Features of modern didactics. Modern didactic systems in primary grades. Research results and discussion

Modern didactics, the principles of which underlie practical pedagogical activities, are characterized by the following features:
1. Methodological basis it consists of objective laws of the philosophy of knowledge (epistemology), thanks to which modern didactics was able to overcome the one-sided approach to the analysis and interpretation of the learning process inherent in the philosophical systems of pragmatism, rationalism, empiricism, and technocratism. The current concept is based on systematic approach to an understanding of the learning process, according to which sensory perception, understanding and assimilation of knowledge, practical verification of acquired knowledge and skills must be organically merged in the cognitive process, educational activities. Putting forward the requirement for the development and simultaneous interaction of feelings, thinking and practical activities in cognition, modern didactic system strives to eliminate the contradiction typical of Herbartianism and progressivism between theory and practice, between knowledge and skills, between the abilities to describe and change reality, and, finally, between the amount of knowledge received entirely from the teacher and acquired by students independently.
The system-structural approach has become prevalent in the study of all didactic problems. Every year the understanding grows stronger integrated approach to solving educational problems. Only that didactic system will be suitable for solving them, which is based on the entire body of current knowledge about the mechanisms of learning, goals and motives of cognitive activity, which explores holistic, inseparable formations, and not those torn out from the general process individual elements.
2. In the modern didactic system, the essence of learning is not reduced to transferring ready-made knowledge to students, nor to independently overcoming difficulties, nor to own discoveries students. It is distinguished by a reasonable combination pedagogical management with their own initiative and independence, activity of schoolchildren. Modern didactics strives for reasonable rationalism. Its credo and main goal is to bring students to a given level of learning with minimal costs time, effort, money.
3. The approach to determining the content of training has changed, the principles of forming curricula and programs, and compiling training courses have changed. Herbartists, when developing programs, did not take into account the requests, needs and interests of students at all, and overestimated the importance of “book knowledge” for intellectual development, and progressives, when forming a teaching strategy, relied more on the spontaneous interests and situational activity of students. As a result, the programs determined only the general contours of education, and individual academic subjects appeared only in high school. This approach had both positive and negative sides. The positive thing about it was that students, working independently and without haste, received thorough training in their chosen field, but their education, limited to a narrow range of problems, was incomplete and unsystematic. Positive traits The new didactics strives to preserve and increase the old programs. Today differentiated educational plans, programs, courses have spread throughout the world. At the same time, the processes of integrating educational courses and adapting them to the diverse needs and interests of students are deepening.
4. Progressive trends in the technologization of training and education are gaining strength. An instructive conclusion has been drawn from the accumulated experience and knowledge: it is impossible to create universal system training, equally suitable for solving all educational tasks in all cases. Must be flexible system individual technologies specifically created to solve specific problems. The most appropriate technological solutions can significantly speed up and facilitate the process of acquiring knowledge, abilities, skills, ways of thinking and acting.

20. Basic didactic concepts: traditional, pedocentric, modern. Their characteristics.

The learning process is based on psychological and pedagogical concepts, which are often also called didactic systems.

The didactic system is understood as a holistic education defined according to certain criteria.

Didactic systems are characterized by the internal integrity of structures formed by the unity of goals, organizational principles, content, forms and methods of teaching.

Three fundamentally different didactic concepts can be distinguished:

1) traditional (Ya.A. Komensky, I. Pestolozzi, I. Herbart);

2) pedocentric (D. Dewey, G. Kershenstein, V. Lai);

3) modern didactic system (P. Galperin, L. Zankov, V. Davydov, K. Rogers, Bruner).

The division of concepts into three groups is based on how the learning process is understood.

In the traditional education system, the dominant role is played by teaching and the activities of the teacher.

Herbart's didactics is characterized by such concepts as management, teacher guidance, regulations, rules, regulations.

Herbart's main contribution to didactics is the identification of stages (stages) of learning. His scheme is as follows: clarity - association - system - method. The learning process proceeds from ideas to concepts and from concepts to theoretical skills. There is no practice in this scheme. These formal levels do not depend on the content of training and determine the course of the educational process in all lessons and in all subjects.

By the beginning of the 20th century. new approaches are being born. The traditional system has been criticized for its authoritarianism, bookishness, isolation from the needs and interests of the child, for the fact that this system teaching only transfers ready-made knowledge to the child, but does not contribute to the development of thinking, activity, creativity, and suppresses the student’s independence.

The pedocentric concept is based on the child’s activity, the main role is given to teaching.

Dewey proposed building the learning process based on the needs, interests and abilities of the child, trying to develop mental capacity and various skills of children, teaching them in a “school of work and life”, when learning is independent, natural, spontaneous, students gain knowledge in the course of their spontaneous activity, i.e. “learning through doing.”

Absolutization of such didactics leads to an overestimation of children’s spontaneous activity, to a loss of systematic learning, to random selection of material, and to a decrease in the level of learning.

The modern didactic concept is created by such areas as programmed, problem-based learning, developmental education (P. Galperin, L. Zankov, V. Davydov), humanistic psychology (K. Rogers), cognitive psychology (Bruner), educational technology and pedagogy of cooperation.

Learning objectives in these modern approaches provide not only for the formation of knowledge, but also for the general development of students, their intellectual, labor, artistic skills, and the satisfaction of the cognitive and spiritual needs of students. Pedagogical cooperation is a humanistic idea of ​​joint developmental activities of children and teachers on the basis of mutual understanding, penetration into spiritual world each other, collective analysis of the progress and results of this activity.

21. Learning objectives: educational, developmental, educational.

Learning functions characterize the essence of the learning process, while tasks are one of the components of learning.

The educational function is that the learning process is aimed primarily at the formation of knowledge, skills, and experience in creative activity. Assimilated, internalized knowledge is characterized by completeness, consistency, awareness and effectiveness. Modern didactics believes that knowledge is found in the student’s skills and that, therefore, education consists not so much in the formation of “abstract” knowledge, but in the development of the skills to use it to obtain new knowledge and solve life problems. Therefore, the educational function of training assumes that training is aimed, along with knowledge, at the formation of skills and abilities, both general and special. Special skills refer to methods of activity in certain branches of science or academic subject. General skills include proficiency in oral and written speech, information materials, reading, working with a book, summarizing.

The developmental function of teaching means that in the process of learning, assimilation of knowledge, the student develops. This development occurs in all directions: the development of speech, thinking, sensory and motor spheres of the personality, emotional-volitional and need-motivational areas. The developmental function of teaching essentially constitutes the problem of the relationship between training and development - one of the most pressing issues in psychology and modern didactics.

Modern organization training is aimed not so much at the formation of knowledge, but at the diversified development of the student, primarily mental, learning the techniques of mental activity, analysis, comparison, classification, learning the ability to observe, draw conclusions, highlight the essential features of objects, learning the ability to highlight goals and methods of activity, check its results.

Any teaching leads to development, but training is developmental in nature if it is specifically aimed at the goals of personal development, which should be realized both in the selection of educational content and in the didactic organization of the educational process.

The learning process is also educational in nature. Pedagogical science believes that the connection between education and training is an objective law, just like the connection between training and development. However, education in the learning process is complicated by the influence external factors (family, microenvironment, etc.), which makes upbringing a more complex process.

The educational function of education is that in the process of learning moral and aesthetic ideas, a system of views on the world, the ability to follow the norms of behavior in society, and to comply with the laws adopted in it are formed. During the learning process, the individual’s needs and motives are also formed. social behavior, activities, values ​​and value orientation, worldview.

In order to have a formative influence on students in learning, the teacher must, firstly, analyze and select educational material from the point of view of its educational potential, and secondly, structure the learning and communication process in such a way as to stimulate personal perception educational information students, to evoke their active evaluative attitude towards what is being studied, to form their interests, needs, and humanistic orientation.

22. The essence of the “principles of teaching”, the relationship with other components of the didactic system. Characteristics of teaching principles

Learning principles are the basic provisions that determine the content, organizational forms and methods of the educational process in accordance with its general goals and patterns.

The basis for identifying a system of principles is the personal-activity and management approaches reflected in the works of Yu.K. Babansky, V.I. Zagvyazinsky, M.N. Skatkina and others.

The fundamental principles of training are the following.

1. The principle of developmental and educational training assumes that training is aimed at the goals of comprehensive development of the individual, at the formation of not only knowledge and skills, but certain moral and aesthetic qualities that serve as the basis for the choice of life ideals and social behavior.

2. The scientific principle requires that the content of education acquaints students with objective scientific facts, theories, laws, and reflects the current state of the sciences. This principle is embodied in curricula and textbooks, in the selection of the material being studied, as well as in the fact that schoolchildren are taught the elements of scientific research, methods of science, methods scientific organization educational work.

3. The principle of systematicity and consistency presupposes the teaching and assimilation of knowledge in a certain order, system. It requires a logical structure of both the content and the learning process, which is expressed in compliance with a number of rules.

The requirement for systematic and consistent teaching is aimed at preserving the continuity of the content and procedural aspects of teaching, in which each lesson is logical continuation previous as in the content of what is being studied educational material, and by the nature and methods of educational and cognitive activities performed by students.

4. The principle of connecting learning with practice provides that the learning process encourages students to use the acquired knowledge in solving practical problems, analyze and transform the surrounding reality, developing their own views. One of the significant channels for implementing the principle of connecting learning with practice and life is the active involvement of students in socially useful activities at school and beyond.

5. The principle of accessibility requires taking into account the developmental characteristics of students, analyzing the material from the point of view of their real capabilities and organizing training in such a way that they do not experience intellectual, moral, and physical overload.

6. The principle of visibility - one of the oldest and most important in didactics - means that the effectiveness of teaching depends on the appropriate involvement of the senses in the perception and processing of educational material. The use of visualization should be to the extent that it contributes to the formation of knowledge and skills, and the development of thinking.

7. The principle of consciousness and activity of students in learning is one of the main principles of the modern didactic system, according to which learning is effective when students show cognitive activity, are subjects of activity.

8. The principle of strength is based on the strength of consolidation of knowledge in the memory of students.

General didactics answers the questions: for what purposes, what and how to teach students in all subjects and at all levels. There are private didactics, or subject methods. They examine learning by subject or level. General didactics is theoretical basis private didactics, based at the same time on the results of their research.
The tasks of didactics are (1) to describe and explain the learning process and the conditions for its implementation; (2) develop a more advanced organization of the learning process, new training systems, technologies.
To understand the subject and categories of didactics, one should recall the concept of “pedagogical system”, the same as a didactic system, the components of which reflect its main categories: goals, content of education, didactic processes, methods, means, forms of teaching, patterns and principles of teaching. The concept of “didactic system” is important both theoretically and practically.

1.2 Basic didactic concepts

The learning process is based on psychological and pedagogical concepts, which are often also called didactic systems or teaching models. Their characteristics come down to a description of the principles, goals, content, and means of teaching. Summarizing the wealth of available systems, three should be highlighted: traditional, pedocentric and modern systems of didactics. Each consists of a number of directions, theories of scientists. The division of concepts into three groups is made according to how the subject of didactics - the learning process - is understood. In the traditional education system, the dominant role is played by teaching and the activities of the teacher. It consists of the didactic concepts of such teachers as J. Komensky, I. Pestalozzi and especially I. Herbart and the didactics of the German classical gymnasium.
In the pedocentric concept, the main role in learning is given to learning - the child’s activity. This approach is based on the system of D. Dewey, the labor school of G. Kershensteiner, V. Lai - the theories of the period of reforms in pedagogy at the beginning of the 20th century.
The modern didactic system proceeds from the fact that both sides - teaching and learning - constitute unity in the learning process and are the subject of didactics. The modern didactic concept is created by such areas as programmed, problem-based learning, developmental learning (P. Galperin, L. Zankov, V. Davydov), cognitive psychology (J. Bruner), pedagogical technology, pedagogy of cooperation of a group of innovative teachers in the 80s in Russia.

8.4 Student failure

As a result of student assessment, the problem of underachievement or academic failure of individual students arises. Underachievement is understood as a situation in which behavior and learning outcomes do not meet the educational and didactic requirements of the school. Failure to achieve is expressed in the fact that the student has weak reading and counting skills, poor intellectual skills of analysis, generalization, etc. systematic underachievement leads to pedagogical neglect, which is understood as a complex of negative personality qualities that contradict the requirements of the school and society. This phenomenon is extremely undesirable and dangerous from a moral, social, and economic point of view. Those who are educationally neglected often drop out of school and join risk groups.
Research has established three groups of reasons for school failure.
1. Socio-economic - financial insecurity of the family, general unfavorable situation in the family, alcoholism, pedagogical illiteracy of parents. General state society also affectschildren, but most importantly - the disadvantages of family life.
2. Causes of a biopsychic nature are hereditary characteristics, abilities, character traits. It should be remembered that inclinations are inherited from parents, and abilities, hobbies, and character develop during life on the basis of inclinations. Science has proven that all babies born healthy have approximately the same opportunities for development, which depends on the social, family environment and upbringing.
3. Pedagogical reasons. Pedagogical neglect is most often the result of mistakes, low level school work. Education and the work of a teacher are a decisive factor in the development of a student. Gross mistakes of a teacher lead to psychogenies, didactogenies - mental trauma received during the learning process and sometimes requiring special psychotherapeutic intervention. Didactogeny is a gross defect in the work of a teacher.
Research also shows more specific reasons for academic failure:
- a rigid, unified education system, the content of education is the same for everyone, and does not meet the needs of children;

Uniformity, stereotyping in teaching methods and forms, verbalism, intellectualism, underestimation of emotions in teaching;
- inability to set learning goals and lack of effective monitoring of results;
- neglect of student development, practicality, coaching, focus on cramming.
Conclusion: didactic, psychological, methodological incompetence of the teacher leads to failure in studies.
There are such means to eliminate the didactic causes of academic failure.
1. Pedagogical prevention - the search for optimal pedagogical systems, including the use active methods and forms of education, new pedagogical technologies, problem-based and programmed learning, computerization.

2. Pedagogical diagnostics - systematic monitoring and assessment of learning outcomes, timely identification of gaps. To do this, there are conversations between the teacher and students, parents, observation of a difficult student with recording of data in the teacher’s diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made. Yu. Babansky proposed a pedagogical council - a council of teachers to analyze and solve the didactic problems of lagging students.
3. Pedagogical therapy - measures to eliminate educational delays. In a domestic school it is additional classes. In the West there are alignment groups. The advantages of the latter are that classes are conducted based on the results of serious diagnostics, with the selection of group and individual training tools. They are taught by special teachers, and attendance at classes is mandatory.
4. Educational influence. Since academic failures are most often associated with poor upbringing, individual planning should be carried out with unsuccessful students. educational work, which also includes working with the student’s family.
Of course, academic failure is a complex problem that has didactic, methodological, psychological, medical and socio-pedagogical aspects. Its solution must also be comprehensive.

Didactic system– is an integral structure formed by the unity of goals, organizational principles, content, forms, methods and means of teaching. Scientific teachers, summarizing the variety of available didactic systems, identify 3 main ones: traditional, pedocentric, modern. The identification of didactic concepts (systems) was made on the basis of how the subject and object of didactics: in the traditional education system, teaching plays a dominant role

The traditional didactic system is associated primarily with the name of the philosopher and teacher I.F. Herbart (1776-1841), who critically rethought the class-lesson system of J. Comenius and created “ scientific system pedagogy". It came from German idealistic philosophy. The main features of Herbart's training system were the following provisions: The purpose of training was the formation of intellectual ideas, concepts, and theoretical knowledge. At the same time, Herbart introduced principle of educational teaching: he associated learning with the development of feelings, will, and the formation of a morally strong personality.

There are 3 didactic systems:

1. Traditional - Herbart: the purpose of training is the formation of intellectual skills, ideas, concepts, theoretical knowledge. The main attention is paid to the formation of the above. The learning process must be built according to a certain scheme, according to formal steps. Stages: presentation, understanding, generalization, application. They are recommended for mandatory use. This system has been criticized.

2. Pedacentric - learning through doing. J. Dewey believed that the learning process must be built based on the needs and interests of the child. The goal is to develop abilities. The learning process involves feeling difficulties in the process of activity, forming a problem, the essence of the difficulties, putting forward and testing hypotheses on the problem being solved, conclusions and actions. Such training resembles a scientific search for truth and does not provide clear knowledge.

3. Modern didactic system. It didn't work out completely. There are communicative learning, problem-based learning, program learning, developmental learning, and person-centered learning. Tries to combine practice and theory.

The modern didactic concept was created by such directions such as: programmed learning (P. Galperin), problem-based learning (L.V. Zankov), developmental learning (V. Davydov), ideas humanistic psychology(K. Rogers), cognitive psychology (J. Bruner), educational technologies (Klarin, Selevko, Bespalko), pedagogical views of innovative teachers.

Learning objectives and content of the educational process.

Training content includes knowledge in close connection with abilities, skills, experience of creative activity and emotional and value-based attitude to the world. Its nature and scope are determined by social order educational system. Each era shapes this content in accordance with its characteristic culture, philosophy and pedagogical theory. The main document defining the content of various levels and areas of study is state educational standard, on the basis of which curricula, programs, textbooks, etc. are developed. Thus, the content of general education gives a person the opportunity to participate in social, non- professional activity, forms a civic position, his attitude to the world and determining his place in it, and special education gives a person the knowledge and skills necessary in a specific field of activity.

Learning Objectives- organizing and directing the beginning of the educational process, determining its content, methods and forms. They include universal, social-group, individual and personal learning objectives. The objectives of learning change, as does the content of learning, as society changes and develops.

Subject of training- the central link in the system of elements of the learning process. A teacher who provides guidance to the activities of students acting as learning objects.

Standards;

Programs;

Textbooks.

Let us briefly consider the features of each of these documents.

1.Federal State Educational Standard, established, as a rule, by the state, determine the mandatory minimum of knowledge for a particular level or direction, specialty of training, as well as for each of the subjects of teaching. (RF Law “On Education”, Article 9, paragraph 6).

Based on the standard, the quality of training is measured equally for everyone, and for graduates of secondary schools - a single State exam(USE). The state educational standard is a kind of guarantee of the quality of education.

2.Educational plans are compiled on the basis of standards and specify their application in the real conditions of a given educational institution.

The working curriculum is the main document of the educational institution, defining the total duration training, the duration of the academic year, semesters, holidays, examination sessions, a complete list of subjects studied and the amount of time allocated to each of them, the structure and duration of workshops. The curriculum is the application of state standards to the specific conditions of a given educational institution.

3. Training program- another one of the main documents defining the content of training. It is compiled for each of the subjects included in the curriculum and on the basis of the state standard for the corresponding academic discipline. The curriculum, as a rule, contains an introduction outlining the goals of studying a given subject, the basic requirements for the knowledge, skills and abilities of students, thematic plan studying the material with its distribution by time and types of training sessions, a list of necessary teaching aids, visual aids, recommended reading. The main part of the program is a list of topics to be studied, indicating the basic concepts that make up the content of each topic. The programs also include data on the forms of course study (lectures, lessons, seminars, practical classes), as well as information on the forms of control.

Programs are developed by university departments, subject associations of schools and are the main governing documents for teaching work.

4. Textbook - another one of the main carriers of learning content. The textbook reflects in detail the content of education on a specific subject.

The textbook, whatever form it is presented in, is designed to perform several functions:

- informational, consisting in the representation of the amount of knowledge that is determined by the corresponding training program;

- educational, with the help of which the cognitive actions of the student are controlled. For this purpose, the textbook contains questions, exercises, and assignments:

- test, which is presented in the form of control tests, tests and so on.

1

Didactics is perceived as a theoretical study of teaching, as a guide to theoretical issues of teaching. In our country, didactics is understood as the art of teaching. Abroad, such a definition is not used and the term “didactics” is not widely used, although didactic thought is developing there, and some didactic issues are discussed. The author reveals the main provisions of didactics, which have undergone changes in the conditions of the modern educational process. The article presents the results of studies emphasizing the need to revise the content and theoretical principles of didactics. Organization of the learning process in modern higher education in last years has become very relevant. In particular, modern scientists and teachers note the competency-based orientation of the educational process, its informatization and individualization, diversification of forms, methods and technologies of teaching. This led to the accumulation large quantity new didactic facts that have not yet received full scientific understanding. The article is intended for teachers, researchers dealing with issues modern didactics.

transformation

didactic concept

professional training

didactic training

didactics

1. Akhmetov L.G., Faizrakhmanov I.M., Faizrakhmanova A.L., Mirzagitova A.L. The essence of the information environment of a teacher’s professional activity // Collection of scientific works Sworld. – Vol. 3. – T. 17. – Odessa: KUPRIENKO, 2013. – CIT: 313-0344. – P. 36-40.

2. Guzeev V.V. Is it possible to build a completely deterministic educational process// School technologies. – 2001. – No. 1. – P.252.

3. Ibragimov G.I. Contemporary issues didactics of vocational school / G.I. Ibragimov // Kazan Pedagogical Journal. – 2013. – No. 5 (100). – P.25.

4. Kiyashchenko L.P. Post-non-classical studies: philosophy, science, culture: monograph / rep. ed. L.P. Kiyashchenko and V.S. Stepin. – St. Petersburg: Publishing House “Mir”, 2009. – 672 p.

5. Kraevsky V.V. Methodology of pedagogical research: a manual for teacher-researchers / V.V. Kraevsky. – Samara: SamGPI Publishing House, 1994. – 165 p.

6. Kraevsky V.V., Berezhnova E.V. Pedagogical methodology: a new stage. – M.: Academy, 2008. – 400 p.

7. Logvinov I.I. Didactics: history and modern problems: monograph. – Publishing House “Laboratory of Knowledge”, 2012. – 205 p.

8. Mirzagitova A.L. Model of formation of didactic culture of future history teachers // Modern problems of science and education. – 2016. – No. 3; URL: http://www.?id=24873.

9. Novikov A.M., Novikov D.A. Methodology: monograph. – M.: SINTNT, 2007. – 668 p.

10. Sadovskaya I.L. Epistemological concept of teaching methods: monograph / I.L. Sadovskaya. – Krasnoyarsk: Krasnoyarsk State. ped. University named after V.P. Astafieva, 2011. – 240 p.

11. Sitarov V.A. Pedagogy: textbook. aid for students higher ped. textbook institutions / ed. V.A. Slastenina. – 2nd ed., stereotype. – M.: Publishing center"Academy", 2004. – 368 p.

12. the federal law Federal Law No. 273 of December 29, 2012 (as amended on December 30, 2015) “On education in the Russian Federation” [ electronic resource] / http://base.consultant.ru – admission is free.

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The pedagogical discipline that studies learning at the theoretical, most general level is called didactics. It follows that didactics is a pedagogical theory of teaching that provides scientific justification for its content, methods and organizational forms. Didactics must answer the two most general questions: “what to teach?” and “how to teach?” . However, on the way to answering these questions, many others arise, among which there are some very significant ones, for example: “how does learning proceed, what patterns are characteristic of it?”, “Who should we teach?”, “Why should we teach?” and “where to study?”

In order to find answers to the questions posed, it is necessary to systematize the approach to the formation of goals, selection of content, forms, methods and means of teaching for each individual discipline, discipline topic, lesson, etc. All these are components of the didactic system, which includes the following elements: the purpose and objectives of learning (teaching); content of training; methods and means of teaching; forms of training organization; the learning outcomes are called the didactic system.

The organization of the learning process in modern higher education has become very important in recent years. In particular, modern scientists and teachers note the competency-based orientation of the educational process, its informatization and individualization, diversification of forms, methods and technologies of teaching. This led to the accumulation of a large number of new didactic facts that have not yet received full scientific understanding.

Purpose of the study

The purpose of the study is to reveal the modern content of didactics and identify its provisions that require transformation in accordance with modern educational conditions.

Research results and discussion

Any didactic system is based on didactic concepts - a systematic understanding of the theoretical essence of the learning process. On modern stage development of didactics greatest distribution received concepts systematized in Table 1.

Table 1

Didactic concepts in education

Concept names		The essence of the concept
The concept of didactic encyclopedism	Y. A. Komensky, J. Milton, I.V. Basedov	The main goal of education is to transfer to students an extremely large amount of scientific knowledge. To fully master the content, a search for intensive methods on the part of the teacher and a lot of independent work by students is required.
The concept of didactic formalism.	A. Nemeyer, I. Pestalozzi, A. Dobrovolsky	Training as a means of developing the abilities and cognitive interests of students. The main goal of teaching is to emphasize the correctness and thinking of students to “teach to think”, and the rest will come to them in the process of growth.
The concept of didactic pragmatism.	J. Dewin, G. Kershensteiner	Learning is interpreted as a process of “reconstruction of experience” of the student. With this approach, the dialectical relationship between cognition and practical activity as the basis is violated harmonious development person in the learning process
The concept of functional materialism.		The concept is based on the idea of ​​an integral connection between cognition and activity. As the main criterion for constructing educational disciplines, “leading ideas” that have ideological significance are proposed (for example, the ideas of evolution in biology, class struggle in history, etc.).
Paradigmatic (paradigm - sample) concept of teaching	G. Scheyerl	Its essence is that educational material should be presented “focally” (“exemplary” to present the content instead of a continuous presentation of all educational material.) This concept violates the principle of systematic presentation of educational material.
Cybernetic learning concept	S.I. Arkhangelsky, E.I. Mashbitz	Learning is a process of processing and transmitting information. The methodological basis of this direction is the theory of information and systems, as well as cybernetic laws of information transfer.

Concluding the consideration of didactic concepts, we present the opinion of P.F. Kaptereva: “... the methodology existed a long time ago, but didactics did not yet exist, a teacher had not yet appeared who would rise above questions about teaching Latin grammar, prayers, church chants, rhetoric, arithmetic, and would ask himself: what are the correct, true pedagogical principles of all teaching, all school subjects, principles that the teacher, as a teacher, must observe always and everywhere? After all, there are some principles of teaching that are common to many, if not all, subjects studied in schools. Could they be identified, clarified and formulated to help teachers in their professional activities and for the benefit of students and schools? Didactics arose from posing such questions.”

The determining factors in selecting the content of education, in choosing methods and forms of teaching based on a specific teaching concept are didactic principles - the basic axioms for constructing the educational process, objectively reflecting the most important patterns of the learning process. The didactic principles are: the principle of clarity; the principle of consciousness and activity; principle of accessibility; scientific principle; the principle of an individual approach; the principle of systematicity and consistency; the principle of strength in mastering knowledge; skills and abilities; the principle of connection between theory and practice. Thus, didactics has developed for almost three centuries as an applied science, the function of which is to use specially adapted philosophical, psychological, sociological and other knowledge to solve specific problems in the learning and development of students.

In order to understand how much the idea of ​​didactics has changed over the past 50 years, let us analyze textbooks on pedagogy. Based on the research of I.I. Logvinov and our own analysis of educational literature, we identified the main categories of didactics (Table 2).

table 2

					2000s
What was considered in educational pedagogical literature	Teaching about the learning process	Teaching about the learning process	Teaching about the learning process	The essence, structure and movement of the power of learning	Methodological foundations of didactics
	Principles of didactics	Principles of didactics	Principles of didactics	Principles of training	Principles of training
				Laws and patterns of learning	Means of education
	Teaching methods	Teaching methods	Teaching methods	Teaching methods and techniques	Teaching methods
	Soviet school teacher	Progress tracking	Activities of teacher and student in the learning process	Means of education	Forms, types and methods of training
		Organization of educational work	Organization of the learning process	Educational technologies	Monitoring student knowledge
		Homeschool work	Accounting individual characteristics students in the learning process	Teaching as creative activity teachers	Assessment of student knowledge
		Formation of cognitive interests
		Personal qualities of a Soviet teacher
			Differentiation of learning	Forms of organization of the educational process
				Diagnostics of the learning process and results

From the table we see that despite the fact that didactics at different time periods considered various issues related to the organization of the educational process, there are also those aspects that remain unchanged - pedagogical constants, “points of attraction”: the learning process, principles of didactics, content teaching, teaching methods, organizational forms of teaching, teacher.

At the present period, according to scientists, there is a differentiation of scientific-didactic (I.I. Logvinov, G.I. Ibragimov, I.L. Sadovskaya) and pedagogical knowledge, a set of studies is gradually appearing that reveals the specific features of individual areas of study in higher education . There are many factors that can be grouped into two large blocks:

- Sociocultural factors, which determine the development of didactic knowledge about the educational process in higher education, taking into account the social order and the characteristics of the political and socio-economic development of society and the state. The establishment of the relationship “science - higher education - production” leads to the development of problems and actualizes research that reveals various aspects of the educational process; various concepts and approaches to the educational process in higher education appear.

‑ Internal scientific factors, influencing the development of didactic knowledge about the educational process in higher education. They are related to the personnel potential of the educational organization, material and technical base, quality of training of applicants, etc.

Didactics in the modern educational process is designed to provide effective interaction a variety of forms, methods and means of teaching, on the basis of which a system of pedagogical interaction between student and teacher is built, which is subsequently implemented in curricula, programs, educational and methodological support for disciplines. Functions of didactics in modern conditions, in our opinion, consist in studying, identifying patterns of learning during the educational process and developing recommendations for increasing its effectiveness in the face of variations in external and internal conditions(level of students, their psychological specificity, resource provision, etc.). The practice of teaching should bring significant results based on the pedagogical principles, approaches, principles, selection of educational content, and the application of necessary and sufficient teaching methods and means that are optimally chosen by the teacher. That is, it is necessary not only to improve teaching methods, but to reach the level of didactic cultural creativity and the formation of pedagogical technologies, which determine the modern level of the educational process and its productivity. The gap between the level of teacher training and the demands of the time prompts the search for opportunities professional growth teachers, updating their professional knowledge and abilities in current social conditions. In other words, we're talking about on highlighting the phenomenon of “teacher didactic culture” as an integrating component of professional culture.

At the present stage of development of didactics, from the point of view of the philosophy of education, the activity of a teacher has long gone beyond the scope of a regular lesson. To competently structure the educational process, a modern teacher must think in larger categories:

1. Social order - in accordance with Federal Law No. 272 ​​“On Education in the Russian Federation”, by consumers educational services are employers, society, and a specific student. And only taking into account all the components, it is possible to clearly set learning goals and determine the components of the educational content;
2. Patterns of learning - a set of learning concepts, approaches to learning and principles;
3. The learning process is the selection of a set of methods, forms and teaching aids used in the design of a lesson, aimed at achieving the goals, taking into account the individual characteristics of students, taking into account a certain degree of dynamism and monotony.

Didactic principles have also undergone changes modern learning, determining the reflection of learning patterns, design of learning content, requirements for the final result, features of actions and communications between teacher and student. The classical principles of didactics (the principle of visibility, the principle of consciousness and activity, the principle of accessibility, the principle of science, the principle of individual approach, the principle of systematicity and consistency, the principle of strength in mastering knowledge, skills, the principle of connecting theory with practice), remaining relevant when organizing lesson activities , undergo changes in relation to the entire learning process at one or another educational level. Obviously, this issue is at the stage of study and discussion and attracts the attention of many educators.

The specificity of post-non-classical science lies in the spread of interdisciplinary and problem-oriented forms research activities. Interdisciplinarity gives rise to the merging of theoretical and experimental, applied and basic research, intensifies the connections between them. Understanding the nature of the changes that occur in higher education didactics is associated with modernization processes higher education in Russia and with the accumulation of a significant body of scientific knowledge that changes traditional views on the educational process at the university. Current state didactics of higher education is characterized by many researchers as “transitional”.

The transformation of didactics as a science is caused by:

1. Transformation social connections in society towards individualization and isolation of the individual, which leads to reflection on the value foundations of scientific activity.
2. Informatization of society, technological processes in enterprises and in the field of education and, as a consequence, informatization of science. This leads to the fact that modeling of the objects under study by scientists is carried out at a very high level, which makes it possible to study a wider range of problems previously inaccessible (for example, didactic aspects of distance education).
3. Integration scientific knowledge within the framework of the globalization of science, through the implementation of the main aspects of the Bologna process. It makes it relevant comparative studies within the framework of higher education didactics different countries, intensifies activities to study the experience of foreign pedagogical schools.
4. Commercialization of science - knowledge becomes a person’s personal capital thanks to the idea of ​​“lifelong education”.

As a result, modern didactic questions are added to the classical questions of didactics: “what are educational concepts?”, “What are the results of education?”, “What competencies are appropriate to develop?” etc. All these changes determine the need to transform the categories of classical didactics to modern educational conditions.

In his analytical work I.L. Sadovskaya writes about the historical misconceptions identified in the context of recent research in the theoretical provisions of didactics: a metaphysical approach to the object of knowledge; construction of didactic texts based on visual-figurative thinking. These conclusions are indirectly confirmed in the works of V.V. Guzeeva, A.M. Novikov and D.A. Novikova, V.V. Kraevsky, E.V. Berezhnova, etc.

V.V. Guzeev: “... in didactics, as it looks today, there is precisely a question about methods, but there is no reasonable answer.” A.M. Novikov and D.A Novikov drew attention to the fact that among the dissertations being defended: “... there are practically no works on teaching methodology.” We see the same conclusions in the works of V.V. Kraevsky, E.V. Berezhnova. If didactics is a science, then the theories it produces must be subject to methodological regulation. G.I. also talks about these same problems. Ibragimov in his work “Modern problems of vocational school didactics”, linking changes in didactics: with a new structure vocational education(transformation of NPO into a secondary vocational education level, creation of a system of bachelor's, master's, postgraduate, applied bachelor's degree); changing the education paradigm (transition to a competency-based education paradigm); changing the goals of education (formation of competencies, formation of motivational incentives for education, etc.).

Analysis of the presented studies showed that this moment there is a methodological crisis, didactically conditioned by: the persistence of the metaphysical approach to the object of knowledge; the predominance of the empirical level of knowledge in the structure of science; lack of culture of methodology for the review of obtaining theoretical didactic knowledge. This causes difficulties in constructing adequate methodological theories in didactics.

Bibliographic link

Mirzagitova A.L. DIDACTICS IN THE CONDITIONS OF MODERN EDUCATIONAL PROCESS // Modern problems of science and education. – 2016. – No. 6.;
URL: http://?id=25551 (access date: 09/19/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

The subsequent research was aimed at preserving all the best from the ancient, traditional (Herbart) and progressivist (Dewey) systems, to find new solutions to pressing issues. Didactics that took up this search was called new.

Among its directions special attention deserves the concept of so-called learning “through discovery,” developed by the famous American psychologist and teacher D. Bruckner. In accordance with it, students must explore the world, acquire knowledge through their own discoveries, which require the exertion of all cognitive forces and have an extremely fruitful influence on the development of productive thinking. At the same time, students must independently formulate previously unknown generalizations, as well as acquire skills in their practical application. Such creative learning differs both from the assimilation of “ready-made knowledge” and from learning through overcoming difficulties, although both act as its prerequisites and necessary conditions. Characteristic feature According to Bruckner, creative learning is not only the accumulation and evaluation of data on a particular topic, the formulation of appropriate generalizations on this basis, but also the identification of patterns that go beyond the scope of the material being studied.

Modern didactics, the principles of which underlie practical pedagogical activities, are characterized by the following features:

1. Its methodological basis is the objective laws of the philosophy of knowledge (epistemology), thanks to which modern didactics was able to overcome the one-sided approach to the analysis and interpretation of the learning process inherent in the philosophical systems of pragmatism, rationalism, empiricism, and technocracy. The current concept is based on a systematic approach to understanding the learning process, according to which sensory perception, understanding and assimilation of knowledge, practical verification of acquired knowledge and skills should be organically merged in the cognitive process and educational activity. Putting forward the requirement for the development and simultaneous interaction of feelings, thinking and practical activity in knowledge, the modern didactic system strives to eliminate the contradiction typical of Herbartianism and progressivism between theory and practice, between knowledge and skills, between the abilities to describe and change reality, and, finally, between volumes knowledge received entirely from the teacher and acquired by students independently.

The system-structural approach has become prevalent in the study of all didactic problems. Every year, the understanding of an integrated approach to solving educational problems grows stronger. Only that didactic system will be suitable for solving them, which is based on the entire body of current knowledge about the mechanisms of learning, the goals and motives of cognitive activity, which explores holistic, inseparable formations, and not individual elements torn out from the general process.

2. In the modern didactic system, the essence of learning is not reduced to the transfer of ready-made knowledge to students, nor to independent overcoming of difficulties, nor to students’ own discoveries. It is distinguished by a reasonable combination of pedagogical management with students’ own initiative, independence, and activity. Modern didactics strives for reasonable rationalism. Its credo and main goal is to bring students to a given level of learning with minimal expenditure of time, effort, and money.

3. The approach to determining the content of training has changed, the principles of forming curricula and programs, and compiling training courses have changed. Herbartists, when developing programs, did not take into account the requests, needs and interests of students at all, overestimated the importance of “book knowledge” for intellectual development, and progressives, when forming a teaching strategy, relied more on the spontaneous interests and situational activity of students. As a result, the programs determined only the general contours of education, and individual academic subjects appeared only in high school. This approach had both positive and negative sides. The positive thing about it was that students, working independently and without haste, received thorough training in their chosen field, but their education, limited to a narrow range of problems, was incomplete. The new didactics strives to preserve and enhance the positive qualities of previous programs. Today, differentiated curricula, programs, and courses have spread throughout the world. At the same time, the processes of integrating educational courses and adapting them to the diverse needs and interests of students are deepening.

4. Progressive trends in the technologization of training and education are gaining strength. An instructive conclusion has been drawn from the accumulated experience and knowledge: it is impossible to create a universal training system that is equally suitable for solving all educational problems in all cases. There must be a flexible system of individual technologies specifically designed to solve specific problems. The most appropriate technological solutions can significantly speed up and facilitate the process of acquiring knowledge, abilities, skills, ways of thinking and acting.