The paper considers the problem of adolescent and young students’ personalities’ development in the conditions of face-to-face and distance school learning. The scientific novelty of the study is the proposed classification of pedagogical technologies according to the degree of their novelty: modernized technology, combinational technology, progressive technology, pedagogical technology of the combinational type, the essence of which is shown in its title. A specific model of pedagogical technology of the combinational type “Teaching in cooperation, in a team using flipped classroom” was developed. The developed technology was implemented during the classes of the humanities and natural-mathematical cycles. Nine hundred and eight adolescent and young students (divided into experimental and control groups) and 32 teachers participated in the experimental work. To analyze the differences between the experimental and control groups in terms of the student’s personality manifestation, several criteria and indicators were considered. For mathematical and statistical processing of the obtained results, the multifunctional statistical Fisher’s F-test was used. Analysis of the implementation of the developed technology in the conditions of face-to-face and distance learning showed a positive dynamics of experience formation of the student’s personality manifestation. This allowed the authors to consider the developed pedagogical means effective.

The relevance of the study of this problem is due to the intensive implementation of new information technologies and various electronic courses that contribute to the introduction of digitalization in the educational system. According to the regulatory documents, the purpose of digitalization of the educational system is to ensure a broad access to information and digital resources, and the use of digital technologies in the educational process. In this regard, this article focuses on the identification and disclosure of the purpose and objectives of digitization in the education system, the implementation of the principle of organization of mastering of the optimally required knowledge, a particular algorithm, contributing to the development and transmission of knowledge by means of individual internal and external instruments of knowledge representing the cognitive organization of a personality. The leading method in the study of this problem is the interdisciplinary analysis of scientific literature, which allowed to reveal the essence of the digitalization of the educational process, optimization of the method of cognitive modeling in the educational process in order to develop internal instruments of knowledge of students; theoretical modeling, which allowed to structure the planning process of educational activities in higher education. The article reveals the changes determined by the new socio-cultural and economic situation of digital development, substantiates the new formats of collaboration and learning built around the student, requiring digital literacy teachers and responsibility of students for the quality of their education. The article is focused on the adaptation of teachers to the new conditions of professional activity in the field of education in the conditions of digitalization.

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The article analyzes the possibilities of an individually oriented approach to the interaction of educational institutions with students' families according to the author's typology of the subjective position. The article presents the subjective position components and their main characteristics. Possible types of activity and functions of families in the educational space are revealed. The stages and levels of socio-pedagogical interaction of the family and other subjects of educational relations are described: with teachers, other families, social partners. These factors are identified for successful implementation of this approach in developing the subjective position of the family in education. Among such factors are: external request for joint intra-family interaction, interaction between families with different types of subjective positions; family and teaching staff partnership; creating a space for subjective activity of the family. Keywordsinteraction of family and educational institution; individually oriented approach; subjective position of a family; components of the subjective position of a family; levels of socio-pedagogical interaction. I.

The results of the study include methods of psychological and pedagogical support developed and introduced into the educational practice of schools. These methods determine the development of the student's individuality, including pedagogical technology of a combination type. The research novelty is the developed technological model of pedagogical support for the development of the student's individuality, based on the technology of a combination type. The pedagogical technology of a combination type is a system of technologies, teaching methods as an inseparable unity, integrity, united by a common plan, idea, algorithm. By combination pedagogical technology we mean a technology developed on the basis of a new or well-known scientific concept and representing an integral system of technologies, teaching methods, known and modernized, the algorithm of interaction that is focused on the implementation of the planned results. The theoretical significance of the research is theoretical provisions related to the development of structural components of the model of pedagogical technology of a combination type: conceptual, substantive, procedural, analytical, reflective. The practical significance of the research results is the development of a specific technology - a game pedagogical technology of a combination type for training multi-level students, Federal Assembly of the Country of Entrepreneurs, which determines the pedagogical support for the development of the student's individuality. The analysis of the results of experimental work on the implementation of pedagogical support of the educational process, represented by the technology of pedagogical support for the development of the student's individuality (pedagogical technology of a combination type), showed a positive dynamics of the formation of the experience of the student's individuality manifestation. This allowed the authors of the article to consider the developed technologies of pedagogical support for the development of the student's individuality effective.