Keyword: «meta-skills»

The relevance of the presented research is conditioned by the need for high-quality professional training of pedagogical universities students, formation of meta-subject competences, ability to apply pedagogical knowledge and skills in practice in the conditions of new educational paradigm. At the same time, it is proposed to use completely the potential of innovative educational, transdisciplinary, multidisciplinary programs – minors, electives, effective forms and methods of pedagogical university students’ professional training. Thus, the purpose of the research is to study the content of artistic and pedagogical activity, during which it is possible to work out integrated, multidisciplinary programs – minors, electives, to use practice-oriented learning (identification of forms and methods aimed at the formation of meta-subject competences among students). The leading method in this case is a scientific research project, including various stages: strategic, research, design and constructing, aimed at the development of the ability to solve professional problems independently. In addition, the authors propose to use such methods as case-study, brainstorming (synectics), research projects, art-technologies, practice of creating a variety of art objects, infographics, forums, webinars, etc. in the newly developed integrated, multidisciplinary programs – which can influence the process of meta-subject competences formation, universal methods of action (meta-methods) in various fields of knowledge. The article introduces the educational product – minor «Signs and symbols of intercultural communication», which goal is to unite separate disciplines that would allow to expand knowledge in various fields (foreign language, fine arts), and its contents should provide students’ meta-subject competences formation contributing to the solution of creative, practical, professional, communicative tasks. In the preparation of the minor, the relationship between the iconic means with which social information is coded was substantiated. As a result of conducted from 2016 to the present day experimental research and experimental teaching, using practice-oriented training, effective methods of professional training for students of the pedagogical university, and also developed integrated programs – minors, electives, such as «Traditional art of the region», «Folk costume», we establish meta-subject competences and universal methods of action. The electives were tested and positive results concerning the formation of meta-subject competences were obtained. Practical use of practice-oriented training, effective methods of pedagogical university students’ professional training, as well as developed integrated programs – minors and electives allow us to mark the academic achievements of the pedagogical university students, who confirm their meta-subject competences by success at scientific student conferences at the municipal, regional and all-Russia levels. So, we can speak about improving the quality of the specialists’ training in a pedagogical university. The article is devoted to the problem of meta-subject competences formation in the conditions of new educational paradigm. The authors note, that when considering the issue of meta-subject competences formation among students of a pedagogical university in the conditions of new educational paradigm, it is the practice-oriented approach that is the most relevant and promising one. Hypothesis of our research: the process of high quality preparation of students at a pedagogical university aimed at formation of meta-subject competences will be more successful if new educational transdisciplinary, multidisciplinary programs – minors, electives are introduced in this process, and effective forms and methods are identified during the educational process. The conducted research showed that with this approach to teaching students of a pedagogical university, it becomes possible to develop the ability not only to perceive, assimilate information, but also to process it at a higher level, the ability to form meta-subject competences for their use in future professional practice. The authors confirmed the hypothesis of the research, where the meta-subject competences indicators depend on the specific educational environment and the conditions that this environment offers for the development of the individual.

Formation of meta-disciplinary learning outcomes in secondary school students is the main requirement of the Federal State Educational Standard of basic general education, as it is fundamentally important to educate students not subjectively, but comprehensively, that is in connection with all academic disciplines. This problem can be solved by the teaching approach that focuses students on the formation of generalized skills of working with any subject material both in the educational process and in real-life situations. Due to constructing activity-based meta-disciplinary scenarios in the study of academic subjects, a modern learner gets an opportunity to test the skills and abilities obtained at school. The aim of this article is to examine the meta-disciplinary approach to learning as a tool for combining academic subjects, building logical relationships, and organizing situations of practical application of the acquired knowledge both in learning activities within the subject "Foreign language" and in real life. The FSES objectives for training future graduates of educational institutions require them to perform a number of actions of a universal, i.e. meta-disciplinary nature, namely to be independent, to be able to organize, plan and evaluate their activities, to structure knowledge, to reflect, etc. All of the above directly characterizes universal learning actions (hereinafter referred to as "ULAs"). In order to form student's ULAs, teachers need to pay special attention to the methods, techniques, and technologies that can influence the formation of these meta-disciplinary skills and abilities in each subject. The article analyzes the pedagogical technologies that promote the formation and development of metacognitive skills, which are universal learning actions. The data obtained as a result allow us to assess which pedagogical technologies and techniques can be the most effective for the formation of the ULAs for secondary school students, which components of ULAs (personal, regulative, cognitive and communicative learning actions) can be affected by this or that technology. The worked out pedagogical exercises for the development of ULAs in secondary school students at the English language lessons can be integrated into the educational process by practicing teachers.