THE DEVELOPMENT OF METATHINKING SUBJECTS OF DESIGN-EDUCATION THROUGH REFLECTIVE OF INFORMATION CROSS-TECHNOLOGIES
The paper presents the results of empirical research on the effectiveness of using a formative experiment as a means of developing a metathinking person on the example of the subjects of design-education. The urgency of meta-thinking as personal resource needed to address the high level of uncertainty professional tasks. A review of the main approaches to understanding formations metacognitive personality. Based approach V.A. Lefebvre necessity of reflective relation to a system of values ​​the subjects of design education. Presented diagnostics preferred professional competencies and the main categories of meta-thinking person before and after forming the impact. Formative influence of organized procedure performed "round table" on demand designers in the labor market in terms of cross-situational center technology with elements of psychological counseling. Shows the steps of research methodology, statistics, dynamics of development levels and categories of metathinking. It is concluded that the change of attitude to the significance level of professional competencies students-designers "before" and "after" the formative experiment can talk about changing the hierarchy of values ​​associated with the personal-professional area of ​​design education subjects. Since she diagnostic procedures are modeling a situation of choice. Statistically valid changes in the level of metacognitive activity before and after the experiment.