Keyword: «integrated lesson»

Methodical development of an integrated history-technology lesson for the 6th grade on topic "Life and Culture of Ancient Rus' aims to develop students' knowledge in the field of cultural life of the tribes, technology of clothing, jewelry and armor manufacture, as well as skills of embroidery, knitting and weaving using elements of historical reconstruction.

The paper describes the technology of the integrated lesson in mathematics as a modern class-lesson form organizational in profile classes. The structure of the integrated lesson and the identified levels of integration are revealed.

The article is devoted to the consideration of the issue of intercultural communication on the example of a holiday as an effective form of pedagogical education. Studying holidays with the help of an integrated lesson contributes to the formation of sociocultural competence in foreign students, allowing them to accurately understand the traditions, culture and customs of the Russian people. During training students receive cultural information about the country of the language being studied which contributes to the adaptation of students in a new language environment.

Presents the development of an interned lesson in biology, physics and mathematics on the topic: Eye and vision. The lesson was compiled using the resources of the «Mobile Electronic Education» company. At the beginning of the lesson, it was proposed to compare the human eye and the camera, then, as a result of group work, to analyze the causes of visual impairment. In the course of work in a group, students explain what myopia and hyperopia are, how an image is formed in this case. In what way (with which lens) this visual defect can be corrected. It is mathematically confirmed that the power of a lens depends on the focal length (image versus distance). At the end, they answer the key question of the lesson: Which camera is the eye more like: film or digital? Why?

Modernization of the current education system involves both updating its content and the active use of innovative technologies and techniques. As international experience shows, integrated learning or an interdisciplinary approach can increase learning motivation and achieve better learning outcomes. Interdisciplinary lessons became a part of the Russian teaching system long ago. However, there are certain difficulties in introducing interdisciplinary teaching, since the Russian system trains subject teachers, and the rigidity of curricula is also an obstacle. The purpose of this article is to analyze the problems of introducing interdisciplinary education in Russian schools in the context of global trends in education. Based on the analysis of domestic and foreign studies, the article examines the use of integrated methods in Russia and abroad, the Finnish experience of integration in education, as well as the experience of individual schools and interdisciplinary programs in the United States and other countries. The analysis of foreign and domestic literature has shown that some models and assessments of interdisciplinary learning are based on the unconditional recognition of the advantages of interdisciplinary learning, while others are skeptical about the final results in comparison with traditional subject learning, noting the limited didactic possibilities of using integration. The survey data of young teachers, whose experience does not exceed 5 years, showed that more than 10% of respondents do not conduct integrated lessons. In the teaching community, when introducing interdisciplinary lessons, they have the same problems as their foreign colleagues – lack of time for preparing interdisciplinary lessons, poor cooperation or lack of cooperation in the teaching staff, lack of textbooks and teaching aids for conducting integrated lessons, the limiting framework of teaching programs and curricula, etc. The theoretical provisions of this work can become the subject of discussion, exchange of experience at seminars, conferences of teachers and methodologists.