Actuality of integration process of philology and educational knowledge in the subjects of universal educational institutions (on the example of Ukraine)

Abstract

 The article deals with the relevance of integration of natural, philology knowledge at geography lessons, which is determined by the current level of development of science and requirements for the education level of school graduates. Attention is focused on the importance of intersubjective connections in school education at current stage of education reform. Relevance of integration of natural, philology knowledge in geography lessons; development of cross-curricular links in school education, which is conditioned by the current level of development of science and the requirements for the level of education of graduates of general secondary education. The modern teacher needs not so much to give a great deal of information about a topic, but to teach students to understand it, to find additional data through cross-curricular links, and even more to be able to use it and put it into practice. The integration of scientific knowledge places new demands on teachers as professionals. That’s why the role of human knowledge in the field, which is related to the specialty of sciences and the ability to comprehensively apply them in solving various educational and methodical problems, is increasing. Practically oriented, integrated approaches are used to make the teaching interesting, comprehensive, which allows the use of cross-curricular links, generalizations for the purpose of better learning of the educational material by the students. Psychological and pedagogical terms of designing and implementing the content of training, principles of its design, the specificity of the formation of the system of educational knowledge and the structure of scientific and methodological knowledge in geography, taking into account age psychological characteristics of senior students, are presented. On the basis of concretization and logical unity of philosophical and cultural, psychological and pedagogical factors, organizational, methodical aspects and pedagogical terms of studying geography of senior students of senior profile high school in the context of the requirements for the new Ukrainian school are substantiated.