STRUCTURING OF EDUCATIONAL PROGRAMS IN THE CONDITIONS OF INTEGRATED LEARNING (MUSIC AND PEDAGOGICAL EXPERIENCE OF UKRAINE AND CHINA)

Abstract

Educational practice and pedagogical theory make it possible to assert that in Ukraine and the People's Republic of China, the issue of updating educational programs in the field of art is carried out in accordance with the general principles of reform defined in the official documents of the Ministry of China and the ideas of the New Ukrainian School.
Awareness of the importance of standardization of educational programs at different levels of music education led to the need to study the content of the professional training of music-pedagogical workers, taking into account modern requirements for teaching subjects of integrated content.
The main emphasis of these reforms is the search for effective methods for the formation of a competent personality, who will be able to use the educational base in practice to solve practical tasks in further professional activity and life space.
The article provides a comparative analysis of training programs for future music teachers in the People's Republic of China and Ukraine based on the principles of integrated education. Levels of integrated learning and interdisciplinary approach to teaching musical art are defined. A number of differences in the structuring of software components of specialists in Ukraine and China are outlined. The national-patriotic orientation has been determined as an important educational direction for the training of music-pedagogical workers of the two countries.
The stages of work with the student audience for entering integrated education are provided on the basis of new trends outlined by the Ministry of Science and Education of Ukraine in 2024 for the specialty of Secondary Education (Art. Musical Art).
The analysis of psychological and pedagogical literature provides grounds for determining the preparation of the future music teacher to work with students in the field of art based on the integration of knowledge, which affects the development of educational components of educational and professional programs of a new type from trainee teachers to methodical teachers.