| Annotation |
The academic discipline “Life safety”, which is mandatory in the system of training future teachers, has
features of interdisciplinarity and has a pronounced integrated character with a practical orientation. The use
of interdisciplinary connections in the classroom and in independent work on life safety develops scientific
thinking among students – future teachers, contributes to the formation of ideas about the relationship of phenomena
and events. The article is devoted to the development of a model of the discipline “Life safety” and its
implementation in the preparation of bachelors of pedagogical education, taking into account interdisciplinary
integration. The main research methods are analysis, synthesis, modeling. On the basis of the analysis of
scientific and pedagogical literature, the grounds for the selection of the content of the discipline “BZhD” are
identified, presented as the relationship of fundamental and professionally oriented knowledge in different
profiles of pedagogical education. The model of the BZhD discipline reflecting the specifics of interdisciplinary
training is presented and substantiated. The fundamental component of the BZhD is considered both from the
point of view of approaches to the content of education, and the theoretical model of safety as a socio-legal
mechanism regulating activities that are constantly associated with risk and are under the influence of various
kinds of dangerous sources. The professionally oriented component of the BZhD discipline is justified
by the allocation of general knowledge and skills in specialized educational fields and life safety in three
areas of pedagogical education: “Life safety and geography”, “Computer Science and Physics”, “Biology and
Chemistry”, implemented at the Transbaikal State University. The implementation of the developed discipline
model is shown by the example of practical tasks of an interdisciplinary nature, which reflect the connection
of specialized knowledge and life safety. The authors come to the conclusion that interdisciplinary integration
is a process of combining the content of educational subject-profile disciplines and the course of the BZhD in
order to effectively achieve educational and professionally significant tasks. |
| References |
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