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IMPLEMENTATION OF INTERDISCIPLINARY CONNECTIONS IN THE HISTORY TEACHING
PROCESS
Zaskaleta S.
Doctor of Science in Pedagogy, Professor of English Language and Literature Department, Mykolaiv V. O. Sukhomlynskyi National University, Ukraine ORCID iD 0000-0001-5384-5806
Abstract
The article analyzes the interdisciplinary approach in the process of studying history. The concept of "integration" is specified, the meaning of the concept of "interdisciplinary relations" is substantiated. The strategic directions of updating the learning process based on the application of the principles of interdisciplinary connections in the process of studying history are identified. The pedagogical conditions for the effectiveness of the use of interdisciplinary links are the use of educational and methodological complex, taking into account the specifics of the study of history; conducting various types of control over the results of independent cognitive activity of students.
Keywords: interdisciplinary connections, integration classes, cognitive activity of students, interdisciplinary integration.
Dynamic educational processes in the world, ensuring the quality of education necessitate a comprehensive study of conceptual foundations and the search for innovative approaches in the teaching of social sciences and humanities.
The idea of using interdisciplinary connections has recently become increasingly popular. Teachers use innovative teaching methods and adapt existing approaches to new conditions. The countries of Western Europe have made some progress in this direction. In this context, the study of the experience of implementing interdisciplinary links becomes relevant.
Despite the large amount of research in this area, the application of interdisciplinary links is insufficiently studied. This determines the urgency of the problem
The purpose of the article is to generalize, clarify and specify the essence of the concept of "integration", substantiate the meaning of the concept of "integration classes" and identify their distinctive features; in determining the strategic direction of updating the learning process, which is the application of the principles of interdisciplinary links in the study of historical disciplines.
Integration processes in education are considered and analyzed in the works of many scientists. H.A. Bi-letska, K.I Volynets, I.M. Kozlovskaya, D.I. Kolomi-ets, V.V. Moshtuk, M.O. Owl and others. determine and substantiate the philosophical foundations of
knowledge integration in education; pedagogical conditions, didactic and methodical bases of integration, etc. Theoretical and methodological aspects of didactic integration are considered by S.U. Goncharenko, R.S. Gurevych, S.F. Klepko, Ya.M. Sobko and others. The search for ways to solve the problem of integration of knowledge and integrated classes is carried out by T.V. Thorzhevskaya, M.R. Artsyshevska, V.K. Сидоренко, S.P. Tkachenko and others.
As noted by Academician V.I. Yelchenko, the in-tegrative approach "leads to the integration of the content of education, the appropriate integration of its elements into a whole. The result of an integrative approach can be the integrity of knowledge of different levels - the integrity of knowledge about reality; about nature; from one or another educational field; subject, course, section, topic. The integrative approach is implemented during the study of integrated courses or individual subjects in the field of education, when the integrity of knowledge is formed by integrating them on the basis of common concepts, application of methods and forms of learning, control and correction of students' academic achievements. unity of knowledge "[2, p.356].
According to A. Babenko, integration is the interpenetration of elements that are separated, but have a genetic relationship: the internal connections of science, art, knowledge and ideas about the world and man, and so on. Pedagogical integration is a kind of scientific integration, which, however, is carried out
within the framework of pedagogical theory and practice, provides explanation, prediction of specific manifestations of integration in the pedagogical process. Pedagogical integration is a well-organized connection of similar parts and elements of content, forms and methods of teaching within the educational system, which leads to the self-development of the individual. That is, integration is a qualitatively excellent way of structuring, presenting and mastering the program content, which allows a systematic presentation of knowledge in new organic relationships and has a significant impact on personal development [1].
Among foreign researchers, Andrew Barry, Georgina Born and Gisa Weszkalnys have devoted their research to an interdisciplinary (interdisciplinary) approach [6]. It is noted that interdisciplinary research will bring science and technology closer to the needs and concerns of citizens and consumers. Researchers considering the prospects and reassessment of the interdisciplinary approach, came to the conclusion that it is necessary to take into account the specifics of the interdisciplinary field. After all, the expansion of "interdis-ciplinarity" does not aim to replace "disciplinary purity" as a means of protecting academic autonomy [6].
Susan M. Drake uses terms such as multidiscipli-nary, multidisciplinary, interdisciplinary, and transdis-ciplinary. A significant difference between the three approaches is determined by the existing level of division between subjects that cover a certain area. Susan M. Drake and Rebecca C. Burns, believed that the three approaches fit the evolutionary continuum [7].
Multidisciplinary integration may be somewhat different because the procedures of these disciplines are dominant. However, even intradisciplinary projects must include mathematics and literature / media to be rich and energetic (Erickson, 1998). Although teachers can organize a transdisciplinary curriculum around a real context, the reality of standards coverage and assessment in different subject areas quickly returns them to the disciplines.
To create integrated programs, you can combine:
-related humanities;
-foreign languages and their cultural environment.
Thus, when teaching historical disciplines, interdisciplinary integration can take place at different levels, but should follow such principles as integrity, system, structure, multilevel, compliance with all spheres of social and cultural life [4, p. 169-177].
The ability to work with foreign language documentary sources, socio-political literature provides an opportunity to activate the student's independent cognitive activity.
Thanks to foreign literature, students learn to perceive foreign language material, understand it and edit it.
That is why such tasks are appropriate, which involve the use of foreign literature, contribute to the comprehensive activation of students' skills.
Thus, the involvement of interdisciplinary links allows students to unleash their creative potential and develop as a person.
It is worth noting that interdisciplinary connections in the process of teaching history enhance the independent cognitive activity of students. As an example, you can learn the integration of history and a foreign language. During the independent work on the recent history of Europe and America, it is proposed to use English-language socio-political authentic sources. Thus, there is a relationship not only within the discipline itself, but also at the interdisciplinary level. This has a positive effect on the activation of independent cognitive activity of students in the study of these disciplines. Thus, there is coordination between the initial programs in history and a foreign language, and thus the principle of integration is implemented.
Conclusions. The relevance of interdisciplinary links in teaching is obvious. It is due to the current level of development of science, which clearly expresses the integration of social, natural and technical knowledge. Man no longer has enough knowledge in only one field of science. It is impossible to study one without touching the other.
The implementation of interdisciplinary links in practice causes many difficulties:
- how to organize the cognitive activity of students so that they want and be able to establish links between different subjects;
- how to awaken their cognitive interest in worldview issues of science;
- how to combine the efforts of teachers of different subjects in achieving the educational effect of learning?
Therefore, when considering the problem of applying the principles of interdisciplinary connections in the process of studying history, it should be noted that the above principles are becoming increasingly popular. Thus, interdisciplinary connections are effectively used to stimulate students' independent cognitive activity in history classes. The pedagogical conditions for the effectiveness of the use of interdisciplinary links are the use of educational and methodological complex, taking into account the specifics of the study of history; conducting various types of control over the results of independent cognitive activity of students.
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Society Volume 37 Number 1 February 2008: 20_49 ers/What-is-integrated-curriculum%C2%A2.aspx
THE METHOD OF FORMING AN ACCENTUATED DIRECT BLOW BUILT ON THE PRINCIPLE OF A FORCED KINEMATIC CHAIN IN ATHLETES OF COMPLEX MARTIAL ARTS OF
MILITARY AGE 17-18 YEARS
Cherevkov D.,
Vladimirovich Trainer-methodologist of the sports complex "Olympic village 80", 119602 of the Russian Federation, Moscow, Michurinsky Prospekt, Olympic Village, 8
Palekhova E.
Moscow State Academy of Physical Culture, engineer, Ph.D. Moscow region, Malakhovka village, Shosseinaya, 33
МЕТОДИКА ФОРМИРОВАНИЯ АКЦЕНТИРОВАННОГО ПРЯМОГО УДАРА ПОСТРОЕННОГО ПО ПРИНЦИПУ ВЫНУЖДЕННОЙ КИНЕМАТИЧЕСКОЙ ЦЕПИ У СПОРТСМЕНОВ КОМПЛЕКСНОГО ЕДИНОБОРСТВА ПРИЗЫВНОГО ВОЗРАСТА 17-18 ЛЕТ
Черевков Д.В.,
Тренер- методист спортивного комплекса "Олимпийская деревня 80" 119602 РФ, г. Москва, Мичуринский проспект, Олимпийская деревня,8
Палехова Е.С. к.п.н., инженер,
Московской государственной академии физической культуры, Московская область, поселок Малаховка, Шоссейная, 33
Abstract
The article presents research, testing of the methodology for the formation of an accentuated stroke.
Аннотация
В статье представлены исследования, апробации методики формирования акцентированного удара.
Keywords: Complex martial arts, boxing, "Hat fights", striking technique, wrestling technique, striking force, economy of striking,
Ключевые слова: Комплексное единоборство, бокс, "Шапочные бои", ударная техника, борцовская техника, сила удара, экономичность удара, акцентированный удар, кинематическая цепь, развитие двигательных умений, формирование техники удара, прямой удар.
Актуальность - Комплексное Единоборство Успешность выступления на соревнованиях, (КЕ) является прикладным видом спорта, создан- прежде всего, зависит от развития технико-тактиче-ным в России. Универсальность КЕ заключается в ских навыков, требующих постоянного поиска пе-формирование двигательных умений и навыков редовых средств и методов подготовки спортсмена.
ударной и борцовской техники в равной степени, Правилами соревнований по КЕ в пять балов это вызывает интерес к занятиям данным единобор- оценивается акцентированный (эффективный) удар
ством у тысяч молодых спортсменов допризывного рукой [1]. Анализ судейских записок соревнова-
возраста. Большое количество занимающихся по тельных боёв, на протяжении всего периода кален-мере спортивного роста, создаёт здоровую конку- дарного плана 2017-18 года показал, что процент ренцию на соревнованиях регионального и всерос- нанесение спортсменами акцентированного удара,
сийского уровня. крайне мал (рис. 1).
