KEY COMPETENCES AND INTERSUBJECT CONNECTIONS IN EDUCATION OF STUDENTS ON HUMANITY AND SOCIETY IN 4TH GRADE

Abstract

The competence approach in education is a modern, contemporary and innovative approach. In a school environment, it is accepted as interdisciplinary because it applies knowledge from one academic field to another. Only in such an interdisciplinary situation can the key competences identified in the European Reference Framework in 2018 be developed. In this competence framework, content-enriched and modernized competences are specified, which correspond to the developed modern society, respectively, and school education. Here, the possibility to develop one key competence in the context of at least one more, to build a competence symbiosis for assimilation, application and personalization of knowledge, skills, attitudes and developing attitudes is clarified here.
This article examines the European, normative and research dimensions for the development of key competences in a school environment. The European dimensions are outlined through the Recommendations of the European Union on the commensurability and transfer of credits and quality education. The normative dimensions present the modern policies of the Ministry of Education and Science of the Republic of Bulgaria for the introduction and development of the competence-oriented approach in school and higher education. Scientific research dimensions present scientific research and innovations related to the development of the competence approach in school and higher education.
In a pragmatic plan, the possibilities for realizing inter-subject and interdisciplinary connections in the education in the 4th grade are considered: and more precisely through the educational content of the study subject "Man and Society" in the 4th grade. The specifics of integrating topics from the learning content with other studied learning subjects and school activities to acquire key competencies are considered. To achieve the goals of school education, project-based learning is applied. Project work develops team skills, sharing skills and collaborative problem-solving skills. In a project environment, not only the key competences are developed, but also the specific competence: collaborative problem solving. It can be perceived that this competence is attached to the key competences and creates conditions for application, analysis and synthesis of knowledge - the higher level in B. Bloom's pyramid. Conditions are created for mastering a complex of competencies corresponding to the age characteristics and individual needs of the learners.