To the problem of diagnostics of undergraduates'' Meta-subject knowledge formation

Nowadays a wide contextual professional competence is required from institution graduates of higher professional education in the field of physical education which assumes a combination, interpenetration of knowledge from interdisciplinary sciences - psychology, pedagogics, didactics - into general scientific and educational space and space of professional activity. In this article the structure and functions of undergraduates' meta-subject knowledge are considered. Their target base in professional activity is defined. Process and result criteria of meta-subject knowledge diagnostics in educational professional activity are revealed during the training research and the investigating training. The educational and diagnostic complex of procedural and productive character offered in the article contains quantitative tracking criteria of undergraduates' metasubject knowledge formation of the pedagogical direction. The following components of meta-subject knowledge formation process are exposed to dynamic research: problem and motivational, projective and technological, operational and activity and reflexive and analytical. For expressiveness diagnostics of the main indicators of student's personal development level the methods of self-knowledge, self-control, self-reflection and mutually reflection are generally used. All specified methods are methods of poly competence-based diagnostics that make contribution to formation and monitoring of several general and professional competences and promote forming of an individual educational route. ln the article it is also noted that big opportunities for process and results diagnostics of undergraduates' metasubject knowledge formation are provided systemically by organized practice which is based on the undergraduates' training research and the investigating training as a basis of professional and personal self-realization.