Formation of didactic systems in the context of an integrative approach

Abstract

Authors of the article describe the didactic system of integrative-object elements. All elements of this system are interconnected and allow to form specific structures, depending on the purpose of system’s functioning. It is shown that the main feature of this system is that the division of the content of the educational material doesn’t occur outside of the system. It occurs inside of the didactic system. The relation between the subject and the integrative component in the educational process is investigated. It is investigated not only in the sense of the content of the educational material. It includes methods and organizational forms too. It is proved that the scientifically substantiated restructuring of the subject system of education determines the main content of training. It determines the organizational structure of integrative-subject training, its functions, the variety in the conditions of professional school. It provides an increase in the level of general and professional training without increasing the number of subjects and unnecessary load. The results of the authors’ previous research are summarized. The essential features of integrative and subject-based learning are highlighted. The possible structures of the combination of these elements are characterize. The benefits of each of the systems are described. The authors compare different approaches to learning (problematic, developmental, modular, etc.). This approaches form the starting points of the relevant didactic system. The artificial didactic systems and constructions where the conditions of integration are not fully fulfilled are characterized too. It exists a danger of replacement of integrative formations with those that are only similar to them (they have some of their features). Intermediate, integral didactic systems are described in the article. According to the defined goals, a flexible system of structuring of the content of learning is characterized.It includes knowledge grouping not only by subject (science) or complex (traditional «integrated» courses), but by objective and problematic principles. It is shown that the introduction of the system of integrative-subject learning involves the gradual transformation of existing didactic systems.