Forming Meta-Subject Competencies In The System Of Secondary Vocational Education

Abstract

The article deals with the problem of forming meta-subject competencies in terms of professional training. The “meta-subject competence” phenomenon is presented in the psychological and pedagogical literature abstractly; meanwhile the implementation of the requirements of the Federal State Educational Standard for meta-subject results is difficult for the professional pedagogical community. There are different ways of understanding meta-competencies in technical and humanitarian spheres. The most appropriate way to form them, as we see it, is to use the meta-subject, which is considered as the principle of integration of the educational content, and as a way of forming theoretical thinking and universal activity methods. The meta-subject competencies within the framework of secondary vocational education (SVE) phenomenologically represent the unity of the fundamental knowledge, skills, practical experience that is manifested and used by a person in integrative, inter-subject activity. From the perspective of psychological science, these are new forms that are developed on the basis of general professional and personal qualities. These may include regulatory, communicative and cognitive abilities. For example, to assess the students’ regulatory meta-subject competence, we may use indicators that formalize student’s ability to set goals, plan, organize, control, evaluate, and correct. The communicative component of meta-subject competence is determined by the ability to cooperate, to perform certain role functions, to present the results of their activities. Cognitive competence is characterized by attention, memory, perception and thinking. Here we also investigate the effectiveness of pedagogical methods of forming meta-subject competencies in the system of secondary vocational education.