ГОТОВНІСТЬ УЧИТЕЛЯ ДО РЕАЛІЗАЦІЇ ІНТЕГРАТИВНОГО ПІДХОДУ В ШКІЛЬНІЙ ПРИРОДНИЧІЙ ОСВІТІ

Abstract

The article considers the problem of preparing a teacher of natural sciences for the implementation of an integrative approach in the system of school natural sciences education. The integrative approach has been identified as one of the leading ones at the current stage of reforming general secondary education in Ukraine. In the system of school natural sciences education, this approach is realized through the integration of content - teaching integrated natural sciences courses, solving complex and combined problems, interdisciplinary and intersectoral integration of forms of learning - holding educational projects, integrated lessons, extracurricular activities. For teachers of natural sciences, the problem of implementing the integrative approach is related to professional training. Until recently, in the system of training teachers of natural sciences, there was a division, inherent in industrial society, into physical-mathematical and natural As a result, there are no specialists who can teach all natural sciences, or an integrated course that combines biology, geography, physics and chemistry. Only in 2018, a new specialty was introduced in the system of professional training - a teacher of natural sciences, physics, chemistry, biology. We studied educational and professional programs of the new specialty. A survey of students and teachers was conducted. Based on the analysis, it was found that for high-quality training of teachers to implement the integrative approach in school education it is necessary to develop additional disciplines for students' choice, such as Methods of studying natural sciences subjects at school based on the integrative approach, “Universal scientific picture of the world – methodology of natural sciences. Moreover, such courses should be implemented not only in the specialty 014. Secondary education (Natural Sciences), but also in certain specializations: physics, chemistry, biology, geography. Due to the new philosophy of education of the XXI century, the requirements for teachers are changing. The teacher of natural sciences must be deeply acquainted with the current state of natural sciences, their practical significance for sustainable development. Be able to independently develop programs and select educational and methodological support to achieve mandatory learning outcomes. Help students in self-determination and in the development of values. Constantly improve the own professional competence.