INTEGRATED LEARNING AS A METHODOLOGICAL CONCEPT OF FORMING CIVIC COMPETENCE OF STUDENTS OF GENERAL SECONDARY EDUCATION

Abstract

The article focuses on the formation of civic competence based on the integration of educational fields. The relevance of the study is determined, the approaches of scientists to this problem are analyzed. Researchers focus on the types of integration, the content of the integrated course according to the model program, the formulation of interdisciplinary tasks. It is emphasized that the State Standard of Basic Secondary Education is formed taking into account the use of integration as an important element of the educational process. The purpose of the article is to clarify the features of the formation of civic competence in the process of integrated learning of students of a general secondary education institution. The study is based on the integration of civic education in the basic school of the secondary education institution, which operates according to the Concept of the New Ukrainian School, and focuses on the interrelationships of individual educational branches. The content of the key concepts included in the article is revealed. In the author’s opinion, civic competence should be formed on the basis of integration through the interrelationship of the main didactic elements: educational process – civic education – civic culture – civic competence. This requires considering the problem through the prism of the content of the educational branches of the State Standard of Basic Secondary Education. The basis is an activity-oriented and value- oriented model of integration. Examples of integration of civic education with the history of Ukraine, language and literature and art branches are given. Among the teaching methods, project, interactive, and text-centric are distinguished. The value-oriented model of integration provides for the end-to-end education of schoolchildren in the process of implementing educational branches, which is declared by the Concept of the New Ukrainian School. The pedagogical conditions for the implementation of integrated learning in educational branches are formulated: 1) analysis of the requirements of the State Standard of Basic Education, the model curriculum and the content of relevant textbooks; 2) identification of topics for integration; 3) unification of individual elements of the course into a holistic system.