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Abstract. The modern process of training proceeding in the information and education environment demands a textbook of a new format differing from that one of a traditional paper book. Research has shown that a new textbook is a specially designed subject information and education environment. Filling of this environment (the textbook -navigator, the textbook script, a set of materials for independent work, etc.), structuring information (as the script of an educational process, the designer of a process of training, the integrator of the specified types) is shown in the article. Characteristics of textbooks of a new generation are provided: orientation towards realizing the complete process of training from positing aims to a reflection of results, ensuring the maximum independence of pupils, accounting of specific features of pupils, granting opportunities of creation by pupils of an own educational product. Components of the subject information and education environment are presented: subject and target, substantial and organizational, estimated and reflexive components. The reformative and constructive tasks providing an activity orientation of the electronic textbook are considered.Active development and introduction of electronic textbooks for secondary school and higher institutes of education occurs now in Russia. This process is natural in the conditions of an amplifying influence of information on the life of each person and fast development of information and telecommunication technologies.It is possible to say about the process of training that it does not only come under influence of information and education environment (IEE), but it is also completely shipped in it: an activity of all subjects of a process of training is developed in an information environment. A teacher, preparing a lesson, repeatedly addresses to information and education environment resources, creates a subject environment in which pupils can work, organizes work of pupils in an information environment. Pupils have an opportunity to solve arising informative problems independently using Internet resources, including discussions at forums, on pages of social networks. A system of mass open online courses is being developed actively, which allow a trainee designs and realizes an individual education trajectory, corresponding to his own cognitive requirements.The process of training in information and education environment demands a textbook of a new format, which differs from traditional paper one. The research has shown that a new textbook is an electronic textbook representing specially designed subject information and education environment.Subject information and education environment is understood as a set of information, methodical and technical resources created by subjects of education providing achievement of objectives of training in a concrete subject. Three types of subject information and education environment are allocated: 1) a script of a process of training; 2) a designer of a process of training; 3) integration o...

Introduction. It is presently well understood that growth in new scientific knowledge often arises at the interface between different disciplines. Thus, the current growth in interdisciplinary research may be seen as a consequence of the logic of scientific development – from the highly specialized study of objects and phenomena to integration in terms of information gained through diverse scientific spheres that enable us to receive new knowledge. This paper presents a description of ongoing research (the beginning of which was covered in the Education and Science Journal1) into the developmental tendencies of key didactic concepts due to an expansion of the experimental field through the inclusion of achievements from related areas of knowledge (psycho-didactics, cognitive didactics, socio-didactics, lingo-didactics, etc).The aim of this research stage was to reveal how the results of interdisciplinary research dynamically influence ideas about the process of educational development.Methodology and research methods. In the course of the research, the authors analysed scientific literature in the field of interdisciplinary research, compared the results of interdisciplinary research and their generalisation, and contrasted the research outcomes with existing ideas about the learning process. Results and scientific novelty. Based on the allocated and formulated features of interdisciplinary research applicable to a field of education, the “enriching model” (integrated psychology, didactics and methodology of teaching mathematics in the 5th-9th grades) developed by E. G. Gelfman and M. A. Kholodnaya) was used as an example. It was established that interdisciplinary research involves not just elements, data and new developments from different scientific spheres, but also uses a conceptual framework, a methodological base and the tools of various scientific branches integrated into the interdisciplinary space. Moreover, interdisciplinary research rediscovers available knowledge and finds new zones for theoretical and practical application. The valuable interaction between didactics and cognitive science was shown. Didactics is informed by qualitatively new scientific bases when designing learning process models through the cognitively-structured knowledge and forms of representation that provide knowledge transfer, knowledge of neural activity that happens in the brain at the moment of cognitive actions, bio-physiological restrictions of cognitive processes, etc. However, despite an initial stage of formation of many scientific directions related to didactics, the authors concluded that these disciplines already have a significant effect on the perceptive process of learning, in terms of its functions and structural components. The learning process is seen as more comprehensive and complete in the context of developmental cognitive structures of knowledge, formation of a linguistic picture of the world and social support for students.Practical significance. In pedagogy, analysing interdisciplinary research identifies promising trends in the development of classical, non-classical and post-non-classical scientific paradigms as well as didactics (science focused on the best teaching methods). Moreover, interdisciplinary research provides the effective design of various learning models in a scientifically rigorous context.

The paper analyzes challenges of modern society affecting changes in education that determines the current directions of didactics development. The authors establish that in didactics there are: 1) expansion of the set of objects studied by didactics (the study of general secondary education is supplemented by the study of higher, corporate, family education, education of students with different educational needs), consideration of the learning process in the context of digitalization; 2) the development of methodological approaches to didactic research (activation of empirical research, an increase in the role of research methods of the humanities in didactics, setting the task of developing evidence-based learning research); 3) activation of interdisciplinary research in education (consideration of didactic objects from the standpoint of related sciences - didactics, psychology, cognitive science, sociology). The paper consideres conceptual provisions in the development of didactics of higher education.

The purpose of the paper is to devote to the study of sources, didactic mission and essential characteristics of innovative educational practices; to analyze innovative educational practices, identify their specific features, formulate the grounds for classification. The authors use the methods of comparative-comparative analysis of these practices, their classification, and modeling in this research. The article presents a didactic scheme for the analysis of practices, including the identification of the problem that innovative educational practice solves; its didactic bases; target and value components; description of the content of education, implemented in practice; methods, forms of organization of the learning process in this practice, means of implementing the basic ideas; indication of planned results; the nature of interaction between teacher and students. The authors present the results of analysis of the practices covering the learning process in secondary schools, higher education institutions, adult education in the conditions of corporate training. They established that all analyzed educational practices are aimed at eliminating known shortcomings of the class-lesson system and its inconsistency with the realities of the modern educational environment, the information and communication technologies used in it. A number of practices are aimed at developing thinking, communicative abilities of students, providing conditions for self-development and self-realization of the individual. In corporate education the authors emphasize the problem of the collision of the idea of education as a translation of cultural experience with the presentation of education as learning new experience in the process of its generation, existing in innovative practices.