Didactic possibilities of interdisciplinary task situations in the process of achieving subject results of learning at the integrated Russian language lessons
The article considers the didactic possibilities of inter-subject task situations in the development of subject competencies of students of Years 5-7 at the Integrated Russian Lessons. The study was conducted in line with an integrative approach to learning, and its novelty is to identify the specifics of an inter-subject target situation as a methodological technique and component of an integrated lesson at the level of inter-subject relationships. The theoretical significance of the results of the study, selectively reflected in the article, consists in the development and theoretical justification of the components of the methodology for the development of subject competencies of schoolchildren through the application of the interdisciplinary task situation on integrated lessons of the Russian language in Years 5-7; their practical significance is determined by a set of inter-disciplinary task situations developed for different stages of the lesson, taking into account the solution of didactic problems.