Analysis of models of teaching processes of various disciplines in pedagogical theory and practice

The aim of this article is to analyze existing models of the teaching process in different disciplines in modern pedagogical theory and practice and to determine own structure of the proposed model for training future primary school teachers for their integrated pedagogical activity. The essence of the concept «model» is analyzed. It is considered as an artificially created object in the form of a diagram, physical structures or formulas, which, being similar to the studied object, displays and reproduces in a simpler and more general form the structure, properties, interconnection and relations between the elements of this object. The most valid models of pedagogical activity were studied. The author grouped them as follows: models for teaching individual subjects; models of integrated teaching the major subjects and a foreign language; models of training future teachers of various disciplines for their professional activities in a foreign language. The advantages of the models, which can be taken into account when designing own model, were highlighted and their disadvantages were singled out. Based on the analysis of the existing models, the author of the work intends to simulate and design a teaching process in which it is assumed the simultaneous learning of different-content material. On the one hand, this material is associated with the teaching of drawing, visual, artistic actions, and on the other hand, the material that sets out these actions in a foreign language is programmed. The proposed model for training future primary school teachers for their integrated pedagogical activity is a comprehensive structure that includes: the integration of teaching and upbringing aspects and methodological support for the educational activities to develop fine arts skills in English; integration of teaching objectives, which successively become more complex because of the elements of two different subjects; integration of the components of the teaching content of these subjects, as well as the methods and means of their learning; integration of the ways for checking the quality of the students' knowledge and the skills acquired in each of the studied disciplines, where the second subject is considered only a means of mastering the first one.