Philosophical and General Scientific Levels of Methodological Principles of Educating Future Teachers in Conditions of Digitalization in Education

The article is devoted to the issue of supplementing the classical didactic rules of designing forms of education in accordance with the implementation of the conceptual directions of educational reform. The first didactic rules in the organization of mass education were formulated by John Amos Comenius in his work "The Great Didactics". They determined the structure, content, form and methods of organizing educational activities and were recognized by teachers of the fourteenth century as the basis of the "art of learning". The educational process in a modern inclusive educational institution has to meet all the requirements for the organization of computerized schools in the information society. This applies to both technical support and the quality of didactic support of students' educational activities. Due to the great variety of special needs of students and their permanent changes, didactic electronic tools and forms of learning are often designed by teachers themselves. Such design can be of high quality only if you follow the classic rules of didactics and additional didactic principles that will allow you to fully use the existing potential of modern pedagogical and computer technology. By analyzing the needs and capabilities of computerized inclusive education, we can formulate the following additional didactic principles: the principle of differentiation, the principle of problems (tasks) to build the educational process, the principle of ethnopsychological characteristics of the child, the principle of safety and health through cluster representation of educational materials, the principle of parallel multi-format presentation of educational materials; the principle of interoperability and simplification of access to educational resources of educational environments.

Features of Didactic Design of Electronic Forms of Education in Inclusive Educational Institutions

Lupinovich¹,

Lapshyna²

2022

Methodological Principles of Using Information and Communication Technologies in the Educational Process

Калаур

Dida

2022

The study of issues related to the use of educational information technologies is one of the modern and very relevant directions in pedagogy. The analysis of the results of research obtained today by specialists in the specified direction allows us to formulate the conclusion that results both repeat and complement each other, but at the same time differ significantly. The established similarities and differences, determining the value of each study, influence first of all the author's choice of "path" and "instrument" of scientific activity, that is, methodology. Therefore, the construction of properly organized pedagogical, research and scientific activity, as well as conducting an expert analysis of the available results of research activity in any field, just like the analytical activity itself, should begin with the selection of methodological principles. Within the dynamic processes of modern education, the methodological activity of a specialist is constantly complicated, enriched, and becomes science-intensive. The ratio of functions changes within it: the informational component recedes into the background, giving way to the functions of design, construction, organization, communication, and others. Using the formulation of general scientific principles found in psychological and pedagogical research, the essence of the methodological principles of pedagogical activity is highlighted. Under certain conditions, any system of principles can be developed, specified or supplemented. Therefore, in the context of requirements for increasing the efficiency of the use of ICT, the presented system of bases of existing principles was supplemented with the following principles of using ICT in education: educational value, pedagogical expediency, cognitive relevance, didactic significance and methodical effectiveness. In the real pedagogical process, the content of the components and their connections (as a component of the didactic structure) is clarified, in particular, on the basis of accounting for the specific psychological and pedagogical features of the students and the teacher (according to the selection of distinctive features of the didactic structure).

Educational Environment of Higher Education Institution as a Resource for Training Future Teachers for Innovative Activities

Petrychenko

2023

The article highlights the theoretical and applied aspects of the transformation of the processes of building an appropriate educational environment in a higher education institution. The content of the concept of "educational environment" and its structural organization as a resource for training future teachers for innovative activities in institutions of higher education has been clarified. The content of the macro, meso, and micro levels of the formation of the educational environment as a resource for preparation for innovative activity is determined. The components of the structural organization of the educational environment as a resource for training future teachers for innovative activities in higher education institutions are analyzed. The personal component involves active inclusion in the educational process of all participants in the educational process. The axiological component involves aligning the vision, strategy, values, rituals and symbols with the innovative trends within the corporate culture of the higher education institution. The substantive component involves the updating of educational and professional training programs for future teachers by including extracurricular activities and preparation for competitions, social projects that regulate the harmonious interaction of the subjects of the educational process. The activity component involves the generalization of experience and the adaptation of forms, methods, means, and technologies for the implementation of innovative activities through the communication styles of the subjects of the educational process at all levels within formal and informal collectives. The resource component provides for the creation of the material and technical infrastructure of the higher education institution. Summarizing the above, an important task in institutions of higher education is the creation of conditions for the development of an appropriate educational environment, which contributes to the formation of the personality of a future specialist capable of realizing, producing and applying innovative products in his/her own pedagogical activity