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19УДК 159. 99
ТИПОЛОГИЯ, ВИДЫ И КЛАССИФИКАЦИЯ МЕЖПРЕДМЕТНЫХ СВЯЗЕЙ В
НАЧАЛЬНОЙ ШКОЛЕ
Сёмкин А.В., Залевская Е.В. Кокшетауский университет им. Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В этой статье мы рассмотрим типы и виды межпредметных связей в начальной школе в условиях обновления системы образования. Узнаем больше о каждом типе межпредметной связи и о том, из чего они состоит. Выясним, по каким критериям делятся типы межпредметных отношений.
Ключевые слова: междисциплинарная компетентность учителя, дидактическая модель.
TYPOLOGY, TYPES AND CLASSIFICATION OF INTER-SUBJECT RELATIONS IN
PRIMARY SCHOOL
Semkin A.V., Zalevskaya E.V. Abay Myrzakhmetov Kokshetau University (Kokshetau, the Republic of Kazakhstan)
Annotation. In this article, we will consider the types and types of intersubject relationships and their classification. Learn more about each type of intersubject communication and what it consists of. Let's find out what criteria the types of intersubject relationships are divided into.
Key words: interdisciplinary competence of a teacher, didactic model.
Let us consider the issue of classification of intersubject relations, since the correct classification, selected by the laws of development of the classified concepts, deeply reveals the connections between them, contributes to the creation of scientific and practical prerequisites for the implementation of these connections in the educational process. The analysis of the literature shows that there is still no complete and generally accepted system of classification of intersubject relations. Nevertheless, in the studies and publications of 50-70, it is possible to distinguish the main areas of classification.
Many researchers, along with the content criterion, also consider temporal relationships: previous, concomitant and prospective; previous, concomitant and subsequent; synchronous and asynchronous; reconstructive, concomitant and prospective; retrospective, synchronous and prospective; successive and prospective.
According to the direction of action, there are direct and inverse connections; vertical and horizontal; horizontal and intersecting; ascending and descending.
Classifications that reflect such essential features of intersubject relationships as the composition of the relationship. Its direction, time and ways of interaction of the connecting elements are correct and promising.
Each academic subject is a didactically revised system of scientific knowledge that includes information from related scientific fields. Any structural element of the subject serves as the basis for inter-subject contacts in the learning process. The content of each academic subject, except for special scientific ones, contains elements of methodological and ideological knowledge. Intersubject relations based on the content of knowledge can be attributed to the type of content-information relations.
The types of relationships of this type differ:
1) according to the composition of scientific knowledge (factual, conceptual, theoretical);
2) on the knowledge of knowledge (philosophical, historical-scientific, i.e. gnostic, semiotic, logical);
3) knowledge of value orientations (ideological, i.e. dialectical-materialistic, aesthetic, legal).
Connections in the methods of educational and cognitive activity and skills of students in teaching different academic subjects seem legitimate to be attributed to the type of operational-activity.
Educational activities have a complex synthetic nature. It is based on cognitive activity, but in the process of educational cognition, students carry out elements of other types of activity: practical, communicative, aesthetic, value-oriented.
The types of intersubject relations of the operational-activity type differ according to the following criteria:
according to the methods of practical activity in the application of theoretical knowledge - practical, which contribute to the development of students ' motor, labor, constructive and technical, calculation and measurement, computational, experimental, visual, speech skills.
according to the methods of educational and cognitive activity in the "extraction" of new knowledge - "cognitive", which form the general educational generalized skills of thinking, creative, educational, organizational and cognitive, planning, organization and self-control, self-educational activities;
according to the methods of value-oriented activity - "value-oriented " necessary for the development of skills, evaluation, communication, artistic and aesthetic activities, which is of great importance in the formation of the worldview of schoolchildren.
Intersubject relations function in the process of learning and implementation through various methods and organizational forms. This allows us to distinguish a secondary type of organizational and methodological relations that is subordinate to the two types and has an independent meaning. Intersubject connections of this type enrich the methods, techniques, and forms of training organization. They provide effective ways for students to learn general subject skills.
The types of connections of this type differ:
- according to the ways of assimilation of connections in different types of knowledge (reproductive, search, creative);
- by the breadth of implementation (intra-cycle, inter-cycle);
- by time of implementation (consecutive, related, prospective);
- according to the method of interaction of objects (unilateral, bilateral, multilateral);
- on the constancy of implementation (episodic, permanent, systematic);
- according to the level of organization of the educational process (time-based, thematic, etc.);
- according to the forms of organization of the work of students and teachers (individual, group, collective).
The methodological function is expressed in the fact that only on their basis it is possible to form students ' dialectical-materialistic views on nature, modern ideas about its integrity and development, since intersubject connections contribute to the reflection in the teaching of the methodology of modern natural science, which develops through the integration of ideas and methods from the standpoint of a systematic approach to the knowledge of nature.
The educational function of interdisciplinary connections is that with their help, the teacher forms such qualities of students ' knowledge as consistency, depth, awareness, flexibility. Intersubject connections act as a means of developing concepts, promote the assimilation of connections between them and general concepts.
The developing function of interdisciplinary connections is determined by their role in the development of systematic and creative thinking of students, in the formation of their cognitive activity, independence and interest in knowledge. Intersubject connections help to overcome the subject inertia of thinking and expand the horizons of students.
The educational function of intersubject relations is expressed in their assistance to all areas of education of students. The teacher, relying on connections with other subjects, implements a comprehensive approach to education.
The constructive function of intersubject relations is that with their help, the teacher improves the content of the educational material, methods and forms of teaching organization. The implementation of inter-subject relations requires joint planning by teachers of complex forms of
educational and extracurricular work, which presuppose their knowledge of textbooks and programs of related subjects.
Bibliographic list
1. Bely N. Veldbrecht D. Methodological support of intersubject relations in the classroom. // Public education. - 1984. - No. 10. - p. 51-53.
2. Bessonov L. V. Intra-subject connections at the lessons of the Russian language. // Russian language in primary school. - 1982. - No. 4. pp. 23 - 26.
3. YuryVasilyev Ways of establishing interdisciplinary connections in the learning process. - M., 1990. - S. 71 - 74.
4. Intra-subject and inter-subject communication in primary education: Interuniversity collection of scientific: Tr // MP RSFSR, BOB And them. A. I. Gertsena, 1981., 1500.
5. Golovner V. The image of a holistic nature to the implementation of programs of intersubject relations in the teaching of schoolchildren. // Public education. - 1991. - No. 2. - p. 39-41.
Сёмкин Александр Владимирович, кандидат педагогических наук, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Залевская Елена Викторовна, магистрант Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
e-mail: [email protected]
Дата поступления статьи: 24.03.2021
© Сёмкин А.В., Залевская Е.В., 2021
