IMPLEMENTATION OF FOREIGN EXPERIENCE OF THE USE OF PRINCIPLES OF INTEGRATED LEARNING AT HIGHER SCHOOL
The article is about a pressing issue of Ukrainian higher education establishments in the context of integrated education. The necessity of implementation of integrated training in the domestic higher educational institutions is substantiated. The focus on the importance and relevance of this prob...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Alfred Nobel University Publisher
2019-06-01
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| Series: | Вісник Університету імені Альфреда Нобеля. Серія Педагогіка і психология |
| Subjects: | |
| Online Access: | https://pedpsy.duan.edu.ua/images/PDF/2019/1/22.pdf |
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| Summary: | The article is about a pressing issue of Ukrainian higher education establishments in the context
of integrated education. The necessity of implementation of integrated training in the domestic higher
educational institutions is substantiated. The focus on the importance and relevance of this problem is
made. Attention is drawn to the fact that the idea of integrating knowledge was of interest to scientists
from ancient times. It is demonstrated that this problem was of interest to Jan Amos Comenius, John
Locke and Pestalozzi. A brief analysis of recent research and publications on the issue has been made. It is
emphasized that the idea of integration of knowledge is extremely popular in the world. Its development,
as shown by the practice of foreign countries, such as Finland and Germany, gave the opportunity to form
students’ qualitatively new knowledge characterized by a higher level of thinking, the dynamic application
in new situations, increase in efficiency and systematicity. Therefore, the experience of these countries
can be useful for Ukraine. The article gives an overview of the experience of Finland and Germany in
introducing integrated education into the education system in order to develop proposals for borrowing
and use of such experience in Ukraine. The definition of “integration” is given. It is the process of djusting
and combining disparate elements into a single unit. Methodological principles, ways and phases of
interdisciplinary integration are discussed. It is emphasized that interdisciplinary connections are usually
divided into horizontal and vertical ones. Horizontal interpersonal communication occurs when the objects
that can be integrated are studied not simultaneously (for example, during a week, month, semester,
year, etc.). Vertical communication can be observed if integrated subjects are studied during one time
interval (for example, during one lesson or one day), i.e. if the teacher studies one topic in all the lessons,
drawing on other subjects on the basis of students’ skills and abilities. Attention is drawn to the importance
of constructing interdisciplinary connections between computer science and foreign language with other
disciplines. The advantages of implementation and priorities of integrated training at higher educational
institutions are highlighted. |
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| ISSN: | 2522-4115 2522-9133 |