Diagnostics of the level of formation of metasubject competencies of high school students
Introduction: metasubject competences of high school students are a type of competencies that constitute a universal basis of the readiness and ability of a student to effectively carry out educational and cognitive activities within any academic subject. The structure of metasubject competences of high school students is represented by: regulatory, personal, cognitive and informational competencies. On the basis of this classification, the components of the formation of metasubject competencies were identified: motivational-value, cognitive and informational. Materials and Methods: theoretical methods (analysis and synthesis, classification, generalization); empirical methods of pedagogy (experiment, study of normative documents, testing, questioning, study and generalization of pedagogical experience, measurement), as well as methods of mathematical statistics. For the purpose of measuring and studying the criteria of metasubject competences, the following diagnostic techniques were used: the «Study of volitional self-regulation» method by A. V. Zverkov and E. V. Eydman; methodology for diagnosing learning motivation and emotional attitude to learning in the middle and senior grades of the Spielberg-Andreeva school; specially designed tasks to determine the level of formation of the cognitive and informational component of metasubject competencies. Results: according to the results of the experiment, it was found that the low level of formation of metasubject competencies is 51 % of senior pupils, the average level is 33 %, and the high level is 16 %. Low and medium levels of motivation prevail among high school students. Most high school students experience difficulties in performing tasks related to using knowledge in a new situation, generalizing information and creating a new product based on existing knowledge, that is, students are only ready to reproduce the knowledge gained, but not to apply it to solve educational problems. And also difficulties were caused by tasks related to the transformation of information, modification of its volume, form, sign system, based on the purpose of communicative interaction and the characteristics of the audience for which it is intended; tasks requiring an assessment of the reliability of the information received. Discussion and Conclusions: the formation of the metasubject competences of high school students is mainly at a low and medium level. This suggests that the question remains open in educational practice regarding the development of forms and technologies for organizing the educational process for the effective formation of metasubject competencies of high school students.