European International Journal of Pedagogics
16
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TYPE
Original Research
PAGE NO.
16-21
DOI
OPEN ACCESS
SUBMITED
23 October 2024
ACCEPTED
22 December 2024
PUBLISHED
10 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Principles and Conditions
of An Integrative Approach
to Pedagogical Education
Qambarova Charos Hayitmurod qizi
Teacher of the counter-specialized school of culture, Uzbekistan
Abstract:
The integration of the didactic process
ensures not only the implementation of the theoretical
and methodological educational process as a whole, but
also the effective conduct of the process. Especially
taking into account the lush and uniqueness of the
primary education process, the integration of
methodological disciplines in the training of future
primary teachers ensures an effective course of the
theoretical-methodological preparation process.
Keywords:
Principles, conditions, integrative approach,
pedagogical education.
Introduction:
Courses that combine the elements of
different disciplines in a holistic way and connect
disciplines according to their characteristics, including a
specific subject of study, represent the content of
integrated courses.
In pedagogy, the classification of integrated courses can
be carried out according to its various characteristics:
according to the goals and problems of the course;
according to the general tasks of the subjects in the
natural-scientific
system;
according
to
the
interconnection of the branches of science; according to
the methods and ways of integration of subjects;
according to the place of k.
When classifying and using subjects of study, it should
be taken into account that the organizers of these
courses usually set a number of goals and objectives.
Therefore, the courses are described according to the
assimilation of natural-scientific knowledge of the goals
and objectives of the Integrative course. It is
characterized by the role of knowledge in the
curriculum, the size of the Allotted Hours, the time of
full mastery of this course, the level of student mastery
–
multipurpose and diverse, multi-sectoral, as well as
multifunctionality.
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European International Journal of Pedagogics
In a didactic system, integrative classes are expressed in several directions:
Figure 1. Integrative lesson areas
• interdisciplinary integration –
in which the ideas,
theory and concepts of two or more basic disciplines
are combined, carried out through integrated
planning;
the integration of related disciplines is the emergence
of new disciplines based on the integration of closely
related disciplines. On the basis of this, new natural
and scientific disciplines are formed;
fundamental science integration is the integration
of Sciences and general scientific concepts, rules and
theories that apply to this science, which are
fundamental for all branches of modern knowledge;
the study of complex objects, which is a holistic whole
system. In this case, knowledge related to the universe,
“society“,” man“,” Environment“,” Nature “is studied
by integrating;
with the cultural development of local (natural
–
scientific knowledge) and global (important) problems
–
scientific, environmental, polyethnic, industrial and
country, views on the role of the nation today are
integrated and studied;
integration organized to understand integrity in the
laws of nature and society and to form a holistic
personal attitude;
methods and methods that lead to a visual approach-
heuristic conversations(question-and-answer style),
planned enriching conversations, excursions, creative
works, independent works, antomimics, performances,
reading with an exemplary recitation, essay writing,
dictation, statement writing, solving mathematical
problems solving tasks in harmony;
teaching to understand the interaction between nature
and Man and the need to organize activities on a holistic
integrative basis;
integration of the social humanities, natural-
practical and technical sciences, the study of which is
prescribed in the curriculum, taking into account the
interaction of content;
the most optimal way to effectively develop the
learning process is to be able to qualitatively apply
innovative approaches to presenting the problem
(subject to study) ;
humanization of educational activities in the
interconnection of Natural-Scientific and humanitarian
Multi-subject
integration
integration of
side Sciences
fundamental
science
integration
complex
Object Studies.
local and global
) problem
integration
integration of
nature and
community
integrity
integrative
lesson areas
a
c
c
o
rd
in
g
t
o
t
h
e
g
o
a
ls
a
n
d
o
b
je
c
ti
v
e
s
o
f
th
e
I
n
te
g
ra
ti
v
e
c
o
u
rs
e
a
cc
o
rd
in
g
to
th
e
a
cq
u
is
itio
n
o
f
n
a
tu
ra
l-
scien
tifi
c
kn
o
w
led
g
e
integration of
subjects whose
study is defined in
the curriculum
interdisciplina
ry integration
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European International Journal of Pedagogics
Sciences in the educational process;
Organization of integrative training, which implies the
formation of the personality of those who receive
knowledge, the acquisition of objective interaction of
the Nature-Society system;
generation
of
integrative
knowledge,
skills,
competencies, imaginations in learners;
the formation of motivation in students in the
assimilation of each educational material greatly
contributes to the assimilation of this material, a
holistic understanding of the educational material is
formed and is firmly preserved in memory, leads to
emotional awareness, an increase in the ability to
think, the development of speech and imagination.
The organization of integrative courses helps to
structure the following forms of thinking and
theoretical-methodological qualifications during the
theoretical-methodological training of students:
Formation of the personality of students by providing
information about natural objects;
formation of interdisciplinary interaction in the
pedagogical - psychological system;
the search for sources from the context of different
disciplines in explaining the new material in the
formation of the skills of comprehension of
Educational Materials, adaptation to the process;
systematic establishment of integrative courses in the
teaching of specialist subjects;
to ensure that the formation of comprehensive
knowledge of students in the teaching of specialty
subjects is carried out through integrative skills and
tools. This is a solid mastery of integrative knowledge
and the formation of emotional awareness.[4; 60-66
P..]
Multi-subject integration. The process of integrating
the methodologies of elementary education disciplines
can also be called a universal or a general course
combining several basic methodological courses. For
example, combining the courses “native language
teaching methodology”, “mathematics teaching
methodology”,
“Natural
Science
Teaching
Methodology” and “Technology and its teaching
methodology” into one common course.
It can be seen that the correct sequence in the
integration of materials of integrative methodological
courses in the system of methods of primary education
can be achieved only by maintaining the content of
educational materials. Methodist scholars point out
that this is also being addressed in traditional
pedagogical education by sequential study of
methodological disciplines. A number of scholars
believe that it is worthwhile to teach the methodology
of primary education only by combining the foundations
of a common methodology.
The
problem
of
integrating
and
teaching
methodological subjects in order to cancel and simplify
the continuation of teaching on a system basis, as well
as the organization of generalized courses, is one of the
pressing issues today. Such courses include interactive
lecture-practical classes that give students motivation
to learn professional knowledge.
Courses compiled on the basis of integration of related
disciplines.
Integrated education is the reason for the formation of
new integrative-practical courses that connect ideas,
concepts in the content of the subjects studied by
students [4; 60 p..].
During the observation of the methodology of
elementary education disciplines, it appears that each
methodology includes interrelated topics, general
concepts. Related related related disciplines include the
general topics in the curriculum “native langu
age
teaching
methodology”,
“mathematics
teaching
methodology”,
“Natural
Science
Teaching
Methodology” and “Technology and its teaching
methodology”. On the basis of these disciplines,
integrative methodological courses are drawn up.
Courses compiled on the basis of Fundamental Sciences.
It is compiled on the basis of basic fundamental
sciences, covering each section of modern knowledge.
Fundamental
sciences
include
interdependent
pedagogy, psychology, physiology, among others. [4; 60
p..].
Application of synergetics, which studies the
connections of systems with a scientific orientation in
various processes of human life. The content of
integrative courses in this pedagogical education is
based on the meaning and structure of these disciplines.
Courses based on general scientific concepts, laws,
theories. Ideas about creating integrative courses on
this basis gave good results. Concepts denoting a high
degree of generality among the authors: "matter",
"Action", "matter", "Field", "energy", etc.were used a
lot. Among the laws of sermahsuli Nature Conservation
Law, the development of people due to business
activity, was to look at nature with emotion.
Among the theories, the main natural - scientific
theories serve as the basis for the creation of an
integrative course. It is worth noting that, although
there were many attempts to create integrative courses
on this basis, they are distinguished by the fact that they
do not frown and do not have a specific sequence,
didactic purpose.
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European International Journal of Pedagogics
Courses based on the study of problems related to the
evolution of science, methods of studying nature from
a scientific point of view, scientific manifestations of
the universe.
All of the above topics have integrative content and
great opportunities for implementation. Such courses
differ in the complexity and effectiveness of the
material and method of teaching, which will be applied
to future teachers in their future pedagogical activities.
In a certain sense, these courses have a good effect on
the effect of Natural Sciences, and an object in the
course is seen from the point of view of different
sciences.
Integration in the same variety was widely used in the
teaching process in the Twenties of the last century. It
was later abolished, but today there is another need
for such integrative courses. Within the framework of
Primary Education Sciences, the consciousness of
students is achieved with a holistic understanding of
the object to be studied. The demand to generalize this
process of knowledge transfer from a melodic point of
view also assumes that students are given
comprehensive methodological knowledge.
Integrative courses based on various problems. There
has been a lot of research on the implementation of
integrative courses on the basis of various local (local)
and global (universal) problems. In the intgeration of
methodological courses, the local of methodological
knowledge, that is, belonging to the methodology of
only one subject, and Global, that is, problems related
to the methodology of teaching several subjects, are
distinguished. When organizing methodological
integrative courses, attention is paid to the research of
a comprehensive solution to these problems. Such
courses can be organized in the style of integrative
courses aimed at solving problems during the period of
teaching savod or a common problem in the cross
section of classes.
The development of integrated courses structured on
general methodological problems is also motivated by
the development of global education. Integrative
courses based on the unit of content of pedagogical
activity.
It directly depends on the acquisition of scientific and
theoretical information in the development of
educational and methodological skills of teachers of
the future primary class. For this reason, it seems
advisable to organize a general course based on the
general integrity of pedagogical activity, but at the
same time intended to introduce information about
each of its elements. These integrative courses have a
favorable effectiveness in the educational process and
help in achieving the result , solving the problem of
excessive effort, developing skills for obtaining
independent knowledge. The creation of such
methodological
integrative
courses
and
their
implementation in the educational process are of great
importance today. The results of the examination of the
assimilation of methodological disciplines show that the
system of a large number of methodological disciplines
given today does not help to achieve a high level of
results in the formation of theoretical-methodological
competencies in future teachers.
Methodological principles are teaching principles that
determine the laws, content and methods of the
educational process. And these principles serve to
determine the basis of the pedagogical system, as well
as the initial situation.
Each subject of study serves to justify the existing thing
in the life of society-the phenomenon and the scientific
laws of processes. This allows the educated to
understand the essence of nature and social progress.
These principles also clarify the content and essence of
primary education.
The proposed didactic principles can never maintain
their structure, regularity and classification uniformly.
They change and are formed depending on the period,
social progress and social requirements for the
educational system. Over time, some principles become
irrelevant, while others are refined and updated.
Consequently, didactic principles are renewed on the
basis of the demand of society, along with the
development and improvement of the subjects taught.
In modern conditions, the proposed principles cover the
requirements imposed by the society before primary
education and meet the characteristics of the
educational organization. It implies that components
are related in the didactic process.
The above-mentioned didactic ideas and principles
make it possible to organize the educational process
based on the requirements of society. This makes it
possible to develop conditions for the systematic use of
the principles of integrative pedagogy, while expanding
the possibilities of integration in the educational
system.
When mathematical concepts are applied integratively
to the content of subjects of educational subjects such
as primary classes “upbringing”, “mother tongue and
reading liter
acy”, development is observed in the
educational process and in student cognitive activity. In
the process of integrating educational disciplines of the
primary class socio-Humanitarian category, it is
advisable to adhere to a number of educational
principles. These principles: 1. The principle of being
based on science; 2. Unity of theory and practice; 3.
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Regularity of training and upbringing; 4. The principle
of historicism in teaching; 5. The principle of
accelerating the learning process;
We tried to implement them in the following way in
ensuring the relevance of the methodology of
Educational Sciences according to the above principles:
The principle of building on science - this principle, in
its essence, should not only be manifested in the
content of education, but also form the main part of
this or that science, taking into account the
peculiarities of Science and the development of
students ' knowledge. In the didactic process, learning
should be perceived not as the result of activity, but as
an activity process. According to the scientific principle
of teaching, students should be informed only about
information that is scientifically correct and does not
confuse them, that is, the truth of the facts,
phenomena, laws, rules studied, their compatibility
with the latest achievements of science. The principle
of Science in turn: validity and probability of
conclusions drawn from the material under study;
studying each question of the program from a general
theoretical and general ideological position;
At all stages of the lesson, the issues of the formation
of general knowledge, skills in students should be fully
implemented, with special attention to the most
important questions in the content of the topic.
Primary school students test their knowledge of the
social sciences and Humanities in their experiences and
apply it in possible contexts in an interdisciplinary
context. Based on the same systemic activity, the
scientific character of education and upbringing is
manifested. According to this principle, mistakes made
in the oral or written answers of any student should
never be ignored by the teacher and corrected
immediately.
The principle of unity of theory and practice.- The
acquired knowledge of students within the framework
of the educational subjects of the primary class is
achieved not by itself, but by the formation of the skills
of students to be able to apply theoretical knowledge
in pedagogical activity. Therefore, it is advisable for
students to develop theoretical and methodological
skills within each subject. This is the only way to ensure
the unity of theory and practice. Practical actions serve
to show students the functional side of knowledge that
teaches them the skills of a holistic and systematic
understanding of the world.
The principle of the regularity of education-there must
be a logical connection in each work. Therefore,
confusion in teaching should never be allowed, that is,
each subsequent stage of the learning material to be
mastered should be a logical continuation of the
previous material, only then can the student use his
previous knowledge in a sensitive way. Feels extirpated
in understanding and mastering new material. To
ensure the fulfillment of this requirement, the teacher
must carry out internal and inter-subject external
relations. To do this, it is necessary to constantly
monitor the application of the learned knowledge, skills
by students.
The principle of accelerating the educational process-
consists in the rational choice of the teaching option,
which provides the maximum possible result in the
education, knowledge and development of students
with a minimum of time and effort for the teacher and
students on the basis of the given conditions.
In its essence, the educational subjects of the primary
class are important in the development of the student's
knowledge acquisition, worldview, as well as in the
education of personality qualities. Subjects of study
associated with each other acquire complex concepts
about natural and scientific phenomena, events,
processes. This knowledge is based on the principle of
historicity of training in the acquisition of skills. In the
process of studying educational subjects in the socio-
Humanitarian category, students are introduced to the
time of birth and life of great personalities of the past,
the dates of writing their works, the scientific heritage
and moral views that they added to world civilization in
a manner related to mathematics on the basis of
interdisciplinary connection. In this, the role of
mathematical concepts in the memory of students, their
influence on their emotions, self-education is
incomparable.
In the course of the lesson in didactics, it is necessary to
quickly and qualitatively master a new topic. After all,
the principle of accelerating the learning process is a
didactic phenomenon that goes back to taking a short
and meaningful lesson. On the basis of interdisciplinary
communication, it takes a lot of time to use, giving
examples of similar topics of several lessons in each
course process.
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