Założenia, dziedzina i implikacje praktyczne koncepcji zintegrowanych dydaktyk przedmiotowych

Abstract

The article presents a proposal for a model integrating students’ know- ledge and skills in the current educational system. The topic covers the assumptions of the concept and selected practical consequences of it. The increasingly worsening positioning of the school as an institution in social life makes it necessary to look for corrections to the system enabling children and teenagers to prepare for life in the 21st century. The presented concept of integrated subject didactics should be distinguished from simple cross-subject correlations. The main thesis of the article is that the integration of didactics within individual stages of education is possible, provided that we recog nize analogous cognitive structures in the content of school subjects and arrange them from the simple to the complex, taking into account real goals in education. Then it will be possible to integrate the content of subjects at individual stages of education by creating „holistic” knowledge. The school will become responsible for increasing students’ competences.