Methodological foundations of interdiscipinary integration in the teaching practice

• Anna Petrovna Sukhodimtseva ^[1] ; Olga Vasilevna Kirillova ^[2] ; Irina Albertovna Chemerilova ^[2] ; Dmitry Vladimirovich Lukashenko ^[3] ; Marina Georgiyevna Sergeeva ^[4]
  1. [1] Institute for Strategy of Education Development, the Russian Academy of Education, Russia
  2. [2] I.N. Ulyanov Chuvash State University, Russia
  3. [3] Research Institute of the Federal Penitentiary Service of the Russian Federation, Russia
  4. [4] Research Institute of the Federal Penitentiary Service of Russia, Russia

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• Localización: Revista Inclusiones: Revista de Humanidades y Ciencias Sociales, ISSN-e 0719-4706, Vol. 7, Nº. Extra 14 (octubre-diciembre), 2020 (Ejemplar dedicado a: Investigando en Tiempos de Cambios), págs. 208-217
• Idioma: inglés
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• Resumen

  • Socio-economic and scientific integration profoundly affect the development of general education in Russia. The need for a school graduate to have a holistic picture of the world is one of the central issues facing Russian pedagogy and the research field of education. The issue of interdisciplinary integration has long been one of the core elements of educational policy in Russia and abroad. It is reflected in the educational standards and curricula of many countries and international organizations.