METASUBJECT CONTENT OF ACADEMIC SUBJECT

Abstract

New requirements to the education results of students of basic and secondary educational programs are formulated in the Federal State Educational Standards where special attention is given to the metasubject achievements of students. In this regard, it is urgent to define the essence of the metasubject content and metasubject activity of schoolchildren. To solve this problem the modern concepts of metasubject approach to learning were analyzed. It was found that the metasubject learning content has no clear interpretation either in the educational standards or in the authors’ concepts. Based on the historical analysis of metasubject learning and on the theoretical foundations of curriculum design, on modeling of the academic subject a new interpretation of the metasubject content was given. The structure of each element of knowledge from various fields that are parts of the academic subject content has been described in terms of its metasubject components. Certain universal curricular activities are ascribed to each type of metasubject knowledge. The results can be used for the development of school learning content, as well as in school practice while designing the expected subject and metasubject results of education for the basic educational curriculum of natural sciences.