Abstract
This article discusses the problem of forming meta-subject competence of students on the basis of intersubject communications. The concept of meta-subject matter is not uniquely defined and reflects the different views of researchers. Despite the long history of the concept, there is still no single interpretation of it, different scientific schools interpret it differently. The meta-subject approach in the modern sense complements and extends traditional educational technologies, allowing the student to look at the subject content with a non-trivial look, consciously exploring and developing methods of their own thinking through certain thought-generating procedures (goal-setting, search, analysis and synthesis of various types of information and its evaluation). The meta-subject content of education assumes other activities that are different from the traditional ones, which allow the formation of meta-subject competencies necessary for successful personal growth, which can be represented as metacognition, meta-knowledge and possession of meta-skills. Meta-subject activity - activity outside the subject; It is aimed at teaching generalized methods of working with any subject concept, scheme, model, etc. and related to life situations. Interdisciplinary communication is the most important means of achieving meta subject results. The meta-subject approach ensures the comprehensive development of the personality, the formation of a holistic worldview, the synthesis of knowledge learned by students in various subjects, their comprehensive application in practice, in work and human life.