Organizational and pedagogical conditions of formation of metasubject skills of students in the context of subject-integrated learning

Modern demands on the quality of education raise the problem of formation of meta-subject skills as a key component of training students for life in conditions of high dynamics of social and professional changes. As a consequence, this issue acquires special importance in high schools, where subject-integrated learning becomes an effective mechanism for the development of universal educational actions through the establishment of interdisciplinary links and solving complex problems. The article analyzes in detail organizational and pedagogical conditions that ensure the successful formation of metasubject skills within the framework of subject-integrated learning. Special attention is paid to the human, methodical, didactic and managerial aspects of the educational process, creating a holistic environment for the development of the student’s abilities to analysis, synthesis, design and reflection. The aim of the article is to systematize and scientifically substantiate a set of organizational and pedagogical conditions that contribute to the effective formation of metasubject skills of high school students. The paper presents requirements for training teachers to implement an interdisciplinary approach; principles of design of integration content of education; technology of organization of the educational process; monitoring system and evaluation of meta-subject results.