Abstract
The features of integrated lessons in the chemistry teaching process are described in this article. The opportunities of increasing the effectiveness of teaching chemistry are identified on the basis of the highlighted advantages of this lessons’ type teaching. It is shown that an integrated lesson is a specially organized lesson, the purpose of which can be achieved only by combining knowledge from different subjects (biology, physics, mathematics, computer science). It is aimed at considering and solving a problem, allowing to achieve a perceptual, synthesized understanding of the subject under study by students, harmoniously combining the methods of various sciences, having a practical orientation The article provides information that today in chemistry lessons, in addition to the classroom-specific form of organization of the educational process, it is advisable to use non-traditional forms of education, such as integrated lessons. It is shown that any components of the pedagogical process can be integrated in the lesson: goals, principles, content, methods and means of teaching. When, for example, the content is taken, any of its components can be distinguished for integration in it: concepts, laws, principles, definitions, signs, phenomena, hypotheses, events, facts, ideas, problems, etc. It is also possible to integrate such components of the content as intellectual and practical skills and abilities. These components from different disciplines, combined in one lesson, become system-forming, educational material is collected around them and brought into a new system.