Integration is in pedagogy ... Definition, concept, forms, functions of integration in pedagogy. The problem of integration in pedagogy

At the present stage of development, human society requires the introduction of new approaches that raise the level of the educational process of the younger generation. How can this problem be solved? Integration in pedagogy is the real way, which allows former schoolchildren to adapt faster in the surrounding world. That is why for any teacher it is important to know what this concept includes.

Prerequisites for integration

The most common in the lexicon of a modern teacher and educator is the word "system". It implies:

• Educational institution as a system;
• System of training sessions;
• The system of relationships between children and educators, and so on.

And all this is perfectly natural. After all, AS Makarenko argued that no remedy can be considered separately from the system. And it can not be considered good or bad when considering outside the complex of existing educational influences.

In an indissoluble connection with the system there is such a thing as "integration in pedagogy and education". It gives integrity to the entire learning process.

Definition of concept

What is integration? This in pedagogy is nothing but a process, as well as the result of the interaction of various elements. The abovementioned leads eventually to the appearance of something integral, new.

The principle of integration in pedagogy can be considered in two aspects. First, it is a state for which the consistency, orderliness and stability of the links between the various elements are characteristic. Secondly - the process that leads to this state. In addition, integration is in pedagogy a very important indicator of the effectiveness of the entire education system, since it serves as a criterion for its integrity.

The interaction of various elements in the DOS is a complex and multilevel process. That is why there are different approaches to the definition of the concept of integration. Thus, VS Bezrukov believes that integration is in pedagogy the definition of the highest form of interconnection. It expresses the unity of all components of the education system, determining its content.

And in the opinion of the scientist OG Gilyazov, integration in pedagogy is an integral system of organically interrelated disciplines. It is built by analogy with the world that surrounds the child.

According to IS Serdyukova, integration is in pedagogy nothing less than the process of communication and convergence of sciences, which represent the highest form of transition to a better stage of education.

However, despite different opinions, the basis of the concept under consideration invariably is procedural characteristics. That is why integration is in pedagogy a well-structured, multi-component and perfectly organized communication of all parts of the education system. Its ultimate goal is the self-development of the child.

Importance of integration

A holistic system of various elements in education serves for the diversified development of children. In addition, it contributes to the satisfaction of their interests and abilities, providing coordination of influence on the emotional, motivational, strong-willed and effective-practical sphere of the individuality of the child.

The concept of "integration" in pedagogy means:

• Complex characteristics of the goals of education;
• A combination of pedagogical tools used in extracurricular and educational activities;
• Integrity in achieving the planned results;
• The relationship between basic and complementary education;
• Flexibility in the organization of training activities using various methods and forms of extracurricular activities;
• Creation of creative circles, as well as the introduction of integrative courses;
• Interaction of all elements of the educational process, society and school.

Forms and levels of integration

The main task of the pedagogical influence on the child is his training in the perception of the surrounding world as a whole. The student must realize the connection between objects and phenomena in order to draw a general picture. In addition, the child must be able to see the thing from different sides.

Effective cognitive activity of children becomes possible only under certain conditions, when different forms of integration in pedagogy are used. One of them is intrasubject. It means integration for any single school discipline. In this case, disparate facts and concepts that are part of one area of knowledge, are combined into a system. As a result, the teaching material takes the form of large blocks. This allows you to modify the structural content of the discipline. The advantage of this form of integration is that the student receives full information about the material being studied. It is also remarkable that the teacher at the same time makes the lesson more capacious.

Intrasubject integration implies the construction of a spiral structure of the presentation of the material, based on the principle of concentricity. In this cognitive process can take place either from the general to the particular, or vice versa. New knowledge is given by the teacher in batches, which gradually deepens and expands the pupil's already existing outlook on this subject. Modern pedagogy requires to conduct the educational process along the path of enlargement with simultaneous study of related sections and topics. At the same time, the student is offered a generalization of exercises and tasks, conducting independent actions based on analogy, induction and comparison, drawing up tables and diagrams, and so on.

Another form of integration is the intrasystem. She develops the ability of a schoolboy to use materials in one subject while learning another. The child begins to master the complex knowledge, perceiving the general scientific categories and approaches as a whole. At the same time, integration can be carried out in several ways. The first of them is horizontal. It establishes intersubject communications, which are based on the same scientific knowledge. This avoids repetition and saves training time. The second approach is vertical. With it, interdisciplinary connections serve to form common types of thinking, among them physical-mathematical, humanitarian-ecological, etc. This allows the child to create a holistic picture of the world.

The concept of "integration" in pedagogy includes two more of its forms - internal and external. The first of them is a characteristic of the internal learning process. External integration is carried out with the interaction of the educational institution with other structures and with the society.

Let's consider in-depth integration. It is the interaction and interconnection of a variety of pedagogical tools used at several levels:

• Establishing internal links (for example, intrasubjects);
• The interaction between educational tools (for example, between subjects);
• Connecting material on one subject to learning another (conducting an integrated lesson) ;
• The introduction of new teaching tools (conducting classes in different age groups, etc.).

Directions of integration

The pedagogical process becomes more effective when:

• The expansion of the educational opportunities of training sessions that enhance the morality of the child and affect his social development;
• Strengthening the cognitive, intellectual nature of extracurricular activities;
• Use of a whole set of educational tools, blurring the boundaries between the educational process and extracurricular activities, which provides a diversified development of the child's personality.

If in the educational process at the highest level there is integration (this in pedagogy is the definition of such a process that is not regulated by the class-lesson system), then this is the newest quality education, which is a comprehensive educational tool.

Ideas and tasks of integration

To implement a complex impact on the development and formation of a child in modern pedagogy, a multilevel interaction model is being developed that provides for various stages in the growth of children.

So, there is an integration of preschool, as well as the primary level of school education. The teacher of elementary grades helps the children to study the phenomena and concepts of the main educational spheres. This allows you to organize further development of subjects at a deeper level. At the same time, there is a remarkable opportunity to develop special abilities in children, which is part of the function of integration in pedagogy.

By combining school-level education, teachers carry out comprehensive educational activities aimed at the development of the child and his education. At the same time, the main task of the school is solved - to release from its walls a person with stable skills, knowledge and social skills.

With the merger of general and additional education, gifted and creative individuals are revealed. In this case, differentiation and integration are widely used. Pedagogy at the same time determines the direction of the child's activity and strives for its all-round development.

General and special education

At present, the state policy of upbringing of the younger generation adheres to a new strategy. It consists in the fusion of general and special education. This orientation allows interaction between children with different health opportunities. The main principle of such a policy is the humanization of society, as well as the formation of the ability to normal perception of people with HIA.

Integration in correctional pedagogy is of great importance. The fact is that putting a person into life with HIA is not an easy task. He must have a real opportunity to participate in all forms and activities of the society. This would allow him to some extent compensate for the existing limitations of opportunities and development.

Integration in special pedagogy adheres to the idea that the life and life of people with limited opportunities should be as close to the style and conditions of life of the whole society.

Segregation institutions

They include a whole system of correctional schools, the formation of which in our country was completed by the end of the 20th century. This process was facilitated by Russia's entry into the world educational and information space.

The concept of segregation and integration in correctional pedagogy should be in line with accepted international norms that concern persons with disabilities. That is why the task of teaching such children should be solved at the state level, since it requires both economic support, and spiritual and moral, personnel and content-organizational readiness.

For today in Russia there is a problem of integration in the pedagogy of special education, since many children with developmental problems study in ordinary schools under ordinary programs. The reasons for this are:

• Lack of the necessary number of correctional (special) educational institutions;
• Their great distance from the place where the child lives;
• The unwillingness of many parents to send their child to special institutions.

Cooperative learning

There are several models of integrated education. One of them is the joint training of ordinary school children and children with WHO. Such an educational system emerged on the initiative of modern special pedagogy in Russia. So, a relatively new phenomenon is integrated learning in the ordinary class of deaf students. More recently, these children have fallen into the mass educational institutions very rarely, and even then mostly accidentally. These were inefficient integration, caused by the cultural and socio-economic conditions of our country. At the present time, this phenomenon has ceased to be a rarity.

Parents of hard of hearing and deaf children give documents to a regular school for various reasons. Among them:

• Lack of available information about the system of correctional education;
• An objective assessment of the readiness of the child with WHO to attend a mass school;
• The prestige of visiting a general-purpose institution for children with disabilities.

Regardless of the reasons for the choice made by parents, their decision is worthy of respect and understanding. However, the integration of the child into ordinary schools will be effective only for those children who, due to early diagnosis and persistent studies, are close in their level of development to the age norm.

Creating special classes

Integration in the correctional pedagogy of our country, as a rule, adheres to one, the most common model. It provides for the creation of special classes in mass general schools. They take children:

• With intellectual disabilities;
• With delayed development of the psyche;
• With the difficulties of adaptation in the school environment.

Special groups can be created in ordinary kindergartens. They receive pupils with deviations in speech, sight and hearing.

The Problem of Modernity

Recently, the main reason for the persistent failure of schoolchildren is the difficulty of their adaptation in the educational environment. Because of this phenomenon, already in the primary classes, 20 to 30 percent of children can not learn the material of the regular program. This is due to the increasing flow of information and its complication, as well as the deterioration of the health of the younger generation.

To solve this problem, differentiated education is organized in Russia . It is based on an individual approach to the student, taking into account his capabilities and characteristics. This creates a system of classes in which a highly qualified teacher works, and children are in sparing conditions. There is an adjustment of the school environment, adapting to the needs and opportunities of students.

Teaching children with mental retardation

When mastering the curriculum, students with PZP experience persistent difficulties that occur because of:

• Insufficient attention;
• Low level of educational motivation;
• Cognitive passivity;
• Underdevelopment of memory, perception, motor skills, coordination, etc.

Such children are characterized by a limited supply of information about the world around them and low working capacity. In order to release such a person into life, his social integration is needed. This in psychology and pedagogy allows you to make specially created correctional educational institutions or classes. This direction already has quite a serious experience. The organization of the education of children with PZD in our country has been carried out for several decades. With the help of the teacher, schoolchildren overcome many difficulties, and half of the children after the primary classes continue their education together with ordinary students.

According to Russian experts, for the implementation of integration, early detection of the disease and its psychophysical correction at the initial stage of development are necessary. Only in this case will the process of real development of the schoolchild with special needs be ensured. Realization of such a condition will allow to prepare a child for integrated education in a mass educational institution, realizes its natural potential. In addition, it will revitalize the student's activity and create an environment conducive to its full development.