DIAGNOSTICS OF THE EDUCATIONAL ENVIRONMENT BASED ON ASSESSMENT PARAMETERS OF INTERDISCIPLINARY RELATIONSHIPS
In the conditions of transition of Russian education to the multilevel system of training and realization of competence-based approach, the role of interdisciplinary relationships increases. Their accounting defines effectiveness and quality of teaching and educational process. In pedagogical science, scientists develop conceptual and mathematical models of intersdisciplinary relationships, but ways of diagnostics of potentialities of the educational environment are studied insufficiently. Authors of the present article prove importance of the parameters reflecting interdisciplinary relationships, characterizing a row, the content of the educational environment: modality, structure and generality. The pedagogical potential of the environment increases thanks to educational, developing and educational functions of interdisciplinary relationships, namely: to the fact that system educational process is more effective, than eclectic. Studies have found that generality and structure of the educational environment are reached thanks to the integrating function of interdisciplinary relationships and coordination of teaching subject matters.