Keyword: «learning task»

The author believes that the main mean of achieving educational outcomes is the right choice of educational tasks. They should encourage students to carry out actions that contribute to the formation of necessary skills.

Social problems, rapid development of science and changing needs of society bring significant changes in the educational sphere of the modern world. New requirements for teachers include the development of students' skills in searching and analyzing information. Future professionals should be capable of non-standard approaches, logical conclusions, search for solutions and critical understanding of information supported by evidence-based arguments. The actual solution to these problems is the introduction of interdisciplinary content of education, presented abroad in the form of interdisciplinary cross-curricular topics in the curriculum, research and projects, STEM-programs and others. Ideas and ways of cognition extracted from different disciplines and subjects are combined in the interdisciplinary content of education to create a more complete explanation of phenomena. The use of interdisciplinary content in general education is widely supported abroad because of its potential to develop critical thinking in students. This approach allows students to compare data, ideas, concepts, and notions from different areas of knowledge. The comparison of data, ideas, concepts, and ideas from different areas of knowledge becomes possible through the use of this approach. Therefore, the purpose of this article is related to structuring the model of interdisciplinary learning task and highlighting the differences and peculiarities in the application of educational and interdisciplinary learning tasks in the educational process. Analysis and synthesis, including the study of literature on the topic of research, modeling and designing the structure of the model of interdisciplinary learning task were used as methods of research. As a result of theoretical research, the works of domestic and foreign researchers in the field of development of interdisciplinary paradigm of education were analyzed. The article may be of theoretical interest for teachers of general educational organizations and other researchers of this issue.