Interdisciplinary integration. Interdisciplinary integration as a condition for the development of the cognitive needs of students in the framework of the implementation of the federal state educational and methodological material on the topic. Synopsis of the lesson-generalization of the material "Electrification of bodies"

A.V. Anisimova,
teacher of history and social studies
municipal budgetary educational institution
"Secondary School No. 24" of the city of Smolensk

« It is more useful to look at the same subject from ten angles than to teach ten different subjects from one angle."
German teacher A. Diesterweg.

The state and society set new educational tasks for the school and us teachers.

As noted in the Concept for the Modernization of Russian Education, "the school should form an integral system of knowledge, skills and abilities, as well as generalized methods of learning activities, generalized methods of cognition ...".

In connection with the new Federal State Educational Standard of general education, integrative learning goals dominate over subject ones. The leading principle is a holistic perception of the world, according to which, the main content of education is not a set or even a system of individual student knowledge, but a generalized, holistic view of the world.

In this regard, we have to solve the problem of disunity, splitting, isolation from each other of different scientific disciplines and, as a result, academic subjects. The meta-subject approach, which formed the basis of educational standards, should help to solve this problem.

Meta-subject approach provides a transition from the existing practice of splitting knowledge into objects to a holistic figurative perception of the world, to meta-activity.

Metasubjectivity as a principle of integrating the content of education, as a way of forming theoretical thinking and universal methods of activity, ensures the formation of a holistic picture of the world in the mind of a child.

And metasubjectivity is impossible without the formation of universal educational activities (UUD), because it involves not only interdisciplinary integration, but the formation of student personality traits that allow them to manage their own cognitive activity and carry out their cognitive development.

At present, the defining trend of the cognitive process is integration, since it is precisely this that allows creating conditions for the formation of the student's meta-subject competencies.

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.

This is far from a new phenomenon. At the end of the 20th - beginning of the 21st centuries, various areas of integrative work began to develop intensively in domestic education.

Our school was no exception. We started working on integration issues back in the 90s. We have gone from the effective use of interdisciplinary connections in the lessons to the development and implementation of integrated lessons, binary lessons. Even then, a strong cooperation on integration issues was established between teachers of history and literature.

Today and the prospects for further development of liberal arts education encourage us to continue this work.

The main ideas of integration today 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;
• Dialogicity (Truth is born in the process of dialogical communication).

In other words, today we are faced with the task of moving to a new type of integration - metasubject integration, which has its own characteristics. .

Meta-subject integration implies the obligatory work with the activity of the student, the transfer to students not just of knowledge, but of activity methods of working with knowledge and, accordingly, activity units of content. It is this integration that makes it possible to create conditions for the formation of UUD. The result of such a process is the mastery of a certain ability applicable in different areas of knowledge and life.

In other words, the classic integrated lesson should turn into a methodological lesson.

Let's try to compare a meta-subject integrated lesson with an integrated lesson (in terms of goals, content, forms of students' social organization, methods, etc.)

	Meta-subject integrated lesson	Integrated lesson
	goal: personal improvement of the student through his cognitive development.	goal: deep assimilation of knowledge through generalization, systematization of ZUNs in several subject areas (implementation of interdisciplinary connections)
	the formation of meta-subject and universal educational activities, taking into account the real needs and interests in communication and cognition.	creation of a holistic picture of the perception of the problem of the lesson due to the systematization of knowledge.
	A meta-subject lesson involves integration not only at the level of content, but also at the level of organization of abilities for certain types of activities aimed at obtaining knowledge in an independent way. The result of such a process is the mastery of a certain ability applicable in different areas of knowledge and life.	An integrated lesson allows you to concretize general educational knowledge, skills and abilities and apply them in practice. This is a lesson, for the achievement of the objectives of which the content based on interdisciplinary material is selected.
	Application of acquired knowledge and skills in other lessons. The student learns himself and teaches others. Ability to extract information from various sources. The teacher is not a source of information, but a navigator of activity.	Enrichment of life experience
	development of thinking and professionalism of the teacher, set new opportunities for working with the worldview of children, with their self-determination, with finding the meaning of life	consideration (study) of educational material from two or more subject areas student potential development
	the formation of a thinking person as a teacher and student. At the meta-subject lesson, universal actions necessary for the process of cognition in principle should be formed.	understanding the relationship and inseparability of knowledge in various fields of science

So,a lesson with meta-subject integration is a lesson, whose purpose is:

• teaching the transfer of theoretical knowledge in subjects to the practical life of the student;
• active application of knowledge and skills in cognitive and subject-practical activities;
• preparing students for real life and developing the ability to solve personally significant problems;
• formation of key competencies: value-semantic, general cultural, educational, cognitive, informational, communicative, social and labor and personal self-improvement competencies;
• the formation of meta-subject and universal educational activities, taking into account the real needs and interests in communication and cognition;
• focus on the close connection of learning with immediate life needs, interests and socio-cultural experience of students;
• students gaining knowledge that can be applied not only in the educational process, but also in real life situations;
• the necessary knowledge is used not only for memorization, but also as knowledge for meaningful use is the creation of conditions for activating the child's thought processes and for analyzing the components of this process;
• the formation of a holistic view of the world, the interconnections of its parts that intersect in one subject or combine in it, the comprehension of the inconsistency and diversity of the world in activity is the formation at each moment of the lesson in the student of an understanding of how he achieved new knowledge and what ways he needs to master to find out what he doesn't already know.

Structural elements of such a lesson.

• The mobilizing stage is the inclusion of students in active intellectual activity.
• Goal-setting - the formulation by students of the objectives of the lesson according to the scheme: remember - learn - be able.
• The moment when students realize the insufficiency of existing knowledge and skills. Communication.
• Mutual verification and mutual control.
• Reflection - the student's awareness and reproduction in speech of what he learned and in what way he acted.

Requirements for assignments in the lesson

• Increased level of complexity, problematic and search nature.
• Tasks should imply the need for a comprehensive application of the knowledge and skills that the student owns, and stimulate the development of new ways of mental activity.

Requirement for a teacher

• Do not say too much: do not repeat the task, do not voice the information that is in the textbook, do not repeat the student's answer unnecessarily!
• Seek reasoned responses from students.
• Do not pronounce the words “wrong”, “wrong” - let the students themselves notice the mistake, correct and evaluate the answer of a friend.
• Clearly and precisely formulate the task.
• The ability to improvise.
• The main activity of the teacher is not in the lesson, but in the process of preparing for it, in the selection of material and staging the lesson.
• The teacher is not an actor, but a director!

The transition to meta-subject integration would not have been possible without our experience of integration in teaching. Integration takes place in several directions and on different levels.

First of all, it is intra-subject and inter-subject integration.

1. Intra-subject - integration of concepts within individual academic subjects;

An example of intra-subject integration is the systematization of knowledge within a certain discipline - the transition of disparate facts to their system. It is aimed at "compressing" the material into large blocks. Cognition of the studied material can be carried out from the particular to the general (whole) or from the general to the particular. (Consideration of the same type of topics in the history of Russia and General history: revolution, development of culture, etc.). For example " bourgeois revolutions XVII - XVIII centuries in Europe", "Great Patriotic War as part of World War II.

2. Interdisciplinary - synthesis of facts, concepts, principles, etc. two or more disciplines.

Interdisciplinary integration is manifested in the use of the material of one academic discipline while studying another. The systematization of the content carried out at this level leads to such a cognitive result as the formation of a complete picture of the object under study in the minds of students.

Various integration options are used.

Within the framework of traditional educational subjects, one of the most available ways implementation of integration is to conduct integrated lessons.

Integrated lesson- this is a specially organized lesson, the purpose of which can be achieved only by combining knowledge from different subjects, aimed at considering and solving any boundary problem, allowing students to achieve a holistic, synthesized perception of the issue under study by students, harmoniously combining the methods of various sciences, having practical orientation.

An integrated lesson can be conducted by one teacher or two. Then we are talking about the binary lesson.

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 content components such 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.

Quite a few integrated lessons have already been developed and conducted by me and my colleagues. Basically, these are binary lessons. Here are some of the topics:

1. Phoenician sailors integrated lesson of geography and history. Grade 5 Lesson type - combined. Form: lesson - journey.
2. Labor and creativity. Grade 5 Social science and fine arts. Type of lesson: a lesson in the formation of new knowledge. The form of the lesson is a creative workshop.
3. Personality of Peter I in history and literature. 7th grade. Integrated lesson of history and literature. Type of lesson: lesson of deepening and application of knowledge. The form of the lesson is laboratory work.
4. North War. Poltava battle in history and literature. 7th grade. Integrated lesson of history and literature. Lesson type: combined lesson. The form of the lesson is a study lesson.
5. myths Ancient Greece. Grade 5 History and Literature. Lesson type - a lesson in the formation of new knowledge.
6. Ancient Greek theatre. Grade 5 History and Literature. Lesson type - a lesson in the formation of new knowledge.
7. Roman E. Zamyatina "We" - a mirror totalitarian regime. Grade 10. History, social science and literature.
8. Global problems modernity. Grade 11. Social science and geography.
9. Great geographical discoveries. 8th grade. History and geography.
10. Information society - the way to non-freedom? Grade 11. Social science and literature. Lesson - reasoning.
11. Battle of Borodino. Integrated lesson of history and literature. Grade 8.
12. The Crimean War on the pages of Leo Tolstoy's Sevastopol Stories. Integrated lesson of history and literature. 8th grade.
13. The Patriotic War of 1812 on the pages of literary works. Integrated lesson of literature and history. 8th grade.

The types of lessons are traditional: a combined lesson, a lesson in the formation of new knowledge, a lesson in applying knowledge, etc.

But the forms of lessons are most often used non-standard:

• Lesson Journey
• Lesson expedition
• Lesson study
• Lesson dramatization
• Study conference
• Lesson-excursion
• Lesson - performance

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 teaching methods and means and determination of the load of students in the lesson are required

Other integration options are also used:

• creation of integrated courses of the General History and the History of Russia in grades 9-11;
• creation of cycles of lessons that combine the material of one or more subjects while maintaining their independent existence;
• the introduction of special courses that update the content within one or more subjects; (Elective integrated course of history and literature "Literary images through the prism of history" Grade 7).

The elective course integrates both literature and eliminates the gap in the study of educational disciplines, which helps to form a diversified personality, which is important not only for the school in particular, but also for the education system of the Russian Federation as a whole.

This course allows you to study in depth the two disciplines in their relationship. Grade 7 is also suitable for choosing the subject of the course. This is the parallel when students have already received a primary understanding of the subjects, but cannot yet link them together. In addition, the literature program edited by Korovina for the 7th grade is aimed at studying literature through the prism of history. Therefore, this elective course expands the knowledge of students obtained in the classroom.

Course Objectives:

1. Integrate and expand knowledge in the 7th grade course in history and literature
2. Stimulate interest in the study of history and literature
3. Expand students' horizons in the subjects studied
4. Activate cognitive activity through role-playing games and mini-projects

Tasks:

1. Develop skills in working with historical documents
2. Build group work skills
3. Develop literary text analysis skills
4. Develop the ability to distinguish between literary fiction and historical reality
5. To teach to distinguish and argue different points of view on one historical figure

The presented elective course is based on the idea of ​​educating and developing a harmoniously developed personality, capable of thinking deeply and unconventionally, linking together the acquired knowledge, orienting itself in the historical process and in the history of literature.

The program is designed for 35 hours

Integration is a certain system of my work, which has a result:

• in the emotional development of students, based on the involvement of various types of art;
• in increasing the level of knowledge on the subject;
• in changing the level of intellectual activity provided by the consideration of educational material from the position of the leading idea, the establishment of natural relationships between the studied problems;
• in the growth of the cognitive thinking of schoolchildren, manifested in the desire for active and independent work in the classroom and after school hours;
• in the inclusion of students in creative, research activities, the result of which may be their own works and projects;
• in the upbringing of a true citizen of his Fatherland.

The results of integrated learning are manifested in the development of students' creative thinking. It contributes not only to the intensification, systematization, optimization of educational and cognitive activity, but also to the acquisition of the literacy of culture (linguistic, ethical, historical, philosophical).

The end result of the technology of the integrated lesson Knowledge acquires the qualities of consistency. Skills become generalized, contribute to the complex application of knowledge, their synthesis, the transfer of ideas and methods from one science to another, which underlies a creative approach to scientific, artistic human activity in modern conditions. The ideological orientation of the cognitive interests of students is increasing.

Bibliography

1. Ignatiev V.I., Rozanov F.I. Education in the information age. // Philosophy of education. - 2008. - No. 2 (23).
2. Livansky V.M. Resource approach to the formation of an integrated school and out-of-school educational space / / Head teacher - 2006 - No. 5. - p.118.

national project

Methodical development

Interdisciplinary integration in the course of physics
as a means of developing cognitive activity

Work is done

Emelyanova Elizaveta Sergeevna,

teacher of physics MOU secondary school No. 4

Pereslavl-Zalessky

Yaroslavl, 2015

INTRODUCTION 3

7

1.1. The concept of interdisciplinary integration in pedagogical literature 7

1.2. Levels and types of integration 9

CHAPTER 2 12

2.1. Interdisciplinary Integration 12

2.1.1. Cross-subject horizontal sequential integration 12

2.1.2. Cross-subject horizontal parallel integration 24

2.2. Transsubject integration 25

2.2.1. Design and research activities in the course of physics 26

2.2.2. Extracurricular activities 29

Conclusion 31

List of used literature 33

Application 34

Synopsis of the lesson-generalization of the material "Electrification of bodies" 34

The work program of the elective course "Design and research activities in physics" for 7th grade 39

INTRODUCTION

Ideas about the modern picture of the world is the basis for the formation of a holistic worldview among students. Modern sciences, moving in different directions, increasingly began to intersect, for example, in the fields of quantum cosmology, synergetics, nanotechnology and global ecology. In traditional school education, of course, attention has always been paid to the integrative connections of the sciences, but often fragmentarily and unsystematically. In physics they recalled mathematics, in chemistry - physics, in biology - chemistry, in social science - biology, in history - social science, in literature - history, in Russian - literature, etc.

The organization of a large-scale over-subject integration of courses of school disciplines is time-consuming, and includes not only problems associated with the class-lesson system, but also a different degree of initiative of the teaching staff and inconsistency in the work programs of teachers in the study of related topics.

Therefore, I consider the way out of this situation to be the use of elements of interdisciplinary integration in physics lessons, and linking it not only with mathematics, but also with other disciplines taught at the middle and senior level, including modern works of cinematography and literature.

Physics as a science studies the most general and fundamental patterns that determine the structure and evolution of the material world. The main task of physics is to discover and study the laws that connect various physical phenomena occurring in nature.

Physics is closely related to the sciences natural-mathematical cycle. It is the basis for astronomy, geology, chemistry, biology and other natural sciences. A number of frontier disciplines emerged: astrophysics, geophysics, biophysics, physical chemistry, and others. Physical research methods are of decisive importance for all natural sciences.

Physics has a strong connection with subjects humanitarian cycle:

The Russian language, like mathematics, is a means for describing all conclusions based on the results of an experiment. The correct understanding and application of physical terms is the key to a successful study of physics.

Foreign language. A huge number of modern scientific articles, including those related to physics, are published in foreign languages. The ability to obtain information in the original source allows you to catch those nuances that may not be taken into account in the translation.

Literature. Often in various literary works, physical phenomena occurring in nature, and physical laws that have become philosophical, are colorfully and quite scientifically described.

Physics is the basis of many technical professions: shipbuilding, aircraft building, engineering, mining, jewelry, astronautics and others. And even those professions that, at first glance, have nothing to do with physics, rely on its laws: forensic science, gunsmithing, many sports.

Physics, like other sciences, has a history of formation, which, in turn, influenced the worldview of many scientists, and indeed all people of the corresponding era. Therefore, it is easy to connect physics with such sciences as history and social science.

All of the above points to the existing connections of sciences in the process of teaching physics. In addition, the federal component of the State Educational Standard (2004) and the Federal State Educational Standard of the new generation set the task of forming a holistic worldview among students that corresponds to the current level of development of science and social practice. The basis for its formation is the cognitive activity of students. Its development is facilitated by the use of interdisciplinary integration.

Interdisciplinary integration methods are becoming increasingly relevant for use in modern system education, as they make it possible to avoid problems associated with fragmentary knowledge, the inability to apply it in practice, and low motivation for learning. Cross-disciplinary integration allows you to create a "success situation", which is necessary for both low-achieving students and those who are one step ahead, since it is important for each child to receive approval not only from the teacher, but also from classmates, especially in adolescence.

The organization of education at the middle and senior levels has great opportunities for interdisciplinary integration, since it is at these levels that, on the one hand, such disciplines as physics, chemistry, the beginning of analysis, biology, geography are taught, and on the other hand, the psychophysical characteristics of this age group provide an opportunity work with the operations of analysis and synthesis, induction and deduction. However, this is rarely implemented in practice, and in high school students have difficulty applying the knowledge gained in other lessons, not to mention the fact that the modern world does not seem to them the result of the cohesive work of mankind, science and technology.

Unfortunately, there are not enough ready-made methodological materials for the implementation of interdisciplinary integration, addressed to the practicing teacher, which are in the public domain. There are some examples of the application of cross-disciplinary integration in the Internet space, which are mainly used in primary and higher education.

It was these facts that prompted the creation and application of their own methods for implementing interdisciplinary integration.

Objective: generalize and describe the techniques and methods of organizing interdisciplinary integration and examples of their use in the study of the course of physics.

Objectives of the competition work:

Consider theoretical basis interdisciplinary integration and the principles of its use at school.

Highlight the main areas of application of interdisciplinary integration.

Describe the techniques and methods used in the work in each direction.

Give examples confirming the possibility of their application in teaching.

Analyze the results and identify the difficulties that have arisen when using these techniques in the educational process.

The techniques described in the work can be used by middle and senior teachers to prepare for lessons, to develop lessons using elements of interdisciplinary integration in courses of other disciplines and to conduct classes extracurricular activities. The work is in the public domain in the Internet space on the site:

CHAPTER 1. THEORETICAL FOUNDATIONS OF CROSS-SUBJECT INTEGRATION

1. The concept of interdisciplinary integration in pedagogical literature

In modern science, the term "integration" is used in the following meanings:

1) as an association into a whole, into a unity of any parts, elements (O.S. Grebenyuk, A.Ya. Danilyuk, B.M. Kedrov, M.G. Chepikov, N.S. Svetlovskaya, A.D. Ursul, Yu.S. Tyunnikov, G.F. Fedorets);

2) as a state of interconnection between the individual components of the system and the process that determines such a state (O.M. Sichivitsa);

3) as a process and result of creating an inextricably linked single, integral (ID Zvereva, VN Maksimova, LN Bakhareva). one

In the pedagogical literature, integration is also considered as the goal and means of learning. It acts as a goal when it is supposed to create a holistic view of the world around the student, as a means - when it comes to finding a common platform for convergence of subject knowledge (Yu.M. Kolyagin). Thus, a theoretical analysis of various approaches to the definition of the concept of "integration" has shown that researchers interpret its meaning in different ways.

Integration arises if there are elements that were previously separated in some way, objective prerequisites for their unification, and not in total and in a row, but through synthesis, and the result of such an unification is a system that has the properties of integrity. The development of the pedagogical idea of ​​the integration process is significantly influenced by the progress of scientific knowledge. Integration is closely related to differentiation. These processes are reflected in the construction of a system of educational subjects and the search for ways to generalize the knowledge of students. The process of integration is a high form of implementation of interdisciplinary connections at a qualitatively new level of education.

Based on the foregoing, it can be noted that the roots of the integration process lie in the distant past of classical pedagogy and are associated with the idea of ​​interdisciplinary connections. Basically, the idea of ​​interdisciplinary connections was born in the course of the search for ways to reflect the integrity of nature in the content of educational material. The great didactic Jan Amos Comenius emphasized: "Everything that is in mutual connection should be taught in the same connection." Many teachers turn to the idea of ​​interdisciplinary connections later, developing and generalizing it. So, in D. Locke, the idea is associated with the definition of the content of education, in which one subject should be filled with elements and facts of another. I.G. Pestalozzi, using a large didactic material, revealed the variety of interrelations of educational subjects. He proceeded from the requirement: "Bring in your mind all essentially interconnected objects in the very connection in which they really are in nature." Pestalozzi noted the particular danger of tearing one object from another. In classical pedagogy, Konstantin Dmitrievich Ushinsky (1824–1870) provided the most complete psychological and pedagogical justification for the didactic significance of interdisciplinary connections. He believed that "the knowledge and ideas communicated by any sciences should be organically built into a bright and, if possible, an extensive view of the world and its life." K.D. Ushinsky also had a great influence on the methodological development of the theory of intersubject communications, which was carried out by many teachers, especially V.Ya. Stoyunin, N.F. Bunakov, V.I. Vodovozov and others. Some aspects of improving the education and upbringing of schoolchildren from the standpoint of interdisciplinary connections and integration in education were considered in the works of famous classical teachers; in the works of Soviet didacticists I.D. Zvereva, M.A. Danilova, V.N. Maksimova, S.P. Baranova, N.M. Skatkin; scientists-psychologists E.N. Kabanova-Meller, N. Talyzina, Yu.A. Samarina, G.I. Vergelis; methodologists M.R. Lvova, V.G. Goretsky, N.N. Svetlovskaya, Yu.M. Kolyagin, G.N. Seizures and others. A number of works are devoted to the problems of interdisciplinary and intradisciplinary communications in elementary school, which are the “zone of proximal development” for a gradual transition to the integration of educational subjects (T.L. Ramzaeva, G.N. Akvileva, N.Ya. Vilenkin, G.V. Beltyukova and other).

Thus, we can conclude that interdisciplinary integration is not a completely new direction in pedagogy, but it is of particular relevance in the formation of consistency and integrity of perceived knowledge among students at the present time, and is also one of the ways to increase the cognitive activity of schoolchildren.

1. Levels and types of integration

An integrated lesson is a special type of lesson that combines training in several disciplines at the same time while studying one concept, topic or phenomenon. Integration in the modern school goes in several directions (vertical and horizontal, parallel and sequential) and at different levels. In the pedagogical literature, there are different classifications of interdisciplinary integration proposed by A. Katolikov, O.I. Malchina and others. In my opinion, the classification of N.A. Kuznetsova most fully describes the possible levels and types of integration:

Intra-subject - integration of concepts, knowledge, skills within a separate academic subject:

a) vertical integration: the content is gradually enriched with new information, connections and dependencies; "pressing" the material into large blocks, students expand and deepen the circle of knowledge on the original problem;

b) horizontal integration: the content is built by enlarging the topic, uniting a group of related concepts, information is comprehended by moving from one element to another, which is available within a large assimilation unit.

Interdisciplinary - a synthesis of facts, concepts, principles, etc. of two or more disciplines:

a) horizontal integration:

sequential integration. A topic is taken as a content unit, which can be related to the topics of other academic disciplines, the material of other subjects is included sporadically; the independence of each subject, its goals, objectives, program is preserved; the topic can be considered both only on the program educational material, and with the introduction of material from another subject

parallel integration. The subject of analysis is multifaceted objects, information about the essence of which is contained in various academic disciplines; the independence of each subject is preserved; all analyzers (visual, auditory, tactile, olfactory, tactile-motor) are included in the process of cognition, which ensures the strength of education (melody, drawing, object, word, product);

b) vertical integration: combining several school subjects in order to organize a dialogue on a given topic, specific content, image, etc., which, as a key phrase, goes through several lessons during, for example, a week, a different amount of time is allocated (from 5 minutes and more); a different approach to the topic is being carried out: new relationships, associations, etc.;

in) mixed type integration links: both serial and parallel integration links can be used in the lesson.

Transsubject integration is the synthesis of components of the main and additional content:

a) horizontal integration: combining content into a single whole educational areas, organized by interdisciplinary level of integration, with the content of additional education

In my opinion, in the conditions of the class-lesson system within the study of one subject, it makes sense to use interdisciplinary horizontal integration, both sequential and parallel. Interdisciplinary vertical integration requires the joint work of the entire teaching staff and the development of appropriate methodological support in the form of elective courses or complementary work programs.

Intra-subject integration is not related to the organization of the system of the world, but only gives the opportunity to create a conceptual apparatus within the subject being studied, without application to other disciplines.

Transdisciplinary integration implies a higher level of “merging” of subject areas and in reality can be implemented in extracurricular activities (project and research activities, games, theme evenings).

We will rely on this classification when describing the techniques.

CHAPTER 2 FROM APPLICATION EXPERIENCE
INTERDisciplinary INTEGRATION IN THE COURSE OF PHYSICS

1. 1. Cross-disciplinary integration

In physics lessons I try to systematically use interdisciplinary integration. Very small, for a few minutes, elements of material from other subject areas are involved in setting a goal for a specific lesson or for a certain time period, as a consolidation of material or as high level homework. At the lessons of generalization and consolidation of the material at the end of the study of a large block, parallel integration is used, where general concepts and phenomena (sound, light, inertia, elasticity, etc.) are considered without increased attention to the physical side of the process. In high school, such lessons can be conducted not only as reinforcing, but, on the contrary, as introductory. The elements of these lessons can be used separately to organize consistent interdisciplinary integration.

2.1.1. Cross-subject horizontal sequential integration

Geography integration

Working with a contour map. In geography lessons, students work with a map of individual continents and a map of the world, which helps to form the correct spatial representations of the planet Earth as a whole. In physics lessons, tasks with a contour map can be used to consolidate the material and as a way to formulate the topic of the lesson when studying any section. Students are invited to mark on the map the spread of scientific theory, or the application of a physical device for practical purposes.

This technique allows you to consolidate the knowledge gained in a geography lesson, improve your skills in working with a map, broaden your horizons and trace how the formation of scientific theories and practices took place in the world community (this makes it possible to get away from a one-sided view of the course of historical events)

Example. Students are given pre-prepared task cards, handouts and contour cards.

Exercise. Read the text. On the world map, mark with arrows the movement of the doctrine of electricity around the world. Sign the countries (and the capitals of these countries) in which scientists worked who contributed to the development of views on electricity. Tell your classmates about the spread of views on the nature of electrification. (Handout is provided in the annex to the lesson using parallel horizontal integration).

Mini projects. In the process of studying physical phenomena, students are invited to find out what natural phenomena are used in different zones of the Earth to improve human life.

Example. Physical, economic and climatic prerequisites for the use of power plants different kind in the countries of the world.

Integration with local history

Local history is not allocated as a separate course in the school curriculum. In the middle and senior level, local history issues are considered in the study of history, geography, music and world artistic culture. In the lessons, I integrate with local history when studying the "Mechanics" section, using the following techniques:

Measurement of the length of a city object (streets, monastery walls, river sections). Students are invited to calculate the length of an object in their free time using any means of transportation: bus, bicycle, car, legs. To do this, you need to know or calculate the average speed and measure the time of movement along the object. Students complete their research in accordance with the requirements for the design of laboratory work (title, purpose, equipment, progress, conclusions).

Tasks using local history material.

Example 1. The water surface area of ​​Lake Pleshcheyevo reaches 50 square meters. km, and the greatest depth is 25 m. Calculate the pressure exerted by a column of water on the bottom in the area of ​​maximum depth.

Example 2. Calculate the length of the Trubezh River, if it is known that a boat launched from the source of the river hit the mouth in a day. The speed of the river is 1.5 km/h.

History Integration

In physics lessons, it is customary to use the inclusion of elements of the history of the development of physics, but often this comes down to small reports and abstracts of students associated with the name of a particular scientist. However, the use of such types of work does not give students the opportunity to feel the historical era and the prerequisites for the development of certain views on the phenomenon under study, as well as the consequences of its practical applications. Therefore, I use the following methods in my lessons:

Statement of problem questions. This technique can be used as homework before starting to study the topic.

Sample Questions:

What historical events led to the discovery of the nuclear bomb?

What consequences (environmental, historical, economic) did the use of nuclear weapons in Hiroshima and Nagasaki have?

What historical events confirm the primacy of the discovery of radio communication by A.S. Popov?

Compliance tasks. The technique is used to consolidate the material at the end of the study of a topic or section. Students are offered facts from the history of physics and world history, which must be divided into groups according to the principle of correspondence to a certain era.

Task example. Before you are cards on which events and names are written. Correlate these events and name the time period in which these events took place and people with the indicated names participated. Write a short story.

Card text. Cold War. The Great Patriotic War. First World War. War in Chechnya. N.S. Khrushchev, V.I. Lenin, A.D. Sakharov, W. Churchill, I.V. Kurchatov, I.V. Stalin, B.N. Yeltsin, G. Truman. The first atomic bomb. Atomic bomb test in New Mexico. First radiochemical plant. The first nuclear reactor. Bomb test at a test site in Kazakhstan. Bombing of Hiroshima and Nagasaki. The design of the Kalashnikov assault rifle. H-bomb. Thermonuclear bomb. Complex "Topol-M".

Integration with Russian

In the process of using physical terms and introducing them into the vocabulary of students, there is often a problem with the spelling of words and their understanding. To solve these problems, I use the following methods:

Messages revealing the etymology of the term under study.

Example. Chaotic (from the word "chaos") movement. The word was borrowed at the end of the 18th century not through Western European languages, but directly from Latin or Greek in the meaning of disorder, disorganization, lack of system. The roots of the word - in the Greek word meaning "open, open." In ancient Greek mythology, "chaos" is the primary formless state of the world. It looks like an abyss, an abyss, an abyss. It is filled with fog and darkness. He is an infinite space, an unorganized element. He is the foundation of all that exists. At present, the word is active both in everyday life and in science. In everyday life, chaos is a heap, accumulation, confusion. In science, this is chaos theory - a branch of mathematics that studies the complex behavior of dynamic systems. Chaotic motion - chaotic movement in the system. 2

Morphemic and phonetic analysis of the word according to the plan. In high school use detailed analysis not required.

Example. Phonetic analysis of the word diffusion. 1) Spelling of the word: diffusion. 2) Stress in the word: diffusion. 3) Dividing a word into syllables (transfer of a word): dif-fu-zia. 4) Phonetic transcription of the word diffusion: [d "if`uz" y "a].

Morphemic analysis of the word synchrophasotron. Three roots in the word: sync (simultaneous), phase (cyclic), throne (short for the word electron). Synchrophasotron - charged particle accelerator.

Explanation of the use of the physical term in other scientific fields and literature. The assignment is given to students as homework.

Example. Diffusion. (diffusion) - the spread of cultural features (for example, religious beliefs, technological ideas, forms of language, etc.) or social practice one society (group) to another.

Integration with a foreign language

In the process of studying physical theories and terms, it often becomes necessary to turn to the original source: a scientific work or an article in a popular scientific journal. Since English is an international language, a large amount of information about discoveries in the scientific field and their application is found in foreign sources. There is a need to teach children how to use their knowledge of English to translate popular science literature with physical terms.

Working with the original scientific work scientist who contributed to science. Students are offered text and dictionaries. Students not only have to translate a passage from a book, but also correctly present it in a retelling.

Example. Translate the text using a dictionary. Tell your classmates about the contribution of the scientist, whose words are given in the text, to the development of views on electrification. Do you agree or disagree with his point of view? Justify your answer. From the book of the "father of the doctrine of electricity" William Gilbert: "All bodies are divided into electric and nonelectric. There are electric body: amber, sapphire, carbuncle, opal, amethyst, beryl, rock crystal, glass, slate coal, sulfur, sealing wax, rock salt - which attract not only straws and splinters, but all metals, wood, leaves, rocks , lumps of earth and even the water and oil. Flame destroys the property of attraction. This property is formed at friction".

Working with an article from a popular science publication or website.

Example. Translate an excerpt from an interview with Wired magazine by British theoretical physicist Stephen Hawking. Analyze his statement. Present arguments for and against his opinion. “We just developed the descendants of monkeys on a small planet with an unremarkable star. But we have a chance to understand the Universe. This is what makes us special" ( Translation. We are just advanced apes on a small planet with an unremarkable star. But we have a chance to comprehend the Universe. This is what makes us special.)

Integration with biology

Physics studies the most general laws of nature, which are used to explain the processes occurring in living organisms. Based on the knowledge gained in the lessons of physics and biology, I use the following techniques:

Conducting joint research. In the lesson, when analyzing the relevant topic, I suggest that students conduct a joint study (you can also do it individually at home). For example, when studying the topic "Atmospheric pressure", we discuss its impact on human life. As you know, the reason for feeling unwell during weather changes is associated with a change atmospheric pressure and, as a result, internal. Normally, the internal pressure should “adjust” to the external one due to the constriction / expansion of blood vessels. I suggest students to trace how their internal pressure changes when the external one changes. This type of activity can be carried out at home. It is more productive to use the time left at the end of the lesson to record the experimental data in a table that can be posted on the school stand.

Example. The study of vascular elasticity. Purpose: to find out how the internal blood pressure changes when the external atmospheric pressure changes. Equipment: barometer, sphygmomanometer (or other device for measuring blood pressure), table of results. After receiving experimental data, students can compare their well-being on certain days and the pressure difference, and draw a conclusion about the elasticity of their vessels.

Integration with chemistry

Using a plan for describing a chemical element. When studying the topic "Aggregate states of matter", "Phase transitions", "Structure of the atom" to the calculation problems of finding the amount of heat, specific heat capacity of substances and the like, I add questions related to the chemical properties of elements, interesting facts, methods of obtaining the substance in question from other chemical elements.

Example. An atom of this chemical element contains 17 protons and 17 neutrons. Describe this chemical element according to the plan:

1. Position in the periodic table. A) the sign of XE; B) period number (large or small); C) group number (main (A) or secondary (B) subgroup); D) relative atomic mass (Ar); D) serial number.

2. The structure of the atom: A) atomic formula (composition of the atom - the number of protons, neutrons, electrons); B) diagram of the structure of the atom; C) electronic formula (Klechkovsky's rule - 1s 2 2s 2 2p 6 3s 2 3p 6 4s 2 3d 10 4p 6 5s 2 4d 10 5p 6 6s 2 4f 14 5d 10 6p 6 7s 2 5f 14 6d 10 7p 6); D) energy diagram.

3. Properties of an atom: A) an atom of a metal or non-metal; B) gives or accepts electrons; B) an oxidizing or reducing agent; D) oxidation state: the highest oxidation state (has a “+” value and is numerically equal to the group number. The exceptions are fluorine, oxygen, copper, gold, elements of group VIII A p / gr.), the lowest oxidation state for non-metals (has “-” value and is numerically equal to the difference between the number 8 and the group number); E) comparison of redox properties (metallic and non-metallic) with neighboring CE: in the period, in the group.

4. Description of the substance. A) the formula of a simple substance; B) type of chemical bond, type of crystal lattice; B) properties.

Integration with fine arts

This integration makes it possible for students who have difficulties in studying physics to show an active position. Conducting such lessons is most effective in classes where children with disabilities study, since the educational material is emotionally colored and students remember it better and reproduce it more easily.

Picture and graphic plan. At the lesson of mastering new material at the stage of its consolidation, each student draws his own pictogram depicting either the definition or the properties of the object, which he builds in a general row in accordance with the plan for studying the material. After discussing each individual drawing, a retelling of the studied topic is made based on the picture and graphic plan. In the next lesson, I use this series of icons to update knowledge. I use especially well-executed logical series for work in other classes at the stages of consolidating and generalizing knowledge.

Using the works of artists who have contributed to the development of world culture. To determine the topic of the lesson, the paintings of famous artists are well perceived by children. The same pictures can be used as visual conditions for computational or qualitative (logical) problems.

Example. When studying the topic “Wave process”, I draw on the painting by I. Aivazovsky “The Ninth Wave”, when considering the topic “Work and Power”, I use the painting by I. Repin “Barge Haulers on the Volga”; on the topic "Conditions for the floating of bodies" - a painting by John Everett Millais "Ophelia" (based on Shakespeare's "Hamlet").

Music integration

Use of excerpts from music. For example, when studying the topic “Sound vibrations”, the physical foundations of the characteristics of sound are analyzed: pitch, tone, timbre and loudness. Students are invited to arrange the compositions they listened to in descending / increasing order of frequency, amplitude of vibrations, fundamental tone.

Integration with informatics and ICT

Working with information from articles in the journals "Science and Life", "In the World of Science", "Details of the World" and Internet portals of a popular science nature. The list of Internet addresses is on the board in the classroom and on my website, which I use when working with children. I suggest that students prepare a small report on the relevant topic about the use of the laws and properties studied in the lesson in modern science and technology. Another variant of the task is to track how often popular science publications refer to a particular problem of John Everett Millais, and to rank the most pressing issues in science.

Working with video information. To determine the topic of a lesson or a problematic issue, I try to use short popular science cartoons or clippings from full-length films.

A huge number of films with elements of science fiction are currently appearing in the cinema, some of them were created in collaboration with famous scientists (Kip Thorne, Interstellar, 2014). Many, however, do not rely on reliable scientific facts in any way, therefore, in films one can often see the obvious incompetence of the creators in matters of modern science. Students are happy to look for “film bloopers” from the point of view of science and are included in the process of searching for movie clips with such errors.

The famous sitcom "The Big Bang Theory", which tells about the life of physicists, is a great success with students. When studying a certain topic, we organize a viewing of the corresponding passage from the series and discuss its meaning.

Example. In the Luc Besson film The Fifth Element (1997), the characters of Bruce Willis and Mila Jovovich fly in a spaceship from Earth to the planet Flostan Paradise. Students are asked to answer the question: “Why are passengers not offered another way to spend time on board, other than sleep?” The film indicates the distance to this planet - 1 light hour. Students are asked to calculate the distance in meters and the flight time at the chosen speed (taking into account that it is less than the speed of light.) Using the table of speeds close to the speed of light, calculate how much time has slowed down for passengers on board relative to passengers on Earth. I use the task partially in the ninth grade when considering the topic “Light. Electromagnetic waves ”and completely in the 10th grade when studying the special theory of relativity.

Literature Integration

Truth discussion folk signs in terms of their scientific basis.

Example. The nature of the weather can be judged by the color of the dawn at sunrise and sunset. The color of dawn depends on the content of water vapor and dust in the air. The air, highly saturated with moisture, mainly transmits red rays, so a bright red evening dawn portends inclement windy weather. "Bright orange sky at sunset - to a strong wind." The intense bright yellow, golden and pink coloration of the evening dawn indicates a low moisture content and in large numbers dust in the air, which indicates the upcoming dry windy weather. “Dawn of red color in summer - to rain, and in winter - to a blizzard.” “If the sun sets with a red dawn, and rises with a bright one, to a bucket and a clear day.”

The use of excerpts from the works of classics of literature, which describe natural phenomena.

Example. When studying the topic “The force of friction” at the stage of formulating the topic of the lesson while listening to an excerpt from the novel by A.S. Pushkin "Eugene Onegin" I propose to answer the question: "Why can't a goose stand on ice?"

Neater than fashionable parquet

The river shines, dressed in ice.

Boys joyful people

Ice skates cut through the ice.

On red paws a goose is heavy,

Having thought to swim in the bosom of the waters,

Steps carefully on the ice

Slides and falls.

Statement of a problematic question after reading an excerpt from a literary work.

Example. When studying the topic “Conditions for floating bodies”, I draw the attention of children to an excerpt from Jules Verne’s novel “Twenty Thousand Leagues Under the Sea”: “In the space brightly lit by the Nautilus searchlight, some kind of black bulk could be seen hanging among the waters. I peered intently, examining this gigantic cetacean animal. And suddenly a thought flashed through my mind. "Ship!" I cried…”

Question: “Will the sunken ship “hang” motionless in the depths of the ocean and not sink to the bottom, as described in the novel by the author?”

Composing poems with given parameters on a specific topic. At the stage of fixing a certain topic, I suggest that the guys come up with a poem (quatrain, three-line or Japanese haiku) with a given size, rhyme or rhythm. It is possible to give as an example a well-known poem with a given parameter, which the trainees remake under the chosen topic.

Example. At the lesson on the topic "Friction", the students were asked to compose a poem, observing the rhythm of Matsuo Basho's haiku.

Forms of work organization when using the techniques described above can be varied: independent, pair or group work. It is convenient to display tasks on an interactive whiteboard using a document camera. The use of Internet resources contributes to greater involvement of students in work. All techniques can be adapted to different conditions: the level of training of students, the state of the material and technical base of the educational institution, to solve qualitative or computational problems.

2.1.2. Cross-subject horizontal parallel integration

We will illustrate the possibilities of using parallel horizontal integration using the example of a lesson on the topic "Electrical Phenomena", which is studied in the 8th grade of the middle level and in the 10th grade of the senior level of the secondary general education school. (Attachment 1). This lesson can be used at different stages of the study of the topic. More effectively: in the 8th grade - as a lesson in generalizing and consolidating the material, in the 10th grade - as an introductory lesson on the topic "Electric field". The lesson uses integration with geography, history, fine arts, English and literature. Such lessons are most successful when using a group form of work with the subsequent presentation of the results. Necessary equipment: handout, interactive whiteboard and document camera. Appendix 1 provides a lesson summary and a list of handouts.

I spend similar lessons at the end and beginning of the study of other sections, for example, “Sound phenomena”, “Mechanical phenomena”, “Optics”. To organize such lessons, I use the techniques described above in paragraph 2.1.1.

1. Transsubject integration

Transdisciplinary integration is a synthesis of components of the main and additional content of education. In the process of using elements of interdisciplinary integration directly in physics lessons, I saw the possibility of using these techniques in extracurricular activities. Outside of the classroom, where the content of an elective course or a thematic evening can be loosely linked to the content of the curriculum, students will be able to take more initiative in choosing a discipline related to physics, involve teachers in other subject areas in their self-study and get their advice. It also makes it possible to present physics as a necessary but insufficient resource for understanding the world in all its diversity.

Starting from the 2013-2014 academic year, I have been implementing the course "Design and research activities in the course of physics using interdisciplinary connections", compiled a year earlier. Currently I am working on creating a program for the course "Astronomy and ICT", which involves group individual project activities using interdisciplinary integration.

2.2.1. Design and research activities in the course of physics

Design and research activities have great opportunities for interdisciplinary integration. One of options its application is the use of a long-term project involving research methods.

I developed an elective course "Design and research activities in the course of physics using interdisciplinary connections" (Appendix No. 2), where much attention is paid to interdisciplinary connections between physics and other sciences (natural, humanitarian, social and technical).

This course was developed for students of the 7th grade of the secondary school No. 4 in the 2013-2014 academic year. The course is designed for 17 lessons with a frequency of 1 academic hour in two weeks. The main elements of the content of the classes and their focus are described in detail in the work program (Appendix No. 2).

In the process of implementing this course, students received skills in working with projects and a certain personal result (students not only participated in project activities, but also independently planned it, formalized and analyzed the results). Some of the students from the 7th grade parallel initially united in a group of 15 people to work on the project “Problems of vision of students of secondary school No. 4 and ways to solve them” (Appendix No. 3). This group was joined by a 9th grade student. This topic was chosen based on the interests and capabilities of the group members:

Group 1 - compiling questionnaires and conducting a survey in order to identify the presence of vision problems in students of MOU secondary school No. 4, their possible reasons and the use of preventive exercises in primary, secondary and senior levels of MOU secondary school No. 4 (sociology);

Group 2 - statistical data processing using computer technology (computer science);

group 3 - study of the nature of the causes of visual impairment (biology and physics);

Group 4 - consideration of the principle of obtaining an image on the retina of the eyeball (physics);

Group 5 - clarification of the characteristics of eye diseases and the frequency of their occurrence in the world (work with information).

In the course of the activity, the students solved all the tasks set by them, obtained specific results and made the necessary analysis of the work performed. With this research, students spoke at a school conference in the section of natural sciences, and also received a Diploma of the second degree at the section of biology of the City Research Conference of Schoolchildren and presented their work in the section of physical and mathematical sciences (2014).

In 2015, the students decided to continue working on the project and planned activities at school to prevent visual impairment in primary grades (Appendix No. 3). The direction of their activity has changed a little: research based on biology, physics and computer science has been transformed into a social project. The founders of the work (a group of 10 people) were joined by other students who last year worked on their individual projects within the framework of the course "Design and research activities in the course of physics using interdisciplinary connections", and this year they decided to support their classmates and joined in work on the project.

The second part of the project "Problems of vision of students of secondary school No. 4 and ways to solve them" is still in the process of implementation, but it is already possible to draw conclusions about the increase in cognitive activity and the sustainability of cognitive interests based on the following results:

The number of people wishing to participate in this project increased by 45% compared to the previous year (2013 - 10 people, 2014 - 18).

Despite the fact that the course was ungraded, the trainees brought their studies to the end and expressed their desire to continue them in a new direction.

At the physics lesson, students of the 8th grade often present short reports on the topic of the lesson related to historical background or application of the studied knowledge in the applied branches of the natural sciences.

Ekaterina Z., a student of the 9th grade, after a successful presentation at conferences, made a choice in favor of the physical and chemical direction in the 10th grade, although she initially doubted her abilities in the natural sciences and gathered in a socio-economic profile group. Studying in the 10th grade, for the first half of the year she independently chose the topic of individual research, conducted the necessary experiments and formalized her work, although the project activity in the 10-11th grade is presented in the form of a long-term study.

Students with different levels of achievement in physics took an active position in the team, using their knowledge in other subject areas.

1. Extracurricular activities

After the implementation of the elective course "Design and research activities in the course of physics using interdisciplinary connections", the idea arose to develop a program for the course of extracurricular activities for
Grades 5–9 "Astronomy and ICT". At present, astronomy is a branch of physics; it is not included in the curriculum as a separate subject. Astrophysics is an excellent basis for forming a holistic worldview of students and increasing their cognitive activity, since, firstly, the modern scientific community annually advances in the study of the Universe; secondly, the study of the mega world is based on the knowledge of all scientific fields: geography, physics, chemistry, and others; thirdly, in cinematography and modern literature, issues related to the study and use of outer space are raised no less often.

The course program involves the study of basic astronomical terms, celestial bodies and methods of studying the Universe through the project activities of students: 5th, 6th, 7th grades - collective work, 8th, 9th grades - individual. In the classroom, issues related to planning project activities, designing work using ICT, speaking to an audience, and others are also worked out. Suggested topics for study for each year of study:

5th grade. Astronomy and astrology. Starry sky. General overview of the universe. Scenario. Scenario preparation plan. Performances in front of a large audience. Group project: performance script for the elementary school "Myths and Constellations", event for the elementary school "Myths and Constellations".

6th grade. general review solar system. Scale. Model. Layout. Fundamentals of design and modeling. Planning of project activities. Group project: scale model of the solar system (papier-mâché technique).

7th grade. General characteristics and review of the nature of the planets of the solar system. Sun and other stars. Publications. Working in Microsoft Office Publisher 2010. Group project: Terrestrial Planets collage, Giant Planets publication, Star Systems webpage.

8th grade. Mechanical movement of the celestial bodies of the solar system. Stationary and non-stationary stars. Methods for studying stars. Website. Information Security. Working with Internet sources. Google sites. Individual project: web page for the Starry Sky website.

Grade 9 General information about galaxies. The Big Bang Theory. Tunnels. The expansion of the universe. Conquest of the Universe. Animation. Video. Software animations. Individual project: animation on the theme "Galactic Adventures".

Conclusion

The use of methods of interdisciplinary integration in physics lessons is not only an important process, but also laborious. But, despite the difficulties that arise, over the 2 years of work on the implementation of interdisciplinary integration in the process of observing students, the following results were obtained:

Students in such lessons demonstrate greater activity, including cognitive activity, than in ordinary lessons.

During the preparation of homework, they take the initiative in finding additional material, which they share with each other during the break and at the lesson itself.

In such lessons, students often feel successful, are not afraid to express their opinions and show their interests.

With each subsequent integrated lesson, students quickly find the relationship of subject areas, often creating a problem situation on their own, which are used for further work.

When using the possibilities of the Internet, students began to access popular science portals both to prepare for lessons and for the purpose of additional reading.

When using the methods described in the work, the following difficulties may arise:

When preparing for lessons, the teacher needs more time, the teacher has a constant need to deepen knowledge in integrable subject areas.

At the first lessons using this or that method of interdisciplinary integration, there is a problem with the preparedness of students for a broader view of the process or phenomenon, which takes much more time in such a lesson.

With an increase in the number of integrated lessons conducted in the same class, in order to maintain interest, there is a growing need to attract new techniques and methods of work.

The large amount of material designated by the educational standard leaves little space for integrated lessons.

Not all students have a high level of independence, so most of the techniques have to be implemented directly in the classroom. And here we are faced with the problem identified in paragraph 4.

Of course, as in any new activity, when using the techniques and methods of interdisciplinary integration, the teacher and student have to spend more resources. But, in the end, not only the results obtained give strength to move in this direction, but also “drag out” the very process of self-learning and self-development.

List of used literature

Alekseev N. G., Leontovich A. V., Obukhov A. V., Fomina L. F. The concept of development of research activities of students // Research work of schoolchildren. - 2001. - no. one.

Alnikova T.V. Organization of design and research activities in teaching physics [Text] / T.V. Alnikova, E.A. Rumbesht // Vestnik TSPU. Issue. 6 (57) series: natural and exact sciences. - Publishing house of TSPU, 2006. - S. 172-174. (0.24 p.l.; ed. 70%).

Belfer M. A few words about research work ah schoolchildren / M. Belfer // Literature: ed. house First of September. - 2006. - No. 17.

Glazkova K.R. Research lessons: the formation of a creative, critically thinking personality / K. R. Glazkova, S. A. Zhivodrobova // Physics: ed. house First of September. - 2006. - No. 24.

Dick Yu.I., Pinsky A.A., Usanov V.V. Integration of educational subjects // Soviet Pedagogy. - 1957. - No. 9.

Zakurdaeva S.Yu. Formation of research skills / S.Yu. Zakurdaeva // Physics: ed. house First of September. - 2005. -
No. 11. - S. 11.

Zverev I.D., Maksimova V.N. Interdisciplinary connections in connection in modern school. - M.: Pedagogy. - 1981.

Ivanova L.A. The problem of cognitive activity of students in physics lessons when studying new material: Textbook. - M. : MGPI, 1978. - 110 p.

Research activity at physics lessons: [Electronic resource] // Festival of Pedagogical Ideas. - Access mode: http://festival.1september.ru/articles/619625/, 05.11.2014.

Appendix Summary of the lesson-generalization of the material "Electrification of bodies"

Lesson type: consolidation of knowledge on the material covered.

The purpose of the lesson: consolidation of previously studied material in the process of solving problems, modeling, demonstrating experiments.

Tasks:

1. Educational:
-to consolidate students' knowledge on the topic "Electrification of bodies";
- to teach students to use the previously acquired knowledge in practice;
-show the relationship of physics with other school subjects and sciences.
2. Developing:
- to develop in students the collective principles in a single connection with individual characteristics;
- instill in students a sense of responsibility for the assigned work;
-to develop and encourage initiative in students, the ability to generalize the material.
3. Educational:
- to develop the ability of students to correlate their own opinion with the collective;
-continue to work on developing in students such character traits as the ability to find an extraordinary solution;
- to teach students to defend their opinion, to achieve the final result;
- monitor the implementation of safety rules by students when performing experiments.

Equipment for the lesson:

Electrometer, glass and ebonite rods, silk, wool, sketchbook, pencils and felt-tip pens, a set of task cards, Physics 8 textbook.

Lesson plan:
1. Organizational moment, setting goals and objectives of the lesson, repeating the rules of technology
security / 2 min.
2. Actualization of knowledge (oral survey) / 4 min.
3. Explanation of the rules of the game part of the lesson, distribution of task cards / 3 min.
4. Work in groups / 10 min.
5. Presentation of group members with the results of work / 10 min.
6. Summing up the lesson / 2 min.
7. Reflection / 1 min.

During the classes:

1. Organizational moment, setting goals and objectives of the lesson, repetition of safety rules.

2. Actualization of knowledge. Front poll:

What is meant by electrification of bodies?

How can bodies be electrified?

What are the two types of charges?

What does it mean to electrify the body?

What is each charged body surrounded by? What is an electric field?

3. Explanation of the rules of the game part of the lesson, distribution of task cards.

Now that we have remembered the basic concepts related to the electrification of bodies, let's try to consider electrification from all sides.

To do this, we will use the knowledge acquired in other subjects you study: history, geography, English, literature. Thus, we get six groups, four people in each.

Get together, please, in groups. The first and third desks of each row turn in a chair to their classmates. Now you get cards that represent your tasks. You and I get 6 working groups and one group of experts, from the last desk of each row.

The necessary equipment lies at the department. You have 10 minutes to complete the task.

After completing the task, each group will present the results of their work. And the expert group will sum up your work and our lesson.

Group work.

Presentation of group members with the results of their work.

The first group will tell the history of the development of views on electrification.

The second group will show the way to promote the doctrine of electrification throughout the world.

The third group will indicate the main properties of electrification, described in the book of William Gilbert, translated by them from the original source.

The fourth group will demonstrate the phenomenon of electrification.

The fifth group will talk about the phenomena in which electrization is observed.

The sixth group will consider how poets and writers represented the phenomenon of electrification in their works.

4. Summing up.

Now let's listen to the conclusion of the expert group.

5. Reflection.

Let's evaluate our lesson.

Card 1

Arrange the stages of development of views on the issue of electrification of bodies in chronological order. Paste on a piece of A4 paper. Choose a group member to share the story of electrification with your classmates.

The ancient Greeks were very fond of jewelry and small crafts made of amber, which they called “electron” for its color and brilliance, which means “sun stone”. From here came, however, much later, and the very word electricity.

Greek philosopher Thales of Miletus, who lived from 624-547. BC, discovered that amber, worn on fur, acquires the property of attracting small objects - fluffs, straws, etc. This property was attributed only to amber for a number of centuries.

The birth of the doctrine of electricity is associated with the name of William Gilbert, physician to Queen Elizabeth of England. Gilbert published his first work on electricity in 1600, where he described the results of his 18 years of research and put forward the first theories of electricity and magnetism. Here, for the first time in the history of science, he used the term "electricity" (from the Greek word "electron", which means "amber").

The next stage in the development of the doctrine of electricity was the experiments of the German scientist Otto von Guericke (1602-1686). In 1672 his book was published, in which experiments on electricity were described. Guericke's most interesting achievement was his invention of the "electric machine".

In 1729, the Englishman Stephen Gray (1666-1736) experimentally discovered the phenomenon of electrical conductivity. He found that electricity can be transmitted from one body to another through a metal wire. The silk thread did not carry electricity. In this regard, Gray divided all bodies into conductors and non-conductors of electricity.

Charles Dufay established two kinds of electrical interactions: attraction and repulsion. This law was published by Dufay in the Memoirs of the Paris Academy of Sciences for 1733.

The concept of positive and negative charges was introduced in 1747 by the American physicist Franklin. An ebonite stick from electrification on wool and fur is negatively charged. The charge formed on a glass rod rubbed with silk was called positive by Franklin.

Franklin in the 1840s built the theory of electrical phenomena. He suggested that there is a special electrical matter, which is a kind of thin, invisible liquid.

In 1785, the Frenchman Charles Coulomb established what determines the strength of the interaction of charges.

In 1745, Academician of the St. Petersburg Academy of Sciences Georg Richman built the first electroscope - a device for measuring electricity.

In the 18th century (50-80s), the passion for "electricity from friction" was universal. Experiments were carried out on electrifying people, igniting alcohol from a spark, etc. More powerful than Guericke's machine, electric machines were built.

In 1852, the English physicist Michael Faraday created the doctrine of the electric field and explained how charges interact.

Card 2

Read the text. On the world map, mark with arrows the movement of the doctrine of electricity around the world. Sign the countries (and the capitals of these countries) in which scientists worked who contributed to the development of views on electricity. Choose a group member who will share the spread of views on the nature of electrification to your classmates.

Card 3

Conduct an experiment demonstrating the phenomenon of electrification. Formulate the purpose of the experiment, designate the necessary instruments and materials for your work, describe and demonstrate the course of the experiment. Answer the questions:

How can the body be electrified?

How can an electric field be detected?

Card 4

Translate the text using a dictionary. Tell classmates about the contribution of the scientist to the development of views on electrization, whose words are given in the text. Do you agree or disagree with his point of view? Justify your answer.

From the book of the "father of the doctrine of electricity" William Gilbert:

“All bodies are divided into electric and nonelectric.There are electric body: amber, sapphire, carbuncle, opal, amethyst, beryl, rock crystal, glass, slate coal, sulfur, sealing wax, rock salt - which attract not only straws and splinters, but all metals, wood, leaves, rocks , lumps of earth and even the water and oil. Flame destroys the property of attraction. This property is formed at friction"

Card 5

Using your life experience, remember the phenomena that prove the existence of electrification or are based on it. Make 2-3 drawings depicting these phenomena.

Card 6

Read excerpts from works. Find for each of the works of its author and title. Select the passages that describe the phenomenon of electrification. Explain your choice. Analyze the actions of the protagonist/protagonists.

A hurricane was coming up. The duckling jumped into the door of the hut. “In the hut lived an old woman with a cat and a chicken. She called the cat son; he knew how to arch his back, purr, and even emit sparks if he was stroked the wrong way.

Hans Christian Anderson. "Ugly duck"

Koval-Bogatyr went to look for the Serpent, who had fled from the battlefield. Koval-Bogatyr lay down under an oak and hears - thunder rumbles. The forest rustled, buzzed, spoke in different voices. But then lightning flashed and thundered so that even the earth trembled. The wind came up. The forest roars. The oaks crack, the pines groan, and the firs bend almost to the ground. And the lightning will flash, how it will flash almost across the whole sky, it will illuminate the dark forest, and again darkness, as if underground. Perun roamed, as soon as he was enough lightning into a pine, he would strip it from the top to the roots, hit the oak - he would split the oak.

Belarusian fairy tale

“A damp, cold wind blew from the sea, spreading across the steppe the thoughtful melody of the splashing of a wave running ashore and the rustling of coastal bushes. Occasionally his impulses brought with them shriveled, yellow leaves and threw them into the fire, fanning the flames; the darkness of the autumn night that surrounded us trembled…”

Maksim Gorky. "Makar Chudra"

Ivan, a soldier's son, began to fight in mortal combat with the Serpent-Gorynych. He swung his saber so quickly and strongly that it became red-hot, it was impossible to hold it in your hands! Ivan prayed to the princess: “Save me, beautiful girl! Take off your expensive handkerchief, soak it in the blue sea and let it wrap your saber.

Russian folk tale

Municipal educational institution secondary school No. 4

	I approve
	Principal of School No. 4
	Order No. ___
	dated __________ 2014

WORKING PROGRAMM
elective course "Design and research activities in physics"
for 7th graders

Physics teacher: Emelyanova E.S.

Pereslavl-Zalessky, 2014-2015 academic year

Explanatory note

Relevance of the course: This course is aimed at the formation of key competencies in the field of physics and over-subject knowledge and skills, the integration of the content of education, taking into account the psychophysical characteristics of students. The course uses research learning and educational design technologies that allow you to productively assimilate knowledge and learn to analyze it. It is these goals that the federal state standards of education of the new generation are pursuing. The knowledge and skills necessary for the organization of project and research activities will in the future become the basis for the organization of research activities in universities, colleges, technical schools, etc.

Course value: students get the opportunity to independently choose the direction of their research activities based on their interests and already acquired knowledge, thus minimizing the possible "failure situation" in the study of physics; look at various problems and questions that arise in the study of the world around us by foreign scientists, historians, poets and writers, their teachers and classmates.

Course objective: development of students' research competence through mastering the methods of scientific knowledge and the skills of teaching, research and project activities.

The main objectives of the course:

formation of the scientific and materialistic worldview of students;

formation of the idea of ​​physics as an experimental science, closely related to other sciences, not only of the natural and technical cycle, but also of the social and humanitarian cycle (deepening and expanding knowledge, concepts, formation of primary experimental skills and abilities);

development of cognitive activity, intellectual and creative abilities, creativity in thinking;

formation of the ability to plan their activities and work in accordance with the requirements for conducting, designing and presenting experimental work;

development of skills of independent scientific work;

gaining experience in working in groups;

creation of motivation for the study of problematic issues in the world and domestic sciences;

development of communicative and speech competencies;

formation of a culture of working with various sources of information.

Expected results

Upon completion of the course, students should know:

fundamentals of the methodology of research and project activities;

rules for searching and processing information from the source;

main stages and features of public speaking;

structure and rules for the design of research and design work.

Should be able to:

formulate the topic of research and project work, prove its relevance;

draw up an individual plan of research and project work;

highlight the object and subject of research and design work;

determine the purpose and objectives of research and design work;

work with various sources, including primary sources, cite them correctly, draw up bibliographic references, compile a bibliographic list on the problem;

choose and apply in practice research methods that are adequate to the objectives of the study; formalize theoretical and experimental results of research and design work;

describe the results of observations, experiments, surveys; analyze previously known or obtained facts;

conduct research using various instruments;

follow safety instructions;

formalize the results of the study, taking into account the requirements.

The following vital practical tasks should be solved:

independently obtain, process, store and use information on an exciting problem;

exercise the right to free choice.

Capable of showing the following relationships:

without communication difficulties to communicate with people of different age categories;

work in a team, group;

present the work to the public.

The place of this course in the educational process of the school. The work program for the elective course "Project activity" was implemented within the framework of the state educational standard in accordance with the basic educational plan for 2013-2014 academic year. year, designed for 17 lessons during one academic year (1 time in 2 weeks).

Forms of organization of the educational process

The course program provides for extracurricular activities, work of students in groups, pairs, individual work, work with the involvement of parents, teachers, school students. Classes are held once every 2 weeks in the physics classroom, project activities include experiments, observations, surveys, interviews, meetings with interesting people. The project activity provides for the search for the necessary missing information in encyclopedias, reference books, books, electronic media, the Internet, and the media. The source of the necessary information can be adults: representatives of various professions, parents, enthusiastic people, as well as other children. Most of the design and research activities are designed to be performed by students independently after school hours in accordance with the requirements and rules for conducting an experiment or research. In collective classes at school, the teacher gives lectures, revealing the main features and technologies of work, and also provides advice in difficult situations.

Interdisciplinary connections underlying this course. The described course is designed to organize and strengthen interdisciplinary connections that underlie the educational process. One of the objectives of this research activity is to consider physical phenomena as an integral part of the world around us, studied by a number of sciences of the natural and mathematical cycle (chemistry, biology, geography, ecology, mathematics, computer science), described by the humanities (history, social science, literature) and used by technical (mining, mechanical engineering, shipbuilding, aviation, etc.).

Basic methods and technologies

Forms and methods of conducting classes : lecture, conversation, practical work, experiment, observation, collective and individual research, independent work, defense of research papers, mini-conference, collective and individual consultations.
Control methods: consultation, report, defense of research papers, speech, presentation, mini-conference, research conference, participation in research competitions.

Main theoretical elements of the course content

Lesson 1. Project activity. Projects in the modern world. Design technologies.

History of the design method. Method of educational projects. Classification. Requirements for project activities.

Lesson 2. Physics around us.

Physics as one of the fundamental experimental sciences. Physics and natural sciences. Physics and social sciences. Physics and Humanities. Physics and technology. Physics and life. Physics in nature.

Lesson 3. How to choose a project topic. The main stages of design.

Topic and subtopics of the project. Goals and objectives of the project. Formation of creative groups. Formulation of questions. Selection of literature. Planning of project activities. Determination of forms of expression of the results of project activities. Criteria for monitoring activities.

Lesson 4 . Idea Fair. Ways of obtaining and processing information.

Types of information sources. Drawing up a plan of informational text. Formulating plan items. Abstracts, types of abstracts, sequence of writing. Summary of the rule of note taking. Quoting, rules for quoting. Review. Review.

Lesson 6. Study. Basic research methods.

Study. Method of research as a way of solving problems of the researcher. Theoretical and empirical research. Analysis, synthesis, abstraction, induction, deduction. Research methods (observation, comparison, experiment, survey, literature analysis, questioning). Hypothesis. Goals and objectives of the study. Drawing up an individual work plan. Selection of tools. Presentation of the results: tables, graphs, diagrams, drawings.

Lesson 9. Abstract rules.

Abstract, its types: bibliographic (informative, indicative, monographic, review, specialized), popular science, educational. The structure of the educational essay. Stages of development of the abstract. Criteria for evaluation. Theme, goal, tasks, subject, object, problem, relevance. Making an abstract in the environments OpenOffice.org Writer and Microsoft Word. GOST requirements.

Lesson 11. Forms and types of presentations.

Presentation forms (paper and electronic). Types of electronic presentations (interactive, continuously running, static, animated, multimedia). Presentation rules. Making presentations in OpenOffice.org Impress and Microsoft PowerPoint environments.

Lesson 13. Ways to influence the audience.

Public speaking. Preparing a speech. Speech planning. A culture of speech. The art of the orator. Facial expressions and gestures. Appearance. Secrets of successful performance.

Calendar-thematic planning of project activities in physics

№ p/n	Topic of the lesson	The main elements of the content of the lesson	Formed Skills and skills	Additional task	the date of the
	Project activity. Projects in the modern world. Design technologies	Projects as a type of activity. Design technologies, design basics. Project documentation. Project requirements	Search for the necessary information on a given topic in the sources various types; choosing the type of reading in accordance with the goal	Prepare messages on the topic "Physics around us"
	Physics around us	The connection of physics with the sciences of the natural sciences and the humanities. Physics and the world around us. Physics and modern trends in science and technology	Use basic intellectual operations: formulating hypotheses, analysis and synthesis, comparison, generalization, systematization, identification of cause-and-effect relationships
	How to choose a project topic. Main design stages	The main stages of the project and their role in achieving the final result. Choice of project topics based on personal interest	Manage your learning activities. Determine the goals and objectives of the activity, choose the means necessary for their implementation	Choose 3 topics that you would like to work on during the year and establish a connection in them with other academic subjects
	Idea Fair. Ways of obtaining and processing information	Consultation on the choice of topics for educational projects. Formation of project teams	Work in a group, defend your point of view, give arguments in defense of your opinion	Highlight the goals and objectives of your project activities. Define milestones
	Individual consultation	Setting goals and objectives. Distribution of responsibilities among group members. Activity planning	Use various sources to obtain physical information. Learn different ways of working with scientific literature	Collect the necessary information, organize it
	Study. Basic research methods	Research methods. Research stages	Apply basic methods of cognition to study various aspects of the surrounding reality	Choose a research method for your topic. Plan your research
	Implementation of experimental research activities	Selection of the necessary equipment. Implementation of the experiment	Independently plan and conduct a physical experiment in compliance with the rules for safe work with laboratory equipment	Conduct a survey/questionnaire/results processing
	Individual consultation	Analysis of the results of the experiment. Discussion of intermediate results	Interpret the results of self-conducted experiments, physical processes occurring in nature and in everyday life	Design the practical part of the study
	Rules for the abstract	Requirements for the design of text documents. Features of document design using a text editor	Use computer technology to process, transmit and organize information	Prepare the theoretical part of the study
	Individual consultation			Correct the abstract
	Forms and types of presentations	Presentation types. Presentation script. Technological requirements for the design of presentations	Use multimedia technologies for processing, transmitting and organizing information	Write a script for your presentation
	Individual consultation			Design a presentation using a PC for speaking
	Ways to influence the audience	Methods of creating a comfortable psychological environment during the performance. Basic rules for conducting discussions	Master the basic types of public speaking. Follow ethical standards and rules for conducting a dispute	Make a plan for speaking to an audience when defending your project
	Individual consultation	Identification of achievements and outstanding problems;	Objectively evaluate your educational achievements, behavior, personality traits	Prepare to defend the project
	Project Protection	Public presentation of each participant of the project activity. Reviews of teachers.

Municipal educational institution

secondary school No. 10

with in-depth study of individual subjects

The competence of the teacher in the formation

students have a holistic picture of the world

Performed by: Yagudina Olga Stanislavovna

IT-teacher

Zhukovsky, 2015

Introduction……………………………………………………………3

Interdisciplinary integration is a necessary condition

modern education………………….…………………6

Psychological foundations of integration………………………...8

Integration as a goal and means of learning……………………10

Features of the organization of the educational process

on an integrated basis……..………………..………….12

Criteria for the analysis of an integrated lesson…………………14

Conclusion………………...……………………………..............16

References…………………………..…………………18

Application………………………………………………..........19

Introduction

The main tasks of the modern school are preparing the student for life, showing the diversity of the spiritual sphere, and satisfying cognitive and aesthetic needs. No stable curriculum is able to include all this in itself.

Interdisciplinary and integrated connections help to eliminate these shortcomings, supplement, expand the existing knowledge of students, stimulate their cognitive activity.

Interdisciplinary connections is a pedagogical category for designating synthematizing, integrative relations between objects, phenomena and processes of reality, which are reflected in the content, forms and methods of the educational process and perform educational, developing and educating functions in their limited unity.

The use of interdisciplinary connections in informatics lessons allows students to develop the competence to transfer knowledge, skills and abilities from one subject to another.

But only an integrated approach makes it possible to use the power of emotional impact on the student, to organically combine logical and emotional principles, to build a system of scientific and aesthetic education on the broad involvement of the educational potential of the lesson, on the comprehensive development of the subject of the educational process - the student. Integration is a process of continuous interaction between subjective and objective, internal and external, figurative and conceptual, intellectual and emotional, rational and intuitive, analytical and synthetic, that is, harmonization of scientific and artistic ways of understanding the world in the educational process.

It is interdisciplinary and integrated connections in teaching that help the teacher to form a complete picture of the world in students.

Different approaches to the definition of the concepts of integration and interdisciplinary connections

The psychological foundations of interdisciplinary connections were laid by the teachings of Academician I.P. Pavlov on the dynamic stereotype and temporal connection. Analyzing the reflex activity of the brain, I. P. Pavlov developed the doctrine of a second signal system specific to humans - the basis of thinking and speech. I. P. Pavlov considered the formation of complex systems of temporary connections in the cerebral cortex as a physiological mechanism for the assimilation of knowledge, which he identified with what in psychology was called the connection of processes arising from the impact on the brain of objects and phenomena of reality.

The concise dictionary gives the following definition of "integration". Integration is interconnectedness, system connection into a single whole and, accordingly, the process of establishing such connections, convergence, unification.

In the studies of a number of scientists, certain aspects of the problem and the theory of the formation of an integrated approach in education have been developed (M.N. Berulava, E.I. Brazhnik, B.N. Voronin, A.I. Eremin, A.Ya. Danilyuk, S.I. Zharkov, L.P. Ilyenko, V.N. Kurovsky, A.N. Nepomnyashchy, A.V. Trumin and others).

I.M. Sechenov, V. Usanov, F.F. Kharisov and others.

Most authors (I.A. Akchurin, B.M. Kedrov, S.N. Smirnov, P.N. Fedoseev and others) believe that the integration of scientific disciplines is a qualitatively new type of interaction, which is characteristic of modern conditions for the development of science. .

M.N. Berulava, generalizing various approaches to the definition of the concept of "integration", concluded that integration is "a process of interaction on a single worldview and logical and methodological basis of the structural elements of certain sciences, accompanied by an increase in their unification and complexity" .

2. Pedagogical ideas in the process of integration

In fact, in the process of integration, the boundaries between education and upbringing are erased, the abilities of each child develop, the teacher practically and purposefully implements the following pedagogical ideas:

1. democratization and humanization of the educational process, its focus not only on the assimilation of the amount of knowledge, but also on the development of the creative abilities of the individual, on the formation of high spiritual and moral values ​​and active personal position;

2. ensuring the continuity and continuity of the educational process at all stages of development;

3. creation of equal conditions for the disclosure and improvement of the natural intellectual and artistic and aesthetic potential of each child;

Along with the intellectual tasks of the lesson, using interdisciplinary integration, you can solve more challenging tasks:

1. to form an idea of ​​the harmonious unity of the world and the place of man in it;

2. to form moral qualities, a moral and aesthetic assessment of objects and phenomena, to cultivate an attentive and sympathetic attitude towards the environment;

3. to develop the creative possibilities of the individual, his general creative potential.

The main didactic and psychological principles are:

1. personality-oriented principles (the principle of adaptability, the principle of holistic development, the principle of psychological readiness);

2. cultural principles (the principle of the image of the world, the principle of the integrity of the content of education, principle of semantic relation to the world).

Our society is in constant development, therefore, through the education system, it puts forward and implements new requirements.

The most important requirement for the selection of the content of education is integration.

The problem of studying and practical application of integration in the process of teaching schoolchildren of the 5th grade in common system didactics and methods involve understanding its functions in the light of general development child, the formation of a comprehensively developed personality, which is relevant at the present stage of development of society.

Interdisciplinary integration is a necessary condition for modern education

Integrative connections make it possible to create an emotional field when studying certain topics in computer science lessons.

Integral connections allow the teacher to practice

Often students are better at applying

We do not develop competencies in educational activities

A holistic picture of the world through interdisciplinary connections.

Compare MS and IS

And the modern level of narrow MS, now IP

In the 21st century, it becomes obvious that the main value of a person is the ability to develop, the presence of cognitive potential. The need to know is the main component of human spirituality, along with the need to do good and compassion. “A reasonable person - and only he is able to optimally determine the future of mankind, and not predetermine his death by his activity” (V. Vernadsky). The process of cognition is endless, and the "modern achievements" of science are only the achievements of a specific period of time, which will be continued in the future.

The excessive categoricalness of textbooks sometimes extinguishes the cognitive interest of the child, creating the impression that discoveries are no longer possible. The rapid development of the principles and methods of teaching, the modernization of programs and textbooks, the emergence of new types of educational institutions have not saved the modern school from the predominance of information content over development. Developing learning involves a critical look at the acquired knowledge, their personal assessment, as well as imagination as a result of judgments about knowledge and their assessment. Without the development of the imagination, any talk about creativity is untenable. The principles of developmental education lead to the question of their implementation in daily school practice. Practice has already answered this question by turning to integration.

The other side of the issue is that the adoption of the Basic Plan severely limited the maximum permissible load student, thus becoming the protection of his physical and mental health meanwhile, the volume of required knowledge, skills and abilities is growing. The discrepancy between the amount of knowledge and the amount of time provided for their assimilation is deepening. The best solution to this problem is the use of interdisciplinary integration.

Thus, interdisciplinary integration today is the most important factor development of education, the practice of its application is diverse, it is difficult to cover all the real options.

Psychological and philosophical foundations of interdisciplinary integration

Scientific basis of this pedagogical technology originate in the works of I.P. Pavlov and I.M. Sechenov. Further, psychologists, having analyzed the features of thinking and memory, came to the conclusion that training should be structured in such a way as to form in students the ability to reproduce previously acquired knowledge in order to better memorize new material. Objects or phenomena that are interconnected in nature are also linked in human memory. Intersubject connections make it possible to look at an object from different angles and more firmly remember the whole object or phenomenon of reality on the basis of intersystem associations.

The most important characteristics memorization are the methods of semantic grouping of educational material and the allocation of semantic strongholds, the semantic correlation of what is assimilated in connection with something already known. Consequently, mastering the method of transferring knowledge of one subject while assimilating another introduces greater purposefulness into the analytical and synthetic activity of students, increases the efficiency of independent methods of work, provides better organization of mental activity, and, finally, develops a logical sequence in solving both general and particular problems.

The objective basis for the integration of scientific knowledge is the unity of the picture of the world. In addition, there is a commonality of research methods used in the field of knowledge acquisition. The philosophical basis of interdisciplinary integration is the principle of consistency. The tradition of a systematic and holistic consideration of the learning process was developed in the 60-70s by Yu.K.

Integration as a goal and means of learning

Integration (from lat.) - restoration; the state of interconnection of individual differentiated parts and functions of the system into a single whole, as well as the process leading to this. Researchers interpret the integration of learning in different ways. Yu.M. Kolyagin, for example, believes that in relation to the system of education, the concept of "integration" takes on two meanings: as a goal and as a means of learning.

Integration as the goal of education should give the student the knowledge that reflects the connectedness of parts of the world as a system, designed to teach the child from the first steps of learning to represent the world as a whole in which all elements are interconnected. Integration as a learning tool is aimed at developing the student's erudition, at updating the existing narrow specialization in education. At the same time, integration should not replace the teaching of classical subjects, it should only combine the acquired knowledge into single system.

The complexity of the problem lies in how to dynamically develop integration from the beginning to the end of training. If at the beginning it is advisable to learn “a little about everything”, then a synthesis of disparate knowledge and skills, then by the end of the training it is necessary to know “everything about a little”, that is, this is a narrow specialization, but at a new integrative level.

Analyzing the literature on this issue, we can formulate the following definition of integration: integration is a natural interconnection of sciences, academic disciplines, sections and topics of academic subjects based on the leading idea and leading provisions with a deep, consistent, multifaceted disclosure of the processes and phenomena being studied. Therefore, it is necessary not to combine different lessons, but to supplement the material of one subject with the material of another, combining the selected parts into a single whole. Moreover, with any combination of material, the idea of ​​the subject to which the lesson is devoted should remain the leading, main one.

Features of the organization of educational

process on an integrated basis

Integration on an interdisciplinary basis in secondary school implies the adequacy of the actions of the teacher (teaching) and the actions of students (educational-cognitive). Both activities have overall structure: goals, motives, content, means, result, control. There are differences in the content of the activities of the teacher and students.

1. At the target stage - teacher sets an interdisciplinary goal students under the guidance of a teacher, they must realize the interdisciplinary essence, select the necessary knowledge from various subjects, direct attention, thought not only to the assimilation of generalized knowledge, but also to the development of skills and synthesis, personality traits, abilities and interests.

2. At the motivational stage teacher stimulates students to worldview knowledge, to the generalization of concepts from various subjects. students mobilize volitional efforts, directing them to cognitive interest in generalized knowledge.

3. At the stage of the content side of the activity teacher introduces new educational material, at the same time attracting basic knowledge from other subjects. students learn general subject concepts, problems at the level of generalized knowledge.

4. At the stage of choosing funds teacher defines visual aids, textbooks, tables, diagrams, questionnaires, assignments. students perform the actions of transfer, synthesis, generalization in solving integrated problems using visibility.

5. The next stage is the productive one. Teacher applies pedagogical skills.

students, using the system of knowledge, the ability to generalize, apply it in practice.

6. At the control stage teacher- carries out mutual assessment, mutual control of the readiness of students, evaluates the quality of assimilation. students exhibit self-assessment of knowledge and self-control.

Criteria for the analysis of an integrated lesson

1. Integration object(culture, science, nature, local history, man, technology, etc.)

2. Content and Integration Components. What academic disciplines does it include? What is the combination of old, classical, and new, basic and additional, disciplines in the process of integration?

3. Direction and volume of integrated objects in which it is expressed:

in the creation of a new academic subject; in creating a cycle (block) of periodically repeated lessons; creating single integrated lessons?

4. Level (stage) of content integration in a course or lesson: organically unified, integral new structure; parallel existence in one lesson or program of various layers of material; transition stage from parallel connection material to a coherent new structure?

5. Topic of the integrated lesson, problem, goal. novelty level. Has the systematization of students' knowledge, the formation of a holistic view of the subject been achieved?

6. Activities of the teacher and students in preparation for the integrated lesson. Is this lesson spontaneous, or is it the result of careful student and teacher preparation? What independent work the students had to perform before the lesson; its purpose, scope, character? Do lessons make learning easier or do they make life difficult for them?

7. Forms of conducting an integrated lesson, activities of the teacher and students. Do they combine reasonably, do they lead to the goal?

8. The results of the activities of students in the integrated lesson. Has a unified (integrated) view of the problem been created; the breadth of their horizons; culture of judgments, their argumentation; the degree of confidence in the outcome of the discussion of the problem; a culture of speech; emotional involvement in the problem.

Conclusion

Considering the above, it can be concluded that, distinctive feature modern pedagogy is the transformation of integration into a leading pattern.

The basic curriculum provides for a new didactic concept - "educational area". An educational area is a community of several academic subjects that were previously practiced independently of each other. Thus, integration becomes one of the most important and paramount methodological directions in the process of modernizing primary education.

At present, an interesting experience has been accumulated in the implementation of the ideas of integration in the primary school.

For example, a program has been developed for a four-year elementary school under the guidance of Professor Natalya Fedorovna Vinogradova “Primary School of the 21st Century”. In the Elementary School of the 21st Century project, integration is its essential characteristic, that is, its application is associated with the essential features of the conceptual and methodological approaches. This zone also includes connections between different educational areas studied by the child, for example, natural science and social science, history and geography, etc. This position has become the main development of the integrated course "The World Around", the integrated subject "Literacy", "Reading and writing". Integration provides the possibility of establishing a connection between the acquired knowledge about the world and the specific practical activity of the student.

Noteworthy is the integrated aesthetic course for elementary school author Ilyenko Lyudmila Petrovna. She has developed and offers thematic planning of an aesthetic course that integrates literary reading, fine arts and music, compiled for students in grades 1-4 at the rate of 4 hours per week. The constructive, core subject in the proposed course is literary reading, the educational material of which is intertwined at each stage of the lesson with fine arts and music, enhancing the implementation of the didactic goal: educational, developing, educating.

Currently, many scientists and practitioners agree that primary school teachers should not be wary of integrated lessons, they should master, master and use in practice the methodology for conducting such lessons. Undoubtedly, such lessons have certain advantages, they develop a holistic picture of the world of younger students and contribute to the improvement of the teacher's professional skills.

Bibliography

Ilyenko L.P. The experience of integrated learning in primary school [Text]: L.P. Ilyenko // Primary school. - 1998. - No. 9.

Kulnevich S.V., Lakotsenina T.P. Analysis of the integrated lesson [Text]: a practical guide / ed. S.V. Kulnevich. - R., 2003.

Svetlovskaya N.S. On integration as a methodological phenomenon and its possibilities in teaching [Text]: N.S. Svetlovskaya // Primary school. - 1999. - No. 5.

Spirkin A.T. Dictionary of foreign words. - M., 1987. - Ed.: 14.

Ball G.A. Theory of learning tasks. Moscow: Pedagogy, 1990.

http://www.5rik.ru/better/article-189899.htm

Interdisciplinary integration as a condition for the development of the cognitive needs of students in the framework of the implementation of the Federal State Educational Standard.

The Law of the Russian Federation "On Education" specifically notes that the content of education should ensure the formation of an adequate picture of the world for schoolchildren to the modern level and level of the educational program. This means that a special role in the learning process should be given to the development of systemic thinking, the ability to replenish one's knowledge, orienting oneself in the flow of information of varying degrees of complexity, linguistic and socio-cultural orientation. The components of education that reflect the trends in the integration of scientific knowledge are of paramount importance here. It is integration that determines today the style of thinking and worldview of a person.Integration is the leading trend in the development of scientific knowledge in modern conditions (slide).

At the 1st stage of the school, the foundation is laid for the subsequent stages of education. The primary school faces extremely precise educational goals - tasks: to lay the foundations for the comprehensive development of children, to ensure the formation of strong skills in fluent, conscious, expressive reading, counting, literate writing, developed speech, and a culture of behavior. These requirements emphasize the importance of developing in schoolchildren the skills of the rational organization of educational work, learning skills, which together provide a reliable basis for the subsequent educational and cognitive activity of schoolchildren. Contribute to the acquisition of deep and solid knowledge.

In improving the effectiveness of education in primary grades, the educational significance of subjects along with other methodological issues great importance has the use of intersubject communications. With their systematic and purposeful implementation, the entire learning process is rebuilt, that is, they act as modern principles that lead to integration.“Interdisciplinary integration is an indispensable condition for the learning process” V.N. Maksimova (slide). Integration in learning is manifested in the fact that the total impact of educational components on students is many times more active and preferable than the influence of each of them separately, which ensures a positive learning outcome.

The idea of ​​integrating education asserts itself more and more insistently and forces teachers to look for effective ways to implement it. Today, a number of different approaches and directions have been identified in this area.

Effective ways to implement integration:

• integration through the search for interdisciplinary connections;
• thematic planning on the principle of simultaneous passage of similar topics in different academic disciplines;
• development of new training courses that combine information from different subjects (slide)

All this testifies to the unusual relevance of the problem of integration itself.

The subject system of education at school focuses students on the differentiated assimilation of knowledge from different areas.

The processes of knowledge integration are continuously connected with their differentiation (slide)

The flows of information and their volumes are so great that it becomes difficult to timely and efficiently track the necessary information in any of the areas of scientific knowledge. Much of the information remains unclaimed. In this regard, it is important to show the ways of obtaining knowledge through methodology. This will allow students to independently operate the knowledge necessary in life and consolidate the content of educational material into a whole to resolve the problem situation.

The concept of "system" and "integration" are close.

A systematic approach is the basis for the integration of knowledge (slide)

A systematic approach in pedagogy provides for the consideration of school education as an open system that functions according to the laws of systems. The integration of knowledge can be one of the ways of mobility and variability of the content of education.

When organizing integrated learning, it becomes possible to show the world in all its diversity with the involvement of different knowledge: literature, a foreign language, music, painting, etc., which contributes to the emotional development of the child's personality and the formation of his creative thinking.

An integrated lesson is a living creativity of a teacher and a student (slide).

The methodology of the integrated lesson ensures the activity of the teacher and the student at the level of subjective relations, as a result of which there are opportunities for joint creativity and self-development of the participants in the educational process.

The restructuring of the learning process on the basis of ongoing interdisciplinary connections affects its effectiveness:

The effectiveness of the learning process based on interdisciplinary connections:

• knowledge acquires the qualities of consistency;
• skills become generalized, complex;
• the ideological orientation of cognitive interests is enhanced;
• their conviction is effectively formed and the comprehensive development of the personality is achieved (slide)

Conclusion : The relevance of the problem of integration is due to and causes the need for changes in the education of the younger generation, improving the quality of knowledge, practical skills, the level of education, cognitive needs (slide).

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Interdisciplinary integration as a condition for the development of the cognitive needs of students in the framework of the implementation of the Federal State Educational Standard. Kataeva A.V., primary school teacher

Integration is the leading trend in the development of scientific knowledge in modern conditions

"Interdisciplinary integration is an indispensable condition for the learning process" V. N. Maksimova

Effective ways to implement integration: integration through the search for interdisciplinary links; thematic planning on the principle of simultaneous passage of similar topics in different academic disciplines; development of new training courses that combine information from different subjects

The processes of knowledge integration are continuously connected with their differentiation

A systematic approach is the basis for the integration of knowledge

An integrated lesson is a living creativity of a teacher and a student

The effectiveness of the learning process based on interdisciplinary connections: knowledge acquires the qualities of consistency; skills become generalized, complex; the ideological orientation of cognitive interests is enhanced; their conviction is effectively formed and the comprehensive development of the personality is achieved

Conclusion: The relevance of the problem of integration is due to and causes the need for changes in the education of the younger generation, improving the quality of knowledge, practical skills, the level of upbringing, cognitive needs

1

The proposed article discusses the theoretical aspects of the use of interdisciplinary integration in the formation of the competitiveness of university students in the context of the possibilities of interdisciplinary connections in educational practice; issues of optimizing the expansion of the study of core subjects in parallel with non-core disciplines; identification of didactic possibilities of interdisciplinary integration. The author reveals the significance of the influence of interdisciplinary integration on the learning process of students in the framework of the development of their competitiveness. The actualization of the problem under study is connected with the provisions that contribute to the formation of the student's competitiveness as a future specialist. The article analyzes the interpretations of interdisciplinary integration by domestic researchers. In the context of the pedagogical potential of interdisciplinary integration, the importance of organizing interdisciplinary integrative "immersion" and improving teaching methods through interdisciplinary integration is revealed. The article shows how the structural links of interdisciplinary integration determine the competence orientation of interdisciplinary integrative links. Based on this, it is concluded that interdisciplinary integration should become an effective educational resource in shaping the competitiveness of university students.

professional activity

professional ability

competitiveness

competencies

competence

teaching methods

integrative links

didactic opportunities

pedagogical potential

educational resource

educational practice

interdisciplinary integration

university students

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Before modern education today the task is to prepare young people for a life full of diversity in the socio-cultural and spiritual sphere, but the reality is that no single curriculum can accommodate all this. Therefore, only an integrated approach in the educational process of the university contributes to the elimination of this contradiction, which ensures the expansion and addition of students' existing knowledge, thereby stimulating their cognitive activity and their development as subjects of the educational process. This is all the more relevant because when implementing the idea of ​​training a competitive specialist, one has to take into account all kinds of integrated system processes involving science and education, culture and social life, etc. . This circumstance entails the restructuring of the educational system itself, which provides for the formation of a new integrated thinking among young students, which is possible only with the creation of competent interdisciplinary integration. That is why, when forming the competitiveness of university students, they need a synthesis of subjects based on not just logical, but synthesizing thinking. When we talk about interdisciplinary integration, we mean the deepening of differentiation specialized training with the expansion of the study of core subjects in parallel with non-core disciplines (for example, economics and psychology, sociology and mathematics, etc.).

In the modern educational practice of universities, the integration of subjects is one of the directions for the search for new pedagogical solutions related to the unification of individual sections of different disciplines into a single whole in order, firstly, to overcome the uniformity of the goals and functions of education; secondly, to create a holistic view of their future profession among students (integration is the goal of learning here) and to provide a common space for convergence of subject knowledge (integration is a means of learning here).

Considering further the aspects of interdisciplinary integration in the formation of the competitiveness of university students, it was revealed that the interdisciplinary integration of professional training of university students not only improves the quality of scientific, theoretical and practical training of future specialists, but also the actual development and education of modern students. Thus, this study was undertaken with the aim of revealing the possibilities of interdisciplinary connections in educational practice related to increasing the professional competence of students, since it is on this basis that the basis for the formation of the competitiveness of students today is laid, which is necessary for graduates to solve subsequent problems that arise in reality.

Purpose of this article: to identify and reveal the essential and meaningful characteristics of the concept of "interdisciplinary integration in the formation of the competitiveness of university students" and its didactic possibilities.

Research methods: theoretical analysis of psychological and pedagogical literature on the problem of interdisciplinary integration in the formation of the competitiveness of university students; study and generalization of university practice; systematization of the use of interdisciplinary connections in teaching in the context of integration processes that take place in science and in the educational sphere.

Research results

Understanding the problem of shaping the competitiveness of young students showed that the effectiveness of the higher education system must meet the requirements for training specialists not only in terms of functional professional skills and abilities, but also the needs of the labor market, which is impossible today without modern educational technologies, forms and methods of teaching, to which we also refer to interdisciplinary integration. This is directly related to the formation of the competitiveness of university students. The main criterion for the quality of training of such personnel is their competence, which also reflects the development of the personal, social potential of the future specialist and his professionally important qualities, including the presence of knowledge from related professions (for example, special knowledge and skills in the field of economics and marketing, management and information technology , social psychology and ethics of labor relations, etc.). Thus, university education (for example, economics), assuming a certain specialization of students (knowledge of economics and its new industries; market fundamentals of management and market mechanisms according to country characteristics and functions, etc.), also focuses on the polyphony of knowledge from other areas modern life, which is so necessary for a new generation of competitive professionals.

As the study showed, many scientists associate the concept of "interdisciplinary integration" with the role and place it occupies among pedagogical categories. For example, E.B. Shoshtaeva presents interdisciplinary communication as a process of combining educational subjects that have common phenomena professional activity. The same is offered by E.V. Perekhozhev, clarifying this association from the point of view of cognitive and technological problems. Hence, the basis for integration is the theory of intersubject communications, which A.V. Usova considers in the context of the didactic conditions for the development of students' thinking, increasing their level of knowledge and the formation of a scientific worldview. I.D. Zverev sees in interdisciplinary connections the consistency of the content of education in different disciplines and the optimal consideration of cognitive tasks, based on the specifics of a given academic subject. In this regard, V.N. Maksimova considers interdisciplinary connections as one of the principles of teaching, involving integration in the course of an inseparable process by merging sections of different academic subjects, scientific concepts and methods of their presentation in one synthesized course to reveal interdisciplinary educational problems.

Based on these, as well as other scientific positions, we came to the conclusion that interdisciplinary integration largely contributes to the development of professional competence of a specialist and the formation of his competitiveness, and therefore the following provisions should be implemented in the course of its implementation:

Interdisciplinary content as a carrier of educational activities should be adequate to both the content of education and the means of its assimilation;

The importance of studying new material, taking into account the content of related subjects and their semantic interconnectedness;

It is extremely important to clearly organize and manage the educational activities of students;

Well-structured complex-logical correlation of forms and methods of educational activity;

Drawing up such learning tasks (according to the theory of learning activities) that would shift the emphasis from the need for knowledge as such to knowledge about how to obtain, generalize, apply and integrate them;

It is necessary to ensure the connection between theory and practice.

Thus, interdisciplinary integration can have a comprehensive impact on the learning process (setting tasks + organizing the process + monitoring results), which implies a certain multifunctionality of this process, including such functions as: developing, educating, coordinating and actually educational. It is the educational function of interdisciplinary integration that determines the formation of both an integral system of students' knowledge and their competitiveness. At the same time, on the basis of the pedagogical potential of the studied disciplines, it is possible to isolate the connections of a number of tasks that are solved in the classroom in the context of the formation of the competitiveness of university students. These connections include, for example, connections based on the commonality of the proposed disciplines (reflect the relationship of the knowledge structure from these scientific fields); connections based on the relationship of teaching methods and techniques (reflect a certain sequence when performing tasks of a certain nature); connections based on the interdependence of motives (reflect the attitude to the content, the process of implementation and the results of cognitive activity). The main thing is that interdisciplinary integrative connections have both thematic and competence orientation, within which certain organizational and pedagogical conditions of interdisciplinary integration are implemented: organizational forms of the educational process, their inherent pedagogical methods and techniques, as well as the personal and professional position of the teacher with its value component , which determines the formation of competitiveness of university students. This provision is connected, in particular, with the organization of interdisciplinary integrative "immersion", developed by domestic researchers A.A. Ostapenko, A.N. Tubelsky, A.V. Khutorsky, M.P. Shchetinin, M.M. Epstein. So, A.A. Ostapenko considers interdisciplinary “immersion” to be integrated classes, integrated days and the actual parallel system of education, when, for example, topics that are similar in content and studied in classes in other subjects would be studied on the same days. The purpose of interdisciplinary integrative "immersion", in this regard, is to provide a common logic of "immersion", where the knowledge previously acquired by students is integrated, thus embodied in a general scientific context.

To the above, we add that interdisciplinary integration can be characterized based on the structure and certain connections, somehow:

• composition form: substantive aspect(analysis of facts, concepts, concepts and theories); methodological aspect(use of pedagogical methods and techniques); organizational aspect(selection of forms and methods of organizing the educational process); operational aspect(formation of skills and abilities);
• form of communication in the direction of action: unilateral (direct communication), bilateral (feedback), multilateral (integration of various relations);
• the form of connection according to the method of interaction of the link-forming components: chronological (synchronous and successive connections), chronometric (medium-acting and long-acting connections).

The main thing is that this multi-stage system, assimilated by the student, becomes his personal asset, which will be based on his competitiveness. Cross-disciplinary integration here can be seen as essential element its subject-based learning, where the subjects and their relationships are not opposed to each other. And this requires systematic training, the implementation of which is necessary condition learning success. Thus, when combining academic subjects into a single system, interdisciplinary integration not only contributes to the qualitative generalization of knowledge, but also performs such an important function as the formation of a holistic worldview of a young person, and hence the formation of his holistic personality and competitiveness. Hence, interdisciplinary integration concerns not only the content of education and other components of the educational process related to it, but also the improvement of teaching methods, which should provide, first of all, the following:

• accelerating the rate of perception and assimilation of new knowledge by students and, on this basis, the development of skills for their practical implementation;
• stimulating the acquisition of interdisciplinary skills and abilities to find particulars in general and general in particular;
• strengthening the development of students' ability to independently acquire knowledge in order to increase their competitiveness;
• development of methods of cognitive activity associated with observation, experimentation; ability to work with sources and reference materials; application skills mathematical methods etc.

As university practice shows, in the context of interdisciplinary integration, a student not only learns to learn, but his interest in various areas of human activity increases, and the goal of the university is to help a young person realize his abilities with maximum benefit for himself and society. The formation of the competitiveness of university students will become as successful as their own interest in this will be higher, taking into account the generally accepted public opinion about the activities of any competent specialist. Studying, in this regard, economic sciences, sociology, mathematics, psychology, etc., each student, within the framework of interdisciplinary integration, one way or another, uses certain laws of thinking (the law of identity, the law of contradiction, the law of exclusion of the middle, the law of sufficient reason ), which, in fact, are used in the study of all disciplines. Therefore, a university teacher, for example, when presenting a subject, must follow at least the following provisions: first, the basic concepts of the topic under study are established; then a coordinate system is given that distributes these concepts into sections (for example, what psychological skills an economist should have when organizing an audit, a procedure for an independent assessment of the activities of an organization, project or product), based on the logic of their relationship, and then the ability to to link these concepts in accordance with the goals. One of the most important goals is the mastery of certain competencies by students, the possession of which is the formation of the competence of a young person as his integral characteristic, including the ability to solve all kinds of problems that arise in conflicting situations and require the use of knowledge and life experience in accordance with the acquired life values. This refers to the actual professional competence, which is the result of the professional education received and the presence of a level that increases the competitiveness of the future specialist, namely: comprehensive knowledge and ideas about the profession and the psychology of one's work; a stable system of values ​​of behavior and communication with people; knowledge of the basic laws of psychology in professional activities; possession of the skills to apply psychological knowledge in professional activities, etc.

Based on the foregoing, we came to the following conclusion: interdisciplinary integration in the formation of the competitiveness of university students is an integrated approach in the educational process of the university, contributing to the stimulation of the cognitive activity of students; deepening their profile training with the expansion of the study of non-core disciplines to ensure the productivity of the educational route for the formation of an integral system of their knowledge; prompting to extract interdisciplinary knowledge to include it in a new system of connections of the subject under study in order to stimulate the process of reproduction of knowledge in their specific practical application, as well as to obtain a holistic picture of the world with its informational, cultural and economic integration in order to increase the level of its competitiveness.

The study of interdisciplinary integration in the context of the formation of the competitiveness of university students makes it possible to identify certain didactic opportunities for inclusion in the educational process of an interdisciplinary organization, which, in particular, include the following:

Activation of the cognitive activity of students, taking into account its independent and creative component;

Development of professional thinking, taking into account its integrated and analytical component;

Formation of holistic integrated knowledge and skills, taking into account the interdisciplinary and systemic component;

Formation of a holistic worldview among students, taking into account its comprehensive component;

Education of a comprehensively developed and competent specialist, taking into account the mastery of all key competencies.

Thus, such integration contributes to the formation of competitiveness, which many researchers also understand as the ability of young people to participate in economic competition in the labor market, representing professional potential as the competitiveness of the product of their “labor force” .

Conclusion

As a conclusion, we note that the use of interdisciplinary connections in teaching is, in fact, a natural reflection of those integration processes that are taking place today in science and in the educational sphere. As practice shows, interdisciplinary integration successfully contributes to an increase in the theoretical and practical training of university students, within which, on the basis of cognitive activity, opportunities are created for the formation of students' competitiveness, which involves deepening the actual and very competence of young people. And this is a certain educational resource for the successful application of knowledge and skills in specific situations, whether it be educational or practical activities, where a comprehensive vision of various problems of reality and their solution is often necessary. Therefore, interdisciplinary integration can be considered an important methodological approach in the training of future specialists. However, interdisciplinary integration should not become an end in itself, but a certain system in the activities of a university teacher, focused on solving such educational tasks as raising the level of specialized ones, taking into account their multilateral interpretation, which is based on the emotional attitude of students to the problems and phenomena being studied. In order to increase the effectiveness of pedagogical support for the process of forming the competitiveness of university students, it seems to us that it is necessary to structure an appropriate model of the process of forming the competitiveness of university students by means of interdisciplinary integration.

Bibliographic link

Nazarova N.V. INTER-SUBJECT INTEGRATION IN FORMING THE COMPETITIVENESS OF UNIVERSITY STUDENTS // Modern problems of science and education. - 2016. - No. 5.;
URL: http://science-education.ru/ru/article/view?id=25103 (date of access: 01/04/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"