ІНТЕГРАТИВНИЙ ПІДХІД ДО НАВЧАННЯ В КОНТЕКСТІ РЕФОРМУВАННЯ СИСТЕМИ ОСВІТИ УКРАЇНИ

Abstract

The article deals with the main directions of the reform of the secondary, vocational, higher education of Ukraine and the creation of a new system of management and financing of science. The Concept of the New Ukrainian School and the State Standard of Elementary Education are described. The purpose of primary education and the guiding principle of the New Ukrainian School are defined – an integration of the content of training.The main measures, which allow to train the pedagogical workers for work in the conditions of integrated training, are described: the program of study the discipline “Project activity in educational institutions” for the preparation of masters in specialty 013 “Primary education”, among which there are the topics “Integrated thematic design training” and a typical teacher qualification program, among which the modules are integrated training. The programs listed include the issues relating to integration, its types and factors, integrated learning, integrated thematic design training, integrated activities, integrated weeks and days, their structure, and the implementation of various projects within integrated education.The definition of “integration” is defined; the essential features of the integrative process (the elements, basis and the result of integration) and the requirements that are put to them are described. The definition of the concept “integrative approach” and the possibilities of its application in the modern educational system are analyzed. The definition of “integrated learning” is given. The article presents the the characterization of the main provisions that reflect the three aspects of the educational process (content, methodology and organizational aspect), which should be implemented within the framework of integrated training. In the content of training should take place as processes of differentiation and the integration of scientific knowledge, which should lead to a holistic development of the individual. The methodology should organically combine collective and individual learning; systematically synthesize reproductive and productive teaching methods. The organizational aspect of integrated learning should provide a synthesis of the regulated and spontaneous activity of those who study.