Keyword: «integrated approach»

The article discusses the theoretical aspects of the problem of stuttering in preschool children and presents experimental work on the use of an integrated approach to the correction of stuttering in older preschool children in outpatient settings. A comprehensive correctional program is proposed, the results of a speech therapy examination are described.

The article summarizes the author’s experience of using various tasks when teaching English to first-year Education majors – future primary school and English language teachers (Primary education and the English language) with the aim of implementing intersubject interaction between the English language and such subjects as History, Geography, Literature. The role and significance of intersubject interaction when teaching a foreign language is analyzed, functions and methods of implementation of intersubject links are described, examples of multifunctional exercises and tasks conducted with the Education majors are given and their educative value is analyzed.

This article raises the topic of the feasibility of the integrated formation of foreign language skills and speaking skills when teaching a foreign language. The integrated approach is considered as the basis method for teaching speaking in a foreign language. The author offers a number of arguments and highlights obvious advantages for justifying the integrated acquisition of language operations and speech actions.

According to FSES, school graduates should not only be able to appeal to the basic facts and concepts from the courses of school subjects, but also to use this knowledge in practice. Therefore, teachers face the task of educating a functionally literate person. Nowadays, an integrated approach is widespread, which can be actively used for the development of students' reading literacy. The relevance of the research is connected with the fact that the ultimate goal of English language lessons within the school program is to acquire communicative competence, while in the implementation of the integrated approach the English language appears as a means of mastering other academic subjects (e.g. literature, history). The purpose of this publication is to examine the concepts of "reading literacy" and "integrated approach" and to identify how effective the latter is in forming a functionally literate person. The article also discusses the history and principles of the integrated approach (CLIL technologies), as well as the conditions for the development of students' reading literacy. Methods used in the research are analysis of domestic and foreign sources on the topic, monitoring student activities, questionnaire survey of students, generalization of pedagogical experience in the implementation of the integrated approach. Having analyzed the English textbook "Spotlight 10", we concluded that this textbook contains a sufficient number of tasks to implement the integrated approach. After summarizing the results of testing the integrated approach, we found that students had difficulties in working with authentic text, but the presence of unfamiliar vocabulary promoted more thoughtful and attentive reading and encouraged them to guess the meaning of unfamiliar words based on the context. In addition, the conducted questionnaire survey showed that students have a rather high cognitive interest in this type of work. Theoretical significance lies in the systematization of the essence of the key concepts of the article. The practical implication of the study lies the generalization of the experience of applying the presented methodological techniques of working with foreign-language text, which can be useful for practicing teachers and student teachers.

The issue of giftedness has been of interest to mankind since ancient times. Many attempts have been made to explain this phenomenon for such a long time. There are at least a dozen concepts and even more definitions of the idea of "giftedness" at the moment. However, modern psychology and pedagogy have not come to a consensus on the definition, diagnosis, preservation and development of giftedness. The development of giftedness is a trend in modern technological education. The issue of national security of the country, the transition to the highest stage of the post-industrial economy development – the "knowledge economy", the demand for a "successful" person – all this determines the relevance of the problem under study. Educational institutions need a single integrated approach to the development of students' technical and artistic talents in technological education, which would meet the needs of each specific school. Focusing on the national importance of the issue of student giftedness, the need for comprehensive work with gifted students and the lack of methodological elaboration, the aim of this article was to develop an integrated approach to supporting and developing the giftedness of students of technical and artistic orientation in technological education. The detection and development of giftedness is a complex, multidimensional and lengthy process that requires an integrated approach to the organization of special psychological and pedagogical conditions. Working with the learner's abilities involves psychological support that takes into account his/her individual characteristics. This study was conducted on the basis of the Novosibirsk State Pedagogical University and Ushinskaya Secondary School in the Kondinsky District of the Khanty-Mansiysk Autonomous Okrug – Yugra in 2021-2024 and was devoted to the development of an integrated approach to the support and development of technical and artistic talents of students in technological education in an educational institution. It has both theoretical and practical significance. The theoretical conclusions drawn as a result of the work suggest a shift in emphasis in the existing curriculum in favor of extracurricular activities and additional educational programs. They also open up new possibilities for the application of these programs in the future. The practical materials developed during the research will be useful for teachers at schools and organizations of additional education working on the development of students' abilities of technical and artistic orientation in technological education, both as methodological support and as learning materials for advanced training.