INTEGRATED LESSONS AS A MEANS OF FORMATION OF METASUBJECT OUTCOMES OF TEACHING IN THE COURSE OF MATHEMATICAL TRAINING OF STUDENTS
The article deals with the organizational-methodological aspect of the problem of forming metasubject outcomes of teaching students in the course of their subject training. The characteristic of the concept of "integrated lesson" is presented, the specific features of the design of this form of educational process organization on the basis of the the Federal State Educational Standard of Basic General Education is set. The authors define the main goals of integrated lessons in the process of subject preparation of students on the basis of the the Federal State Educational Standard of Basic General Education. Based on the analysis of psychological and pedagogical literature and monitoring research the paper reveals the possibility of forming metasubject didactic outcomes of teaching students in the framework of integrated lessons. Several methodological recommendations for developing and implementation of an integrated lesson in the process of mathematical preparation of 6-form pupils are set forth.