MODERN APPROACHES TO THE INTEGRATIVE TEACHING OF GEOGRAPHY WITH PHYSICS IN GENERAL EDUCATION SCHOOLS

As a continuation of the education reforms in the Republic of Azerbaijan, the consideration of the integration factor remains relevant in the preparation of subject curricula. The goal is to ensure the interdisciplinary cycle of integration, which is crucial in the organization of modern education. Teachers determine how to use integration in the notes they take to organize the lesson during daily planning. Differential and integrated approaches to students’ understanding of the subject during the lesson process allow teachers to better apply their methodical skills. If the differential approach expresses the division into parts, regulates the analysis, the process of integration manifests completeness and synthesis. The word integration in Latin means “integer” – “whole”, “integrativity”, “completed”. Gradually, in the field of pedagogy, terms such as ‘integration,’ ‘integrativity,’ and ‘educational integration’ gain value as epithets. At the same time, the generalizations of “integrative training”, “integrative lesson”, and “integrative subject” are also being worked on. In this article, scientific-theoretical perspectives are analyzed mainly within the concept of “integrative lesson” and “integrative subject”, in particular, the integration of geography with physics was investigated in a scientific-methodical way. In the understanding of geographical processes, integration of various topics related to physics can be done. Here, considerations are based on the integration of specific topics within the sections “lithosphere”, “atmosphere”, and “hydrosphere”. It is mentioned in the article that physics, chemistry, geography, and biology subjects are successfully integrated within the “Nature” subject in the 5th and 6th grades in general education schools.