Keyword: «pedagogical phenomenon»

In this article, the concepts and essence of integration are presented. The levels, as well as the ways of integration, are considered. The purpose of this study is to show the significance of the integration of school subjects in a modern school. Key words: integration, integrated lessons, pedagogical phenomenon.

An analysis of the educational practice of educational organizations shows that when implementing the Federal State Educational Standard of Basic General Education, there is a need to instill in students love for the Motherland, for their people, respect for the traditions, history, culture of different ethnic groups, and to form a critically thinking multicultural person. A multicultural educational environment can play a special role in solving these problems. Therefore, a problem arises, which lies in the need to consider the multicultural educational environment as a pedagogical phenomenon. The purpose of the study is to identify the genesis and essence of the “multicultural educational environment” concept. The theoretical basis of the study was the culturological approach, the principles of cultural conformity, natural conformity, dialogization, multiculturalism, tolerance, as well as ideas of the relevance of ethnocultural and multicultural education, the impact of the environment on the development of students’ personality and their socialization. The study resulted in understanding of the multicultural educational environment as a combination of socio-pedagogical conditions that ensure the familiarization of students with Russian, ethnic and universal spiritual values in the course of learning various ethnic cultures in order to develop readiness for interethnic and intercultural communication, interaction and cooperation in the multiethnic, multicultural space of Russia , region and world. The main result of the education of students in a multicultural educational environment is the formation of readiness for interethnic and intercultural communication, which presumes teaching schoolchildren their native culture, initiating them into various ethnic cultures, constantly organizing interethnic and intercultural communication, interaction and cooperation in learning various subjects and extracurricular activities. Sociocultural reflection is formed In the process of interethnic and intercultural communication – awareness of the essence of communication, communication between ethnic groups and their representatives, cultures, and coordination of these processes based on the principles of tolerance and humanism. The materials of the article are of both theoretical and practical value, since consideration of a multicultural educational environment as a pedagogical phenomenon will allow us to develop educational and methodological support for the formation of the personality of a student as a representative of a particular ethnic group, a member of a multiethnic state, a citizen of Russia.