EIJP ISSN: 2751-000X
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50
THE GOALS AND OBJECTIVES OF INTEGRATED CLASSES IN ELEMENTARY SCHOOL
TECHNOLOGY CLASSES AND THE IMPORTANCE OF INTERDISCIPLINARY
COMMUNICATION
Zhurayeva Dilnoz Rahmidinovna
Bukhara State Pedagogical Institute Teacher of the Department of primary education, Uzbekistan
AB O U T ART I CL E
Key words:
Lesson, technology, object,
educational system, Educational Foundation,
information, competence, primary class,
education, methodology.
Received:
02.11.2024
Accepted
: 07.11.2024
Published
: 12.11.2024
Abstract:
This article is currently talking a lot
about the integration of Primary School Education.
This concept is characterized by the perception of
the universe around a small schoolboy as a whole,
for him not by the name of Natural Science,
Russian language, mathematics, reading literacy
and other educational sciences, but by the
curiosity of the variety of sounds, colors, volumes
of objects of the surrounding universe. The teacher
feels and knows that students need to be taught to
see the connection of nature and everything in
everyday life. In the process of passing the subject
of tenology, the teacher provides education,
upbringing, forms some characteristic of students.
It is in the process of fulfilling those goals in
practice
that
several
disciplines
are
addressed.Therefore, questions such as whether
educational integration meets the current
demand, how to organize it, are gaining relevance.
INTRODUCTION
The idea of integration of education began to be discussed in public education along
with differentiation and individualization. If the level of preparation for independent work with books,
textbooks and other literature, based on the classification of junior school education, and the active
formation of interests at junior school age, deepening and clarifying some common concepts that are
the objects of learning various subjects as the basis of integration and expandable. The main goal of the
integration of education is to form a good perception of nature and society from the primary grade and
direct one's attitude to the laws of their development. That is why it is important for a primary school
student to see the subject or events from several angles. Mastering basic subjects and teaching intra-
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-12
Pages:50-55
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51
subject and inter-subject connections in understanding the laws of things in the world is the
methodological basis of the approach to the integration of education. This can be achieved by returning
many times to the concepts of various lessons, deepening and enriching them, identifying important
signs that are understandable to this age. Thus, any lesson that is well-formed, structured and
conducted, and includes a group of concepts related to this educational subject can be used as a basis
for integration.
The main part
. The idea of integration of education began to be discussed in public education along
with differentiation and individualization. If the level of preparation for independent work with books,
textbooks and other literature on the basis of the classification of the primary class and the active
formation of interests at the junior school age require deepening, clarifying and can be expanded. The
main goal of the integration of education is to form a good perception of nature and society in primary
school and to direct one's attitude to the laws of their development. That is why it is important for a
primary school student to see objects or events from several angles. Mastering basic subjects and
teaching intra-subject and inter-subject connections in understanding the laws of things in the world is
the methodological basis of the approach to the integration of education. This can be achieved by
returning many times to the concepts of various lessons, deepening and enriching them, identifying
important signs that are understandable to this age. Thus, any lesson that is well-formed, structured
and conducted, and includes a group of concepts related to this educational subject can be used as a
basis for integration.
However, the results of the analysis of concepts related to other subjects and other educational subjects
are included in the integrated lesson. For example, concepts such as "winter", "cold", "storm" are
considered in the lessons of technology, reading, Russian language, science, music, visual arts. Lessons
in which analysis of concepts refers to the knowledge acquired in other educational lessons are
considered integrated. In addition to being creative and free, the lesson will have a unique, logically
sequential methodology. Many concepts in elementary school, which lay the foundation of general
education, are common to science, Russian language, music, visual arts, etc. Currently, it is necessary to
develop and test an integrated system of lessons, which is a psychological and methodical basis for
establishing connections between common concepts for a number of educational subjects. At the same
time, interdisciplinary relations should be taught at the level of the curriculum and provided with the
necessary teaching tools. Integrated lessons are an interactive educational system that explores the
secrets of creating visual skills based on the deepening and expansion of integrative knowledge. The
visual education system is built on the basis of various types, forms, methods, and objects. The goals
and tasks of the integration course are described in the school's natural and scientific education system.
Methods and means of integration in the integrated (demonstration) network of knowledge: depending
on the amount of time at the place of teaching in the educational plan, the time of full mastery of this
course, the level of mastery of students is multi-purpose and color- characterized by color. The creation
of appropriate mental excitement for students while studying each educational subject greatly helps
the acquisition of this material, it helps to remember it quickly, emotional awareness, and the growth
of thinking ability. , leads to the development of speech and imagination. Formation of different types
of thinking skills in primary school students is the basis of integration. Mastering basic subjects and
establishing intra-subject and inter-subject connections in understanding the laws of things in the
world is the methodological basis of the approach to the integration of education. This can be achieved
by returning many times to the concepts of various lessons, deepening and enriching them, identifying
important signs that are understandable to this age. Thus, any lesson that includes a group of concepts
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related to this educational subject can be used as a basis for integration. Today, the demands arising
from the development of science and huge changes in production are setting new tasks for school
education. We see this in the decisions and decrees of our honorable president Sh.M. Mirziyoyev on
education. Adopted on February 7, 2017, the task of "The 4th direction of the action strategy is also
considered about the educational system" is carried out by the teacher himself. It teaches students
about technology, arithmetic, writing, nature and many basic concepts. He does this to the best of his
ability. It is desirable to see integration in the primary class based on combining subjects that are
relatively close to each other. At the next stages of education, he tries to combine the boundaries of
basic sciences. It is necessary to take into account the presence of positive and negative factors in the
integration of primary education. These factors determine the methods of integration. According to our
scientists, integration is one of the didactic principles and takes the leading place among them. Such a
concept creates the need to once again consider the issue of integration in the educational system, the
issue of interdisciplinary coherence and connection. Integration into the education system is one of the
main tools for solving educational and educational tasks between the school and the public. Integrated
lessons teach children to naturally understand the unity of their worldview, the coherence of events.
Integration is the convergence and connection of disciplines during the differential process. The process
of integration is a stage of connecting the communication between disciplines in a new, high quality,
and manifests itself in a high way. It should be noted that the foundations of the integration process are
based on folk pedagogy and scientific pedagogy. Integration is interdisciplinarity. The foundations of
interdisciplinarity emerged from the need to show and explain nature in its entirety in textbooks. The
great didactician John Amos Comenius said: "Everything related to each other should be studied as
such." Later, many pedagogues approached the idea of interdisciplinarity and contributed to its
development and generalization. According to the idea of D. Locke: "In determining the content of
education, one subject should be supplemented with elements and facts of other subjects." Pestalossi
emphasizes that it is even dangerous for one science to distance itself from another. Bulgarian scientists
have created an integrated course for 10-12-year-old children, including natural and scientific
knowledge. In the senior classes of US high schools, "Earth studies" is included, which includes physics,
chemistry, geography, geology, crystallography, soil science, paletology, and the like. In Czechoslovakia,
such a generalizing integrated course called "Civic Education" was included in the senior classes. In
primary education, the role of the integrating link is performed by the teacher himself. It teaches
children arithmetic, writing, nature and many basic concepts. He does this to the best of his ability. It is
desirable to see integration in primary education on the basis of combining subjects that are relatively
close to each other. At the next stages of education, he tries to combine the boundaries of basic sciences.
It is necessary to take into account the presence of positive and negative factors in the integration of
primary education. These factors determine the methods of integration. Y.M. Kolegin and O.L. Aleksenko
point out the negative factors of integration: the limited number of educational subjects - the content of
the large amount of acquired knowledge can be supplemented by reflecting the real view of the world,
the interdependence of its parts. The need to develop very important reading, writing and numeracy
skills. It seems like these things require separate teaching. But the traditional experience of teaching
reading and mathematics also testifies to the wide integration possibilities. In this case, reading as a
science includes not only literary texts, but also materials on history and natural science. It includes
mathematics, arithmetic, algebraic and geometric materials. Such integration does not prevent the
formation of important skills, but rather guarantees their formation. The main goal of integrating
education is to lay the foundations of a good idea of nature and society in elementary school and to form
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their relationship to the laws of their development. That is why it is important for a junior school
student to see the subject or the phenomena of reality from several angles: logically and emotionally, in
a work of art and popular scientific article, from the point of view of a biologist, a wordsmith, an artist,
a musician, etc. Mastering basic subjects and establishing intra-subject and inter-subject connections in
understanding the laws of things in the world is the methodological basis of the approach to the
integration of education. This can be achieved by returning to the concepts of various lessons many
times, deepening and enriching them, identifying important signs that are understandable to this age.
The relevant group of concepts can be used as a basis for the integration of any lesson. For example,
concepts such as "winter", "cold", "storm" are considered in the lessons of reading, Russian language,
science, music, visual arts. The analysis of concepts is integrated in the lessons that refer to the
knowledge acquired in other educational lessons. In addition to being creative and free, the lesson will
have a coherent, logical sequence, and a unique methodology. Many basic concepts that lay the
foundation of general education are common to science, Russian language, music, visual arts, etc.
Currently, it is necessary to develop and test an integrated system of lessons, where the psychological
and methodical basis of establishing connections between common concepts for a number of subjects
is necessary. should be provided with teaching tools.
DISCUSSIONS AND RESULTS
In the educational process, the integration of interrelated subjects accelerates the acceptance of the
information generated in the student's mind and imagination system as much as possible. As a result,
the ability to absorb new information, logically understand it, and intellectually discuss it increases.
Basically, if this method is used in the oral presentation of a new topic in the form of lectures, not only
the learning activity, but also the formation of a sense of interest will be achieved in the learners.
Technology lessons can be connected with all subjects taught at school. In practice, labor education
classes are mostly connected with subjects such as drawing, visual arts, mathematics, physics, mother
tongue and literature, basics of computer science, chemistry, history, physical education, biology,
geography.
CONCLUSION
The integration of technology with other disciplines provides educational opportunities that were not
possible just a few years ago. Technology has the potential to create interactive and engaging learning
experiences that allow students to gain a deeper understanding of a variety of subjects. Teachers should
embrace technology in their lesson planning and they should try to learn the latest developments in
educational technology. By recognizing the potential of technology, educators can create environments
that encourage student engagement, resulting in improved learning outcomes. Technology has
revolutionized the way we approach learning and has given students and teachers the tools to make
learning more engaging and effective. Integrating technology with other subjects helps students
develop creativity, critical thinking skills, and teamwork. It offers a more interactive and personalized
learning experience and prepares students for an increasingly technological world. Therefore,
educators need to continue to incorporate technology into their lesson plans to prepare students for
future success.
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