Безымянный indd

Keywords:
integration, pedagogy, cognitive activity, modern education, educational process.
Development of a new educational system for the formation of young people as members of a 
highly enlightened society through the use of classical literature, which is our spiritual heritage, the 
definition of artistic, aesthetic, scientific and pedagogical bases of teaching classical literature, It is 
important to develop methods of teaching classical literature, depending on the age of students, as 
well as the application of advanced innovative educational technologies in this process.
Integration - in the pedagogical process, researchers comprehend one aspect of the developmen-
tal process associated with the integration of previously dispersed parts into a single whole. This pro-
cedure must be carried out both within the existing system and within the new system. The essence 
of the integration process is a qualitative change in each system element. The integration principle 
encompasses the interdependence of all components of the learning process, all system elements, 
and the relationship between systems. Integration directs the development of goal setting by defining 
the content of lessons, as well as their forms and methods. The implementation of the integration 
principle in any component of the pedagogical process ensures the integrity and consistency of the 
pedagogical process. are processes of systemic qualitative change. Many studies in local didactics 
and educational theory are based on the aforementioned rules in order to develop specific methods for 
improving the learning process.
As a result of the great creative work and reforms being carried out in our country, as well as the 
growing economic power of our country, radical reforms are taking place in public education, which 
is the central link in the social sphere of society. The education system is constantly being updated, 
enriched with new documents, pedagogical technologies, methods of practice that will improve the 
education of young people, ensure their content and continuity. As the First President I.A. Karimov 
said, “... Radical reform of public education, implementation of this program requires a lot of energy, 
money and opportunities from us. But from the perspective of our future, our independence, both eco-
nomically and politically and spiritually, if we look at these costs, the benefits will inevitably cover 
and justify any costs. “
The Decree of the President of the Republic of Uzbekistan Shavkat Mirziyoyev “On the Strategy 
of Actions for the Further Development of the Republic of Uzbekistan” states that “Physically healthy, 
mentally and intellectually developed, independent-minded, loyal to the Motherland, firmly committed 
to life educating young people, deepening democratic reforms and increasing their social activity in the 
process of developing civil society ... ”is an important task. At the same time, it is important to raise the 
level of literary education and the development of speech competence through the formation of a culture 
of reading, high aesthetic taste, artistic analysis competence in secondary school students.
The process of integrating education is to link the components of a particular education system 
into a globalized worldview that focuses on children’s personality development and their own devel-

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opment. Integration of disciplines in the modern school - this is one of the directions of the search 
for new pedagogical solutions, the development of creative potential of pedagogical teams in order 
to influence students effectively and rationally. Integration aids in the dispersal and mosaic of stu
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dents’ knowledge, as well as their acquisition of holistic knowledge and a set of universal values. 
Pedagogical disciplines both local and foreign have extensive experience of studying integration 
issues. J.A. Comenius, I.G. Pestalozzi, J.J. Russo, L.N. Tolstoy, K.D. Ushinsky suggested the task 
of using interdisciplinary communication in the educational process. The ability to perceive and un-
derstand information decreases dramatically with the rapid growth of information. The way forward 
is to summarize the various subjects, develop integrated training courses, and link all disciplines of 
the school. There is no consensus today about what integration is, even if it has always been the idea 
itself. Regarding the integrated education problem, V.I. Vernadsky writes: “The twentieth centu-
ry’s development of scientific knowledge. The boundaries of each discipline are breached quickly. 
Instead of science, we increasingly focus on issues. On the one hand, this allows us to examine the 
phenomenon studied more deeply and, on the other, to broaden its coverage throughout.” I propose a 
trip to the past. The roots are back to the 18th century. The lesson is integrated. “All that is connected 
in the same way must be taught” (Ya.A. Kamensky). Criticizing Comenius’ class-lesson system for 
not being consistent in the study of individual subjects and the formal-logical connections between 
them, its founders advocated for the integration of learning around processes and events that children 
found interesting and natural. provided a way to connect with life’s situations Russo was among the 
first to raise this issue. His French disciples, Carpentier and Robin, created a number of programs 
of “integral learning” and schooling in which manual labor was central to education. All subsequent 
“theoretical” research was gradually built around this work. Johann Friedrich Herbart, one of the 
founders of experimental psychology and didactics in Germany, defended the complex method. He 
believed that geography, the “science of the unifying nature,” was at the heart of education, and that 
it was natural to combine mathematics, history, and natural science around it. Rudolf Steiner was 
the last major German theorist to support the complex method. His “periods” evolved into distinct 
forms of education in which children were immersed in culture, science, or crafts. The extraordinary 
“complexist” Jean-Ovid Decroli also had a significant impact on the formation of Belgium’s state 
education system. In 1907, he founded the School of Life through Life in Brussels, which organized 
education around “centers of the child’s interest.” In short, complex, “holistic” pedagogical ideas 
have a far more serious and glorious foreign history. The “lessons of thinking in nature” that V.O. 
Sukhomlinsky taught to 6-year-olds at the Pavlysh pile are an example of his experience. The combi-
nation of these fundamental types of cognitive activity (observation, thinking, and speech) is intended 
to teach, educate, and develop children. The propaedeutic path is combined with the one proposed 
by K.K. Ushinsky... It is the diversity of primary education subjects, if it does not include any sepa-
rate subject and everything feeds the activities of children, and all of this diversity wrote that it can 
only be added to a single rational influence of the adults who manage the activity. The concept of 
combining separate areas of scientific knowledge - Russian language and literature, natural sciences, 
and history - was first developed in “Children’s World,” which was intended as a book for reading 
in the lower grades of high school (gymnasium and district). It was planned. The first section of the 
history of patriotism covers the section “First acquaintance with the Motherland,” while the second 
section covers the section “From Russia’s history.” The historical sections of Detsky Mir are made 
up of stories that provide chronological information about the Russian state’s political history and 
culture. K.D. Ushinsky began reworking the “Children’s World” elementary school, but his work 
was far from finished. K.D. Ushinsky wrote in developing the idea of integrated education in primary 
school that when different subjects are added to a single propaedeutic course, it should not be lost. In-
dividuality of individual subjects can be realized by teaching such a course in a single teacher, rather 
than a team of science teachers. Our time period is defined by a convergence of sciences, as well as a 
desire to have the most accurate picture of the overall picture of the world. These ideas are reflected 
in the modern school education concept. However, such a problem cannot be solved within the scope 
of a single scientific discipline. As a result, there is a trend toward integrating academic disciplines 

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in teaching theory and practice (integrated courses, integrated lessons), which allows students to 
achieve interdisciplinary generalizations and get closer to understanding the big picture of the world. 
It is becoming more popular. The evolution of any science, including methodology, is inextricably 
linked to the formation of terminology. It is not surprising, then, that new word names appear in the 
methodology from time to time, such as researcher, researcher, innovator, teaching optimization, 
and so on. The integration of these disciplines is the most recent innovation of this type, which was 
popular in the 1990s. What, as a term and phenomenon, is methodologically integrated? A learning 
lesson for parents that is methodologically integrated. In the teaching and learning process, integrated 
lessons are becoming increasingly important. They instill a creative spirit in the classroom and restore 
children’s joy of reading as well as their confidence in themselves and in life. Let us now discuss 
the factors that influence the efficacy of integrated lessons. First, let’s determine which lessons are 
better suited for integration. These lessons are based on the similarity of the content of the leading 
topics in various subjects as well as their logical connections. Currently, the issue of integrated ed-
ucation is contentious, because, according to T.V. Varenova, integration has both advantages and 
disadvantages. It is a good thing that children with special educational needs are not isolated from 
society, but it is a bad thing that special integrated education opportunities in public schools are lim-
ited. However, the views of parents with varying attitudes toward integration should be considered, 
particularly in its mandatory version. It is therapeutic and rehabilitation, in addition to the direction 
of education, correction, and compensation, which is impossible to fully achieve in a public school. 
Private schools have vocational training workshops that are not available in public schools. Keeping 
a child in a private school costs the state 3-5 times more than keeping a child in a public school, but 
supporters argue that the costs are justified. According to the Russian authors, the difficulties in the 
transition to integration (Nazarova N.M., Goneev A.D., etc.) are related to financial and economic is
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sues; non-compliance of state standards of higher special education with the requirements of modern 
special (correctional) school and complex education of children with developmental problems; and a 
lack of the necessary regulatory framework.
As a conclusion one can say that, it will be effective if every teacher in the education system is 
based on lesson integration. As a result, the teacher collaborates with the colorful and engaging slides 
to make the subject more in-depth and unique. Each lesson is unique, and as a result, students learn 
more effectively. Recognizes the interconnectedness of science.