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Introduction. The article reveals the peculiarities of the technology of formation and evaluation of metadisciplinary universal educational actions of younger students in extracurricular activities, identifies the structural components of the tasks. Particular attention is paid to the element-by-element analysis and evaluation of metadisciplinary universal learning activities. The purpose of the research: to develop a pedagogical technology that contributes to the formation and evaluation of metasubject universal learning activities of younger students in extracurricular activities.
Materials and methods. Analysis of the scientific literature shows that the principle of meta-subject, aimed at integrating the content of education and methods of activity, allows you to develop technology and assess the level of formation of universal meta-subject actions that act in this case as a result of education.
Results. Tasks were compiled, the structure of which corresponds to a certain metasubject universal educational action and consists of elements. The elements allow an assessment of the formation of a metasubject universal learning action in points. In the process of diagnosing the level of development of metasubject universal learning actions, the average was 69%, with a low level of variation coefficient.
Discussion. The technology of the competition for younger schoolchildren in extracurricular activities is effective, as it allows the formation and evaluation of metasubject universal learning activities.
Conclusion. The formation and diagnosis of metadisciplinary universal educational activities in the current standard is one of the fundamental components of modern education.
metasubject universal learning activities, educational resources, metatubject laboratory, learning activities, younger students, extracurricular activities
Theoretical approaches to the problem of the development of metadisciplinary universal learning actions for younger schoolchildren are defined;
A Technology has been developed for the formation of metasubject universal learning activities for younger students in extracurricular activities;
Proposed methods for the diagnosis of metasubject universal learning actions for younger students;
The results of the level of formation of metadisciplinary universal learning actions among younger students in extracurricular activities were discussed.
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