An integrative approach to teaching foreign languages at school

Аннотация

This article examines and discusses ways to apply an integrative approach in teaching and some fundamental issues related to the language training of students at school. At the present stage of society's development, an urgent problem is the comprehensive training of students, which consists of a number of consecutive, successive stages of qualification growth, providing for a multi-variable result, the development and formation of a morally mature person who is able to actively participate in social life. The leading element of such training is the humanitarian one, which allows you to form a free personality with independent creative thinking and the ability to constantly improve yourself. The process of teaching a foreign language at school is subject to special requirements, the effective implementation of which is possible in conditions of interconnectedness of teaching all types of speech activities, active inclusion of humanitarian, regional and cultural aspects in the content of teaching students. The term "integration" was firmly established in the works on pedagogy in the 80s. Originally from the Latin "integratio", which means restoration, replenishment, integration of any parts into a whole, even earlier this term was widely used in the professional vocabulary of various fields of knowledge to denote the corresponding process [1; 4]. The Philosophical and Encyclopedic Dictionary [2; 203] develops the definition of integration, complementing it with such a concept as "the side of the development process associated with the integration of previously heterogeneous parts and elements into a whole". A similar definition can be found in the "logical dictionary-reference book" [2; 203], which defines integration as "...combining into a whole, into the unity of any elements, restoring any unity". In the exact sciences, one can trace the understanding of integration as summation over some parameter with its own weight, and integral as "an integer quantity considered as the sum of its infinitesimal parts" [3; 48]. In English literature, "integrate" [3] the term "integration" in a broad sense is used to characterize the process of convergence and connection of sciences that occurs along with the process of differentiation. In biology, integration is understood as "... orderliness, consistency and unification of functions and structures inherent in a living system at various levels of organization " [2; 203]. In psychology, we find "group integration", characterized as "consistency, orderliness and stability of the system of intra-group processes" [4; 19]. Philosophers define integration as the process of forming connections that ensure the interdependence of elements and the appearance of an "integrative property" [1; 51]. A.D. Ursul uses the term "integration" to denote the integration of any parts into a whole and uses it to characterize the processes of interconnection of previously autonomous elements as a single set [5; 113]. In all the above definitions, there is a single tendency, on the one hand, to show the interrelation, interdependence of individual elements, and on the other, the formation of integrity. Each element is in a relationship with others based on consistency, orderliness, and stability. Thus, particular sciences in the interpretation of the term "integration" define, first of all, as a union into a whole, the restoration of some unity, integration can be understood as the process of becoming a whole. In pedagogy, integration is defined as " ... the highest form of expressing the unity of goals, principles, content, forms of organization of the learning and upbringing process carried out in two cycles 200 of education, aimed at intensifying the entire training system..." [2, 16]. An important role in the theoretical justification and practical implementation of the idea of integration in pedagogy belongs to A. P. Belyaeva. Summarizing the data of private sciences, analyzing the definitions of integration in philosophy, A. P. Belyaeva deepens this concept, emphasizing that integration in any sciences is both a process and a result of creating an inextricably integral one [3]. Introducing the term "integration" into the methodology, we rely on the same set of meanings that it has in engineering, economics, mathematics, pedagogy, etc. However, we develop and clarify this concept in the appendix to our curriculum. We understand it in the framework of the training program developed by us as follows: integration is the merging of the content, forms, methods, principles of teaching into a single whole and the interpenetration of elements of language training in the scientific, professional, general education and humanitarian spheres. The description of integration as a process helps to identify the following most necessary invariant stages of this procedure: determining the system- forming factor, creating a new program structure, reworking the content, checking effectiveness, and correcting