Integrated Education Features in Ungraded Primary School
Abstract
The aim of the article is to identify the features and to reveal the essence of primary schoolchildren’s integrated education in the conditions of primary ungraded schools where the educational process specific dictates the need for integrated lessons. Methods. Analysis of psychological and pedagogical literature on the research problem, experimental work on the organization of integrated teaching in ungraded primary schools. Result. Based on the results of implementation of integrated education elements in ungraded primary schools the integration of similar subjects at the lesson can be viable. Conclusion. Because of the analysis of psychological and pedagogical literature, the experimental work the authors find out the features and prove the implementation of integrated education of primary schoolchildren in the conditions of integrated classes.
About the Authors
Magomed A. Aripov
Dagestan State Pedagogical University;
Dagestan Institute of Education Development
Russian Federation
Ph. D. (Pedagogy), professor, the chair of Pedagogy and Psychology of Primary Education (PPPE), the faculty of Primary School (FPS), Dagestan State Pedagogical University (DSPU); professor, the chair of Preschool and Elementary Education (PEE), Dagestan Institute of Education Development, Makhachkala, Russia;
Russian Federation
Ph. D. (Pedagogy), professor, the chair of Pedagogy and Psychology of Primary Education (PPPE), the faculty of Primary School (FPS), Dagestan State Pedagogical University (DSPU); professor, the chair of Preschool and Elementary Education (PEE), Dagestan Institute of Education Development, Makhachkala, Russia;
Naida M. Aripova
Dagestan State Pedagogical University
Russian Federation
senior lecturer, PPPE, FPS, DSPU, Makhachkala, Russia;
Russian Federation
senior lecturer, PPPE, FPS, DSPU, Makhachkala, Russia;
References
1. Aripov M. A. Malokomplektnye shkoly Dagestana [Ungraded schools in Dagestan]. Makhachkala, DSPU Publ., 2012. 182 p. (In Russian)
2. Aripov M. A. Malokomplektnaya nachal'naya shkola v Dagestane: funktsionirovanie, spetsifika, problemy [Ungraded primary school in Dagestan: operation, specifics, problems]. Makhachkala, DSPU Publ., 2001. 64 p. (In Russian)
3. Aripova N. M. Aripov M. A. Primary schoolchildren’s solitary work as one of the conditions of scholastic skills training in ungraded schools. Mir nauki, kul'tury, obrazovaniya [World of science, culture, education]. 2015. No. 5 (54). Pp. 139-141. (In Russian)
4. Aripov M. A., Aripova N. M. Ismailova M. I. Ungraded primary school and pedagogical qualification of its teachers. Izvestiya Dagestanskogo gosudarstvennogo pedagogicheskogo universiteta. Psikhologo-pedagogicheskie nauki [Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences]. 2011. No. 4. Pp. 34-36. (In Russian)
5. Aripov M. A., Aripova N. M., Vavilov Yu. P., Karpova E. V. Psikhologo-pedagogicheskie osnovy sovershenstvovaniya obrazovaniya v vuze i nachal'noy shkole: kollektivnaya monografiya [Psychological and pedagogical bases of education improvement at the university and in the primary school: collective monograph]. Yaroslavl, 2014. Pp. 313-328. (In Russian)
6. Bayborodova L. V. Introduction of state educational standards of general education in rural school. Vestnik obrazovaniya [Bulletin of education]. 2011. No. 17. Pp. 5-8. (In Russian)
7. Borisevich A. R. Integrirovannye uroki [Integrated lessons]. Minsk, Krasiko-Print Publ., 2014. 173 p. (In Russian)
8. Kak proektirovat' universal'nye uchebnye deystviya v nachal'noy shkole. Ot deystviya k mysli [How to design universal learning activities in primary school. From thought to action]. Ed. by A. G. Asmolov. Moscow, Prosvesheniye Publ., 2011. 148 p. (In Russian)
Review
For citations:
Aripov M.A., Aripova N.M. Integrated Education Features in Ungraded Primary School. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2017;11(2):32-37. (In Russ.)
Views:
86
Email this article 