ІNTEGRATION AS A CONCEPT OF MODERN TEXTBOOK CREATION

Abstract

The article examines the interaction of integration processes and textbook creation (on the example of civic and historical education); it is determined that the integrative approach covers scientific and pedagogical research, the learning process itself, various aspects of life, cognitive, social experience of a child.
The multidimensionality of scientific interpretations of the concept of integration determines its active use in educational practice. It is clear that integration as a pedagogical phenomenon can be a prerequisite for changes in the sphere of education, a methodological approach to the development of basic documents (State Standards, curricula, etc.), the principle of interaction of individual components of the educational process or the result of the abovementioned.
The study considers the specifics of the formation of the integrative content of textbooks on civic, historical education through the following factors: integration of the content within historical and civic education in accordance with the new structure of general secondary education; incorporation of the content of historical, civic education with other branches/subjects/courses; availability of a system of competency-­based tasks, integrative technologies for the development of historical-­chronological, spatial, systemic, critical thinking of students.
Currently, integration is becoming a mandatory factor in the competency-­based textbook creation and is carried out through the interaction of the following essential components of competency:
1. cognitive — the optimal combination of knowledge of socially significant information units of related subjects (history, literature, languages, geography, art, etc.);
2. activity — the interaction of procedural factors: key, subject competencies, cross-­cutting learning skills inherent in different educational areas;
3. motivational-­attitude — a combination of value influences, emotional factors, judgments, which are formed as a result of integrative learning of the past and present by a child.
The choice of these objects of research is due to the globalization processes of the XXI century, the need to realize the competence and integrative potential of textbooks on historical and civic education.