, of course, make up one big lesson from mini-lessons built on the material of other disciplines. It can be made integral with a single methodological structure. There is a variant of building an integrated lesson as a series of modules (algorithms, problems, learning tasks and assignments) that comprehensively combine integrable knowledge, skills and abilities.

The development of the structure of an integrated lesson is a joint task of teachers of integrated subjects. An integrated lesson, due to its complexity, requires a script, not a simple plan or outline. There are several subjects of the process of cognition, diverse material, various teaching methods in it. All this requires thoughtful management of an essentially new process of cognition.

We talk all the time about the joint work of two or more teachers in the preparation and conduct of an integrated lesson. However, such lessons can be conducted by one teacher who owns the material of the integrable discipline. Such situations are becoming the norm today.

The advantages of a multi-subject integrated lesson over a traditional mono-subject one are obvious. At such a lesson, you can create more favorable conditions for the development of a variety of intellectual skills of students, through it you can reach the formation of a broader synergetic thinking, teach you how to apply theoretical knowledge in practical life, in specific life, professional and scientific situations. Integrated lessons bring the learning process closer to life, naturalize it, enliven it with the spirit of the times, and fill it with meaning.

The integration of subjects in a modern school is one of the areas of active search for new pedagogical solutions, the development of the creative potential of teaching staff in order to effectively and reasonably influence students.

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Article categorized under:General pedagogical technologies

Integration in learning- the process of establishing links between the structural components of the content within a certain education system in order to form a holistic view of the world, focused on the development and self-development of the child's personality.

The integration of subjects in a modern school is one of the areas of active search for new pedagogical solutions, the development of the creative potential of teaching staff in order to effectively and reasonably influence students.

Integration contributes to overcoming the fragmentation and mosaicity of students' knowledge, ensures their mastery of holistic knowledge, a set of universal human values.

In domestic and foreign pedagogical science there is a rich experience in studying the problems of integration. The task of using interdisciplinary connections in the educational process in different periods was put forward by Ya.A. Komensky, I.G. Pestalozzi, J.-J. Rousseau, L.N. Tolstoy, K.D. Ushinsky.

In conditions of rapid growth in the volume of information, the possibility of its perception and comprehension sharply decreases. The way out is seen in the synthesis of different subjects, the development of integrated courses, the interconnection of all school disciplines.

There are three levels of integration of the content of educational material:

• intra-subject - integration of concepts, knowledge, skills, etc. inside individual items;
• interdisciplinary - the synthesis of facts, concepts, principles, etc. two or more disciplines;
• transdisciplinary - the synthesis of components of the main and additional content of education.

The main ideas of integrative learning are:

• personal orientation of training (Man is the main value of the educational process);

• the formation of generalized subject structures and methods of activity (Assimilation of knowledge based on awareness of patterns);

• the priority of meaning-forming motives in learning (motivating, internal, external and organizing);

• consistency in teaching (awareness of connections within scientific theory);
• problematic learning;
• reflection of activity;
• Dialogical (Truth is born in the process of dialogic communication).

The purpose of integrative education: the formation of a holistic vision of the world. Within integrative education, separate technologies can be distinguished:

• integration;
• design technologies;
• technologies of education in the global information community;
• teaching large systematic training courses based on the Internet.

When planning integrated lessons, the following is taken into account:

• knowledge blocks are combined, so it is important to correctly determine the main goal of the lesson;
• from the content of the objects, the information that is necessary to achieve the goal is taken;
• a large number of links are established in the content of educational material;
• parts of the integrated content are planned so that they become a necessary link in the lesson and receive final completion;
• careful choice of methods and means of teaching and determination of the load of students in the lesson are required.

The integration process requires the fulfillment of certain conditions: the objects of study are the same, or close enough; integrable subjects use the same or similar research methods; they are built on general patterns and theoretical concepts.

For example, in the process of teaching computer science to younger students, it is advisable to organize links between such subject areas as the Russian language, mathematics, and others.

However, not every combination of different disciplines in one lesson automatically becomes an integrated lesson. A leading idea is needed, which provides an inextricable connection, the integrity of this lesson.

Let's analyze the positive and negative aspects of integration.

1. Allows you to implement one of the most important principles of didactics - the principle of systematic teaching.
2. Creates optimal conditions for the development of thinking, developing logic, flexibility, criticality.
3. Contributes to the development of a systemic worldview, harmonization of the personality of students. Multisubjectivity decreases, interdisciplinary connections expand and deepen, and it becomes possible to obtain a greater amount of knowledge.
4. It is a means of motivating the teaching of schoolchildren, helps to activate the cognitive activity of students, promotes the development of creativity.

An integrated approach requires the teacher to have an increased level of pedagogical skill, the universality of his education.

The negative aspects include: an increase in the density of the lesson, the lack of detail, in some cases, large time costs in preparing for the lesson.

Having listed the positive and negative aspects of integrated learning, we can conclude: despite the fact that, in addition to integration, there are other technologies that allow our children to receive an education that is compatible with real life. The advantage of integration in education is the creation of prerequisites for the formation of not a narrowly informed specialist, but a creative person who perceives the world holistically and is able to actively act in the social and professional sphere. The education system implements and makes more and more demands on a person, and in accordance with this, on the quality of education, and the task of the teacher is to strive to increasingly improve the quality of teaching the lesson, the quality of the knowledge provided and the connection with other subjects through integrated learning.

Integration in learning is the process of establishing links between the structural components of the content within a certain education system in order to form a holistic view of the world, focused on the development and self-development of the child's personality.

The integration of subjects in a modern school is one of the areas of active search for new pedagogical solutions, the development of the creative potential of teaching staff in order to effectively and reasonably influence students.

Integration contributes to overcoming the fragmentation and mosaicity of students' knowledge, ensures their mastery of holistic knowledge, a set of universal human values.

In domestic and foreign pedagogical science there is a rich experience in studying the problems of integration. The task of using interdisciplinary connections in the educational process in different periods was put forward by Ya.A. Komensky, I.G. Pestalozzi, J.-J. Rousseau, L.N. Tolstoy, K.D. Ushinsky.

In conditions of rapid growth in the volume of information, the possibility of its perception and comprehension sharply decreases. The way out is seen in the synthesis of different subjects, the development of integrated courses, the interconnection of all school disciplines.

There are three levels of integration of the content of educational material:

• intra-subject - integration of concepts, knowledge, skills, etc. inside individual items;
• interdisciplinary - the synthesis of facts, concepts, principles, etc. two or more disciplines;
• transdisciplinary - the synthesis of components of the main and additional content of education.

The main ideas of integrative learning are:

• personal orientation of training (Man is the main value of the educational process);

• the formation of generalized subject structures and methods of activity (Assimilation of knowledge based on awareness of patterns);

• the priority of meaning-forming motives in learning (motivating, internal, external and organizing);

• consistency in teaching (awareness of connections within scientific theory);
• problematic learning;
• reflection of activity;
• Dialogical (Truth is born in the process of dialogic communication).

The purpose of integrative education: the formation of a holistic vision of the world. Within integrative education, separate technologies can be distinguished:

• integration;
• design technologies;
• technologies of education in the global information community;
• teaching large systematic training courses based on the Internet.

When planning integrated lessons, the following is taken into account:

• knowledge blocks are combined, so it is important to correctly determine the main goal of the lesson;
• from the content of the objects, the information that is necessary to achieve the goal is taken;
• a large number of links are established in the content of educational material;
• parts of the integrated content are planned so that they become a necessary link in the lesson and receive final completion;
• careful choice of methods and means of teaching and determination of the load of students in the lesson are required.

The integration process requires the fulfillment of certain conditions: the objects of study are the same, or close enough; integrable subjects use the same or similar research methods; they are built on general patterns and theoretical concepts.

For example, in the process of teaching computer science to younger students, it is advisable to organize links between such subject areas as the Russian language, mathematics, and others.

However, not every combination of different disciplines in one lesson automatically becomes an integrated lesson. A leading idea is needed, which provides an inextricable connection, the integrity of this lesson.

Let's analyze the positive and negative aspects of integration.

1. Allows you to implement one of the most important principles of didactics - the principle of systematic teaching.
2. Creates optimal conditions for the development of thinking, developing logic, flexibility, criticality.
3. Contributes to the development of a systemic worldview, harmonization of the personality of students. Multisubjectivity decreases, interdisciplinary connections expand and deepen, and it becomes possible to obtain a greater amount of knowledge.
4. It is a means of motivating the teaching of schoolchildren, helps to activate the cognitive activity of students, promotes the development of creativity.

An integrated approach requires the teacher to have an increased level of pedagogical skill, the universality of his education.

The negative aspects include: an increase in the density of the lesson, the lack of detail, in some cases, large time costs in preparing for the lesson.

Having listed the positive and negative aspects of integrated learning, we can conclude: despite the fact that, in addition to integration, there are other technologies that allow our children to receive an education that is compatible with real life. The advantage of integration in education is the creation of prerequisites for the formation of not a narrowly informed specialist, but a creative person who perceives the world holistically and is able to actively act in the social and professional sphere. The education system implements and makes more and more demands on a person, and in accordance with this, on the quality of education, and the task of the teacher is to strive to increasingly improve the quality of teaching the lesson, the quality of the knowledge provided and the connection with other subjects through integrated learning.