Biologiya fanini o’qitishda integratsiyalashgan yondashuv

Abstract

Maqolada pedagogik integratsiyani integratsiyalashgan ta’lim toifasi sifatida  o’rganishga bag’ishlangan dolzarb muammo ko’rib chiqiladi. Ushbu maqolaning  maqsadi umumiy falsafiy toifasidan kelib chiqqan holda, "integratsiya" ning  dastlabki tushunchasini ko’rib chiqish orqali integratsiyalashgan ta’lim fenomenini  aniqlashdir. Maqolani yozish jarayonida tizimli yondashuv qoidalari, faylasuflar,  psixologlar va pedagoglarning ta’limda integratsiya nazariyasi va amaliyotiga  bag’ishlangan ilmiy nashrlarini qiyosiy tahlil qilish usullaridan foydalanilgan. “Integrasiya” tushunchasini ilmiy-pedagogik adabiyotlarda uning ma’nosini  izohlash nuqtai nazaridan o’rganildi. Integrasiyaning vujudga kelishi tarixiy jihatlari  tahlil qilindi. Ta’limdagi “integratsiya” tushunchasining mohiyati ochib berilgan  bo’lib, unga ilmiy tadqiqotlar tahlili asosida oydinlik kiritildi. 

The article considers the actual problem of studying pedagogical integration as  a category of integrated education. The purpose of this article is to define the  phenomenon of integrated education by reviewing the initial concept of "integration"  based on its general philosophical category. In the process of writing the article, the  rules of the systematic approach, methods of comparative analysis of the scientific  publications of philosophers, psychologists and pedagogues devoted to the theory  and practice of integration in education were used. The concept of "integration" was  studied from the point of view of explaining its meaning in scientific and pedagogical  literature. Historical aspects of the emergence of integration were analyzed. The  essence of the concept of "integration" in education was revealed, and it was  clarified based on the analysis of scientific research.