INTEGRATION IN GENERAL SECONDARY EDUCATION: ESSENTIAL FEATURES, WORLD TRENDS, UKRAINIAN PERSPECTIVES

Abstract

The article analyzes the essential content of the concept of "integration" in the context of general education in view of world practice and Ukrainian developments. The specification to the definition field is offered and the specifics of its aspects are outlined, which is expressed by the schemes. Examples of integration in each of the proposed understandings are given in view of teaching the field of "Social Sciences" and the subject field of history, deepened their relationship with approaches to the implementation of the logic of the semantic component of the subject (concentric or linear).
Directly in school education it is accepted to allocate two basic types of integration - vertical and horizontal. In this case, horizontal integration is mostly based on the linear presentation and implementation of interdisciplinary links, and vertical integration is implemented through concentric learning and education profiling. In any case, it is worth noting that in integration it is advisable to focus not on what is being studied, but on what approaches and on the basis of which methods. The first provides integrity within a single subject of repetitive topics with different depth of comprehension, which are covered by students before. The second is aimed at combining related topics from different school subjects. Synonyms for these concepts can be considered intra-subject and inter-subject integration. The article also outlines the main changes in the regulation of this aspect of education in view of the latest changes approved by the Ministry of Education and Science of Ukraine to ensure the implementation of the State Standard of Basic Secondary Education. In the end, it was concluded that integration in the general education process is a multifaceted phenomenon, which is implemented in accordance with the specifics of public policy in this area, so it varies from country to country. In addition, there are three main fields of integration, two of which relate directly to the learning process and differ in approaches to the operation of the methodological and semantic component of the subject. In Ukraine, the implementation of interdisciplinary and intradisciplinary integration is especially relevant now, because this is what the latest changes in the relevant regulations are aimed at.