Svitlana Voronova. MULTIDISCIPLINARY TEACHING MODEL AS A NEW UKRAINIAN SCHOOL ANALOG.

(2016) Science and education, 10, 120-124. Odessa.

Svitlana Voronova,
PhD (Candidate of Pedagogical Sciences),
acting associate professor,
Department of Management and Education Development,
Odessa Regional Advanced Training Institute for Teachers,
17, Mykhailivska Sq., Odesa, Ukraine


MULTIDISCIPLINARY TEACHING MODEL AS A NEW UKRAINIAN SCHOOL ANALOG


SUMMARY:

In terms of the renewal of general secondary education system it is necessary to change the vector of school graduates’ training. After graduating from school, a school leaver should be competitive: have critical thinking, be ready for changes, study throughout life, be a patriot, have a pro-active attitude, and be an innovator. In this context an introduction of multidisciplinary teaching model at senior high school is important nowadays, because only it can ensure the full implementation of personality-centered teaching principle and the formation of key competencies, significantly increasing opportunities of a school student for choosing his/her own educational path. The article is aimed at presenting the results of the implementation of the multidisciplinary teaching model at senior high school. The developed technique is aimed at creating favourable conditions for revealing and taking into account individual peculiarities, interests and educational needs of school students; as well as minimisation of graduates’ mistakes of professional determination. The experiment involved 42 senior school students. It consists of 2 stages. At the first one, it has been revealed that the developed technique helped to decrease the respondents’ psychological tension due to the conscious choice of depth of consideration of the subjects. They have got an opportunity to master educational competences on the basis of the students’ understanding of their capabilities and skills, interests and the educational motivation. Besides, the technique makes it possible to combine the major subjects in an untraditional way, for example, Biology and Mathematics, History and English, etc. The second stage of the experiment began in January, 2016 and will be held till August, 2017. It involves questioning of students with the aim to define the major subjects; examining the possibilities and personal characteristics of pedagogues and students in order to choose the profilisation of the groups. 


KEYWORDS:

 individual curriculum, dynamic groups, multi-profile education, training profile.


FULL TEXT:

 


REFERENCES:

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