CURRENT STATE OF TECHNOLOGICAL EDUCATION CONTENT ON THE BASIS OF INTEGRATIVE APPROACH

Introduction. In modern conditions of development of a technologically saturated environment, the role of technological training, systematic technological knowledge, and technological thinking are growing. From this point of view, the need for fundamentalization and structural systematization of the content of technological education based on an organic combination of the entire set of technical knowledge combined into a harmonious and logically structured system becomes obvious. Purpose. The article aims to analyze the current state and content of technological education on the basis of an integrative approach. Methods. Theoretical (analysis, synthesis, comparison, generalization, classification, and systematization of modern scientific theoretical and empirical studies of an integrative approach). Results. Therefore, the mastery of modern methods of transformative activity is based on a number of technical skills developed in the process of pedagogical influence, which are a component of the technological culture of education seekers. These include such mental actions as the ability to evaluate one's own activity and its results based on reflection, quickly move from one level of generalization to another, while seeing the whole before its parts, and forming the ability to see the final result of labor activities, which must be carried out taking into account marketing and economic forecasts. A comparison of the most important elements of technological education leads us to the following conclusions: in the process of technological education, students acquire knowledge and skills aimed at the transformative activity. So, technological education is a means of technological training. On the other hand, transformative activity can be aimed at clarifying the general scientific principles of modern engineering and technology and the single organizational and economic principles of modern production, in this case, the activity is a powerful factor of technological training. Thus, it is concluded that technological education is quite broad and voluminous in terms of target settings and methods of implementation. Originality. In Ukraine, scientists from Kyiv, Lviv, Poltava, Lutsk, Ternopil, and Dnipro are dealing with the problem of an integrative approach in education. The National Academy of Sciences of Ukraine has a Center for the Science and Methodology of the Integration of Educational Content (Poltava, 1999), and the Institute of Pedagogy of the National Academy of Sciences of Ukraine has a Laboratory for the Integration of Educational Content (Poltava, 1999; head – V.R. Ilchenko). These institutions lay the philosophical, psychological, and pedagogical foundations for the integration of the educational content of technological education. Conclusion. Therefore, the integrated approach is a modern didactic tool that performs the function of integrating scientific knowledge that students acquire during project-technological training. The integrative approach reveals the researched processes and phenomena in development and at the same time their interrelationship. In the future, the development of various aspects of the problem of an integrative approach to the organization of the learning process requires coordination of research by scientists and creative searches of teachers and methodologists.