INTEGRATION OF INTERDISCIPLINARY SCIENTIFIC KNOWLEDGE IN TEACHING INVERSE PROBLEMS FOR DIFFERENTIAL EQUATIONS

Problem and goal. In the process of teaching students inverse problems for differential equations, one of the important goals is to form students ‘ fundamental knowledge in the field of inverse problems, in the field of applied and computational mathematics; to develop mathematical creativity that allows students after graduation, working in research institutions, to successfully solve a variety of complex mathematical problems in the implementation of practical applied research. Methodology. In the process of teaching students inverse problems for differential equations, the system of humanitarian-oriented training sessions is designed, the methods of rational reasoning are used, an individual approach to learning is implemented. Results. Humanitarian-oriented training sessions on inverse problems for differential equations are aimed at creating situations that require students, according to the results of solving the inverse problem, to make logical conclusions of applied and humanitarian character, to overcome moral contradictions, to make a reasonable choice of the right position in society. The skills and experience gained in the course of training in the application of rational reasoning in the study of inverse problems for differential equations allow students not only to effectively investigate applied problems, but also to form fundamental knowledge in the field of applied mathematics. Individual approach in teaching inverse problems for differential equations acts as a didactic principle of training, education and development of students, taking into account the personal characteristics of students, the level of intellectual development, cognitive interests and other factors that affect the success of learning. Conclusion. Humanitarian-oriented training sessions on inverse problems for differential equations, methods of rational reasoning, individual approach to learning allows the students to form a system of fundamental knowledge in inverse problems for partial differential equations, integrating multidisciplinary scientific knowledge, to identify humanitarian and scientific-educational potential of such learning, to justify the positive contribution of teaching inverse problems for differential equations in humanization and fundamentalization of mathematical education.