FORMATION OF INTEGRATION COMPETENCE OF STUDENTS IN STUDYING THE COURSE "FOLK CRAFTS"

The article considers some aspects of the problem of integration of students' knowledge and the implementation of interdisciplinary links in the modern educational process. It is established that these problems at different times were the subject of consideration of many scientists in whose works interdisciplinary, interdisciplinary connections were studied from different points of view: pedagogical, psychological, philosophical. In particular, the works of teachers, psychologists studied the integration of science, technology and education, a detailed analysis of the structure of the educational process, considered the problems of interdisciplinary links on the cognitive activity of students, classified types and types of interdisciplinary links by various criteria. Also, a significant amount of scientific work is devoted to identifying ways to eliminate duplication of educational material, methods of conducting classes using interdisciplinary links, the problems of integration of knowledge in the training of future teachers. This publication offers elements of the formation of integration competence in students when they study the course "Folk Crafts". The content and structure of the discipline "Folk Crafts", which is a discipline of professional training of future teachers of labor education and technology, describes the interdisciplinary links in the study of this discipline. There are specific examples of problems in solving which students must use previously acquired knowledge in other disciplines. In particular, when studying geometric wood carving, carving of complex ornaments there is a need to build high-quality drawings, which are associated with geometric constructions on the plane: dividing the circle into a number of equal parts, drawing parallel, perpendicular lines, dividing the segment in half, tangent to angle bisectors and so on. In performing such tasks, students use knowledge of algebra, descriptive geometry, computer graphics and other disciplines. It is proved that such an approach contributes to the formation of subject and integration competencies as the ability of students to holistically perceive the acquired knowledge, to use their professional potential in future pedagogical activities.