Anna Vereshagina

The rapidly developing information society imposes special requirements on graduates of secondary vocational education. The necessary qualities and abilities corresponding to the modern stage of life are reflected in the federal state standards of both secondary general education and state standards for the profession. The requirements are set for personal, subject, meta-subject results, as well as for general and professional competences. The importance of the formation of meta-subject results and general competences of students of secondary vocational education is increasing, since this process and the means for its implementation have been studied extremely poorly. In this regard, the problem of the formation of meta-subject results and general competences of students of secondary vocational education is actualized. The main means of solving this problem is characterized ‒ tasks with multicomponent drawings that have educational potential and can be applied to the formation of both meta-subject and general competences in the professional training of students of a multidisciplinary technical school. A structural and functional model of the application of the meta–subject potential of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school is constructed by means of pedagogical modeling. The purpose of the article is to characterize the components of the model of the application of the meta–subject potential of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school. The article substantiates methodological approaches to research: meta–subject, competence–based, personal activity-oriented and cognitive-visual ones. The principles of personal and professional self-determination, universality, reflexivity, interdisciplinarity, integrativity, variability are defined within the framework of the selected approaches. The objective, theoretical and methodological, structural and technological, substantive and evaluative–effective components of the model based on the use of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school are characterized. In addition, the core of the model is clearly presented in the form of the formation of meta-subject (personal, regulatory, communicative, cognitive) results and general competences that allow us to reach the level of a highly qualified specialist through appropriate universal learning actions, while using the learning tool we are studying. The significance of this model in the form of a social order and the direct purposefulness of the model itself is formulated in the target component. The theoretical and methodological component reveals the approaches, principles and concepts necessary to disclose the content of this problem. The structural and technological component reveals the technical, technological and structural elements. The content component helps to identify the elements and didactic functions of the meta-subject potential of tasks with multicomponent drawings. The evaluative-effective component contains assessment tools that allow us to monitor the dynamics of the formation of meta-subject educational results and general competences of students of a multidisciplinary technical school through the use of tasks with multicomponent drawings. The theoretical significance of the study lies in the substantiation of the components of the structural and functional model of the application of the meta–subject potential of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school. The practical significance of the study lies in the possibility of applying the developed structural and functional model in the educational organization of the secondary vocational education system.