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essence, concepts "integration" of educational activity

Social and economic development staticizes search of the new decisions directed on increase of efficiency of formation. There is a change of priorities in system of an average of the general and average vocational training.

The continuity of educational steps and development of integration processes in formation cause now quality of formation and high level of preparation of graduates. In a modern situation the formation providing development claimed kompetentsy, becomes pledge of social and economic development of the state. The integration, called to unite various components of the maintenance of formation becomes one of the priority directions caused by modern lines of a development of education:

- kognitivnoj the competence including znanievuju a component of result of realisation of educational process;

- sformirovannosti the emotionally-valuable relations including

Positions Itself",«ЯІдіругис», world outlook installations,

Professional and personal values;

- The creative competence, reflecting ability creatively to approach to realisation of tasks in view, independently to operate in non-standard situations, samorazvivatsja in the personal and professional plan;

- Behavioural competence, as abilities to accept and adhere to certain rules of behaviour in professional community and in a public life,

And components of system of training (the purpose, problems, forms, methods, tutorials, the teacher, trainees, results of training) on various educational levels.

The concept "integration" (from Latin «integratio» - restoration, completion) designates «a condition of coherence of the separate differentiated parts and system functions in whole, and also the process conducting to such condition» [201, with. 83].

As it is necessary for us to carry out the theoretical analysis of integration of the core of the general and average vocational training it is expedient to open in more details concepts «pedagogical integration» and «integration into training».

The analysis resulted below researches has allowed us to allocate four stages in formation of representations about concept «pedagogical integration» (Table 1).

The first stage - development of labour school in 1920-1940th years (the concept of the philosopher and teacher John Dewey is published in the book «School and a society» in 1899 [61, with. 7-8]). Realisation of unity of educational, labour and game activity as a basis of development of the child.

Since 1960th years the second stage of formation of representations about pedagogical integration which is based on interrelations of subject and professional knowledge (S.J.Batyshev [149], I.D.Zverev [69], P.N.Novikov [72], etc.) begins. At this time in a pedagogical science there is a term reconsideration «intersubject communications» therefore there is a concept "integration".

Table 1

Stages of formation of representations about concept «pedagogical integration»

1 stage 2 stage 3 stage 4 stage
Development of labour school (1920-1940th years). Realisation of unity educational, labour and

Game activity as a basis of development of the child

Formation of representations about

Pedagogical integration, interrelation subject and

professionalnoyotehnicheskih knowledge (1960-1970th years)

Fundamental stage.
Active integration

Pedagogics in system of adjacent sciences,

Differentiation of knowledge on levels. Occurrence of dissertational researches, monographies and scientific articles on problems of pedagogical integration. Pedagogical integration is considered from three positions: as a principle of perfection of a pedagogical science, as development and as result of integration of scientific knowledge (1980th years - 2000th years)

Modern lines in world formation, the decision of practical problems, conformity generated at trainees kompetentsy to calls and

To time requirements

(Since 2010 and on present time)

The third stage of formation of representations about pedagogical integration (since 1980th years) we can name fundamental. Active integration of pedagogics into system of adjacent sciences, differentiation of knowledge on levels. At the third stage in pedagogics there are dissertational researches, monographies and scientific articles (M.P.Arhipov [19], M.N.Berulava [24], L.A.Volovich [36], A.J.Daniljuk [54], etc.), devoted to problems of pedagogical integration. At this stage pedagogical integration is considered, first, as a principle of perfection of a pedagogical science, secondly, as development and, thirdly, as result of integration of scientific knowledge:

• Pedagogical integration, as a perfection principle
Pedagogical science which reflects specificity of development of pedagogics in the present stage and guarantees achievement of higher positive results in scientific and practical activities under condition of its realisation.

• Pedagogical integration as development represents a direct establishment of communications between objects and creation of new complete system according to prospective result.

• Pedagogical integration as result of integration of scientific knowledge

- It is the form in which the integrated knowledge (as the form is presented the integrated programs) [22 can act, with. 19-30].

Thus, at the third stage the concept «pedagogical integration» is comprehended and specified, theoretical positions about integration processes in formation are formed.

The fourth stage defines modern lines of pedagogical integration in formation at the international level, directed on the decision of practical problems, conformity generated at trainees kompetentsy to calls and time requirements. At the present stage pedagogical integration is investigated enough theoretically. To it presence of the integrativno-pedagogical concepts characterised by high degree of a readiness of laws and presence enough of developed system of morphological and functional indicators (Island N Volik [34, 35], A.J.Daniljuk [54], O.P.Kubasov [95], A.N.Lejbovich [7], N.V.Medvedev [116], G.V.Muhametzjanova [121-123], O.N.Olejnikova [135-141], N.G.Hudoly [201], N.K.Chapaev [205], etc.) testifies . Considering general-theoretical questions of pedagogical integration, such as formation and development of pedagogical integration, definition of its laws and morphological characteristics, and also investigating
Integratsionno-pedagogical processes, logic and methods of research of integration processes in pedagogics, factors of pedagogical integration, morphology and functions of the pedagogical integration, the specified authors give system representation about a phenomenon of pedagogical integration.

Having generalised available representations, in the research we define concept «pedagogical integration» as process of association and continuity of components of the maintenance of formation (kognitivnoj competence; sformirovannosti emotionally-valuable relations; creative competence; behavioural competence) and components of system of training (the purpose, problems, forms, methods, tutorials, the teacher, trainees, results of training) on various educational levels.

Pedagogical зaκoнoоIеpнocси are a basis of distinction of empirical and theoretical development of pedagogical integration.

The role of the general law of pedagogical integration defines in M.N.Berulava's research: «correlation of the integration processes proceeding in the field of scientific knowledge, technics, manufacture, a society in whole and integrativno-pedagogical processes. As its special case correlation between the tendency of integration of scientific knowledge, and also sciences, manufactures and development of the tendency of integration of the maintenance of formation» [24 acts, with. 10].

Having specified concept and the general law of pedagogical integration, we can pass to concept consideration «integration into training» and integration functions in training.

Investigating essence of concept «integration into training», Kirilova G. I, Ahmetov L.G. and Nurmeeva N.R. [168] have come to conclusion, that the given concept mnogomerno and is not limited by frameworks of the maintenance, forms, methods and construction tools of educational activity. Polyfunctionality
integrativnyh processes in training supposes application of the given concept of several values: system (pedagogical, didactic), a principle, the form, process, a condition, a tutorial.

N.K.Chapaev [205, with. 209] defines integration into training as the special form pedagogical mirovidenija and special methodology.

In our research integration into training is a basis of construction of the praktiko-focused educational process in system «the average general education - average vocational training».

Having analysed the scientific literature on an integration role in training [10, 22, 24, 33, 55, 83, 95, 142], we have allocated the basic functions which are carried out by integration (a Fig. 1):

- Methodological - provides formation of a complete picture of the world at trainees which is closely connected with forming and sistemoobrazujushchimi functions;

- Educational - formation kognitivnoj competence of trainees;

- Educational - formation of complete system of attitude and the developed stereotypes of behaviour in society, moral reference points and system of values;

- Developing - development of individual potential trained, its personal and professional realisation;

- Sistemoobrazujushchaja - integrativnaja an orientation of the maintenance, methods and training forms.

Fig. 1. Integration functions in training

Pedagogical integration into system of an average of the general and average vocational training promotes formation improvement of quality according to time requirements. The tendency of a modern development of education is shown that the average general education is turned in the displays to interaction with average vocational training.

In a context of pedagogical integration it is expedient to open a continuity role in formation. Mutual relations of integration and continuity are widely studied by N.K.Chapaevym [205, with. 209]. According to its theory, integration is capable to carry out functions of maintenance of continuity. As marks in N.G.Hudoly's work [201, with. 86], the continuity is directed on maintenance of integration, integrity of vocational training and is one of the important factors providing integration of training in system of continuous formation. The continuity becomes the base of continuous formation where the integration are traced
Processes and by that provides integration of the maintenance, forms, methods, ways of knowledge.

The concept of continuous formation has been formulated by the international commission of UNESCO still in the early seventies and develops in the modern world in parallel with changes in an education system [57]. In Russia the idea of continuous formation has extended on all educational steps and has extended to understanding of interdependence and interosculation of these steps, that, in turn, was a basis of development of theoretical knowledge of pedagogical integration as process of association and continuity of educational levels.

«In the modern world continuous formation is directed on the decision of a problem of continuity of the maintenance of an average of the general and average vocational training, interaction development in system« formation - a society - manufacture ».

Ole Berkvist on an example of the organisation of continuity of training in Finland describes successful experience of the flexible, decentralised system of training with a considerable quantity of educational decisions which are accepted at local level [252].

The praktiko-focused training is under construction on a basis modulno - kompetentnostnogo, is system-dejatelnostnogo also design-target approaches and is focused on formation of personal qualities and world outlook installations of the pupil-student-expert. As marks A.M.Kondakov, «dejatelnostnyj the approach causes change of the general paradigm of formation where as the basic new growths act: purpose definition as ability formation to study as in the competence providing mastering new kompetentsijami; inclusion of the maintenance of training in a context of the decision of significant vital problems; the purposeful organisation of educational activity of the pupil and systematic formation, creation
Individual educational trajectories; a recognition of a main role of educational cooperation in achievement of the purposes of training »[88, with. 14]. In system" School-spo "are formed integrativnye communications of profile disciplines, the continuity of the average general education with average vocational training» [17 thereby is reached, with. 49-52].

In the conditions of innovative development, in our country the special urgency is got by system of multilevel preparation of the experts, providing variety of individual routes of development for trainees. Thus profile training becomes the base of qualitative vocational training at the subsequent educational steps.

The analysis of scientific researches carried out by us has allowed to specify definition of pedagogical integration as process of association and continuity of components of the maintenance of formation and components of system of training on various educational levels. In our research integration into training is a construction basis praktikoyoorientirovannogo educational process in system of an average of the general and average vocational training.

Directly connected with a principle of a continuity of the organisation of educational activity, the continuity problem becomes the base of continuous formation where it is obvious πpocлeживaюоcя integrativnye processes, and provides integration of the maintenance, forms, methods, ways of knowledge. The continuity of the maintenance of an average of the general and average vocational training of different profiles leads to a new vector of development of relations in system «formation - a society - manufacture».

Thus, integration sredndgo the general and average vocational training represents the new in our research
The educational reality, new system of the praktiko-focused training as which base pedagogical integration into unity of substantial and remedial characteristics with reference to educational levels acts. Thus «the basic directions of integration of a science, technics and manufacture act as key directions of integration of an average of the general and average vocational training» [13, with. 12-13].

For the analysis of a modern condition of integration processes in system of an average of the general and average vocational training it is necessary for us to consider foreign experience of their realisation in training.

1.2.

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A source: Artemyev Igor Anatolevich. INTEGRATION of the AVERAGE of the GENERAL And AVERAGE VOCATIONAL TRAINING In the conditions of SOCIAL PARTNERSHIP. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2019. 2019

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