process and often relate to communication, which is why the most commonly used is
the concept of "general-educated communication skills."
Interdisciplinary (meta-subject, key) skills relate to learning activities that are
organized at different educational levels and are geared towards working out curricula
in accordance with the invariant and varied components of the Basic Curriculum, and
in the case of the ability to learn, they acquire a key competence rank.
In the interpretation of various scholars interdisciplinary skills combine a variety
of abilities: - for Yu. Babansky, it is: 1) educational and organizational (the ability to
outline the tasks of the activity, the ability to plan the activity rationally, the ability to
create the proper conditions for the activity); 2) educational-informational (ability to
search the necessary information, ability to work with different sources of information,
etc.); 3) educational-intellectual (ability to perform various mental actions (ability to
highlight the main, analyze, compare, synthesize, compare, rationally memorize,
perform self-control, prove) [4];
- according to L. Bystrova it is: 1) organizational (ability to rationally organize
activities (ability to create favorable conditions of activity (day mode, hygiene and
order in the workplace), etc.); 2) activational (ability to compose questions, find
unknown elements of the known, etc. ); 3) intellectual (the ability to rationally plan
their activities, solve a task, use knowledge and skills in new conditions, etc.); 4)
regulatory (the ability to overcome the difficulty in teaching work, to force itself to be
active for a sufficiently long time, etc.) [5];
- for O. Savchenko, an example of interdisciplinary (key) skills is the ability to
learn, in relation to the elementary school its components are: educational and
organizational skills; general communication skills and abilities; general skills, ability
to work with the textbook; self-control and self-esteem skills [6].
According to N. Bordovska and S. Rozum [7] ability to self-learning is the ability
to successfully perform mental and educational practical activities. The ability to learn
is manifested in the application: 1) theoretical knowledge in the process of solving
(executing) various educational (educational and cognitive) tasks (tasks) concerning
children's and youth education; 2) scientific information in solving cognitive, research
and professional problems concerning adult education. The ability to learn is to learn
rationally, which in turn means using all knowledge and methods of action, the work
of all mental processes (attention, perception, memory, thinking, imagination), both
under the direction of the trainer, and in the self-organized activities.
The ability to sel-learning is based on acquiring, consolidating and expanding the
experience of learning and learning. Indicators of successful mastery of educational
activity are: purposefulness of mental actions; conscious implementation of them;
planning (execution of mental activities in accordance with a specific plan);
generalization; completeness of the structure (awareness of the motive, content, ways
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