Literature
What is integration in learning. An integrative approach to organizing the educational process with preschoolers. Accessible communication between the school and children’s parents

What is integration in learning. An integrative approach to organizing the educational process with preschoolers. Accessible communication between the school and children’s parents

L. S. Vygotsky (1896-1934) pointed out the need to create an education system in which a child with disabilities would not be excluded from the society of children with normal development. He pointed out that for all its advantages, our special (correctional) school is distinguished by the main drawback that it confines its pupil into a narrow circle of a specific school group, creates a closed world in which everything is adapted to the child’s defect, everything fixes his attention on his defect and does not enter it into real life. Thus, L. S. Vygotsky was one of the first to substantiate the idea of integrated learning

One of the important milestones in inclusive education is the creation of the first Camphill community by the Austrian psychiatrist K. König (1902–66) in 1940 near Aberdeen (Scotland). Camphill pedagogy is based on the principles of anthroposophy by R. Steiner. Camphill schools, using the developments of Waldorf pedagogy, aim to educate children in accordance with their potential. K. Koenig argued that living with “disabled” people is useful for “normal” people, helping them develop communication skills and overcome selfishness. He considered the "three great errors" of modernity to be agnosticism, Darwin's concept of "natural selection" and the psychological theory of measured intelligence.

In June 1994, the Salaman Declaration on Principles, Policies and practical activities in the field of education for persons with special needs (Salamanca, Spain, June 7-10, 1994), according to which:

Every child has a fundamental right to education and should have the opportunity to acquire and maintain an acceptable level of knowledge.
Each child has unique characteristics, interests, abilities and learning needs.
Education systems and educational programs must be designed to take into account the wide variety of these characteristics and needs.
Persons with special educational needs should have access to education in mainstream schools. Regular schools must create conditions for them based on pedagogical methods that are primarily child-oriented in order to meet these needs.
Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating positive communities, building inclusive societies and providing education for all; Moreover, they provide meaningful education to the majority of children and improve the efficiency and ultimately cost-effectiveness of the education system.

Currently in Russia they are simultaneously used three approaches to teaching children with special educational needs:

Differentiated learning children with speech, hearing, vision, musculoskeletal, and intellectual impairments, and mental retardation in special (correctional) institutions of types I–VIII.
Integrated education of children in special classes (groups) in general education institutions.
Inclusive education, when children with special educational needs are taught in a class together with ordinary children.

In the federal law “On Education” the right of children with disabilities to special educational conditions and the concept of inclusive education was introduced - “ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities”.

The term "integration" usually refer to the selective placement of students with special needs in general education schools. Supporters this approach They believe that a student must “earn” the opportunity to study in a regular comprehensive school and demonstrate his “ability” to cope with its program. System special education remains generally unchanged. Thus, in parallel there are three models of education: general, special and integrated. Children with developmental disabilities are also provided with traditional forms of services: they attend a regular school, but study in special classes, not being included in the process of joint education with other children, i.e. partial integration takes place.

Term "inclusion" characterizes deeper processes: the child is given the right to attend a regular school, but for this, the necessary adapted educational environment is created and support services are provided. Full inclusion means that all students, regardless of the type, severity, or nature of the developmental disability, are educated in the general education classroom, receiving additional services if required, and benefiting from shared learning with their non-disabled peers.

The main difference between an inclusive approach and an integrative one is that with inclusion in regular schools, the attitude towards children with disabilities and their parents changes.

The ideology of education is changing towards greater humanization of the educational process and strengthening the educational orientation of training. This, however, does not negate the rather strict discipline requirements that all students, without exception, both healthy and with special needs, must obey.

INTEGRATION Under integration

is understood as the inclusion of people with disabilities in society as full members, actively participating in all spheres of life, their mastery of economics, culture, science and education.

Integrated learning is understood in two ways:

1) as joint education of disabled children and normally developing children in a single general educational environment;

2) as a pedagogical system, focused on the formation of a systematic vision of the world and using its own special forms and methods of teaching.

Science and practice have identified various ways to ensure integration:

· the role of training (content, correctional direction, professional training);

· the role of education aimed at the development of cultural and spiritual values by disabled people · organization active participation

in all spheres of life

Over the course of many decades, social, psychological and pedagogical conditions for the integration of disabled children into society have been developed:

· a system of special education with its content, forms and methods is being formed

· a system of labor education, vocational guidance and vocational training for students with developmental disabilities is being created

· the system of correctional and developmental work is scientifically substantiated

· a system of communication between disabled children and society is being developed · a system of diagnostic study of children with problems and providing them with

At the end of the 20th century, there was a paradigm shift in the education of children with disabilities. Instead of the concept of “social utility”, which defines educational work with children with disabilities from the end of the 19th century to the end of the 20th century, the concept of “human dignity” of children with disabilities, capable of self-development, self-improvement, and self-actualization, is being introduced.

full integration

partial integration

Organizational forms of integrated training:

training in regular classes of a comprehensive school
training in special classes of a comprehensive school
training in a correctional institution and transfer to secondary school
full or partial integration of persons with developmental disabilities during vocational training

Effective integrated learning is only possible if special training and retraining of teachers educational institutions. The purpose of this training is for teachers of public schools to master the basic methods of raising and teaching children with disabilities. Teachers-speech pathologists must be specially trained to provide correctional assistance in an integrated education setting.

The following integration models are distinguished:

constant full,
permanent incomplete,
permanent partial,
temporary partial and
episodic.

Continuous full integration involves teaching a child with one or another developmental disorder on an equal basis with normally developing children in the same preschool groups and classes. This model can be effective for those children whose level of psychophysical and speech development meets or approaches the age norm and who is psychologically ready for joint learning with healthy peers.

Constantly incomplete integration may be effective for those children school age, whose level of mental development is slightly below the age norm, who needs systematic and significant correctional assistance, but at the same time is able to study together and equally with normally developing peers in a number of subject areas, and also spend most of their extracurricular time with them. Constant, but incomplete integration can be useful for preschoolers with different levels of mental development, but without combined disorders. The meaning of such integration is to maximize the full potential of the child’s already existing and quite significant opportunities for communication, interaction and learning with normally developing children.

Permanent partial integration may be useful for those who, along with their normally developing peers, are able to master only a small part of the necessary skills and abilities, and spend only part of their educational and extracurricular time with them. The meaning of permanent partial integration is to expand communication and interaction of children with disabilities with their normally developing peers.

At temporary and partial integration all pupils of a special group or class, regardless of the level of development achieved, unite with their normally developing peers at least 2 times a month to carry out joint activities of a mainly educational nature. The purpose of temporary integration is to create conditions for acquiring initial experience of communicating with normally developing peers. Temporary integration is, in fact, a stage of preparation for a possible future more advanced form of integrated learning. This integration model can be implemented in preschool institutions combined type, having both groups for normally developing children and special groups, as well as mass schools where special classes are open.

"Episodic" , aimed at special preschool and school institutions that are limited in their ability to carry out targeted work on raising and training their pupils together with normally developing children. The meaning of episodic integration is the purposeful organization of at least minimal social interaction of children with severe developmental disorders with peers, overcoming those objective limitations in social communication, which are created in special (correctional) institutions where only children with disabilities are educated.

A significant number of persons with developmental disabilities achieve a high level of integration - full integration. These people actively participate in social, labor, sports and artistic activities.

The majority of people with developmental disabilities reach the level partial integration, participate in some areas of life, maintaining close ties with their community.

Unfortunately, there are many disabled people who cannot integrate into society and continue to live in special institutions.

Integration is one of current problems in teaching

With the development of science, the complexity of the material studied at school increases, and the volume of information increases. Current programs in natural science subjects offer students to master a large number of concepts, which, due to the subject-centric nature of our education, sometimes act as disparate elements of knowledge. This creates difficulties in forming a holistic picture of the world, interferes with the organic perception of culture, and becomes one of the reasons for the fragmented worldview of a school graduate.

This problem is of particular importance today when, in accordance with the demands of society in the conditionsbuilding a new educational system emphasis is placed on the developmental goals of education.The integrative approach is one of the resources for developmental learning andquality improvement educational process At school.

The idea of integrative education is one of the conceptual ideas of a modern school.

Integration is the process and result of achieving the integrity of the content of education through the establishment of intra- and interdisciplinary connections, interaction between various educational programs (Appendix 1).

Advantages of an integrative approach in education

For the student

Formation and development of a more objective and comprehensive picture of the world, a holistic worldview and a common culture

More engaged, personally relevant and meaningful learning experiencesby understanding their need and social significance(motivation)

Opportunities for the development of intellectual creative thinking

More active application of one’s knowledge in practice, because knowledge more easily reveals its applied nature

Formation and development of UUD

Removing overload in educational process

For the teacher

Adequacy to the modern level scientific ideas about the world

The opportunity to unfold to the student a multidimensional picture of the world in dynamics, in multiple relationships

Expanding the “horizons” in teaching the “own” subject and implementing new prospects for activity.The teacher sees and reveals his subject in a new way, more clearly realizing its relationship with other sciences.

Incentive to find new ones methodological forms interaction with the student (teacher), corresponding to the integrative approach

Combining the efforts of different specialists in solving common problems, the ability to take into account the value orientations and motivation of students

Formation, development and education of the individual, taking into account her cognitive intentions, abilities and capabilities.

Formation of natural scientific thinking of students

Obtaining a qualitatively new pedagogical result

Difficulties

Lack of educational and methodological complex (but they are already beginning to appear)

Insufficient preparedness of teachers in this area of work (which we are trying to cope with through self-education, the work of the Ministry of Education, seminars and professional development courses pedagogical excellence).

Forms of training with an integrative approach

Integrated course

Integrated lesson –

The subject of analysis in an integrated lesson is multifaceted objects, information about the essence of which is contained in various academic disciplines. This leads to the emergence of a qualitatively new type of knowledge, which finds expression in general scientific concepts, categories, and approaches.

Teacher participation related disciplines in organizing integrated lessons, it solves a psychological problem that allows children to easily integrate into a new block of information, contributes to the growth of the level of general and professional culture teacher, development of value orientations of schoolchildren from the perspective of global education.

The combined approach relieves the monotony of the lesson, allows you to switch attention, and this ensures high activity and maintains interest in learning.

Integrated extracurricular activities (projects, excursions, intellectual games).

The main stages of the work of teachers of education in the natural sciences on the development of integration interactions

Preparatory stage

Literature study and analysis of the concept of integrated learning

Purchase of educational and methodological literature

Discussion of problematic topics at MO meetings and training seminars:

Modern problems of integration of natural science subjects

Development of OUUN and universal educational activities students through the integration of Natural Science subjects

Integration of Natural Science subjects based on general vertical and horizontal planning, conducting integrated lessons and extracurricular activities

Integration of studied disciplines based on the development by teachers of common approaches to the formation of leading concepts of an interdisciplinary nature

Integration of Natural Science subjects as a means of forming and developing key competencies of students

Practical stage

1. Determination of resource provision:

methodological literature;

media resources

material and technical equipment

2. Introduction of an integrative approach to the formation of UUD

3. Creation of a bank of integral cognitive tasks

4. Mutual attendance at lessons in order to exchange experience in implementing intra-subject and inter-subject integration of geography, biology, physics, and chemistry.

5. Mutual attendance at lessons in order to exchange experience in using the integration of subjects in the field of Natural Science as a means of student development

6. Organization and holding of interdisciplinary Olympiads

7. Guide project activities students, including in the implementation of interdisciplinary projects

8. Conducting open integrated lessons

9. Conducting integrated extracurricular activities by teachers of natural disciplines (including open ones) at school (intellectual-cognitive and role-playing games, scientific-cognitive marathons, conferences, quizzes, tournaments of experts, discussions, debates, round tables, presentations of educational project products on the subject and interdisciplinary)

10. Conducting on-site integrated extracurricular activities

Discovery Week in Valdai (annually)

Excursions to the Polytechnic, Zoological museums, Darwin Museum, etc. (Appendix 2)

11. Popularization of the experience of interdisciplinary integration:

Conducting joint meetings of teachers of natural science disciplines and teachers of other educational institutions to exchange experience in the use of interdisciplinary integration

Publications:

G.G. Lysova, T.A. Nikiforova, L.G. Prilezhaeva, N.N. . Savelyeva. "Integrative study of natural disciplines." Monograph “Criteria-based assessment of student achievements.” Moscow. Scientific publication BEFORE GOU VPO MSPU. 2010

G.G. Lysova, E.A. Mendeleev . “Distance teaching of chemistry at NP “Teleschool”. RAO ISMO. Collection of materials "2010.

G.G. Lysova. Activity-based learning technologies in the formation of universal educational actions of students. Formation of universal educational activities in chemistry lessons. Diagnostics in the work on the formation of universal educational actions. Moscow. Scientific publication of the State Educational Institution of Higher Professional Education, Moscow State Pedagogical University. 2012

G.G. Lysova, A.I. Ashtrafzyanov, T.A. Nikiforova, L.G. Prilezhaeva, N.N. . Savelyeva. Collection of methodological articles “Subject integration as a resource for developmental education.” ANO secondary school "Premier". 2014

12. Annual analysis of work to implement the integration of subjects in the field of natural science

Results of the activities of the Ministry of Defense on implementation

subject integration

We manage to integrate academic disciplines in search of their interaction in relation to a holistic vision of the world

We are trying to find common approaches to the formation of leading concepts of an interdisciplinary nature

We carry out integration by strengthening the practical orientation of both a specific subject and the cycle as a whole through classroom and extracurricular activities

MO science teachers purposefully, in accordance with methodological topic schools and the work plan of the Moscow Region, form and develop UUD, contribute to the achievement personal results students

Our focus on an integrative approach to teaching helps create an atmosphere for the development and manifestation of students' personal qualities,formation of a holistic picture of the world,to a more interested, personally meaningful and meaningful perception of knowledge,strengthening motivation to study subjects in the field of Natural Sciences.

Annex 1

Dictionary

Integration interactions – general actions aimed at bringing together and connecting the sciences, along with their characteristics.

Integral tasks – tasks in which various intra-subject concepts are inextricably linked (combined), requiring the application of general laws and theories (in the case of chemistry for organic and inorganic chemistry), or these are interdisciplinary tasks designed to establish cause-and-effect relationships and form a unified natural-scientific picture of the world.

Integrated course (elective, elective courses, additional trainingobjects, etc.) – autonomous scientific discipline with its own specific subject of study, which includes elements of different disciplines, but in a complex and at a qualitatively different level.

Integrated Lesson – a special type of lesson that combines training in several disciplines simultaneously while studying one concept, topic or phenomenon.

Integrative an approach means the implementation of the principle of integration in any component of the pedagogical process.

The idea of integrative education – one of the conceptual ideas of the modern school.

Purpose of Integrative Learning – formation of a holistic vision of the world.

Appendix 2

Integrated extracurricular activities

1. Interdisciplinary Olympiad"Erudite". 8, 9, 10 grades

2. Debate “Nuclear energy needs to be developed in Russia.” 9th grade

3. Intellectual bio-chemical game "An erudite can become a millionaire!”

Grade 10

4. Intellectual physico-chemical game "An erudite can become a millionaire!” Grade 10

5. Scientific and educational marathon “Life on Earth”.5th, 6th grades

6. Mad Science "Optical Illusions." 5 – 8 grades

7. Intellectually - educational team game "Treasure". 8, 9, 10 grades

8. Round table“I want to know everything: what about chewing gum; secrets of aromatherapy."8th grade

9. Round table “Assorted: Be Healthy!” 8th, 9th grades

10. Role-playing game"The Ethyl Alcohol Trial." 8 – 11 grades

11. Intellectual game “The smartest in the field of Natural Science.” 7 – 10 grades

12. Integrated intellectual and cognitive game “Who is the wisest of all in the Premiere?” 7 – 10 grades

13. Lomonosov Day.8th grade

14. Discovery week in the Moscow region, Valdai, Meshchera

15. Excursions to the Polytechnic Museum, Darwin Museum, Mineralogical Museum. A.M. Fersman, Moscow Planetarium, Tsaritsyn Arboretum, Kolomenskoye Estate Museum, etc.

16. Interdisciplinary projects (annually)

"Time" 5th grade

"Order" 6th grade

"Interactions" 7th grade

"Water" 8 classes

"System" 9 grade

“Energy”, “Changes” 10 grades

"Space" 5 - 11 grades

Tourist gathering “The World Around Us” 5 – 11 grades

17. Quest

18. Personal projects of students on topics in the field of Natural Science (annually).

THEORY OF EDUCATION

UDC 371. 322. 39

L. I. Gritsenko

FUNDAMENTALS OF INTEGRATIVE LEARNING

The article describes the essence of integrative learning as a constructive synthesis of opposing oppositions. The methodological basis of this training is integration, the function of which is the dialectical resolution of contradictions between oppositions, on the basis of which it is ensured creative development educational process and each of its participants. The main provisions of integrative education are formulated and their content is revealed.

Keywords: integration, integrative education, whole person, constructive synthesis, hermeneutics, technology of the educational process.

The subject matter of integrative education as an opposition constructible synthesis is exposed in the article. Integration which function is a dialectical conflict resolution between oppositions is a methodological foundation of integrative education. Educational process and its participant’s creative development are provided on this basis. The essential theses of integrative education are formulated, its content is exposed.

Key words: integration, integrative education, holistic man, constructible synthesis, hermeneutics, technology of educational process.

In modern Russian society pedagogy has a polypara-digmatic character. This applies not only to theory, but also to educational practice, and means that it can be built on the basis of several methodologies that have fundamental differences, even opposite ones. This methodological setting led to the emergence variative education. Unlike alternative education, variable education does not replace accepted educational norms with antinorms, but helps individuals navigate an ever-changing world by developing skills to resolve various types of situations, including situations of uncertainty. An important role in the implementation of variable education in the context of cultural and historical pedagogy of development is played by the transition from individual alternative scientific pedagogical schools to a system of variable innovative technologies. The guidelines laid down in the doctrine of open variable education determine the directions for developing the scientific foundations for its implementation. Of fundamental importance in this case is reliance on inte-

rational approach, identifying the essence of integrative education, since the “mixing” of forms, technologies and other means of teaching requires scientific justification conditions for their integration in the educational process, which gives each individual the opportunity to develop in accordance with their own characteristics and gain experience in solving a variety of scientific, practical, and life situations.

The concept of integration in pedagogy today is used widely and is most often understood as the summation of knowledge from various items. For example, integrated lessons or special courses cover one topic using different sciences. In such cases, integration is identified with interdisciplinary connections, the function of which is to create a three-dimensional picture of the phenomenon being studied and deepen the understanding of certain phenomena. However, this is too narrow an interpretation of integration that does not reflect its specifics. Integration does not involve simply combining (adding) elements of learning (knowledge, methods, etc.), but overcoming contradictions that cannot be resolved by means of one subject (area). Speaking about integration as a scientific category of pedagogy, it can be interpreted in two ways:

As a principle for the development of pedagogical theory and practice;

As a process of establishing connections between objects and creating a new holistic system.

Integrative learning is the implementation of an approach that represents the development of methods of activity, the construction of complex developing objects and the process of their research based on the combination of various properties, models, concepts (the principle of integration). The object of design and research is learning, considered as a system and process of establishing integrative connections. Thus, the integrative approach includes integration as a principle for designing a learning system and as a process of establishing connections between elements of the system. At the same time, a specific methodological function of integration in teaching is revealed (in comparison with interdisciplinary connections), namely the creation of a qualitatively new product (idea, meaning, element, etc.) based on the resolution of contradictions. This means that the process of integrative learning is carried out in the mode of constant creative self-development, the development of innovative pedagogical means of constructing an integral pedagogical process. What ensures the creative (qualitatively new) self-development of such a process?

The natural law of creative self-development is the law of unity and struggle of opposites. The essential meaning of integration is

It lies not in simple summation, but in resolving contradictions and overcoming problems. Therefore, the pedagogical process in integrative teaching has an integrative dialectical integrity, which consists in a constant constructive synthesis of opposing oppositions leading to a qualitatively new result. various levels and type. Because of this, continuous creative improvement of the holistic pedagogical process occurs. Even P. Kapitsa emphasized the importance of the interaction of opposites for development: “When in any science there are no opposing views, there is no struggle, this science goes along the path to the cemetery, it goes to bury itself.”

Consequently, an indispensable attribute of integrative learning is the solution of problems (content-related, methodological, organizational, etc.), since any problem contains a contradiction. Therefore, integrative learning provides a developmental effect both in relation to pedagogical process, and in relation to each individual (teacher and student). It can be argued that integrative, personal development training presupposes a systematic, conscious constructive synthesis of learning elements that lie in line with various, including opposing, theories and concepts. Carrying out the process pedagogical integration in training, you should define the object, designate the goal, i.e. the end result, and find the form of implementation (Table 1).

Table 1

Components of the pedagogical integration process

Objects of integration Goals (results) of integration Forms of implementation of integration

Methodology: techniques, methods, technologies, etc. New technique, modified method, individual technology, establishing the relationship between reproduction and creativity Integrated lessons, workshops, different kinds games, projects

Organization of activities: forms academic work, nature of cognitive activity, degree of management Organizational forms of work, establishing the relationship between order and uncertainty Educational situations various types

The mechanisms of pedagogical integration are comparative analysis, constructive synthesis, generalization and systematization. This means that as a result of these operations, the known is recoded in new combinations, as if the fragments of a broken vessel were glued together in a new way, as a result of which new properties and new meanings are revealed.

The relevance of integrative learning is determined by the fact that global problems modernity (ecological, energy, socio-economic, national-epic, etc.) today have an integrating influence on humanity, which is aware of the interconnection, interdependence, common destinies, natural and social processes. Understanding the need for cooperation in solving common problems of our time leads to the internationalization of human life. In this regard, the picture of the world is radically changing, general orientation human, there is a need to form a way of understanding the world in which the world appears as a unity consisting of interconnected parts, as an integrated whole.

An integrative-holistic worldview puts forward the need to educate a holistic person, which becomes the goal modern education. It should be remembered that the nature and nature of evidence-based teaching always depends on its purpose. The interpretation of the concept of “whole person” in psychology has many options. The approach of A. Maslow, who the most important characteristic such a person is considered integrated. It is this property, according to the scientist, that ensures Creative skills personality. Creative people in any field (artist, theorist, inventor, parent, etc.), A. Maslow believes, are “integrators,” since they are given the ability to “bring together different and even opposing elements... To the extent that creativity is synthesizing, constructive. partly depends on the internal integration of the individual." Education that prepares the whole person, capable of integrating opposites, must offer students the opportunity to gain experience in integrative activities. Integrative learning can be called nature-conforming to the holistic essence of man. Even A.S. Makarenko wrote: “...we must. learn to organize education in such a way that our achievements are characterized by the improvement of the system of a given individual as a whole<.>teachers. the main attention should be directed to the creation of synthetic pedagogy.”

Currently, there is a trend towards human functionalization. In certain situations it is necessary, but it can add

ty to the disintegration of personality if it is not combined with an orientation towards the development of its integrity. Integration is a learning strategy that preserves the integrity of a person, his harmony with nature, people, and himself.

Integrative learning involves the implementation of three main provisions, reflecting three aspects of the educational process: content, methodology (procedural side) and organizational aspect. Let's take a closer look at them.

The rationale for the position under consideration is, first of all, the trend of convergence of natural and humanitarian cultures in modern society. The opposition of these cultures, reflected in the subject orientation of education to the detriment of its meaning-forming component, does not correspond to society’s need for a holistic person.

Through the integration of natural sciences and humanitarian knowledge It turns out to be possible to combine two complementary ways of perceiving the world - through an image and through a number, i.e., the unification of emotional-humanitarian, personal-semantic and rational-structural, sign-logical comprehension of the world. This ensures a constructive (effective) dialogue between natural science and humanitarian cultures. This creates favorable conditions for the formation of generalized knowledge, becomes the basis for understanding the integrity and unity of the world.

In addition, the need for a synthesis of the humanities and natural sciences is determined by the changed nature scientific knowledge. Scientific knowledge is always carried out in the interaction of processes of differentiation and integration, which are objectively connected with the material unity of the world and, reflecting two sides of the development process, form a dialectical unity. Today we are realizing that absolute differentiation of content educational subjects does not reflect features modern development society and science. From the second half of the 20th century. integration processes into social development take on a comprehensive character, and the main principles of modern scientific knowledge become integration and systems approach. Only on the basis of the integration of special sciences and the results of research by specialists in different fields of knowledge is it possible to systematically solve many problems.

II. Modern teaching methods require the integration of concepts, technologies, methods, and teaching techniques that fall within the framework of various, including opposing, approaches. For quite a long time, the efforts of researchers in pedagogy followed the path of searching for the “best” universal theory, method (collective learning method, project method, individual work etc.). But the diversity of human individuality, learning conditions, and its goals is so great that it is impossible to effectively solve various problems with the help of one technology, one method. pedagogical tasks. Today, increasingly, the thesis about the universal value of a single theory is being replaced by the thesis about the multiplicity of educational paradigms, concepts, unequal and unequal, but having the right to exist in a single educational space. The idea of synthesizing concepts in pedagogy is expressed by a number of scientists (V.I. Zagvyazinsky, V.T. Fomenko, etc.). The practical implementation of this idea was successfully carried out by A. S. Makarenko. He wrote: “My pedagogical faith: pedagogy is, first of all, a dialectical thing. No absolutely correct pedagogical measures or systems can be established. Any dogmatic position that is not based on the circumstances and requirements of a given moment, a given stage, will always be vicious.”

The relevance and legitimacy of the idea of integrating elements of various concepts in teaching is justified in the features of the methodology modern science, the development of which is associated not only with the accumulation of ever new knowledge, but also with a different way of assimilating and applying it. Both the acquisition of knowledge and its use today are impossible without their systematic synthesis. The systematic style of modern scientific thinking is a new stage in the development of science, a transition to a holistic vision of the world in all its multidimensionality. The systemic way of thinking acts as an integrator of various methodologies, methods and methods of cognitive activity into a single systemic process of interdisciplinary research. As I. B. Novak notes, earlier, when changing stylistic attitudes, there was their opposition to each other, their alternativeness, which is characteristic of antinomic thinking, which expresses its approach with the formula “either - or.” One excludes the other. Systems thinking is focused on a different formula: “both - and” - both. The formula “and - and” does not express eclecticism, but the dialectic of the existence of things. The systemic-integrative style of thinking considers other styles not as mutually exclusive, but as complementary to each other, as united in a new dialectical method.

logy. Systems thinking is a concrete expression of the dialectical method in science.

There are three main dichotomies in the application of technologies and teaching methods (which are elements of different concepts) that can be resolved through integration.

The first of them is the contrast between collective technologies (work in pairs and groups) and individual learning (the student independently completes any tasks, working according to his own program). Integrative learning resolves the contradiction of these technologies through the “both - and” formula, including both in training. Their share in the logic of development of the learning process may be the same, and in specific pedagogical situations any one of them may turn out to be a priority. The synthesis of collective and individual learning technologies makes it possible to carry out in unity the development of the individuality of each student and his socialization, i.e., the formation of personal qualities.

The second “eternal” problem in the use of methods and technologies is the contradiction between reproductive and creative research methods. Reproductive methods can include explanations, illustrations, demonstrations, exercises, solving problems using an algorithm, testing conversation, execution practical work according to instructions, etc. Creative methods include problem presentation, heuristic conversation, role-playing and business games, project methods, reflective analysis, brainstorming, research method, etc. In integrative learning, their systematic synthesis is carried out. This means that when explaining any holistic, complete topic, the teacher must think through a system of combining reproductive and creative activity students. In each specific topic, the specific weight and place of certain methods is determined depending on at least two factors: on what functions these and other methods perform, as well as on the pedagogical situation (i.e., the purpose of this stage, features students, etc.) (Table 2).

Thus, the teacher plans the use of certain methods when studying the topic, taking into account the main functions of the methods and the characteristics of pedagogical situations.

The third dilemma in the field of methods and technologies is the relationship between teaching methods that reflect the logical-rational and figurative-emotional aspects of cognition.

As a rule, methods and technologies that actualize the rational and epistemological potential of learning predominate at school: story, lecture, exercises, problem solving, working with a book, etc.

table 2

Selection of teaching methods

Learning factors that determine the choice of method Types of methods

reproductive creative

Functions of methods Assimilation of samples logical thinking Practicing standard skills and abilities Mastering knowledge that cannot be “discovered” (facts, dates, figures, etc.) The ability to assimilate a large amount of information in a short period of time (if necessary) Overcoming the alienation of knowledge for students, developing mechanisms for meaning formation Formation experience in creative activity Development of the emotional and value sphere

Peculiarities of pedagogical situations The goal is to familiarize students with material that is not a basis for further learning. The material is side by side, individual elements are not related to each other. Students do not have the basic knowledge and skills required training programs for the corresponding stage of training The goal is to study the essence of phenomena, processes, patterns, methods of action, i.e. material, without mastery of which it is impossible to advance in learning. The material has a hierarchical structure, i.e. there are main and secondary elements located in one or another dependencies Students have mastered background knowledge, skills that allow them to consciously participate in research work

In line with such methods, students perform tasks that require verbal memory, logical reasoning, structuring, drawing up diagrams, models, etc., that is, they carry out mainly rational-intellectual activity. In the process of such activities, cultivation

an appeal to reason and thinking is established, objective laws and cause-and-effect relationships are followed. Thus, a model of the world is formed, which can be quite accurately expressed in words or other conventional signs. At the same time, the creative component of personal development very often remains outside the scope of targeted training, since the core of creative activity is intuition, the manifestation of which is determined not only (and not so much) by logical processes, but by personal experience and non-logical elements (emotions, attitude, orientation, etc.). d.).

Thus, for the holistic development of personality, the use of scientific-theoretical, rational knowledge is not enough; It is necessary to use another way of cognition - emotional-figurative.

The implementation of modern teaching functions (developmental, educational, educational, cultural) necessitates the integration in teaching of rational-intellectual and hermeneutic methods based on empathy, getting used to the subject under study, and its figurative representation.

The hermeneutic methods include the following: the method of studying biographies, the method of introspection (appealing to subjective experience), scientific and artistic analysis of texts and situations, the method of pedagogical painting (creating paintings based on scientific concepts), the use of color, music, poetry, proverbs, metaphors for interpreting scientific phenomena, etc.

III. Organization of activities in learning based on the unity of order and spontaneity, regulation and uncertainty, order and chaos.

Students’ activities in a subject-centric system are planned in a clear temporal and logical sequence of learning stages and their content. Regularity helps solve a number of important problems, such as timely learning of software educational material(which creates organizational clarity in the construction of the educational process at school), saving time when mastering subject knowledge, diagnostic formation of goals, ensuring technological effectiveness and effectiveness of training, efficiency in the formation of skills and abilities of algorithmic actions, performance discipline, etc.

In the context of personal development training, activities are organized in a system of uncertainty. In such “spontaneity” are formed personal qualities, which cannot be formed in rigidly planned work. Free activity of students in class

tiyah develops initiative and responsibility, the ability to make independent choices, skills of forecasting and reflection, communication and constructive cooperation with others, organizational skills, the desire to find personal meaning, see and solve complex life-oriented problems, etc.

The listed tasks necessitate the organization of integrative learning, in which a synthesis of regulated and “spontaneous” activities of schoolchildren is carried out.

A modern school should prepare a person capable of making a competent choice of solutions in a problematic situation, that is, a very rapid change in circumstances, the emergence of new factors, and ambiguity of development. The selection process includes many conditions for its implementation: awareness of freedom as responsibility, understanding of the multiplicity of approaches, seeing the alternative performance of activities, “grasping” the integrity of the situation, predicting consequences, etc. These conditions are created during learning to act in a system of uncertainty, which involves the integration of “chaos” "and order. This synthesis of essentially opposite types of activities should be carried out on the basis of constant harmonization and pedagogical expediency, which is determined by the specific conditions of the pedagogical situation.

Literature

1. Bezrukova V. S. Integration processes in pedagogical theory and practice. Ekaterinburg, 2004.

2. Zakirova A.F. Hermeneutic interpretation of pedagogical knowledge. Pedagogy. 2004. No. 1.

3. Maslow A. Psychology of Being. M., 1997.

4. Makarenko A. S. Pedagogical works: In 8 volumes. M., 1983-1986. T. 8. pp. 13-14.

5. Formation of systems thinking in education. M., 2002.

Integration into society of a person with special educational needs and limited ability to work today means the process and result of providing him with rights and real opportunities to participate in all types and forms of social life (including education) on an equal basis and together with other members of society in conditions that compensate for deviations in development and limitations of capabilities (Nazarova N.M., 2000).

Integration is based on the concept of “normalization” (Nirje, 1976), which is based on the idea that the life and lifestyle of people with disabilities should be as close as possible to the conditions and lifestyle of the society in which they live. The principles of “normalization” are enshrined in a number of international legal acts: the Declaration of the Rights of the Child, the Declaration on the Rights of Persons with Disabilities in Intellectual Development, and the Declaration on the Rights of Persons with Disabilities.

In relation to children, this means the following.

A child with special educational needs also has needs that are common to all, the main of which is the need for love and an environment that stimulates development.

The child should lead a life that is as close to normal as possible.

The best place for a child is his home, and it is his duty local authorities- to ensure that children with special educational needs are brought up in their families.

All children can study, which means that all of them, no matter how severe their developmental disabilities may be, should be given the opportunity to receive an education.

In the history of the development of human civilization, the attitude of society towards people with disabilities in the form of social “shelves” or “niches” that were allocated to them, the manner of treating them. Some of these "niches" or models are (Wolfensburger, 1969):

"A sick man"(persons with disabilities are sick people considered as an object of treatment).

It should be remembered that educational programs for such persons should provide not only and not so much care and treatment, but education and development.

This model stimulated the development of scientific research into the clinical study of the causes and consequences of impaired development and possible methods of prevention and treatment of certain diseases, the consequence of which is the limitation of human capabilities. IN modern conditions this model is insufficient, since it itself limits the capabilities of a person with special needs.

Model "Subhuman"(a person with developmental disabilities is considered as an inferior being, approaching the level of an animal) was the basis for the use of inhumane treatment towards persons with disabilities.

Model "Threat to Society"(certain categories of persons with developmental disabilities pose a threat to society) was based on the opinion that these people can “send damage,” “cause misfortune,” and cause material and moral damage. Society protected itself from this potential “threat” by creating boarding schools, closed institutions of charity, often in places remote from society, sometimes with a strict regime of detention in them. Training in this case was either absent or insufficient.

The main task mdressed as “Object of Pity”(a person with disabilities is treated like a small child who does not grow up, remaining in childhood forever) is only to protect a person with disabilities from the “bad” world around him through isolating him from society, creating a comfortable living environment, and not providing assistance in education and development.

Essence model “Object of burdensome charity” is that the costs of maintaining persons suffering from various disabilities are considered an economic burden, which they try to reduce by reducing the amount of assistance provided.

Model "Development"(presence of educational and developmental abilities in persons with disabilities): society is responsible for the more complete development of a child with disabilities; society is charged with creating conditions favorable for the development and correctional pedagogical assistance of such children; a person with disabilities has the same rights and privileges as all other members of society (the right to live, study, work in one’s own area, live in one’s own home , choose friends and be friends with them, the right to be a welcome member of society, the right to be like everyone else).

The problem of integrated education is currently debatable, since integration, according to T.V. Varenova, has its positive and negative sides. It is good that children with special educational needs will not be isolated from society, but it is bad that in public schools the opportunities for special integrated education are limited. It is also necessary to take into account the opinion of parents, who have different attitudes towards integration, especially in its forced version.

Integrated learning has its advantages and disadvantages . Supporters of cooperative learning highlight the following positive aspects:

stimulating influence of more capable classmates;

the presence of a wide range of familiarization with life;

development of communication skills and innovative thinking

(on both sides);

the opportunity to demonstrate humanity, sympathy, mercy, tolerance in real life situations, which is an effective means of moral education;

reducing the risk of snobbery in successful children under conditions of emphasizing their exclusivity;

disappearance of fear in healthy, normally developing schoolchildren of possible disability.

In the 40s In the 20th century, a number of experiments were carried out with various structures of interaction in the classroom, reproducing the democratic, autocratic and anarchic model (K. Lewin and others). The results of the study showed that democratic values need to be instilled anew in each new generation, purposefully creating the necessary conditions for this in schools, because they are absorbed much more difficult than authoritarian attitudes (N.M. Nazarova, 2000).

Opponents integration ideas put forward the following arguments:

heterogeneity in class composition harms high-performing students by preventing them from advancing their learning at a faster pace, stunting the growth of capable students;

children with learning difficulties are excluded from advantageous and unfair competitive conditions, they do not receive the necessary attention;

teachers are faced with an insoluble moral problem: who should be deprived of attention, care and time;

The country needs citizens with intellectual potential.

Some domestic teachers consider the emergence of integrated education in our society “the child of a social crisis and disappointment in the values of traditional pedagogy.” A number of defectologists are very skeptical about joint education, without denying the need for integration in general (a child with special needs of psychophysical development is in a special school, as an equal among equals, and his preparation for integration into society can be carried out most successfully here, since the whole the process of training and education is carried out by specially trained qualified personnel, using special means and methods, at a pace and with such a distribution of educational material that corresponds to the cognitive capabilities of each category of children). Education, in addition to correctional and compensatory orientation, is also therapeutic and rehabilitation, which turns out to be completely impossible in the conditions of a mass school. In special schools there are workshops for vocational training, which is not practiced at all in mass schools. Maintaining a child in a special school costs the state 3-5 times more than in a mass school, but the costs, according to their supporters, are justified.

There are several key issues of integrated learning:

Who studies that is, for which groups of children with disabilities is integrated education in a mainstream school accessible and beneficial?

Where, that is, what are the organizational forms of possible education for children with disabilities in a public school (in a special class in a general education school, in a regular mass class, in a rehabilitation center, etc.)?

Why, i.e., what is the content of special education in conditions of integration, what are the training options, the possibilities of flexible transition from one option to another?

When, i.e., what is the timing of the start of integrated education (in preschool, primary school or middle and senior school age)?

Who teaches i.e., what should be the training of a public school teacher to work with children with developmental disabilities, what are the functions of a special teacher and a special psychologist in a general education school?

The main idea of integrative pedagogy is the position: from integration at school to integration in society. Joint education is not only intended to guarantee the right of a child with dysontogenesis not to be isolated from the mainstream (Law on the Rights of the Child of the Republic of Belarus, Article 27), but also to provide him with the opportunity to attend the school that he would attend if he were healthy.

The basic principle integrative pedagogy - as little external and as much internal differentiation as possible. According to a number of authors, there is no integration with the formula 2x4x6x20 (2 – binding pages of one book, 4 – walls in one room, 6 – number of lessons per day, 20 – class size).

Main types of integration: social and educational. Some scientists also distinguish physical (children in the same room) integration, functional (activity: subject-spatial unification) and socio-ethical (including: complete removal of social distance, equal partnership in joint activities).

Forms of integration: internal and external. Internal integration takes place within the special education system. External education involves the interaction of special and mass education. An example of internal integration is the joint education of the deaf and hard of hearing, blind and visually impaired, children with mental retardation and severe speech impairment, etc.

Difficulties in the transition to integration, as noted by Russian authors (Nazarova N.M., Goneev A.D., etc.), are associated with financial and economic problems; with the inconsistency of state standards of higher special education with the requirements of a modern special (correctional) school and integrated education of children with developmental problems; lack of the necessary regulatory framework; with the limited educational, educational, methodological and scientific literature on theoretical and practical problems of modern special education, etc.

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

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The article belongs to the section:General pedagogical technologies

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.

Integration helps to overcome the fragmentation and mosaic nature of students’ knowledge and ensures their mastery of holistic knowledge and a set of universal human values.

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

In conditions of rapid growth in the volume of information, the ability to perceive and comprehend it sharply decreases. The solution is seen in the synthesis of different academic subjects, the development of integrated courses, and the interconnection of all school disciplines.

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

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

The main ideas of integrative learning are:

personal orientation of learning (People are the main value of the 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 teaching (awareness of connections within scientific theory);
problematic learning;
reflection of activity;
- dialogical (Truth is born in the process of dialogical communication).

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

integration;
design technologies;
educational technologies in the global information community;
teaching large systematic training courses Internet based.

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;
careful selection of teaching methods and means and determination of student load in the lesson are required.

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

For example, in the process of teaching computer science junior schoolchildren it is advisable to organize connections between such subject areas like Russian language, mathematics and others.

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

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

Allows you to implement one of essential principles didactics - the principle of systematic teaching.
Creates optimal conditions for the development of thinking, developing logic, flexibility, and criticality.
Promotes the development of a systemic worldview and harmonization of students’ personalities. Multi-subject content is reduced, interdisciplinary connections are expanded and deepened, and it becomes possible to gain a larger amount of knowledge.
It is a means of motivating schoolchildren’s learning and helps to activate cognitive activity students, promotes the development of creativity.

The integrated approach requires the teacher higher level pedagogical skill, the universality of his education.

TO negative aspects can be attributed to: an increase in the density of the lesson, a lack of detail, in some cases, a large amount of time spent preparing for the lesson.

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