and, if necessary, carry out a series of integrated lessons; stressed that the basis of
integration should be the proximity of the content of teaching to the main themes of
various
subjects,
their
harmonious
complex
interpenetration
[4]. Otzhe,
vyznachayuchy typ intehrovanoho uroku, L. Varzatsʹka oriyentuvalasya na osnovnyy
vyd diyalʹnosti z navchalʹnoho predmeta, nadayuchy perevahu ne znannyevomu
komponentu, a formuvannyu praktychnykh navychok, dosvidu, rozvytku
tvorchykh zdibnostey, shcho neobkhidno zdiysnyuvaty na spilʹniy dlya riznykh
navchalʹnykh
predmetiv
zmistoviy
osnovi. Nasamomu pochatku KHKHI stolittya avtory Kontseptsiyi kohnityvnoyi met
odyky navchannyaukrayinsʹkoyi movy zaktsentuvaly uvahu na vazhlyvosti mizhpred
metnykh zv'yazkiv pid chasnavchannya movy i zauvazhyly, shcho «dzherelom rozvyt
ku interesu do vyvchennyaukrayinsʹkoyi movy mozhutʹ staty mizhpredmetni zv'yazky
v navchanni, osoblyvo movy zliteraturoyu, pryrodoznavstvom, obrazotvorchym myst
etstvom, muzykoyu»
[5]. U Kontseptsiyimovnoyi osvity 12-
richnoyi shkoly bulo zaznacheno, shcho mizhpredmetni zv'yazky «spryyayutʹpohlybl
enomu rozuminnyu movnykh yavyshch, rozshyrennyu svitohlyadu uchniv, formuvan
nyuv nykh uminʹ zastosovuvaty sumizhni znannya z inshykh predmetiv»
[
6
].Providni vitchyznyanimetodysty S. Klepko, O. Savchenko, L. Tkachenko, M. Serd
yuk, O. Bilyayev ta in.naholoshuvaly na potrebi systemnoyi roboty dlya zdiysnennya
mizhpredmetnykh zv'yazkiv pidchas navchannya ukrayinsʹkoyi movy, adzhe vony vy
stupayutʹ yak dydaktychna umova, shchospryyaye pidnesennyu rivnya naukovosti i d
ostupnosti navchannya movy, znachnomuposylennyu piznavalʹnoyi diyalʹnosti uchniv
, polipshennyu yakosti znanʹ i navychok [
7].UKontseptsiyi Novoyi ukrayinsʹkoyi shkoly peredbacheno, shcho v molodshykh kl
asakhzdiysnyuyetʹsya inklyuzyvna osvita ditey z osoblyvymy potrebamy, a vidtak uc
hytelʹ povynenpratsyuvaty z ditʹmy riznoho rivnya rozvytku movlennya na urokakh t
a v pozaurochnyy chas[8].Uchenyy-
psykholoh I. Ahafonova vvazhala, shcho spetsialʹno orhanizovani urokyspilkuvanny
a» u pozaurochnyy chas ye naykrashchym zasobom formuvannyakomunikatyvnoyi k
ompetentsiyi molodshykh shkolyariv. Za yiyi metodykoyu taki zanyattyaperedbachal
y 3 etapy roboty, a same: diahnostychnyy, korektsiyno-
rozvyvalʹnyy, kontrolʹnyy.Tak, diahnostychnyy etap zdiysnyuyetʹsya pedahohom i ps
ykholohom. Pedahoh na pidstavisposterezhenʹ vyznachaye rivenʹ ta osoblyvosty sfor
morovanosti spilkuvannya ditey, psykholohza dopomohoyu proektyvnykh metodyk v
stanovlyuye rysy samospryynyattya ta samostavlennya, tobto upevnenistʹ, nevpevneni
stʹ, zavyshchenu samootsinku toshcho. Otrymanuinformatsiyu vykorystovuvaly dlya
yndyvidualʹno-typolohichnoho pidkhodu v protsesikorektsiyno-
rozvyvalʹnoyi roboty, shcho provodyv psykholoh chy pedahoh. Na zaklyuchnomueta
pi za dopomohoyu povtornoho diahnostuvannya vyznachaly efektyvnistʹ roboty [9].
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