Eteri Viktorovna Mindzaeva

The content and structure of general education are subject to well-defined patterns, According to the concept of Academician of the Russian Academy of Education V.S. Lednev, the most important of them is the balance of two factors: the content of a given subject area (mathematics, computer science, etc.), and a set of invariant types of human activity. These factors reflect aspects of reality that are the most significant from the educational point of view. The transformational activity of people undoubtedly belongs to such aspects. In the contemporary world, this activity is revealed through three key concepts: algorithm, technology, and project. These concepts become system-forming concepts of two subjects: «Informatics» and «Technology». Nowadays, transformative activity is inseparable from the processes of digitalization, which determines the content and structure of these general educational subjects, while the concept of technology plays a leading role. The ideological side of technology originates from the fundamental work of R. Descartes «Reasoning about the method». According to him, any activity should be carried out based on some method that allows for different levels of formalization. This opened up the fundamental possibility of automating the processes of manufacturing products, which made it possible to create a material platform for the future «industrial society». The development of technology is closely related to scientific knowledge. Moreover, the ultimate goal of science (starting with the science of modern times) is precisely the creation of technologies. The link between science and technology remained inseparable for a very long time and ensured the dominance of the formation that supported this link. The emergence of digital technologies, in which the idea of automation is practically brought to its logical conclusion, has radically changed the industrial and social context of technologization. However, its ideological side has undergone minimal changes. The entire context mentioned above is considered in the construction of methodological concepts and the content of the subjects «Informatics» and «Technology».

The research presents the interim results of the study of the “Center for Improving Teaching Methods of Disciplines” of the Russian Academy of Education on the analysis, systematization, and creation of a register of effective teaching methods for disciplines, subjects, and courses (modules) at various levels of education as part of the study of relevant and effective methods for their testing and scaling. The author indicates that the importance of the search for perfect methods and techniques of learning and teaching, which has been conducted for centuries, is comparable in complexity and importance with research and development in the field of high-tech sciences and industries. From the authors’ point of view, when developing a register of effective training methods, advanced methodological principles of didactic research, a set of didactic objects, and a set of interdisciplinary approaches used should be considered. The author describes objective difficulties arising when forming a thesaurus of the concept of “teaching method” for the development of a register of effective methods. A research hypothesis is presented, which formulates possible options for solving the problem of developing a register of effective methods.