THE NEED FOR DIFFERENTIATION AS AN IMPORTANT COMPONENT OF THE INTEGRATION OF STUDENTS’ KNOWLEDGE

Introduction. The author notes the need to use knowledge integration in the educational process as one of the directions of reforming modern primary education, as well as promoting the implementation of a competencybased, personality-oriented approach. Attention is focused on the importance of preparing future teachers for the effective implementation of knowledge integration of younger schoolchildren, in particular one of the components of readiness, namely the need to use differentiation. Purpose. To justify the need to use differentiation as an important component of the integration of students’ knowledge. Methods: the analysis of scientific literature, method of system analysis, synthesis, comparative analysis. Results. It is noted that, causing a rethinking of the issue of integration in education and the need for integration of knowledge, the competency-based approach does not deny their significance, but at the same time draws attention to the ability and skill to use them. The general aspects of integration and differentiation, their interdependence, interdependence, the need to agree with each other are characterized, namely: invariant functions of pedagogical integration (methodological, technological, developmental), which determine the implementation of an integrative approach in education; stages of development of integration and differentiation (empirical, theoretical, methodological), which distinguish levels of interaction and mutual influence; the law of complementarity, as one of the laws of educational integrology, which establishes the connections between integration and differentiation. A possible outcome is outlined in the context of both positive and negative consequences from the excessive use of not only differentiation, but also integration of knowledge. Originality. It is substantiated that differentiation is a specific mechanism, a component of successful integration of knowledge. It, preceding integration, contributes to the creation of a strong consolidated integrity. Conclusions. The need for a combination of two interrelated and complementary processes – integration and differentiation – is highlighted, both at different stages of the educational process and at all levels of education in general. The importance of the teacher’s ability to differentiate, that is, to separate the necessary elements, topics, common material, etc. from the whole content of the educational subject, for their further unification, is emphasized.