METHODOLOGICAL APPROACHES TO INTEGRATION PROCESSES MODELING IN EDUCATIONAL SYSTEMS

Abstract

This paper gives an overview of educational systems modeling as a complex, multi-stage process. The complexity of the organization of such systems emphasizes the urgency of the problem and the need for its practical solution. The problem approach involves the integration of knowledge that can interact to create qualitatively new combinations and previously unknown knowledge. This approach is especially important in vocational education, where the specialists must constantly update and adjust their professional knowledge. It has been defined that traditional methodological approaches to the description of complex processes do not always take into account the ambiguity of the future, the constructiveness of the chaotic principle in the evolution of systems, the role of fast processes in the development of complex structures, etc. The currently established synergetic picture of the world reveals the complex nature of anything new, educational processes are nonlinear systems and the study of their structure cannot be limited to the study of individual elements. An essential feature of synergetic systems is the fact that they can be influenced by changing the external factors acting on them: when external control factors are maintained constant, you can take them into account in the equations, setting the corresponding parameters. Didactic systems are characterized by structural instability and the presence of correlations, although until recently they have been considered mainly as functional systems, and synergetics provides a methodological basis for understanding the development of the educational system, explains the causes of crises, reliable forecasts and more. It has been substantiated that the use of ideas of synergetics in didactics is one of the possible directions to develop its theoretical bases, in particular, the combination of ideas of integration and synergetics gives the chance to develop qualitatively new directions of theoretical and experimental researches in didactics. The creative approach treats creative potential as the essence, the content of human nature. Pedagogical forecasts should be consistent with forecasts in other areas. It has been proved that only with a systematic, integrated approach it is possible to build real models and expect to obtain reliable and continuous multifaceted forecasting information needed to optimize solutions. Synchronization on the basis of integration of educational, educational and scientific processes in the educational institution and their coordinated interaction ensure the self-sufficiency of each process in terms of their self-similarity, which requires the use of a fractal approach.