Meta-subjectivity as an educational result

the article explores the problem of introducing the concept of ‘meta-subjectivity’ in the content and result of the educational process. The education system of the Russian Federation is revising the standards, including the Federal State Standards of all levels of education. As a result of studying the Federal State Educational Standards of basic general and secondary general education, it was found that meta- meta- subjectivity is legally defined as a category expressing the results of mastering educational programmes. Currently, the basis of learning is the system-activity approach aimed at the formation of universal methods of scientific cognition. In this regard, the aim of the study is to determine the role of meta-objective task in the formation of universal learning actions in students and to identify its potential for achieving meta-objective educational results. The article presents the materials of scientific and methodological search for the definition of the content of the concept of meta-subjectivity and the impact of this category on the content of learning at school on the example of mathematics. The authors propose a definition of a meta-subject task and describe the methodology of using meta-subject tasks in the process of teaching mathematics. The use of meta-subject tasks in the learning process contributes to the development of cognitive, personal, communicative and reflexive universal learning actions of students. The paper describes the methodological aspects of working on meta-subject tasks; the content and specifics of teachers' activities when compiling and solving meta-subject tasks.

meta-subjectivity, universal learning actions, meta-subject educational result, meta-subject task, learning process, education