Optimization of the educational process urgently requires the teacher to take a creative approach to conducting lessons, avoiding stereotypes and forms, innovating in the form and methods of submitting the material.
Features of integrated lessons
The integrated lesson as such is no longer "terra incognito" for either young teachers, or for specialists with experience and experience. However, always conducting it requires special preparation, careful planning and great dedication from both teachers and schoolchildren. In fact, in one session, 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 conducting for such classes should be chosen special. After all, the traditional question-answer framework does not fit the integrated lesson.
Types
The form and type of this lesson are chosen depending on the age of the students, the average contingent of the class, the material being studied, and possible points of contact with other subjects. 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 a similar material on the topics.
As for the form, integrated lessons in elementary 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, the integrated lesson of English language and labor in primary classes, the theme is "My house, my apartment". The objectives of the lesson - to introduce the language material that calls the interior, furniture, 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 (of paper) for doll houses on a finished scan." 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.
In the senior school link, the implementation of integrated lessons is 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. In preparing for such lessons, 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 intrasubject integration are 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 acquire 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.