THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PREPARING A FUTURE TEACHER FOR THE IMPLEMENTATION OF INTERSUBJECT CONNECTIONS IN THE CONTEXT OF A CREDIT EDUCATION
This article examines the theoretical and methodological foundations of preparing a future teacher for the implementation of interdisciplinary connections in the conditions of the credit education system. Traditionally, interdisciplinary connections are considered as the mutual consistency of educational programs, due to the system of sciences and didactic goals. At the same time, there is a widespread understanding of intersubject connections as a didactic condition that ensures the development of cognitive abilities. There is a tendency to isolate intersubject connections into an independent didactic principle. The effectiveness of the use of interdisciplinary links in educational activities in credit technology training is reflected in the availability of the following didactic conditions: specific indication of prerequisites, specific requisites and postrequisites; a clear definition of the volume and content of the educational material, with which the interdisciplinary links are realized; their included in the content of lectures, in the development of practical classes, in the calendar-thematic plans of teachers and plans of practical classes in student syllabi; concretization of the purpose of the lesson from the point of view of the learned relative concepts and skills; analysis of general concepts for several concepts; development of generalized worldview categories; application of generalized cognitive skills and receptions; development of general subject skills and skills necessary for the development of all university disciplines; use of various visual aids from related disciplines; staging of problematic issues of interdisciplinary content; use of interactive training methods; coordination of activities of teachers of different disciplines.