Новим стандартом базової середньої освіти заплановано зміст трудового навчання
технологій подавати на інтегрованій основі. Обґрунтовуються шляхи інтеграції змісту
трудового навчання учнів основної школи за технологіями укрупнення дидактичних одиниць.
Укрупнення дидактичних одиниць пропонується здійснювати способами реконструкції
навчального матеріалу та шляхом виконання учнями завдань із одночасного вивчення
взаємозворотніх прийомів та операцій, порівняння протилежних понять, розглядаючи їх
одночасно, співставлення аналогічних та споріднених технічних об’єктів і процесів. Вибір
конкретних і механізмів інтеграції змісту трудового навчання визначається неповторними
конкретними умовами освітнього закладу, змістом тем і розділів навчальної програми,
професіоналізмом вчителя.
The New Standard of basic secondary education provides the reducing the number of disciplines
and the integration of the education content grounded on the adaptation cycle of education for pupils
of 5-6 classes in future gymnasiums. So the labor training and technology content will be introduced as
an integrated basis in the form of the knowledge area "Technology". The teachers should aim their
main efforts at creating and implementing technologies for integrating the labor training content. Such
measures allow effective, short-timely and guaranteed to solve educational tasks in the current
conditions of a particular educational institution.
The article substantiates the integrating ways of the labor training content in the secondary
school with the technologies of enlargment the didactic materials. Enlarged didactic materials consist
of logically different elements, which simultaneous possess an information community. This task
requires teachers to "compress" large volumes of educational material, to consolidateg it into summary
tables, reference schemes, graphs, diagrams, classifications. During the lessons, teacher calls the main
attention to the analysis of compressed information, the training in pupils the ability to expand and
enlarge the information that learning material contains.
The principle for training in enlarged didactic materials is not alone the repetition the learned
material, but its immediate transformation after the first orientation training. This principle allows to
learn the object comprehensively, in various modifications. Integration of didactic materials can be
carried out by the following methods of the educational material reconstruction:
- common and conteporary learning of interdependent technical and technological information,
labor and technological operations (including inverse operations); - processes combination of the constructive product projection, technological processes for their
production with their practical implementation by pupils;
- solution of interacting constructive and engineering tasks (which change the unknown
parameters) with incomplete data;
- changing of the exercises structure in order to contrast the original and transformed tasks;
- complex structure identification of technical and technological knowledge and skills, the
achievement of their systematical and integral assimilation;
- implementation of the principle of complementation in the system of exercises due to achieving
an understanding as a result of interdigital transitions the figurative and logical thinking, conscious
and subconscious components.
Educational tasks, which are builted on the basis of enlarged materials, involve the
implementation of multi-component exercises. These exercises consist of several logically opposite
thought processes. But in the same time they combine for meaning and character in a certain integral
part. Pupils have the following tasks: to study simultaneous inverse methods and operations; to
compare opposite concepts, during learning; corelate the similar and different technical objects and
processes. The choice of ways to integrate the content of labor education is determined according to
the unique specific conditions of the educational institution, the content of the curriculum and the
teacher`s professionalism.
