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29УДК 378
METHOD OF PREPARING AND CONDUCTING INTEGRATION LESSONS
Matkarimova Gulshanoy, Andijan agricultural institute, Uzbekistan, Andijan E-mail: bankgni@mail.ru
Abstract. Conducting integrated lessons contributes to the increase in the professional skills of the teacher, as it requires him to master the methodology of new technologies in the teaching and educational process, and to implement an active approach to learning. The integrated course is also characterized by block supply of material, but of a higher order.
Key words: lesson, school, technology, situation, level, important, knowledge, material.
Аннотация. Статья посвящена проведению интегрированных уроков, которые способствует повышению профессиональных навыков преподавателя, поскольку требует от него владения методологией новых технологий в учебно-воспитательном процессе и их активного внедрения в процесс обучения. Интегрированный курс характеризуется блочной подачей материала, но более высокого порядка, о чем и пойдет речь в данном материале.
Ключевые слова: урок, школа, технология, ситуация, уровень, важность, знания, материал.
In the curricula of the school, integrated courses on ethnology, development of creative abilities have already been introduced and are being tested, questions of the integrated construction of subjects "Art culture" and so on are considered.
Integrated courses in the school gradually replace certain items, thereby reducing their number as mandatory, and prevent overload of students. For example, information on history, general education, natural science, physics, chemistry, biology, ecology, astronomy - was synthesized in the integrated course "The World around". The structure of integrated lessons differs from ordinary lessons by the following features:
- the ultimate clarity, compactness, conciseness of the educational material;
- logical interdependence, the interconnectedness of the material of intriguing subjects at each stage of the lesson;
- a large informative capacity of the educational material used in the lesson.
When planning and organizing such lessons, it is important for the teacher to
consider the following conditions:
1. In the integrated lesson, knowledge blocks of different subjects are combined, so it is extremely important to correctly determine the main goal of the integrated lesson. If the common goal is defined, then from the content of the items, only the information that is necessary for its realization is taken.
2. Planning requires careful selection of the type and structure of the lesson, methods and tools for learning, and the definition of the optimal load for the various activities of students in the lesson.
Integrated lessons are characterized by a mixed structure, which is a combination of linear, concentric and spiral structures (according to IP Podlasom). It allows you to maneuver in the organization of content, set out its individual parts in various ways.
Substantial and purposeful integrated lessons bring novelty and originality to the familiar structure of school education and have certain advantages:
- increase motivation, form cognitive interest, which contributes to raising the level of pupils' training and upbringing;
- contribute to the formation of an integral scientific picture of the world, the consideration of the subject, the phenomenon from several sides: theoretical, practical, applied;
- contribute to the development of oral and written speech, help to better understand the lexical meaning of the word, its aesthetic essence;
- promote the development of visual and musical skills;
- systematize knowledge;
- promote the development, to a greater extent, than ordinary lessons, of aesthetic perception, imagination, attention, memory, thinking of students (logical, artistic-imaginative, creative);
- having a large informative capacity, contribute to an increase in the pace of the educational operations performed.
The general thing that distinguishes both the scientist and the writer is the breadth, all-embracing, versatility, and at the same time, the brightness and accessibility of understanding knowledge about the world. The content of such courses can be different both in the selection and structuring of the educational material and its implementation in the educational process.
In addition, integration helps to relieve tension, overload, and exhaustion of students by switching them to a variety of activities during the lesson. The course can be lined up by combining several subjects around a specific core topic. Moving the subject matter of knowledge within each subject and achieving its coincidence on a horizontal basis, one can go on strengthening didactic units and uniting separate themes of different academic disciplines into blocks.
The combination of material in large blocks leads to a new organizational structure of the educational process. Instead of the lesson, the main organizational unit becomes a school day or a school week, which creates the opportunity for a deeper immersion in the topic. When constructing an integrated course, one of the items is a core one. He sets a theme (idea) around which material from other subjects is grouped. In this example, the natural science (the course "the world around") is pivotal, the educational material of which interacts at various stages of the lesson-block (hereinafter - only the block) with material of ecological character, fine arts, labor training, regional component. This allows you to view the subject from different sides, to disclose all its interrelations. It is much better to use analysis, synthesis, comparison, unification. This is very important for the formation of a world view, human, ecological, communication knowledge and skills. On this day (it is desirable to spend it in the middle of the school week to unload students), there are no such items as literature, mathematics, Russian. This allows the teacher also not to seek out a reserve of time for excursions (in practice, there is almost no one), but to conduct a block in nature, the basis of which requires direct observation in nature. In addition, the correct and timely replacement of one type of student activity by others, the dismemberment of the unit into fragments contribute to relieving overexertion, overloading students. These fragments are, however, not an aimless alternation of methods and techniques, not an artificial union of unconnected parts, but a harmonious picture representing a whole, having an idea, a theme, a meaning, a name. Such a block is extremely logical, but its logic differs from the logic of that lesson, where each subsequent fragment develops the thought of the previous one; here the logic lies in the idea of achieving the goal. The leading concept of the methodology of such training is the integrity of the pedagogical system, the correlation of the whole and its constituent parts, as well as the interdependence of parts and the connection between them. The next level can be described as the unification of the content of educational areas of instruction, organized at the second level of integration, with the content of education received by children outside the school - intersystem integration. The peculiarity of the current stage in the development of our state, the contradictoriness of social relations, the stratification of society, the insufficient attention of adults to the problem of the social development of young people requires today a profound rethinking of all social institutions in relation to children and the creation of conditions for their life. While the pioneer organization, which had existed for many years in the school, contributed to the formation of the social experience of children, today they are deprived of the opportunity to create their own new organizations because of the lack of material, methodological and pedagogical support.
The content of the process of socialization is the entire multifaceted process of the formation and development of man through the involvement of the individual in all elements of the material and spiritual culture of society through cognition, communication and practical activity. Exercises, situations, playing activity require
material with which children can make subject or mental experimentation. Consequently, the content of additional education can not be integrated with the content of school education.
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