Інтеграція змісту трудового навчання учнів основної школи за технологіями укрупнення дидактичних одиниць

Abstract

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.