The study presents results of exploring the problem of the integration and différenciation of general education act secondary schools. The problem of unity of general education, and at the same time of its modification according tQ the type of school is considered to be of essential importance in the didactics of secondary schools; but in spite of a more intensive attention in the didactics of secondary schools, but in spite of a more intensive attention paid to it in the last decade (in connection with the project „The Further Development of the Czechoslovak school System) it has not been sufficiently elaborated yet. The source of improving educational processes in the secondary education are seen, anyway, in the solvation of those two processes in the integration and différenciation, as of a dialectical antagonism.
The research study was centred on the question of how much and how this problem is reflected in the pedagogical theory. Another line of the research concerned the unity and specificity of general education in its project shape. Two research sonds mapped the realization standard of general education being directed at the problems of acquiring the educational contents by students of individual types of secondary schols— the grammar schools, secondary vocational schools, and secondary vocational schools for apprentices (concretely at the problem of characteristics of the learner’s cognifine interests) — and at the problem of the teachers’ presentation of those contents: teaching methods exploiting the pupils’ experiences), always with respect to the consistent features and those specific ones, with respect to the special type of school. Even if the research questions were put in the field of literary education the author considers the conclusions stimulative not only for the literary education, but for the questions of didactics of the secondary schools in general.
The modern solvation corresponding to the contemporary needs should find a theoretical and methodological fundamentation in a general concept of education in the socialist society elaborated for the whole complex of secondary schools. This base can be then considered a starting point for solving the specifics of the secondry education models at individual types of secondary schools, and that for the base of planning, and for the phase of realization of the generally educational school subjects. And again, retrospectively a differenciated view beside the synthetical one - of the reality of the teaching, an analysis of the secondary schools population are stimulations for elaborating more qualified educational projects and educational theories.