FORMATION OF THE WORLD-VIEW COMPETENCE OF PERSONALITY AS THE PROBLEM OF INTEGRATION OF NATURAL DISCIPLINES IN PROFILE SECONDARY EDUCATION

Abstract

On the basis of the principle of additionality of educational paradigms an analysis of theoretical and practical aspects of the formation of the world-view personality competence in the profile secondary education by means of integration of natural sciences disciplines has been carried out. The urgency of the chosen problem is caused by the lack of readiness of the teachers of natural sciences to implement the methodological component of the integrated course “Natural Sciences” for the grades 10-11, as evidenced by the results of the survey. The components of the world-view competence, which are formed and developed by means of integration of natural sciences in general secondary education, were determined by the authors to include the natural-scientific picture of the world, the scientific world-view, value attitude to the environment. The mechanisms of integration (structuring of information, awareness of regularities, general principles), thinking operations (analysis, synthesis, comparison, generalization, establishment of causal links), which promote to the formation of the world-view competence of the individual, have been selected. The analysis of four curriculum projects, educational and methodological support of the integrated course “Natural sciences” for the grades 10-11 concerning the degree of orientation to the formation of the world-view competence has been analyzed. The possibilities of educational projects as a complex type of activity, which combines knowledge in different branches of science, develops research skills, forms the autonomy in problem solving, communicative skills, are therefore an effective technology for the formation of the world-view personality competence. marking the insufficient level of teachers’ readiness to form the world-view personality competence in the course “Natural Sciences” for the geades 10-11, the authors emphasize the necessity of the using of the potential of postgraduate pedagogical education.