Interdisciplinary integration: goals, objectives, principles. Interdisciplinary integration in primary school Interdisciplinary pedagogical integration

Currently, the problem of interdisciplinary integration is again receiving much attention in the process of organizing teaching and education in primary schools.

The concept of integration into modern world is used very widely and is considered in various aspects. Literally Latin “integrafio” - restoration, replenishment; "integer" - complete, whole. Consequently, integration is “unification into a whole, into the unity of any elements, restoration of some unity.”

Today, not a single dictionary or reference book can find a methodological definition of the concept “integration”. Despite the fact that this problem has been studied for quite a long time, there is no single point of view on this issue yet. Researchers interpret integration in different ways.

So, N.S. Svetlovskaya understands integration as “the creation of a new whole on the basis of identified similar elements and parts in several previously different units (academic subjects, types of activities, etc.), then the adaptation of these elements and parts into a previously non-existent monologue of a special quality.” She believes that an important condition for integration is the construction of material based on the natural subordination of a single goal and function in a number of subjects and in methodology.

L. N. Bakharev interprets the concept of “integration” in a similar way, revealing it as “the process of bringing together and connecting sciences...”, representing “... a high form of embodiment of interdisciplinary connections on the quality of a new stage of education...”, contributing to the creation of a new whole “monolith of knowledge.” ".

The author notes that integration does not deny the subject education system, but is a possible way to improve it, overcome shortcomings and is aimed at deepening the relationships and interdependence between subjects. This approach to the problem is based on an understanding of the relationship between integration and differentiation.

I. D. Zverev and V. N. Maksimova consider integration in pedagogy as the process and result of creating a continuously connected, unified, whole. In teaching, it is carried out by merging in one synthesized course (topic, section, program) elements of different academic subjects, merging scientific concepts and methods of different disciplines into general scientific concepts and methods of cognition, integrating and summing up the fundamentals of science in revealing interdisciplinary educational problems.

V.S. Kukushkin believes that “integration is a process during which disparate knowledge in one or several different academic subjects is combined into a system that has the property of integrity.” Combining disparate knowledge into a single whole is extremely necessary in order to help students learn to highlight the main thing, analyze and generalize, which is extremely important in modern life. With integration, it becomes possible to break out of the boundaries of one academic discipline, to clearly and in action show how everything in the world is interconnected, and at the same time increase the motivation to study your subject.

According to Yu.M. Kolyagin, in relation to the educational system, the concept of “integration” can take on two meanings. Integration can be considered as the goal of learning - “creating a holistic view of the world around the student”, and the means of learning - “finding a common platform for bringing together subject knowledge.” As a learning goal, it gives primary schoolchildren the knowledge that will teach them to imagine the world as a single whole in which these elements are interconnected. And as a means of learning, integration is aimed at developing erudition, expanding and updating knowledge. At the same time, however, integration should only combine the acquired knowledge into unified system, and not to replace the teaching of traditional academic subjects.

We believe that the theory of educational integration developed by A.Ya. deserves attention. Danilyuk. In it, the author reveals the concept of educational integration: “education integration is the implementation by a student, under the guidance of a teacher, of sequential translation of messages from one educational language on the other, in the process of which knowledge is assimilated, concepts are regulated, personal and cultural meanings are born." In other words, this is not so much a formal combination of different knowledge into a new educational text, but rather a connection different texts in the student’s mind, leading to the formation of mental conceptual and meaning-forming structures.

1. Dialectical unity of integration and differentiation. Integration and differentiation are considered as two tendencies of human cognition: a) to imagine the world as a single whole, b) to comprehend more deeply and more specifically the patterns and qualitative uniqueness of various structures and systems. Differentiation and integration appear one in the other and one through the other. Differentiation does not lead to a loss of integrity of the system, but is a necessary condition for its development and functioning.
2. Anthropocentrism is a special, historically developing attitude of the teacher to the educational process, in which the central place and active role is given to the student. According to this principle, the student occupies a central position in the educational system, and his consciousness is the most important factor in the integration of educational content. The student becomes not only a semantic one (that for which), but also an organizational center of education (a subject of learning, a subject of constructing educational content), provided that he integrates different educational texts. Integration of different knowledge by consciousness leads to the emergence of new knowledge, so the most important indicator of anthropocentric, developmental education is the student’s ability to generate new (conditionally new) tests.
3. Cultural conformity. Modern education is increasingly becoming culturally compatible. Culture acts for him as a model-image, according to which he organizes himself. Education is not the whole culture, but a part of it, which, unlike all its other components, reproduces culture on a small scale in its integrity and internal differentiation. Hence, education system represents a special, scientifically based image of culture.

Integration in a modern school occurs in several directions and at different levels:

1. Intrasubject - integration of concepts, knowledge, skills, etc. within individual academic subjects;
2. Interdisciplinary - synthesis of facts, concepts, principles, etc. two or more disciplines;
3. Trans-(cross)-subject - is a type of inter-subject and means a cross-cutting connection between a specific subject and other subjects (the study of a foreign language on a musical and visual basis).

Interdisciplinary integration - manifests itself in the use of laws, theories, methods of 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 world in the minds of students, which, in turn, leads to the emergence of a qualitatively new type of knowledge, which is expressed in general scientific concepts, categories, and approaches. Interdisciplinary integration significantly enriches intrasubject integration.

Based on the number of subject areas, it can be: two-subject, three-subject, multi-subject;

According to the diversity of the content of objects - close, medium, far;

By depth level - shallow, deep, intermediate.

The factors of the interdisciplinary integration option can be significant, information-intensive concepts, problems, images, events, i.e. content elements. The factor of interdisciplinary integration may also be some educational technologies, for example, organizational activity game, project method.

Interdisciplinary integration is the source of meaning formation for students. Meanings are the essential and most integrative characteristic of a person and cannot be bypassed either in the course of studying the foundations of meaning education for students, or in the process of theoretical understanding and practical implementation of the phenomenon of integration in educational process:

1. The integrated process involves non-semantic components of the content, but as a result of their interaction, the meanings of some components are revealed to students through others. Exactly at in this case integration is one of the mechanisms of meaning formation for students.
2. Meanings do not appear as a result of integration processes at the level of objective knowledge, but on the contrary, they perform the function of integrating non-semantic patterns of content into larger blocks, initiating the integrative activity of students and raising it to a new, systemic, but not necessarily semantic level.
3. New semantic formations of students allow, in conditions of semantic integration itself, in situations of mutual contact, mutual merging, or, on the contrary, mutual repulsion of different meanings.
4. The material for students’ integrative activity is not homogeneous (either only meaningful or only semantic) but heterogeneous elements of content. An example of such an integrative organization of the educational process is, for example, the facts of students’ perception of a work of fine art and the teacher’s explanation of this work, for example, from the standpoint of strict mathematics. In such cases, it is difficult to predict the meaning-forming result of such an organization of the educational process, but doubts about it can be minimized.

In conditions of interdisciplinary integration, meanings are especially easily extracted from the content represented by a literary text, contemplated or perceived by ear (aesthetic meaning) and its analytical reading (intellectual meaning). In the second case, meanings acquire the character of scientific judgments. Diverse meanings, coming into contact in one cognitive structure and mutually influencing, give rise to a new, multidimensional meaning.

Meanings are also “carved out” at the intersection of different subject contents (special courses “Mathematics and Painting”, “Mathematics and Music”). The integration of diverse, mutually distant content creates enormous opportunities for students to form meaning: the content of one and the same subject area can become meaningful to students through the perception of similar content in another subject area, and therefore, the meaning-forming effect of integration is obvious. Moreover, in the conditions of contact of two unequal semantic substances, and even more so their interpenetration and merging, the phenomenon of semantic resonance, semantic interference can arise, giving rise to a meaning of a higher order.

An example of the interaction of humanitarian and natural science cultures in the educational process can be fairly large units of its content - integrated courses with equally and symmetrically represented subject areas. An integrating factor in teaching these areas of culture, as well as a fragment of individual manifestations, can be the material of a separate subject, from the specific content of which integrative connections diverge radially to the content of other subjects. An example is presented in that part of the mathematics lesson in primary school, which is devoted to the concept of a point. Questions: “What does a dot mean on a letter in Russian and when is it placed?” (at the end of a sentence), "What corresponds to the point when the sentence is spoken out loud?" (special intonation); "What corresponds to a period as a punctuation mark in music?" (pause); "What does the dot on the map mean?" ( locality); “What can be designated by a point on the ground?” (city, village); "What role does the dot play in Morse code?" (signal); "Can any galaxy be called a point?" (Can); "What does a straight segment consist of?" (from dots); “Which of the segments of different lengths contains more points?” (there are an infinite number of them here and there). The basic, mathematical concept of a point appears in linguistic, geographical, astronomical, musical and other contexts, as a result of which the student’s consciousness turns into a fan of meanings that enrich his semantic matrices.

In this case, there is an “expanding meaning” (a point in linguistics, mathematics, geography). The well-known position of modern didactics comes into play, according to which the development of personality is its transition from one sign system to another (for example, in the conditions of translation work of art into a mathematical coordinate system). The forms of organizing students' integrative activities aimed at creating meaning and enriching meaning at extremely high levels are very different. These can be “meaning tasks”, in the form of tasks to explain the meaning of a particular fact, to reveal its meaning in figurative and artistic form. These can be conversations to clarify some episode of the text being studied, a search for a common value-semantic basis for various facts, or the organization of “insight” situations that “explosively” throw into the process of understanding the deep meaning of the knowledge being mastered. But these can also be the teacher’s “random” remarks about some situation in the educational process, the students’ answer, or his humorous, individually oriented remark with semantic overtones.

Of particular importance for the emergence of meaning is the integration of mutually distant training courses- from natural sciences and humanities educational areas, to which the technical area is added. The field of interdisciplinary integration can be represented by the border area of not two, but several academic subjects.

In the lessons there are two types of connections of interdisciplinary integration: a direct connection going from lessons to the content and technologies of other academic subjects (when studying indefinite pronouns in a Russian language lesson, ask the class: “What corresponds indefinite pronoun in mathematics?" The answer assumes: ("X"), and feedback coming to the lesson from other educational courses and enriching it with diverse content (in literature lessons, material from history lessons comes through students).

IN primary school interdisciplinary connections can be established according to the composition of scientific knowledge (factual, conceptual, specific).

In the studies of famous scientists and teachers (I.D. Zvereva, V.M. Korotova, E.I. Skatkin, V.N. Maksimov, etc.), interdisciplinary connections act as a condition for the unity of teaching and upbringing, a means of an integrated approach to the subject system learning, both horizontally and vertically.

Horizontal thematicism with the use of interdisciplinary connections in primary education currently occupies a strong place. At school, interdisciplinary connections are established according to the composition of scientific knowledge (factual, conceptual, concrete).

Actual interdisciplinary connections, for example, are established in the process of becoming familiar with numerous facts of symmetry in the structure of natural bodies. So in a mathematics lesson the topic “Symmetry of Bodies” is studied, in a lesson on the surrounding world “Autumn has come” photographs and herbariums of tree leaves (maple, ash, etc.) are shown and the questions are discussed: What is the beauty of leaves? What is the importance of symmetry? What is symmetrical?

This helps students see and understand that the facts of symmetry occur not only in mathematics, but also in nature, in the fine arts, and in the technology of manufacturing objects of observation.

Conceptual interdisciplinary connections are of particular importance for the formation of natural science concepts. For example, in a lesson on the surrounding world, children become familiar with the concepts of “deciduous” and “coniferous” trees. In fine arts lessons, this concept is reinforced in drawing branches of deciduous and coniferous trees, in technology lessons - in appropriate modeling, while the concept is not simply duplicated, but is associatively reinforced.

An interesting solution to the problem of vertical thematicism based on interdisciplinary connections is found in the work of Candidate of Pedagogical Sciences I.V. Koshmina, the author proposes to use interdisciplinary connections for the development of broad humanitarian-ecological thinking in a child, his perception of a holistic picture of the world and the moral and aesthetic education of schoolchildren. To do this, several school subjects are combined according to the principle of dialogue on a given topic. The theme contains specific content, image, emotional state, moral and aesthetic meaning. It is like a key phrase, a figurative-verbal symbol, a leitmotif that runs through several lessons during the week and allows objects to enter into dialogue. During the week, without changing the general theme of the lessons, the teacher several times comes up with a vertical topic and reveals it through the content of various subjects. The topic can be discussed both on the program educational material and on additional material at the discretion of the teacher. A vertical topic in a lesson can be devoted to five minutes or more. Also the embodiment may be different; a different approach to analyzing a work, a new or creative task, a short conversation on the content of a vertical topic, a small remark, emphasis during the explanation, problematic dialogue, explanation.

Each vertical theme has short definition general content, one or more epigraphs introducing the emotional and poetic image of the topic, its philosophical and aesthetic content.

The epigraphs seem to offer different twists on the topic, different directions for its disclosure. Thematic content covers everything that is included in the concept of “culture”.

The sequence of topics is determined by the calendar, seasons, holidays (folk, Orthodox, civil). Each group contains different moral and environmental themes. The content of topics and logic are determined by the age characteristics of students and their preparedness for reflection, reasoning, and ability to highlight main idea. As a result, students receive some complete picture world in terms of the content of the vertical topic.

The depth of interdisciplinary integration can be superficial, short-term, in one touch. This is something like traditional interdisciplinary connections. Such an interintegrated level can be designated as elementary. Average level interdisciplinary integration is represented by deepening the lesson into the content of another or other academic subjects, but to such an extent that the defining subject does not lose its specificity (in a Russian language lesson when studying conditional subordinate clauses- appeal to the formulations of mathematical theorems, each of which contains these same conditional clauses). Deep interdisciplinary integration is characterized by a certain “equality” of diverse content and the organic interpenetration of its mutually distant components (lesson in the special course “Mathematics and Painting”).

Typically, interdisciplinary integration distinguishes between weak, medium and high levels. Interdisciplinary connections are usually considered to be a weak (low) degree of integration, when when studying material from one subject, material from another subject is occasionally included (facts, illustrations, concepts, musical fragments, etc.). At the same time, the independence of each subject with its own goals and objectives is preserved. An integrated lesson is considered to be an average degree of integration, when some extremely difficult object for students is studied from different angles using several academic subjects, but at the same time, the overall independence of each subject is preserved. High degree- is the creation of integrated courses.

The following forms of organization are distinguished: educational process based on interdisciplinary integration: layer-shaped, spiral-shaped, interpenetrating, contrasting, individually differentiated (creative).

Layered - a population of various types of activities (cognitive, artistic-aesthetic, gaming, communicative, etc.), the content of which is permeated with one value or object of knowledge. For example, the image of nature is revealed in fine art, in its various genres (still life, landscape), displayed through color, light, composition; in literature - through artistic means of expression in the text; in music - through the sounds of nature, songs.

Image of spring

action play, theater or work

sound musical art

word literary reading

color, light art

Spiral - the content and methods of activity in which the student is involved gradually increase, change quantitatively and qualitatively. Depending on the level of cognitive activity of students, knowledge of a value (object) can be carried out from detail to whole or from whole to detail. For example, you can first appreciate the beauty of the landscape of one season and then rise to an understanding of the beauty of nature in works of literary, musical, and visual art.

The contrasting form is based on dialogue and showing contrasting facets of the world, on revealing value through its opposites (good-evil), knowledge of the whole through parts, sets and singularity.

friendship - enmity

action-word game - imaginary situation

portrait-image fine art

sounds musical art

word-image literature

Integration of content promotes communication, exchange of knowledge between students and the teacher, encourages reflection, self-esteem, and motivation. Younger schoolchildren try to comprehend and organize the world, and when faced with contradictions, they immediately give them an explanation. Therefore, the teacher must organize communication in such a way as to reveal to younger students the advantages of such a value and its significance in life; stimulate students' need to acquire it.

The interpenetrating form is built on the basis of one type of activity, for example a game, into which others are organically intertwined: cognitive, listening to music, perceiving painting, etc. This form is most often implemented in elementary school.

Theatricalization

Fine Collaborative Communication -

art play action

Mathematics

Such types of lessons as lesson-play, lesson-fairy tale, lesson-investigation are known. The volume of content and the degree of penetration of another type of activity into the main one depends on the tasks set by the teacher and the level of development of the students.

The individually differentiated (creative) form is the most complex form of organizing an integrated lesson, requiring high professionalism from the teacher. Students independently choose activities, organize the subject space and communication around themselves.

1 group 2 group

Fine Labor

creativity co-creation

Group 3 Joint communication,

Literary play action

co-creation theatricalization

The teacher must be able to transfer the student from one type of activity to another; the means of translation is the product created by the student. For example, from drawings you can create a composition, invent and play a fairy tale, create a building, study and calculate it mathematically, etc. Integration of content allows students to see the holistic object being studied and creatively self-realize.

Integration on an interdisciplinary basis in primary school presupposes the adequacy of the teacher’s actions (educational) and the students’ actions (educational-cognitive). Both activities have a common structure: goals, motives, content, means, result, control. There are differences in the content of activities between teachers and students.

1. At the target stage, the teacher sets an interdisciplinary goal, and students, under the guidance of the teacher, must realize the interdisciplinary essence, select the necessary knowledge from various subjects, direct attention and thought not only to the assimilation of generalized knowledge, but also to the development of skills and synthesis, personality traits, abilities and interests.
2. At the motivational stage, the teacher stimulates students to acquire worldview knowledge and to generalize concepts from various subjects. Students mobilize volitional efforts, directing them towards cognitive interest in generalized knowledge.
3. At the stage of the content side of the activity, the teacher introduces new educational material, while simultaneously drawing on supporting knowledge from other subjects. Students master general subject concepts and problems at the level of generalized knowledge.
4. At the stage of choosing means, the teacher determines visual aids, textbooks, tables, diagrams, questionnaires, assignments. Younger schoolchildren, when solving integrated problems with the help of visualization, perform the actions of transfer, synthesis, generalization
5. The next stage is productive. The teacher applies pedagogical skills, and students, using systematic knowledge and the ability to generalize, apply this in practice.
6. At the control stage, the teacher carries out mutual assessment, mutual control of students’ preparedness, and evaluates the quality of learning. Students demonstrate self-evaluation of knowledge and self-control.

Integration in primary school is quantitative in nature, i.e. "a little about everything." Younger schoolchildren receive more and more new ideas about concepts, systematically supplementing and expanding the range of existing knowledge. This requires the ability to synthesize disparate knowledge and skills. The result of training is the need to know “everything about a little,” and this is specialization at a new integration level.

“Ultimately, integration should contribute to the reunification of the integrity of the worldview - the unity of the world and man living in it and cognizing it, the unity of earth and space, nature and man. Here there is a generally humanistic basis for the process - placing modern man at the center, with his place and role in natural and social environment" .

For integration in primary education and upbringing, there are both favorable and unfavorable factors, which largely determine the tactics of integration.

A favorable factor is that integration has great potential in the development of the child’s intelligence, which traditional education are insufficiently used.

The first negative factor - a limited number of educational subjects - can be compensated by the fact that the content of a small amount of acquired knowledge should reflect the actual picture of the world, the interconnection of its parts.

And the second negative factor is the difficulty of presenting the integrated course in a way that is understandable and interesting for children of this age.

As you can see, the problem of integrated educational content has its difficulties. But at the same time, there are factors that make it easier to solve. One of them is the fact that in primary school, the main part of all subjects, with the exception of some, is taught by one teacher, so it is easier for him to move to integrated learning.

Integration of items is possible if three conditions are met:

1. The objects of research must coincide or be close enough;
2. Integrated academic subjects use the same or similar research methods;
3. Integrated educational subjects are built on general laws and general theoretical concepts.

Integration is the highest level of implementation of interdisciplinary connections. The functions of integration are to form in students systematic knowledge, systematic thinking, develop their abilities to transfer (near, middle, long-distance) knowledge and methods of activity, the development of scientific picture peace.

Functions of didactic integration: holistic development of personality; integrity of the formed picture of the world; formation of an indicative basis for actions high level generalizations; development of simultaneous thinking (the ability to see something common behind externally different quality, different character, heterogeneous processes); development of integrative consciousness and methods of integrative activity.

In modern pedagogy, there is no generally accepted list of functions of integration; therefore, the most general, invariant functions of pedagogical integration are identified, which are relevant to all its varieties. These can be: methodological, developmental, technological functions.

The functions of pedagogical integration are ways of demonstrating its activity when performing a certain task or role.

Each of them is capable of accumulating a number of smaller functions.

1. Methodological function.

Three aspects of the methodological function of pedagogical integration can be distinguished: heuristic (serves as the initial basis for the development of new pedagogical concepts) ideological-axiological (is a means of intellectual and spiritual enrichment of participants pedagogical process), instrumental (expresses its ability to act as an instrument: knowledge and transformation pedagogical science; knowledge and transformation of educational practice; ensures continuity of new and old, theoretical knowledge and practical experience).

2. Developmental function.

Development is accomplished through differentiation of the whole, highlighting functions, acts of behavior in it and their new integration, unification into a new whole. Differentiation leads to the emergence of new actions - perceptual, mnemonic, mental, etc., to the multiplication, enrichment and improvement of mental activity, integration - to the ordering, subordination and hierarchization of their results. Integration serves as a means of creating new mental formations, new structure activities. Let's consider an example regarding problem-based learning, which is based on search-cognitive activity. It includes such indicators as the formation of new knowledge: putting forward hypotheses, posing new questions, etc. Using integrative pedagogical terminology, we can say: during problem-based learning, genuine integration is carried out, associated with the transformation of knowledge and the emergence on this basis of psychological new formations in a person. One of the main reasons for this situation is the heterogeneous nature of problem-based learning. Further, when solving the simplest problem situation, the student is forced to attract knowledge of a wide variety of origins and perform various types of mental activity. IN problem-based learning the student deals with a search model containing an infinite variety of data of different quality, which he himself selects and synthesizes.

3. Technological function.

Its content includes: compression, compaction of information and time; eliminating duplication and establishing continuity in the development of knowledge and skills; dissolution and interpenetration of knowledge and skills of some disciplines into others; systematization of concepts, facts, abilities and skills, denial of some part of the acquired knowledge, skills in the formation of generalized integrated properties, establishment of subordination and coordination.

Of the identified and described invariant functions of pedagogical integration, the central place is occupied by the developmental function, which extends to all areas of educational theory and practice, including the very subject of human upbringing. At the same time, this does not cancel the negative possibilities of integration.

Based on what has been said about integration in general and its interdisciplinary version, as well as some additional material, we will isolate the most significant integrative components of learning and bring them into a holistic model.

1. Integration represents the convergence, connection and fusion of diverse content components in one subject or process. Intersecting, different contents form a common one, i.e. integrative part, and specific, i.e. non-crossing zones. At the junction of diverse content, in border areas, it is possible to create problem situations, solve intersystem cognitive problems, and tasks to transform the content of one subject, block or topic into the content of another subject, block or topic.
2. Building the learning process on an integrative basis leads to the formation of knowledge of a higher order, increases the radius of the indicative basis of actions, and contributes to the overall intellectual development of students. In the border areas, situations are formed from which students are able to extract the meaning of what they are studying, and this circumstance should stimulate the teacher to develop and include “meaning tasks” in the educational process.
3. Interdisciplinary integration, its interdisciplinary (to put it more broadly, intersystem content) serve as a means of developing younger children school age so-called simultaneous thinking. Simultaneous thinking is understood as its ability to see the commonality behind externally different-quality phenomena and processes: a wave of water in a river; a wave of fire moving across the field; flu wave in the city; sound wave.
4. An important component of interdisciplinary integration is an integrating factor that unites multidisciplinary content around itself. Metaknowledge can be a factor of interdisciplinary integration, i.e. extra-subject, on-subject knowledge. As a rule, within the framework of a particular subject it is specific, and in the conditions of interdisciplinary training, merging with the knowledge of another subject, it loses some of the specificity in the larger knowledge, but is itself partially colored by the knowledge of this other subject.
5. In addition to the concept, the concept, cross-cutting interdisciplinary ideas can act as an integrating factor if they actually combine the material of various subjects not just once, but over a relatively large period of time or even throughout the entire period of training in interacting courses (in the interaction, for example, of mathematics and art, such a factor in interdisciplinary integration may be the idea of harmony). Primary grades, as will be shown in the next chapter, are no exception to this.
6. Of the other integrating factors, which, depending on the situation, are no less important, are methods of activity (observation from different sides, including from the perspective of different educational subjects, including primary classes), problems (to solve any of them , translating into problem situations, one has to involve material from various subjects and even turn to extracurricular material), meanings (they are understood by students, as a rule, with the involvement of material from other “dissimilar”, as well as “similar” material and also based on the meanings of this “other” " material.
7. Educational technologies can play the role of an integrating factor. The integrating factors cited above are largely of a substantive nature; we now emphasize the role of technology in interdisciplinary interaction, i.e., the sequence of procedures for implementing content. Such factors include, in particular, the game, which, as a rule, combines the content of the most diverse plans, without itself being content. If we include a theatrical component in the game and take into account that the game is also in school, especially in early stage teaching continues to take place as a still leading activity, its integrative significance in primary education becomes clear.
8. An important characteristic of interdisciplinary integration is its depth. Integration of subjects can be done in one touch - these are mainly classical interdisciplinary connections, but there is nothing reprehensible in them. The connection may be deeper, but with a noticeable excess of one of the parties (in the elementary grades, for example, foreign language on a musical and visual basis). The deepest level of integration is considered to be “equality” in the interaction of subjects (“Dostoevsky and Einstein” - a special course in high school).

Municipal educational institution

Secondary school No. 10

with in-depth study of individual subjects

Teacher's competence during formation

students have a holistic picture of the world

Completed by: Olga Stanislavovna Yagudina

IT-teacher

Zhukovsky, 2015

Introduction………………………………………………………3

Interdisciplinary integration – necessary condition

modern education………………….…………………6

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

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

Features of the organization of the educational process

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

Criteria for analyzing an integrated lesson…………………14

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

References…………………………..…………………18

Appendix……………………………………………………………......19

Introduction

Main tasks modern school are preparing the student for life, showing the diversity of the spiritual sphere, satisfying cognitive and aesthetic needs. None stable training program unable to incorporate it all into oneself.

Eliminate these shortcomings, supplement, expand the existing knowledge of students, stimulate them cognitive activity Interdisciplinary and integrated connections help.

Interdisciplinary connections are a pedagogical category to designate synthematizing, integrative relationships between objects, phenomena and processes of reality, reflected in the content, forms and methods of the educational process and performing educational, developmental and nurturing functions in their limited unity.

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

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

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

Various approaches to defining the concepts of integration and interdisciplinary connections

The psychological foundations of interdisciplinary connections were laid by the teachings of Academician I. P. Pavlov about dynamic stereotypes and temporary connections. Analyzing the reflex activity of the brain, I. P. Pavlov developed the doctrine of a second signal system specific to humans - the basis of thinking and speech. IP Pavlov considered the physiological mechanism of knowledge acquisition to be the formation in the cerebral cortex of complex systems of temporary connections, which he identified with what in psychology was called the connection of processes that arise as a result of the influence of objects and phenomena of reality on the brain.

IN short dictionary given following definition concept of "integration". Integration is interconnectedness, a systemic connection into a single whole and, accordingly, the process of establishing such connections, rapprochement, unification.

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

A significant contribution to the construction of a system for managing interdisciplinary connections was made by I.M. Sechenov, V. Usanov, F.F. Kharisov and others.

Most authors (I.A. Akchurin, B.M. Kedrov, S.N. Smirnov, P.N. Fedoseev, etc.) believe that the integration of scientific disciplines represents a qualitative new type interaction, characteristic specifically for modern conditions development of science.

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

2. Pedagogical ideas in the process of integration

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

1. democratization and humanization of the educational process, its focus not only on mastering the amount of knowledge, but also on development creativity personality, on the formation of high spiritual and moral values and an active personal position;

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

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

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

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

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

3. develop the creative capabilities of the individual, his overall creative potential.

The main didactic and psychological principles are:

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

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

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

Integration becomes the most important requirement for the selection of educational content.

The problem of studying and practical application integration in the learning process of 5th grade schoolchildren in the general system of didactics and methodology involves understanding its functions in the light of the general development of the child, the formation of a comprehensively developed personality, which is relevant in modern stage development of society.

Interdisciplinary integration is a necessary condition for modern education

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

Integral connections allow the teacher to practice

Teachers often do not know how to use

We do not develop competencies in educational activities

A holistic picture of the world through interdisciplinary connections.

Compare MS and IS

And at the current level narrow MS, now IS

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

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

The other side of the issue is that the adoption of the Basic Plan severely limited the maximum permissible load student, thereby protecting his physical and mental health, while the amount of required knowledge, skills and abilities is growing. The discrepancy between the volume of knowledge and the amount of time provided for its assimilation is growing. The optimal solution to this problem is the use of interdisciplinary integration.

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

Psychological and philosophical foundations of interdisciplinary integration

Scientific Basics given educational technology originate in the works of I.P. Pavlov and I.M. Sechenov. Further, psychologists, having analyzed the characteristics of thinking and memory, came to the conclusion that training should be structured in such a way as to develop in students the ability to reproduce previously acquired knowledge for better memorization of new material. Objects or phenomena that are interconnected in nature are also connected in human memory. Intersubject connections make it possible to look at a subject from different angles and more firmly remember, on the basis of intersystem associations, the entire subject or phenomenon of reality.

The most important characteristics of memorization are semantic grouping techniques educational material and the identification of semantic support points, the semantic correlation of what is learned in connection with something already known. Consequently, mastering the technique of transferring knowledge of one subject while mastering another brings greater focus to the analytical and synthetic activity of students, increases the efficiency of independent work methods, ensures better organization of mental activity and, finally, develops a logical sequence in solving both general and specific problems.

Objective basis for integration scientific knowledge is the unity of the picture of the world. In addition, there is a commonality of research methods used in the field of knowledge acquisition. The philosophical basis of interdisciplinary integration is the principle of consistency. The tradition of a systemic and holistic consideration of the learning process was developed in the 60-70s by Yu.K. Babansky, A.M. Danilov and others, and the understanding of personality as a product of a holistic pedagogical process entered pedagogy.

Integration as a goal and means of learning

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

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

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

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

Features of the organization of educational

process on an integrated basis

Integration on an interdisciplinary basis in secondary school presupposes the adequacy of the teacher’s actions (educational) and the students’ actions (educational-cognitive). Both activities have a common structure: goals, motives, content, means, result, control. There are differences in the content of activities between teachers and students.

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

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

3. At the stage of the content side of the activity teacher introduces new educational material, while simultaneously drawing on supporting knowledge from other subjects. Students master general subject concepts and problems at the level of generalized knowledge.

4.At the stage of choosing funds teacher identifies visual aids, textbooks, tables, diagrams, questionnaires, assignments. Students perform the actions of transfer, synthesis, generalization when solving integrated problems using clarity.

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

Students, Using systematic knowledge, the ability to generalize, they apply it in practice.

6. At the control stage teacher– carries out mutual assessment, mutual control of students’ preparedness, evaluates the quality of learning. Students demonstrate self-assessment of knowledge and self-control.

Criteria for analyzing an integrated lesson

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

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

3. Direction and volume of integrated items, in what it is expressed:

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

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

5. Integrated lesson topic, problem, goal. Level of novelty. Has the systematization of students’ knowledge and the formation of a holistic view of the subject been achieved?

6. Activities of the teacher and students in preparation for the integrated lesson. Does this lesson occur spontaneously or is it the result of careful preparation by student and teacher? Which independent work students were required to complete before class; its purpose, scope, character? Do the lessons make the learning environment easier or do they make their lives more difficult?

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

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

Conclusion

Taking into account the above, we can conclude that a distinctive feature of modern pedagogy is the transformation of integration into a leading pattern.

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

Currently accumulated interesting experience on putting into practice the ideas of integration in primary school.

For example, a four-year primary school program has been developed under the leadership of Professor Natalya Fedorovna Vinogradova “Primary School of the 21st Century”. In the “Primary School of the 21st Century” project, integration is its essential characteristic, that is, its application is associated with the essential features of conceptual and methodological approaches. This zone also includes connections between different educational areas studied by the child, for example, natural sciences and social studies, history and geography, etc. This position became the main development of the integrated course “The World Around Us”, the integrated subject “Literacy”, “Reading and Writing”. Integration provides the opportunity to establish a connection between the acquired knowledge about the world around us and the specific practical activities of the student.

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

Currently, many scientists and practitioners agree that teachers primary classes should not be wary of integrated lessons; they should master, own and use in practice the methodology for conducting such lessons. Undoubtedly, such lessons have certain advantages, they develop a holistic picture of the world for younger schoolchildren and help improve the professional skills of the teacher.

Bibliography

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

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

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

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

Ball G.A. The theory of learning tasks. M.: Pedagogy, 1990.

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

Interdisciplinary integration: goals, objectives, principles.

Interdisciplinary integration is a necessary condition for modern education.

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

The other side of the issue is that the adoption of the Basic Plan severely limited the maximum permissible workload of the student, thereby protecting his physical and mental health, while the amount of required knowledge, skills and abilities is growing. The discrepancy between the volume of knowledge and the amount of time provided for its assimilation is growing. The optimal solution to this problem is the use of interdisciplinary integration.

Psychological and philosophical foundations of interdisciplinary integration.

The scientific foundations of this pedagogical technology originate in the works of I.P. Pavlov and I.M. Sechenov. Further, psychologists, having analyzed the characteristics of thinking and memory, came to the conclusion that training should be structured in such a way as to develop in students the ability to reproduce previously acquired knowledge for better memorization of new material. Objects or phenomena that are interconnected in nature are also connected in human memory. Intersubject connections make it possible to look at a subject from different angles and more firmly remember, on the basis of intersystem associations, the entire subject or phenomenon of reality.

The most important characteristics of memorization are methods of semantic grouping of educational material and the identification of semantic strongholds, the semantic relationship of what is being learned in connection with something already known. Consequently, mastering the technique of transferring knowledge of one subject while mastering another brings greater focus to the analytical and synthetic activity of students, increases the efficiency of independent work methods, ensures better organization of mental activity and, finally, develops a logical sequence in solving both general and specific problems.

The objective basis for the integration of scientific knowledge is the unity of the picture of the world. In addition, there is a commonality of research methods used in the field of knowledge acquisition. The philosophical basis of interdisciplinary integration is the principle of consistency. The tradition of a systemic and holistic consideration of the learning process was developed in the 60-70s by Yu.K. Babansky, A.M. Danilov and others, and the understanding of personality as a product of a holistic pedagogical process entered pedagogy.

Integration as a goal and means of learning.

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

Levels of integration.

The very concept of an integrated lesson remains controversial. This can be considered a lesson that solves specific and long-term problems and represents a new complex unity, lying on a qualitatively different plane than those two or subjects on the basis of which it is planned. Therefore, neither the presence of several teachers nor the mechanical combination of material from academic disciplines are indicators of the level of integration. This level is determined by the range of tasks that can be accomplished only through integration. First of all, this is the intensification of cognitive interest and the process of developing general educational skills.

At the 1st level of integration, educational material is integrated within one specific subject. It is not memorization, but the study of educational material that makes it possible to move from subject-based education to complex education, when a single whole is created from different parts of the educational material.

At the 2nd level, the conceptual and information sphere of different subjects is combined in order to better memorize information, accompanying repetition, and introduce additional material to the topic.

The 3rd level is associated with the tasks of comparative and generalizing study and is expressed in the development in schoolchildren of the ability to compare and contrast phenomena and objects.

At the 4th level of integration, schoolchildren themselves begin to compare facts, judgments, establish connections and patterns, and apply the developed educational skills. The goal of integrated teaching is to teach children to see the world as a whole and to navigate it freely.

Non-standard forms of integrated lessons.

Integration is not only a special combination of educational material, but also a way of organizing educational activities, which involves analyzing educational material from various positions, isolating the main thing, operating with what is known in a new aspect, solving educational problems, and performing tasks of a creative nature. Integration allows you to direct the lesson towards cooperation, where opinions may be contradictory, but any opinion is respected by everyone, even if they do not agree with it. This helps to develop one of the most valuable virtues: the ability to listen to another, delve into their evidence, and compare someone else’s point of view with your own. “The feeling of belonging to those who think about the subject studied in class is one of the main components of the motivational sphere of the lesson. This feeling is capable of developing the most human of all passions - the passion for knowledge" (V.A. Sukhomlinsky)

The complexity of the presentation of educational material expands the scope of the lesson, turns integration into a process that connects learning, education and development. A lesson of any form and any type can be built as an integrated one, where integration is understood as a method of solving educational task, a method of action in the lesson with the aim of creating sustainable interest in the subject.

Taking into account one or another distribution of responsibilities between the teacher and students, integrated lessons have a variety of forms, including non-standard ones. Here are some of them:

A lesson in knowledge sharing, when children are divided into groups and each of them informs others about their research on a given topic. This form is most effective when the topics of academic subjects coincide.

A lesson in peer review. Work is carried out in groups and pairs; a lot of preparation of students is required. For all types of activities, there is an urgent need for objective and accurate assessment criteria so that, when testing the knowledge of classmates, each student has a convenient and well-known scale (system) of indicators for assessment.

Creative search lesson: children independently search for a solution to the problem.

Lesson on publishing a newspaper or almanac. Groups of students and individual students are given creative research tasks on certain topics, and the results of the work constitute the content of the intended publication.

Lessons based on imitation of an activity or organization: “Court”, “Investigation”, “Patent Office”, “Academic Council”, etc.

Lessons based on forms, genres, methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, report, review.

Lessons reminiscent of public forms of communication - “Press Conference”, “Auction”, “Benefit”, “Meeting”, “Panorama”, “Teleconference”, “Report”, “Live Newspaper”, “Oral Journal”, etc.

Lessons using traditional forms of extracurricular activities: KVN, “Field of Miracles”, “Club of Experts”, etc.

Lessons that transform traditional ways of organizing a lesson: lecture-paradox, express survey, lesson-test, lesson-consultation, lesson-workshop, lesson-seminar.

Lessons based on fantasy: fairy tale lesson, surprise lesson, etc.

For elementary school, the most typical lessons are holidays, travel, fairy tales, KVN, lessons with elements role playing games, excursions.

Solving the problems of modern school using the method of interdisciplinary integration.

The main objectives of a modern school are to prepare young man to life, showing the diversity of the spiritual sphere, satisfying cognitive and aesthetic needs. No sustainable curriculum can accommodate all of this. Eliminating these shortcomings, supplementing, expanding the existing knowledge of students, stimulating their cognitive activity is the primary task of an integrated approach in the educational process. It is the integrated approach that allows you to use the power of emotional influence on the child, organically connect logical and

emotional principles, to build a system of scientific and aesthetic education on the broad involvement of the educational potential of the lesson, on the comprehensive development of the subject of the educational process - the student. Integration is a process of continuous interaction between subjective and objective, internal and external, figurative and conceptual, intellectual and emotional, rational and intuitive, analytical and synthetic, that is, the harmonization of scientific and artistic ways of knowing the world in the educational process.

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

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

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

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

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

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

3. develop the creative capabilities of the individual, his overall creative potential;

The main didactic and psychological principles are:

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

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

Problems facing a teacher conducting an integrated lesson.

All school disciplines have a unique integration potential, but their ability to be combined and the effectiveness of integration depend on many conditions that must be taken into account when planning an integrated lesson or course. First of all, the level of preparedness of students in a certain class is analyzed. The difficulties that exist in their educational activities may be one of the reasons for using the integration method. Sometimes successful study schoolchildren’s performance in one subject depends on their having certain knowledge and skills in another.

An integrated lesson requires additional training, great erudition, and high professionalism from the teacher. When developing such a lesson, the teacher should consider:

1. The purpose of the lesson (this may be the need to reduce the time required to study the topic, eliminate gaps in students’ knowledge, redistribute priorities, etc.)

2. Selection of objects, i.e. sources of information that would meet the objectives of the lesson.

3. Determination of the system-forming factor, i.e. finding a basis for combining disparate information (this is an idea, phenomenon, concept or subject)

4. Creation of a new course structure, i.e. changing the functional purpose of knowledge.

5. Processing of content (destruction of old forms, creation of new connections between individual elements of the system).

Interdisciplinary connections as the basis for integration.

The changes currently taking place in science, in production, and in social life necessitate the development of new approaches to the system of training and education of students. For this purpose, the content is updated school education, are being adjusted educational plans, programs and textbooks, methods and forms of educational organization are being improved. However, it should be noted that in the existing methodological manuals and recommendations for teachers do not adequately reflect modern achievements in didactics and methods of teaching the fundamentals of science. The subject-based education system, including in the primary grades, provides for an autonomous consideration of individual reality and orients students toward mastering knowledge in a particular area that is loosely related to each other. Meanwhile, elementary education could be the first step providing interdisciplinary integration as a basis for the further development of key knowledge in subsequent stages secondary school. The specificity of a primary school teacher is that he alone teaches children in several disciplines. Why is this interesting? And the fact that each subject represents basic knowledge from different areas of reality. For example, natural history combines 7 areas of knowledge, mathematics – 3, etc. When selecting educational material, we take into account age characteristics junior school, as well as the current level of development of science. Consequently, objectively established intra-subject connections could also contribute to the natural establishment of inter-subject connections in order to integrate knowledge when considering certain objects, phenomena, and processes. Let us note that the problem of interdisciplinary connections is not a new problem for pedagogy. The didactic importance of this problem has always been justified philosophical views on the processes of differentiation and integration of scientific knowledge at one or another stage of social development. The relevance of the task of using interdisciplinary connections in the educational process in different periods was emphasized by Ya.A. Komensky, D. Locke, I. Herbart, A. Distverg, K.D. Ushinsky. Of particular interest in terms of the problem under consideration are the complex programs of the 20s. " Distinctive feature new program- desire to carry out complex method. This method consists in the fact that not isolated educational subjects are studied, but so-called central themes... So, for example, the theme “The Coming of Winter” is put forward; when developing this topic, students study nature and human life in early winter - observe, write, read, draw and sculpt, perform mathematical calculations... The proposed programs provide central supporting topics and demonstrate how, when developing them, they can connect knowledge given from various fields together - connect bringing together the so-called labor science, social science, natural history, language skills, art, and mathematics”1. Along with the indicated advantage (the relationship between academic subjects and different areas of knowledge), complex programs had significant disadvantages (reduced importance theoretical knowledge; idealization of the child’s experience; artificial, far-fetched connections between subjects based on their formal similarity) and therefore were lured by programs providing for the independence of academic subjects. In modern pedagogical literature there are more than 30 definitions of the category “interdisciplinary connections”; there are different approaches to their justification, their justification and classification. The development of this problem was carried out by such famous scientists as G.I. Belinsky, I.D. Zverev, D.M. Kiryushkin, P.G. Kulagin, N.A. Loshkareva, V.N. Maksimova, T.F. Fedorets , V.N. Fedorova and others, expressing their point of view on differentiation, functions, types and types of interdisciplinary connections. In our opinion, the most precise definition The category “interdisciplinary connections” was given by G.F. Fedorets: “Interdisciplinary connections are a pedagogical category to designate synthesizing, integrative relationships between objects, phenomena and processes of reality, which are reflected in the content, forms and methods of the educational process and fulfill educational, developing functions in their organic unity”2. As we see, in this definition Attention is drawn to the goal of establishing interdisciplinary connections. Based on this, the need for a different approach to the selection of content, the choice of methods and forms of training is emphasized. These kinds of changes in the content and methods of teaching can provide a qualitatively new level in solving the problems of education, development and upbringing of primary schoolchildren. At the same time, an analysis of psychological, pedagogical and methodological literature on the problem of interdisciplinary connections shows that it is largely developed at the didactic level and in the methods of teaching various disciplines at the secondary and senior levels high school, and in didactics and in primary school methods it has been extremely insufficiently studied. Thus, if in the programs for middle and senior concentrations in various academic subjects there is a section “interdisciplinary connections”, then in the programs for primary grades there is no such section in any academic subject. In order to identify primary school teachers’ understanding of the importance of interdisciplinary connections in the educational process, as well as to evaluate their experience in establishing connections between subjects and to identify opinions regarding an integrated approach to primary education, teachers were asked the following questionnaire: 1. What, in your opinion, the importance of interdisciplinary connections in the educational process? 2. Do you establish interdisciplinary connections when teaching younger students? If yes, then between which objects? 3. What is your opinion on the creation of integrated courses in primary school? Analysis of the questionnaire materials showed that the majority of teachers are aware of the need to use interdisciplinary connections in the teaching process. They give, for example, the following arguments: “the possibility of studying material according to different subjects as a whole”, “a wide opportunity for the development of students’ speech, to broaden the horizons of younger schoolchildren”, “mental activity develops”, “the desire to learn increases”, “moral qualities are formed” These answers indicate teachers’ understanding of the positive role of interdisciplinary connections in solving problems education, development and upbringing of primary school students. True, the answers mainly indicated only one of the above functions. Unfortunately, some teachers were unable to answer the first question at all. Further, the overwhelming majority of respondents solve the problem of interdisciplinary connections at the level of only two academic disciplines. As a result, there were quite a lot of paired combinations used by teachers, namely 13. For example, teachers combine reading and the Russian language, mathematics, labor, physical education and music, fine arts and music, natural history and reading, etc. As noted above, none of the teachers did not indicate connections between more than two items. In response to the third question, all teachers emphasized the importance of creating integrated courses in primary grades. And they rightfully associate the solution to this problem with the new nature of training school teachers. A classic example of a subject that involves the establishment of all kinds of interdisciplinary connections and ensures integration in the primary grades is natural history. The content of a natural history course can represent an organic relationship between the natural, humanitarian and artistic cycles. Establishing interdisciplinary connections with subjects of various directions allows us to approach the formation of the leading idea of the course - “the interconnection of nature, man and society” - in its integrity and from the perspective of environmental issues. Let us turn to the natural history program in order to identify interdisciplinary connections and analysis, the content of educational topics from an integrative perspective. In this case, we agree with the opinion of G.F. Fedorets, who argues that the thematic consideration of the problem provides the possibility of making interdisciplinary connections between the topics of a wide variety of academic subjects. This approach allows us to avoid the limitations of bilateral connections and the so-called “cyclical coordination” of academic disciplines, when connections are artificially limited to two subjects or certain cycle(natural - mathematical, humanitarian, artistic and aesthetic, etc.) 3. The problem of integration is relevant for modern schools. There are different approaches to solving this issue. A number of authors offer specially designed integrated courses for senior, middle and junior school age. In this case, the problem of training a teacher who has knowledge of these courses arises, as well as the problem of creating educational and methodological kits. Another approach is to combine individual educational topics on an interdisciplinary basis, which excludes the system in integrated learning. So, after analyzing the literature and the experience of teachers on the problem of interdisciplinary connections, we came to the following conclusions. 1. Integration based on interdisciplinary connections is a natural interconnection of sciences, academic disciplines, sections, topics of different academic subjects based on the leading idea and leading provisions with a deep, consistent and multifaceted disclosure of the processes and phenomena being studied. 2. When developing a system of integrated lessons focused on establishing interdisciplinary connections, the teacher needs to determine their purpose, review the content of the material studied, select methods, means and forms of organizing training that are adequate to the stated goal, and predict the result. 3. The system of integrated lessons of an interdisciplinary nature should occupy most of the annual program of the academic discipline. 4. The multifaceted disclosure of phenomena and processes studied, in particular in natural history and based on the interconnection of natural science, humanitarian and artistic-aesthetic knowledge, contributes to the formation of the child’s personality, able to think, feel, empathize, and act.