Keyword: «interdisciplinarity»

The article describes educational technology interdisciplinary nature. It is shown that interdisciplinarity plays an ideological role, is a means of conflict resolution between disparate knowledge and need for their analysis, synthesis and integration. In turn, the principle of interdisciplinarity into account the enormous multiplicity of actors, objects, processes, knowledge and modern complex problems. It is interdisciplinary in nature, has the property of universality, and helps to implement different didactic principles.

the aim of the article is to prove that the methodology is an independent science, including full-scale levels of cognition – theoretical and empirical ones. Science methodology cannot be attributed to the purely humanities, because it is integrative. Different scientists, using the methods of research in the process of establishing the methodology as a science (practical-visual, method of data accumulation, generalization of the results obtained, practical and communicative method, synthesis, analysis, classification, formalization and modeling, etc.), experimental method which draws the attention of the authors of the article considering it the most complex method of empirical cognition have not yet been given due attention. The article emphasizes the importance of the connection of metadisciplinarity with the notion of «interdisciplinarity» which has an integrative character at the present stage of scientific cognition.

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.

The relevance of the topic of the article is exposed through the modern priorities of the development of education, which imply the creation of an inclusive educational environment, maximally focused on taking into account the special educational needs of students with disabilities in educational activities. The problem of the research presented in the article is determined by the existing contradiction between the need to ensure the quality of inclusive education of students with disabilities and the insufficient readiness of teachers to carry out professional activities in the context of the diversity of educational needs of specific students. The objectives of the study are the development of conceptual foundations for a new paradigm of professional development for teachers of different profiles on the basis of interdisciplinarity and team interaction; creation of a model for advanced training of teachers, involving the integration of knowledge and the operationalization of collegial skills to increase their competence in the field of building and implementing individual educational trajectories of students with disabilities in inclusive education. These aspects of the teacher's readiness for effective work in the context of inclusive education are considered as significant components of their professional activity in the context of the diversity of educational needs of students. The presented author's ideas make up the methodology for creating a new paradigm for professional development of educators, namely, the conceptual unity of the content of advanced training programs for teachers of different profiles; the expedient unity of theoretical knowledge as such and the ways of its practical use by teachers of different profiles; the unity and differentiation of the theoretical and operational components of professional development programs for teachers of different profiles, revealing the features of the individualization of education for a student with disabilities. The proposed model of professional teacher development on the problem of individualization in inclusive education concretizes these content ideas. The scientific novelty of the presented research is determined by the development of the author's paradigm for professional development of teachers from the standpoint of interdisciplinarity and team interaction in the process of creating an inclusive educational environment. The significance of the research results is characterized at the theoretical level in terms of expanding ideas about inclusive education and on the practical side – in terms of the development of an educational product in the form of a model for advanced training of school teachers of different profiles in relation to the individualization of the educational environment for students with disabilities.

The article reveals the experience of using game therapy and gamification in a modern hospital school, which allow you to choose any practical directions and topics for creative communication with children in specific conditions.