uvannya, adaptatsiyu do nʹoho,a takozh zabezpechuye spryyatlyvyy psykholohichnyy
klimat u klasi. Povedinkovyy komponent,yak naholoshuvala doslidnytsya, zoriyento
vanyy na rozvytok konkretnykh komunikatyvnykhuminʹ, sposobiv diyalʹnosti ta dosvi
du, i ye utvorennyam, shcho intehruye v sobi na rivnipovedinky ta diyalʹnosti vsi pro
yavy komunikatyvnoyi kompetentsiyi [ tam samo].
So, when defining the type of integrated lesson, L. Vardzatskaya focused on the
main type of activity on the subject, giving preference to the non-knowledgeable
component, but to the formation of practical skills, experience, development of creative
abilities, which should be carried out on a common content basis for different
subjects.At the beginning of the 21st century, the authors of the Concept of cognitive
teaching methods of the Ukrainian language emphasized the importance of
interdisciplinary connections during language learning and noted that "the source of
interest in the study of the Ukrainian language might be interpersonal relationships in
the teaching, especially language with literature, natural science, fine arts, music "[5].
The Concept of Language Education at the 12-year school stated that
interpersonal relations "contribute to in-depth understanding of language phenomena,
expanding the outlook of students, the formation of their ability to apply adjacent
knowledge on other subjects" [6].
Leading national methodologists S. Klepko, O. Savchenko, L. Tkachenko, M.
Serdyuk, O. Bilyayev and others. stressed the need for systematic work for the
implementation of interdisciplinary connections during the study of the Ukrainian
language, as they act as a didactic condition that promotes the level of scientific
knowledge and availability of language learning, a significant increase in cognitive
activity of students, and the improvement of the quality of knowledge and skills [7].
The Concept of the New Ukrainian School stipulates that inclusive education of
children with special needs is provided in the junior class, and therefore the teacher
must work with children of different levels of speech development at lessons and in
extra hours [8].Scientist-psychologist I. Agafonova believed that specially organized
lessons of communication "in extra-time time is the best means of forming the
communicative competence of junior pupils. According to its method, such classes
envisaged 3 stages of work, namely: diagnostic, corrective-developing, control. Yes,
the diagnostic stage is carried out by a pedagogue and a psychologist. On the basis of
observation, the teacher determines the level and peculiarities of the formative
communication of children, the psychologist, using projective techniques, establishes
the features of self-perception and the same attitude, that is, confidence, uncertainty,
overestimating self-esteem, etc. The obtained information was used for the individual-
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