Moskva, Moscow, Russian Federation
The article provides a system-activity analysis of applied possibilities for the grounded application of already available instrumental results of the integration of authorial pedagogical and information technologies for specifi c and system-methodological support of the full-fl edged functioning of the FSES. The ongoing global changes in society and in education naturally imply the need to revise the traditional view and rethink the subject, tasks and methods of didactic research. The results of many years of research on the introduction and approbation of authorial pedagogical technologies and the cognitive theory of pedagogical technologies created at the same time have irrefutably shown that the formation of the beginnings of modern didactics should be connected with the technology of the model of the educational process and the model of the methodological system of education (MSE). The methodological key to the transition to modern didactics is naturally the “Technological Map”, as the form, language and toolkit of communication between the teacher, students and the teacher-researcher with the computer. Particular attention is paid in the article to the systematization and generalization of the available information on the evolution of learning theory and the rapid change in the generations of digital computer technologies. Didactics in the article is treated and considered as an innovative approach to modern learning theory, which continues to function and tries to develop together with digital technologies, operatively interpreting and using all the latest created electronic and technological achievements from the world of computers and digital technologies.
pedagogical activity of teachers, pedagogical knowledge of teachers, demanded by FSES, authorial pedagogical technologies, technological textbooks, assessment of technological monitoring, model of educational process, technological map as a passport for the project of the future educational process.
Развитие цивилизации вносит в школьное образование изменения, но любые модернизации должны быть системными и ориентированными прежде всего на реальное совершенствование и развитие практической образовательной
деятельности как учащихся, так и учителей.
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