To help the teacher: an integrated lesson, tips for conducting
Optimization of the educational process urgently requires the teacher to take a creative approach to conducting lessons, refusing stereotypes and forms, innovating in the form and methods of submitting the material.
Features of integrated lessons
The integrated lesson itself is no longer"Terra incognito" for young teachers, or for specialists with experience and experience. However, always holding it requires special preparation, careful planning and great dedication from both teachers and schoolchildren. In fact, in one lesson, two (and more) subjects are involved, albeit adjacent, but each with its own specifics. Therefore, for the assimilability of the material, the integrated lesson requires greater mental and emotional effort on the part of the students than the traditional one. And for teachers, it can be regarded as a kind of check on 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 the conduct for such classes should be chosen special. After all, in the traditional question-answer framework, the integrated lesson does not fit.
The form and type of this lesson are selected infrom the age of students, the average contingent of the class, the material being studied and the possible points of contact with other objects. Most often, you can combine literature and language, different languages (native and foreign), various literature (native and foreign), literature and history, literature and geography, literature and music, drawing, etc. It is possible to connect not two, but three items, if there is a choice of selection of a topic close to the topics.
As for the form, the integrated lessons inprimary school, for example, can take place as a lesson-journey, lesson-fairy tale, lesson-excursion, 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 the lesson of knowledge control. How does this happen in practice? Let's try to show.
So, an integrated lesson of English andwork in primary classes, the topic - "My house, my apartment." The objectives of the lesson - to introduce the language material, called interior items, furniture, to teach to make sentences and a small coherent text on the topic in English. In passing, the teacher of labor conducts its part of the lesson - "Designing furniture (made of paper) for doll houses on a ready-made sweep." In such an activity in an exciting, interesting, playful form, children will easily learn the language material and learn how to design. Naturally, such a lesson will be held on a high emotional upsurge and will be remembered for a long time.
At the senior school level, holdingintegrated lessons are used more often, their range is wider. Among the most popular forms, there are lessons-studies, lessons-conferences, debates, seminars, lessons-concerts, etc. The role of teachers in them is reduced to the role of original orchestra conductors, while students conduct their solo parts. When preparing for such activities, students need independent ability to extract, systematize, comprehend the material, actively behave, playing a dominant role.
Let's sum up
It is clear that interdisciplinary and intrasubjectIntegration is not an end in itself in the pedagogical process. The main reference point here is a child, a student. And lessons of this type stimulate and teach schoolchildren to extract knowledge themselves, without waiting for the teacher to "blast out" everything and put them in the "beak", increase the intelligence of children, and develop interest in the learning process.