Optimization of the educational process urgently requires the teacher to be creative in conducting lessons, abandoning hackneyed stereotypes and forms, and innovating in the form and methods of presenting material.
Features of integrated lessons
The integrated lesson as such is no longer “terra incognito” for either
young teachers or specialists with experience and experience. However, its implementation always requires special preparation, careful planning and great dedication from both teachers and schoolchildren. In fact, in one lesson two (or more) subjects are involved, albeit related, but each with its own specifics. Therefore, for the digestibility of the material, an integrated lesson requires greater mental and emotional efforts on the part of the students than the traditional one. And for teachers, it can be seen as a kind of test for the
ability to work in a team, to come to a common result in different ways and methods, to think outside the box. Naturally, the form of holding for such classes should be chosen special. Indeed, the integrated lesson does not fit into the traditional questionnaire-response framework.
Types
The form and type of such a lesson are selected depending on the age of the students, the average contingent of the class, the material studied and possible points of contact with other subjects. Most often, you can combine literature and language, different languages (native and foreign), different literature (native and foreign), literature and history, literature and geography, literature and music, drawing, etc. It is possible to combine not two, but three objects, if there is an option for selecting material that is close in themes.
As for the form, integrated lessons in elementary school, for example, can take place as a lesson-journey, a lesson-fairy tale, a lesson-excursion, a lesson-workshop , etc. Their types depend on the specific goals of each: the study of new material, the consolidation of the studied, the repetition and generalization or lesson of knowledge control. How does this happen in practice? Let's try to show.
So, an integrated lesson in English and labor in primary school, the theme is “My home, my apartment”. The objectives of the lesson are to introduce linguistic material called interior items, furniture, teach to make sentences and a small coherent text on the topic in English. Along the way, the labor teacher spends his part of the lesson - "Designing furniture (from paper) for doll houses on a ready-made scan." In such a lesson, in a fun, interesting, playful way, children will easily learn linguistic material and learn how to design. Naturally, such a lesson will take place at a high emotional level and will be remembered by the students for a long time.
In high school, conducting integrated lessons is used more often, their range is wider. Among the most popular forms there are lessons-studies, lessons-conferences, disputes, seminars, lessons-concerts, etc. The role of teachers in them comes down to the role of original conductors of the orchestra, while the students conduct their solo parts. In preparing for such classes, students are required to independently learn, systematize, comprehend material, actively conduct themselves, playing a dominant role.
To summarize
It is clear that interdisciplinary and intradisciplinary integration are not an end in themselves in the pedagogical process. The main landmark here is a child, a student. And lessons of this type stimulate and teach schoolchildren to acquire knowledge on their own, without waiting for the teacher to “chew” everything and put it in the “beak”, increase the level of intelligence of children, and develop interest in the learning process.