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

« It is more beneficial to examine the same subject from ten sides than to teach ten different subjects from one side.”
German teacher A. Disterweg.

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

As noted in the Modernization Concept Russian education, “the school must form a holistic system of knowledge, skills and abilities, as well as generalized methods educational activities, generalized ways of knowing...".

In connection with the new Federal State Educational Standard 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 learning is not a set or even a system of individual knowledge of the student, but a generalized, holistic view of the world.

In this regard, we have to solve the problem of disunity, fragmentation, isolation of different scientific disciplines and, as a result, educational subjects. A meta-subject approach, which forms the basis of educational standards, should help solve this problem.

Metasubject approach provides a transition from the existing practice of fragmenting knowledge into objects to a holistic imaginative perception of the world, to meta-activity.

Metasubjectivity as a principle of integration of educational content, 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 the student’s personality traits, which allow him to manage his own cognitive activity and carry out his cognitive development.

Currently, the defining trend of the cognitive process is integration, since it is this that makes it possible to create conditions for the formation of meta-subject competencies of the student.

Integration in training- the process of establishing connections between structural components content within the framework of 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 XX - beginning of XXI centuries, various areas of integrative work began to intensively develop in domestic education.

Our school was no exception. We began working on integration issues back in the 90s. We have come a long way from effective use interdisciplinary connections in lessons before developing and conducting integrated lessons, binary lessons. Even then, strong cooperation on integration issues was established between teachers of history and literature.

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

The main ideas of integration today are:

• personal orientation of learning ( Man is the main one value educational process);
• formation of generalized subject structures and methods of activity (Assimilation of knowledge based on awareness of patterns);
• priority of meaning-forming motives in learning (motivating, internal, external and organizing);
• consistency in learning (awareness of connections within scientific theory);
• problematic learning;
• reflection of activity;
• dialogical (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 - meta-subject integration, which has its own characteristics. .

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

In other words, a classic integrated lesson should turn into a meta-subject lesson.

Let's try to compare a meta-subject integrated lesson with an integrated lesson (in terms of goals, content, forms of social organization of students, 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 knowledge in several subject areas (implementation of interdisciplinary connections)
	formation of meta-subject and universal educational activities taking into account real needs and interests in communication and cognition.	creating a holistic picture of the perception of the lesson problem by systematizing knowledge.
	A meta-subject lesson involves integration not only at the level of content, but also at the level of organizing abilities for certain types of activities aimed at acquiring knowledge independently. The result of this process is the mastery of a certain ability, applicable in different areas of knowledge and life.	An integrated lesson allows you to specify general educational knowledge, skills and abilities and apply them in practice. This is a lesson in which content based on interdisciplinary material has been selected to achieve its goals.
	Application of acquired knowledge and skills in other lessons. The student learns himself and teaches others. Ability to obtain information from various sources. The teacher is not a source of information, but a navigator of activities.	Enrichment life experience
	development of teacher thinking and professionalism, create new opportunities for working with children’s worldview, with their self-determination, with finding the meaning of life	consideration (study) educational material from two or more subject areas development of student potential
	formation thinking man both teacher and student. In a meta-subject lesson, universal actions necessary for the process of cognition in principle should be formed.	understanding the interconnection and continuity of knowledge in various fields of science

So,a lesson with meta-subject integration is a lesson, the purpose of which is:

• transfer training theoretical knowledge in subjects into the practical life of the student;
• active application of knowledge and skills in cognitive and subject-related practical activities;
• preparing students for real life and developing the ability to solve personally significant problems;
• formation key competencies: value-semantic, general cultural, educational-cognitive, informational, communicative, social-labor and personal self-improvement competence;
• the formation of meta-subject and universal educational activities taking into account real needs and interests in communication and cognition;
• focus on the close connection of learning with the immediate life needs, interests and sociocultural experience of students;
• students obtain knowledge that can be applied not only within the educational process, but also in real life life situations;
• necessary knowledge are used not only for memorization, but also as knowledge for meaningful use - creating conditions for activating the child’s thought processes and for analyzing the components of this process;
• the formation of a holistic idea of ​​the world, the interconnections of its parts that intersect in one subject or are combined in it, 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 methods 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 is the formulation by students of lesson goals according to the scheme: remember - learn - be able to.
• The moment students realize the insufficiency of their existing knowledge and skills. Communication.
• Mutual verification and mutual control.
• Reflection is 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 exploratory nature.
• Assignments should presuppose the need for a comprehensive application of the knowledge and skills that the student possesses and stimulate his development of new ways of thinking.

Requirement for a teacher

• Do not say too much: do not repeat the task, do not voice information that is in the textbook, do not repeat the student’s answer unnecessarily!
• Get reasoned answers from students.
• Do not say the words “wrong” or “incorrect” - let the students themselves notice the mistake, correct and evaluate their friend’s answer.
• Formulate the task clearly and precisely.
• Ability to improvise.
• The main activity of the teacher is not in the lesson, but in the process of preparing for it, in selecting material and staging the lesson.
• The teacher is not an actor, but a director!

The transition to meta-subject integration would be impossible without the experience we have accumulated in integration in teaching. Integration takes place in several directions and at different levels.

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

1. Intrasubject - 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 material being studied can be carried out from the particular to the general (whole) or from the general to the particular. (Consideration of similar topics in the history of Russia and General history: revolution, cultural development, etc.). For example, “Bourgeois revolutions of the 17th - 18th centuries in Europe”, “Great Patriotic War as part of the Second World War."

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

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

Various integration options are used.

Within traditional academic subjects, one of the most accessible ways to implement integration is to conduct integrated lessons.

Integrated lesson 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, harmoniously combining the methods of various sciences, having practical direction.

An integrated lesson can be taught by one teacher or two. Then we're talking about about the binary lesson.

Any components of the pedagogical process can be integrated into the lesson: goals, principles, content, methods and means of teaching. When, for example, content is taken, any of its components can be isolated for integration: 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, around them they are gathered and carried out in new system educational material. The system-forming factor is the main one in organizing a lesson, since the methodology and technology of its construction that will be developed further will be determined by it. To integrate, i.e. to correctly connect the components being combined educational process, you need to perform certain actions that are initially creative in nature.

My colleagues and I have already developed and conducted quite a few integrated lessons. These are mostly binary lessons. Here are the topics of some of them:

1. Phoenician sailors integrated lesson of geography and history. 5th grade. Lesson type - combined. Form: lesson - journey.
2. Labor and creativity. 5th grade. Social studies and fine arts. Lesson type: 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 history and literature lesson. Lesson type: lesson on deepening and applying knowledge. The form of the lesson is laboratory work.
4. Northern War. The Battle of Poltava in history and literature. 7th grade. Integrated history and literature lesson. Lesson type: combined lesson. The form of the lesson is a research lesson.
5. Myths Ancient Greece. 5th grade. History and literature. Lesson type - lesson in the formation of new knowledge.
6. Ancient Greek theater. 5th grade. History and literature. Lesson type - lesson in the formation of new knowledge.
7. E. Zamyatin’s novel “We” is a mirror of the totalitarian regime. 10th grade. History, social studies and literature.
8. Global problems of our time. 11th grade. Social studies and geography.
9. Great geographical discoveries. 8th grade. History and geography.
10. Information society - the path to unfreedom? 11th grade. Social studies and literature. The lesson is reasoning.
11. Battle of Borodino. Integrated history and literature lesson. 8th grade.
12. Crimean War on the pages of “Sevastopol Stories” by L. N. Tolstoy. Integrated history and literature lesson. 8th grade.
13. Patriotic War of 1812 on the pages literary works. Integrated lesson of literature and history. 8th grade.

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

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

• Lesson-travel
• Lesson-expedition
• Lesson Study
• Lesson dramatization
• Educational conference
• Lesson-excursion
• Lesson - performance

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

• blocks of knowledge 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 connections are established in the content of educational material;
• parts of integrated content are planned so that they become a necessary part of the lesson and receive final completion;
• requires careful selection of teaching methods and means and determination of student load in the lesson

Other integration options are also used:

• creation of integrated courses on General History and Russian History in grades 9 - 11;
• creating cycles of lessons that combine material from one or more subjects while maintaining their independent existence;
• 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 literature and bridges the gap in the study of educational disciplines, which helps to form a well-rounded personality, which is important not only for 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 a course topic. This is a parallel when students have already received a primary understanding of the subjects, but cannot yet connect them together. In addition, the literature program edited by Korovina for grade 7 is aimed at studying literature through the prism of history. Therefore, this elective course expands the knowledge students gain in the classroom.

Course objectives:

1. Integrate and expand knowledge on 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 they study
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 analysis skills literary text
4. Develop the ability to distinguish between literary fiction and historical reality
5. To teach how to highlight and argue different points of view on one historical figure

The presented elective course laid down the idea of ​​educating and developing a harmoniously developed personality, capable of thinking deeply and outside the box, connecting together acquired knowledge, and navigating historical process and in the history of literature.

The program lasts 35 hours

Integration is a specific system of my work that has the following 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, ensured by considering educational material from the position of a leading idea, establishing natural relationships between the problems being studied;
• in the growth of schoolchildren’s cognitive thinking, manifested in the desire for active and independent work in the classroom and during after school hours;
• in the inclusion of students in creative, research activities, the result of which may be their own works and projects;
• in raising a true citizen of his Fatherland.

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

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

List of used literature

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.

As practice shows, interdisciplinary connections in schooling and various forms of a deeper and broader phenomenon - the integration of multidisciplinary academic disciplines - are a concrete expression of the integration processes taking place today in science and in the life of society. These connections play an important role in increasing the practical and scientific-theoretical training of students, an essential feature of which is the students’ mastery of the generalized nature of cognitive activity. Generalization makes it possible to apply knowledge and skills in specific situations, when considering particular issues, both in educational and educational settings. extracurricular activities, in the future industrial, scientific and social life of graduates high school.

With the help of multilateral interdisciplinary connections and multi-level integration, not only the tasks of teaching, development and education of students are solved at a qualitatively new level, but also the foundation of foundation for an integrated vision, approach and solution to complex problems real reality. That is why interdisciplinary connections are an important condition and result of an integrated approach to the training and education of schoolchildren.

Quite a long time ago, in world philosophy and pedagogy, there was an idea that education and upbringing should be built on enduring ideals and values, which can be those proven by centuries of practice principles of humanism. Humanism is a set of ideas that affirm that each individual is unique and significant.

It is the ideas of humanism that meet modern requirements for education. They formed the basis of a new paradigm - the humanization of education, focused on such universal ideals as Nature, Peace, Beauty, Goodness, Communication, Justice, etc.

Humanization of education is an educational paradigm that assumes that the training and education of a student in order to develop his personality is built taking into account the highest spiritual values ​​of humanity.

This approach to learning defines the student as the highest value of modern education and is therefore aimed at developing all areas of his personality. Consequently, today the main task of the school is to create conditions for the development of the student’s individuality. Ultimate Goal training and upbringing should be so that every person is able to act independently, communicate freely, apply knowledge in a comprehensive manner, be capable of creativity and responsible for everything that happens in the world. This result can only be achieved with the help of developing technologies, which are built on an integrative basis. Leading among them is problem-based integrative learning.

Problem-based integrative learning is learning in which the acquisition, consolidation and application of knowledge and methods of action occurs simultaneously with their integration in the process of solving educational problems. Under integration understand the integration of individual parts of a system into a single whole.

The history of science has long been dominated by processes of differentiation. In each of the areas of knowledge, devoted to the detailed study of its part of complex natural objects, a huge amount of factual material was collected, research methods were developed and, ultimately, a powerful foundation was laid for their further development. This disunity of sciences influenced the education system, turning it into a structure consisting of many academic subjects. However, no scientific field can independently cope with global problems, requiring complex solutions. That is why at the modern historical stage many integrative scientific branches have appeared ( physical chemistry, biological chemistry, geochemistry, geophysics, environmental chemistry, etc.). These sciences are characterized by complex research methods. Unlike narrowly focused methods, they are more effective and allow deeper insight into the essence of natural processes and phenomena, contributing to the further integration of sciences. So, M.G. Goldfeld in his work “The chemical picture of nature and interdisciplinary connections in the course of chemistry” (Journal of the All-Union chemical society them. DI. Mendeleev. T. XXVIII. 1983. No. 5. P. 17-28) writes:

"Integration natural sciences on the basis of their mathematization, interpenetration, erasing the boundaries between branches of natural science by creating many border areas at the junction of two, and sometimes three, sciences and thus filling in previously existing blank spots in the general picture of the world - this is the general tendency of modern natural science.”

Complex methods of cognition have made it possible to penetrate deeper into the essence of natural processes and phenomena, contributing to the further integration of sciences.

Today, integration processes are intensively taking place in all spheres of life. modern society- science, technology, production - including in the education system. Integration has particularly deeply affected natural science education in primary schools. Thus, natural science subjects were combined into the educational field “Natural Science”, and various integrative courses for primary and secondary schools appeared. As a result, the leading approach to organizing and managing subject training has become integrative approach.

An integrative approach to learning is a set of measures applied to the entire educational process and aimed at integrating the content, means, methods and forms of teaching.

The integrative approach involves synthesis - a transition from individual units of learning (knowledge, skills, etc.) to a multi-complex system. Moreover, synthesis in teaching occurs both at the level of specific material in a subject (intra-subject integration) and at the level of knowledge from several academic disciplines (inter-subject integration).

Intrasubject integration in teaching increases as students master the subject material. The main mechanism and means of integration are intra-subject connections. The consistency and purposefulness of their use greatly helps schoolchildren understand the material and ensures awareness and efficiency in studying chemistry. For example, initially the teacher reveals the concept “ chemical element"at the atomic-molecular level as a collection of atoms of the same type. Students operate with this definition until the study of chemistry moves to the level of electronic ideas about the structure of the atom. As a result, there will be a qualitative development of the concept of “chemical element”, which will be defined as a collection of atoms with the same nuclear charge.

At the same time, studying any subject is impossible without establishing connections with educational material in related disciplines. For chemistry, these are the subjects of the natural science cycle: biology, geography, physics, etc. Turning to the content of other courses not only allows you to teach your subject with greater impact, but also helps solve one of the pressing problems that is well known to many teachers - reducing teaching time in connection with the transition to basic training programs. The most tangible consequence of this was a sharp worsening of a number of interrelated negative phenomena in educational practice. Due to the increasing teaching load, understanding and assimilation of the material became difficult, which reduced the quality of students’ subject knowledge. On the other hand, due to lack of time, the opportunity to increase schoolchildren’s interest in chemistry as an academic discipline, science and a possible area of ​​future professional activity has disappeared.

These and other shortcomings of educational practice forced masters of pedagogy to look for the most effective means organizing and managing students’ cognitive activity. As a result, it was proven that the problem that arose can be solved by enlarging didactic units and integrating the content of the chemistry course and material from other disciplines. By forming systems of concepts and generalized skills, highlighting the main idea of ​​the lesson with the help of outline diagrams, you can pack program material into information-rich blocks structured around fundamental concepts, leading ideas, laws and theories of the course, which will facilitate the assimilation of generalized subject and general subject knowledge. This technique allows us to minimize the content subject teaching and more productively solve the problems of science education at school. The most important of them:

· formation of a scientific worldview, environmental and valeological (science of health and healthy life) personality culture;

· conscious assimilation of systematic scientific knowledge about the world around us, the place and role of man in it, including knowledge of chemistry;

· formation of humanistic and environmental values ​​of the individual;

· mastery of the complex scientific methods knowledge;

· developing skills for safe handling of substances and materials as the basis for preserving nature, health and human life;

· formation of experience of active cognitive activity of a problem-creative nature using scientific methods of nature research;

· development of ideas about science and scientific achievements as a result creative activity man, about the role of science in the existence and development of society in harmony with nature;

· development of intellectual and creative abilities, self-education skills.

Establishing relationships with related disciplines expands the amount of background knowledge necessary for understanding and conscious assimilation of program material in chemistry. Integration with those subjects that seem quite attractive to schoolchildren makes it possible to successfully increase interest in chemistry and develop motivation for studying it: for example, integration with applied disciplines reveals the possibilities of practical application of acquired chemical knowledge.

Thus, in modern conditions of development school education One of the leading teaching ideas is interdisciplinary integration (the relationship between the contents of several training courses). The mechanism for its implementation is interdisciplinary connections, which, in combination with intra-subject connections (the mechanism of intra-subject integration), are one of the methodological important means teaching chemistry and the way of its implementation in the educational field “Natural Science”. A practical application of the idea of ​​interdisciplinary integration is the principle of intersubjectivity.

The principle of intersubjectivity, or integration,- this is a teaching principle that focuses on the targeted and systematic application of interdisciplinary connections in the educational practice of the school to effectively achieve goals and solve learning problems.

Interdisciplinary integration as a condition for the development of students’ cognitive needs within 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 adequate modern level and level educational program pictures of the world. This means that a special role in the learning process should be given to the development systems thinking, the ability to replenish their knowledge, navigating the flow of information of varying degrees of complexity, linguistic and socio-cultural orientation. The components of education that reflect integration trends are of paramount importance here. scientific knowledge. It is integration that today determines the style of thinking and worldview of a person.Integration is the leading trend in the development of scientific knowledge in modern conditions (slide).

In the 1st stage of school, the foundation for subsequent stages of education is laid. 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, competent writing, developed speech, culture of behavior. These requirements emphasize the importance of developing in schoolchildren the skills of rational organization of educational work, educational skills, which together provide a reliable basis for subsequent educational and cognitive activities of schoolchildren. Contribute to the acquisition of deep and lasting knowledge.

In increasing the effectiveness of learning in primary grades, the educational significance of subjects along with other methodological issues great value has the use of interdisciplinary connections. With their systematic and purposeful implementation, the entire learning process is restructured, that is, they act as modern principles that lead to integration.“Interdisciplinary integration is an indispensable condition for the learning process” V.N. Maksimov (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 ​​educational integration is increasingly asserting itself and forcing teachers to look for effective ways to implement it. Today, a number of different approaches and directions in this area have emerged.

Effective ways to implement integration:

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

All this indicates the unusual relevance of the integration problem itself.

The subject-based education system at school guides students toward differentiated acquisition 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 area of ​​scientific knowledge. Most of the information remains unclaimed. In this regard, it is important to show ways of obtaining knowledge through methodology. This will allow students to independently operate with the knowledge necessary in life and consolidate the content of educational material into a whole to resolve a problem situation.

The concepts of “system” and “integration” are close.

The systems approach is the basis for knowledge integration (slide)

A systematic approach to pedagogy ensures that school education is considered as open system, functioning according to the laws of systems. Integration of knowledge can be one of the ways of mobility and variability of educational content.

When organizing integrated learning, it becomes possible to show the world in all its diversity with the involvement of different knowledge: literature, 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 teacher and student (slide).

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

Restructuring the learning process based on interdisciplinary connections affects its effectiveness:

The effectiveness of the learning process based on interdisciplinary connections:

• knowledge acquires systematic qualities;
• skills become generalized and complex;
• the ideological orientation of cognitive interests is strengthened;
• Their conviction is effectively formed and comprehensive personal development is achieved (slide)

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

Preview:

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Interdisciplinary integration as a condition for the development of students’ cognitive needs within 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 connections; thematic planning based on the principle of simultaneously covering 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 knowledge integration

An integrated lesson is a living creativity of teacher and student

The effectiveness of the learning process based on interdisciplinary connections: knowledge acquires systematic qualities; skills become generalized and complex; the ideological orientation of cognitive interests is strengthened; their confidence is effectively formed and comprehensive personal development is achieved

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

Subject: “Integration of the educational process in music lessons”

Speech plan

What is integration? Integration in the educational system. Forms of integration.

What academic disciplines can be integrated with in a music lesson?

1. Integration-contact (elements of interdisciplinary integration in a music lesson)

   Integration as a system of work (with literature and fine arts)

Scientific background

Conclusion. Conclusions.

The main task of the teacher is to help the child understand the world and know himself in order to find his place in the world. Music is not only an academic discipline of the aesthetic cycle, not only a subject of extracurricular, elective classes and a form of aestheticization of school holidays and entertainment events, but it is also an inspiring component of the entire educational school activities, which can be used in any school lesson. The formation of a holistic picture of this world among students is impossible without integration as the leading idea in the implementation of the content of education.
What is integration? This is how this concept is interpreted in the logical dictionary-reference book by N. I. Kondakov: “Integration is the unification as a whole of any parts or elements.” The philosophical dictionary gives the following definition: “Integration is a side of the development process associated with the unification of previously heterogeneous parts and elements into a whole.” However, in the given definitions only general characteristics concept, we are interested in its educational aspect, so I will give one more quote: “Integration in the educational system is the subordination to a single goal of education and training of the same type of parts and elements of content, methods and forms at a certain stage of education.” In relation to music education, the concept of “integration” can have several meanings:
creating a student’s holistic understanding of the musical world (here integration is being considered as a learning goal). The result of such integration is that the student receives the knowledge that allows him to see the connection between individual musical concepts and imagine the musical world as a single whole;
finding a common platform for bringing together subject knowledge (here integration - learning tool). At the junction of existing subject knowledge, children receive more and more new ideas about the musical world, systematically complementing and expanding them (moving in a spiral in knowledge);
development of musical integrative thinking among students (here integration is the result of learning). Student comparing, doing logical conclusions, thinks a given musical object in the diverse sphere of ideas and musical concepts, establishing connections between various forms mental concepts.
Integration in music lessons is carried out at several levels. Firstly, this is intra-subject integration, when the original problem is not lost from the students’ field of view, the range of knowledge related to it expands and deepens. For example, this is the integration between the development of theory and history of music, which are united by the logic of knowledge of musical language in the historical context of the development of musical styles. The second level of integration is interdisciplinary integration. This is the unification of several academic subjects around a certain core topic or main concepts.
Integrated lessons are characterized by the following forms (according to R. M. Chumicheva and L. L. Redko) of organizing the content of the integrated block: layer-shaped, spiral-shaped, interpenetrating, contrasting, individually differentiated (creative). I’ll look at some of them using music lessons as an example.
A layer-like form of organizing the contents of an integrated block. The essence of this form is the layering of various types of activities, the content of which is permeated with one value or object of knowledge. For example, in the 5th grade the theme of the lesson is “Makhambet Utemisov’s kuy “Zhumyr-Kylysh”, the image of the struggle is revealed in music through the intonations and rhythms of the kuy; in literature - from the poems of Makhambet; in history - in life path Makhambet (the history of the uprising in the Bukey Horde in 1836. Makhambet is one of the leaders), in fine art the theme of struggle is revealed in the images of Kazakh warriors. The approach to content selection involves the teacher understanding the pattern in the alternation of layers of the educational process in order to enable each student to quickly learn what is being studied.
Spiral form of organizing the contents of the integrated block. The peculiarity of this form is that the content and methods of activity in which the student is involved will gradually increase, change quantitatively and qualitatively. Cognition of an object with such an organization can be carried out either from the particular (details) to the general (whole) or from the general to the particular. Spiral is the main concept taught in this lesson. For example, in the 5th grade lesson “Music of the Caucasian countries,” you can evaluate the beauty of Caucasian melodies based on the perception of the beauty of one piece of music and come to an understanding of the beauty of the culture of the Caucasus in works of musical, literary, fine arts.
An interpenetrating form of organizing the content of an integrated block. The content of this form is built on the basis of one type of activity, for example, a game, into which others are organically woven: educational, listening to music, perceiving painting, etc. Such types of lessons as a lesson-play, a lesson-fairy tale, a lesson-investigation and etc. The penetration of one activity into another is determined by the need to expand this content or consolidate it. This form is also used for block feeding of material.
Integration in music lessons brings novelty and originality to music learning. Has certain advantages for students: it forms cognitive interest, contributes to the creation of a holistic picture of the world, allows you to systematize knowledge, promotes the development of imagination, attention, memory, and thinking of students.

The basis for integration is the syncretism of human perception, the associative property of human memory and thinking. Interdisciplinary integration is advisable for creating a holistic picture of the world in the worldview of a developing harmonious personality.

Elements of interdisciplinary integration in a music lesson. With what disciplines is it possible?

Music and physics. It would seem, what connection could there be? In fact - straight! What is sound? - vibration of an elastic body. What could it be like this elastic body and how to make it hesitate? We come into contact with these questions when we get acquainted with the structure and history of the development of musical instruments. The children are looking for answers to them with interest, identifying themselves with ancient scientists and inventors. What observations made it possible to create plucked, bowed, wind, and keyboard instruments?

Why do string instruments need a body, why don’t electronic instruments need one? Why does the sound become higher or lower? Why can bowed string instruments be played without a bow, but plucked string instruments cannot be played with a bow? Why do musical instruments and people have different voices? Why can several sounds taken at the same time either “sound” or “harass the ears”? When we touch on these issues, we are dealing with physics.

What is the difference between musical sound and noise sound? What is the difference between a violin that costs millions of dollars and a violin that costs several thousand tenge? Many such questions can be asked. And, most importantly, they make children wonder at seemingly ordinary things. Who might be surprised by the concept of a “plucked string musical instrument”? Its ancestor was a bow and arrow, created by mankind back in the Mesolithic era (7 thousand years BC). While shooting an arrow, the man noticed that the bowstring was making sounds, but too quietly. This is how the idea was born musical instrument. How can I make it sound louder? People knew that in a cave or an empty house any sound becomes louder. More than a millennium passed before people figured out to combine these two knowledges: to build an “empty house” for the string - a body. The result is a musical instrument that produces only one sound. Did you need to figure out how to change the pitch of the sound? This is how the vulture appeared.

Before getting acquainted with Bach's organ music, we study in detail the structure of the organ. How air is pumped into the organ pipes; how the size, shape and material from which the trumpet is made affect its timbre; how the organist controls the sound of this instrument; why the organ cannot be transported to another place. Having studied the structure of this instrument, the guys are surprised to realize that the listener in the Philharmonic hall is actually inside the musical instrument, because the building itself is a sound resonator, an “empty house” for the organ. Etc.

Music and math? But it is almost impossible to connect music with mathematics. The first who tried to do this was Pythagoras, but, admittedly, he was the last. His system of mathematical explanation of music does not stand up to criticism (it is imperfect, does not explain musical phenomena). Of course, there is some kind of "math" in music theory. But it is very specific and is not related to the “pure” mathematics of the school curriculum. Modern scientists claim that mathematics and music are two poles human activity.

Music and history intertwined very closely. It is impossible to study a piece of music in isolation from the era and culture in which it was created. It will be heard, but not heard. In music lessons, we invariably come into contact with the history of the world and the history of Kazakhstan with the thoughts and destinies of peoples of different times.

Music and Geography. Swimming in the musical ocean, students get acquainted with the works of peoples different countries. Studying the music of the countries of the Caucasus, Central Asia, etc., we find these countries on the map, think about what kind of transport and how long it will take to get there. Listening to music, we touch the worldview of other peoples, and, therefore, it is advisable to strive to understand where and in what economic and political conditions they live, etc.

Music and biology. The connection with biology arises in singing lessons. Vocalists know that to produce a voice, you need to have a good understanding of the job voice apparatus in order to take the breath correctly, maintain the desired posture, feel the direction of the sound, etc.

Music and computer science. The possibilities of computer science are vast. It can be integrated into any subject. There are a lot of music training programs that open up the opportunity not only for learning and practicing auditory skills, but also for creativity (creating arrangements, playing a virtual synthesizer). However, for technical reasons, such teaching of music in our conditions is not yet possible.

Music and languages(Kazakh, English)

In music lessons, students enrich their knowledge of languages ​​(Russian, Kazakh, of course, to a greater extent, although we also come into contact with English). The music program includes a lot of Kazakh musical works. The titles of the works require translation into Russian. Learning songs in Kazakh/English is also accompanied by translation into Russian. While working on the repertoire, the lyrics of songs in the Kazakh language, as a rule, are remembered by themselves, which enriches vocabulary schoolchildren.

All the above items are only partially in contact with music. These are only moments of the lesson, introduced depending on their expediency. The closest and most systematic relationship between my lessons can be traced to literature and fine arts. Arts tend to flow into each other. Human thinking is fundamentally based on associations. And human perception is syncretic: sound - color - word - gesture.

Music + literature + fine art

When planning my lessons, I rely on two axioms: “perception is syncretic” and “perception is co-creation”

Science has proven that emotional response and thought processes are inseparable.

Voice is associated with speech, and speech is the material basis of thinking. "Exists famous aphorism: “A good singer has good diction, a bad singer has bad diction.” This indicates a close connection between diction and correct voice formation." (N. Malysheva) K. S. Stanislavsky often said: “A well spoken word is already singing, and a well sung phrase is already speech.” Voice and hearing are united in their joint development. Connection between hearing and voice is two-way: not only the voice cannot be formed without the participation of hearing, but hearing also cannot develop without the participation of the vocal organs. In singing, as in ordinary speech, it is necessary to have an apparatus that both creates and perceives sounds. It is known that a child who completely loses hearing in early childhood (up to one year) as a result of a disease of the hearing organs becomes not only deaf, but also dumb.
Auditory perceptions are carried out through the activity of the vocal organs; listening to speech, music or singing, we repeat them “to ourselves”, and sometimes out loud, and only after that we perceive them.

The connection between hearing and vision has been proven biophysicist P.P. Lazorev in 1905. Musical perception is influenced by what a person perceives visually at that moment (images, lighting). Sounds seem stronger in the light. A person describes music in visual images: light, transparent, gloomy, sunny, brilliant, bright, strong, dark, dull. There are known examples of “color” perception of music by great composers: N.A. Rimsky-Korsakov, A.N. Scriabin, when visual impressions give auditory impressions a pronounced emotional character: the composer writes not only what he hears, but also what he sees .
Creativity is impossible without imagination, and the basis of imagination is inner hearing and inner vision(the ability “within oneself”, “mentally” to see what you cannot see with your eyes at the moment). The development of imagination, figurative and associative thinking is possible through the method of synthesis of arts, recoding the content of one type of art into another:

music painting, design

music sculpture

music movement, choreography

music theater

music literature, poetry, etc.

I suggest that schoolchildren convey the mood of music in creative work using color, tone, composition, space, line, stroke, spot, volume, material, ornament, design, words, lines, theatrical composition, movement, etc.

Individually differentiated (creative) integration in a music lesson.

Perception is co-creation. And each person is individual. One of the most important aspects effective formation of cognitive activity of students is to take into account their semantics in the process of cognition. It is well known that the internal image has special capabilities for encoding/decoding information. Therefore, I strive to dominate in my lessons the student’s individual creative attitude to the world. I don’t attach a stamp to a musical composition: “Guys, here the composer wanted to express this and that; or, this music should be perceived in such and such a way.” I only try to tune in perception, and then each child will hear something in music that is in tune with his or her individuality. I do not limit schoolchildren in choosing the form of creative response; the main thing is to captivate them with this work.

Based on the syncretism of perception, I strive in the classroom for a synthesis of arts. I organize the student’s activity as a unity of listening to music, performing, creating; performing heuristic, creative tasks-responses of personal musical perception. A series of creative tasks includes: drawings, poems, essays, dance numbers, musical crosswords, essays, creation of semantic images and semantic-cognitive maps with their creative protection, musical improvisation and performance of musical works, creation of responses in the form of selection of reproductions, photographs, poems, slides for the music you listened to (showing creative works students).

I give children the right to choose to create their own work of art. I don't require it to be a masterpiece. The main thing is that the response should express what the student “heard.” So, while listening to Beethoven's Fifth Symphony, one boy crossed out a sheet of paper with multi-colored pencils. Showing his work, he said: “What I painted was in the composer’s soul.” He could not find the words “confusion” and “tension,” but his response was very accurately expressed by the musical image.

The birth of a creative response can be individual and collective. This brings the guys together, gives them the opportunity to create, bringing the joy of communication and creation, aesthetic pleasure in the process of completing a task and presenting it. In order to deepen musical perception in singing, I supplement the singing with movements: we sing with rhythmic design, with conducting (the guys themselves mark the metric grid of the song with their hands during performance), we sing with expressive gestures where appropriate.

Introducing to world cultural traditions increases a person’s adaptive capabilities in unstable conditions, contributes to the success of his socialization, and allows him to take a creative approach to solving problems. Culture acts as a “factor of creative life”. The currently declared idea of ​​humanization and humanitarization of education can be realized, in my opinion, only through the deep penetration of culture and art into the content of education. This will entail a revision of methods and means of solving educational problems, expanding the rights of art in school, and giving it a worthy place in the education system.

An integrative approach to aesthetic education of schoolchildren helps to successfully solve a number of teaching and educational problems. The student’s creative abilities, his imagination, aesthetic experiences, and fantasy develop.

Thus, integration with other academic disciplines in the classroom forms a child’s holistic perception of the world around him, ensures the strength and stability of knowledge based on the expansion of associative connections, and develops spiritual world the child, his imagination, emotional sphere, develop his ability to listen to serious music, perceive and understand works of art.

Literature:
1. Kondakov N. I. Logical dictionary-reference book M.: Nauka, 1975.
2. Philosophical encyclopedic dictionary. M.: Soviet encyclopedia, 1983.
3. Sukharevskaya E. Yu. Technology of an integrated lesson Publishing house Uchitel, 2003.
4. Chumicheva R. M. Child in the world of culture Stavropol, 1998.

Astafiev B.V. Selected articles about music education and training. L., 1973

Kabalevsky D.B. Basic principles and methods of the music program for secondary school. M., 1983

Developmental education: history, theory, practice (Materials of the scientific and practical conference, October 1998) M.: Primary school, 1998.

Teplov B.M. Psychology of musical abilities. M., 1997

Vygotsky L.S. Psychology of art.

Pekerskaya E.M. "Vocal Primer"

Beloborodova V.K. Methods of music education. M., “Academy”, 2002

Dmitrieva A.G., Chernoivanenko N.M. Methodology musical education at school. M., “Academy”, 1998

Zankov L.V. Selected pedagogical works. M., 1990

Smirnov M.S. The emotional world of music. M., “Music. ” 1990

Yakimanskaya I.S. Student-centered learning in modern school. M., 1996

Usov M.V. Issues of music pedagogy. Issue 10. M., “Music”, 1991

"Art pedagogy and art therapy in education."
E.A. Medvedeva, I.Yu. Levchenko, L.N. Komissarova, T.A. Dobrovolskaya.

Modern technologies of music therapy.
A. Goncharov.

Interdisciplinary integration as a means of implementing innovative approaches.

Interdisciplinary connections in modern didactics and teaching methods are considered as one of the most important didactic conditions for increasing the scientific level of teaching any academic subject and increasing the efficiency of the entire learning process.

The study of cognitive processes and the emotional sphere of schoolchildren was carried out by K. Ushinsky, A. Potebnya, I. Ogienko and others. Based on their works, modern scientists have proven that interdisciplinary integration is one of the most promising

directions of competency-oriented, system-activity and personality-oriented training.

The subject-based education system at school guides students toward differentiated acquisition of knowledge from different areas. The flows of information and its volumes are so great that it becomes difficult to timely and efficiently track the necessary information in each area of ​​scientific knowledge. Integration acts as a means of implementing innovative approaches, ensuring completeness and integrity in understanding the surrounding reality.

As V. Ognevyuk notes, “intersubjectivity and integration in education and science are becoming hallmark present, contributes to the fundamentalization of education and the incorporation of ever-growing scientific achievements into the content of education." I. Bekh notes that integration, as “the unification of parts and elements into a whole,” is a necessary didactic tool “with the help of which students can be presented with a holistic picture of the world.”

An integrative approach is implemented when studying integrated courses or individual items, when the integrity of knowledge is formed through its integration on the basis of concepts common to all subjects, when using methods and forms of teaching, control and correction of students’ knowledge, which direct the educational process towards the “unification of knowledge.”

The objects of constructing integrative content can be educational elements and didactic units of one academic subject that have a large number relationships with educational elements and didactic units of other subjects.

Interdisciplinary connections are a reflection in the content of educational disciplines of those dialectical relationships that objectively operate in nature and are known by modern sciences.

For example, let's consider the results of implementing a system-activity approach in training and education with an integrated approach.

Thus, integration allows you to successfully solve development problems motivation, provides motivation for the absolute majority in the lesson, including low-performing students, as it assumes the novelty of the material, forms and methods of action. The possibility of creating situations of success increases significantly. In addition to motivation, integration leads to the success of educational activities, due to the possibility of setting far from single intermediate and final goals. Perceiving the world through different channels (various objects, various types activities), the teenager learns not only facts, but also patterns - a worldview is formed.

The basis for developing integrated lessons is integrated-thematic approach. It allows you to set that the topic being studied can be related

other topics of the academic subject and course, as well as various topics other curriculum disciplines and topics educational work. When developing events, a major role is played by the chronicle of events occurring in a specific period of time. Any event in the life of the local community, country, or world is relevant to the lessons of the humanitarian cycle. Moreover, a real, accessible, visual (thanks to the media) opportunity is created to connect the educational process with the social space, apply the acquired knowledge, develop critical thinking. Such integration brings sciences together, connects individual parts into a single whole; lesson content changes extracurricular activity, thus creating the most complete picture of the world; the informative capacity of the lesson increases; social activity increases.

When conducting integrated lessons, students are given the opportunity to be in the position of a creative subject, to show their interest and activity, to develop cognitive processes and areas of interpersonal communication more widely. Conditions are created to preserve the physical and mental health of schoolchildren through regular rational changes in the types of educational activities. Are being created favorable conditions for cooperation with various social institutions and the like.

Development modern science and an integrated approach to learning strengthened the integration of social and humanitarian subjects. The content of social and humanitarian courses includes materials on geography, ecology, and computer science. The most complete integration of the content of various disciplines and the implementation of interdisciplinary connections is expressed in the form of integrated courses, which make it possible to determine time-saving curriculum, programs, textbooks; all this contributes to the rationalization of the educational process as a whole. The programs of such courses include separate subject blocks studied in various options: a) parallel study; b) parallel with support on the passed material of another block; c) joint study of the material of two blocks; G) sharing basic concepts, algorithms, models, etc., used in solving problems of various blocks. This makes it possible to realize the idea of ​​generalizing knowledge (main private ideas, theories and concepts) and ways of assimilating them, which contributes to the optimization and intensification of learning.

Means for implementing interdisciplinary connections during the learning process there may be various: questions, assignments, tasks, visual aids, texts, problem situations, cognitive tasks, educational problems of an interdisciplinary nature and others.

in teaching practice, such techniques as the inclusion of educational material of another subject in the teacher’s story are used; conversation with reproduction of knowledge on another subject; working with visual aids, instruments, demonstrating fragments of filmstrips and films on other subjects; solving quantitative and qualitative problems, interdisciplinary crossword puzzles; messages, student reports on material from another subject; working with textbooks of several subjects in class group work teachers to solve an interdisciplinary educational problem.

Questions of an interdisciplinary nature direct students’ activities to reproduce what was previously studied in various academic subjects knowledge and their application when studying new educational material. Problematic issues are of particular importance for enhancing the cognitive activity of students. A problematic question is one that contains a visible or suggests a cognitive contradiction. This contradiction may reflect connections to different subjects. Then the problematic issue will be of an interdisciplinary nature. Cross-curricular problem questions serve different purposes in teaching. These may be individual situational questions that generalize certain concepts studied in various subjects, but these questions are not united by the teacher with a common goal. Questions like these are important. But in the lesson they play only a supporting role. Interdisciplinary problematic issues can be connected by a single educational task. The set of such questions helps to reveal one of the central concepts of the lesson content. With the help of problematic questions, the teacher can create interdisciplinary problematic situation.

Homework interdisciplinary nature. School curricula They focus on homework not only in the subject being studied, but also in other subjects. When studying each educational topic needs to be restored background knowledge from other courses. Such knowledge performs various functions in cognition. In one case, they make it possible to explain the cause-and-effect relationships of new phenomena, in the second, they are necessary to specify general provisions, in the third, new, more complex concepts are introduced on their basis. Homework related to other subjects can be different: asking questions for reflection, preparing speeches in class, writing essays, producing original visual aids that require students’ knowledge in other subjects, composing crosswords using terms used in other courses.

Complex tasks. Great opportunities for activating cognitive student activities gives independent work on an interdisciplinary basis, which is comprehensive. A complex task can be one that requires a comprehensive characterization of an object based on the application of knowledge from several subjects. Complex tasks develop the skills of analysis and synthesis, selection and transfer of subject knowledge, their comparison and generalization taking into account the chosen topic. It is advisable for teachers of several subjects to assess complex tasks. This rationalizes the organization of the educational process.

Interdisciplinary tasks. These are the tasks which require the connection of knowledge in various subjects, or tasks compiled on the material of one subject, but used for a specific purpose in teaching another subject.

Comprehensive visual aids. To summarize knowledge on various subjects

In the learning process, comprehensive visual aids (summarizing tables, charts, diagrams, posters, maps, etc.) are of great importance. They will allow students to clearly see the body of knowledge in various subjects that reveals one or another issue of interdisciplinary content. It is possible to involve the students themselves in the preparation of comprehensive visual aids. This develops their independence in establishing interdisciplinary connections.

A large number of methodological techniques for implementing interdisciplinary connections bring a significant effect when they are used in accordance with changes and complication educational tasks in the lesson system. The noted means of implementing interdisciplinary connections in the learning process are aimed at reproducing, repeating, consolidating, systematizing and applying students’ knowledge in various academic disciplines. They provide a combination of reproductive and search cognitive activity of students, which is implemented under the direct guidance of teachers.

The use of interdisciplinary connections in teaching encourages teachers to creatively search for new specific methodological techniques for generalizing and systematizing students' knowledge in various subjects.