Model of formation of metasubject skills of high school students in the context of subject-integrated learning

The modern education system under conditions of continuously changing society and its requirements to the modern man constantly faces a number of challenges, including in the qualitative preparation of high school students for life and further professional activity. Dynamics, optimization, the ability to adapt to any conditions, maintain multitasking - all this in its diversity is necessary not only for a high standard of living, but also for building a successful career. Metaforeknowledge as a central component, structurally integrating the above-mentioned requirements, as well as the way of forming them - pre-metаintegrated learning - are the link leading to success in learning and assimilation by high school students not only subject but also personal cognitive skills. In recent decades, the need to move away from the traditional division of knowledge into subjects and towards more integrated approaches that contribute to better learning and student development has been hotly debated in both domestic and international education. This becomes especially relevant in high school, where students begin to prepare for their future profession and face the need to apply knowledge in more complex and challenging conditions. In this context, subject-integrated learning, which involves the integration of different disciplines to solve specific problems, becomes a key tool for the improvement of metasubject skills. The aim of the article is to develop a model for the formation of meta-subject skills in high school students in conditions of subject-integrated education, oriented towards an effective combination of different pedagogical technologies and methods aimed at developing universal learning actions in students. Active, axiological, competence and system approaches to the formation of metasubject skills in students were considered, on the basis of which was designed the model of their formation, including four components: motivational-targeted, theoreticalmeaningful, Subject-active and reflex-active.