Olga V. Korshunova

In the pedagogy of the information society, gamification of education is becoming increasingly important, making it possible to combine the ideas of keenness, training, education, development; thus, the educational process is becoming more attractive for students. We consider using author-developed fairy tales based on artist paintings as an educational technology being a type of gamification which has a significant pedagogical potential; the correct use of it contributes to the development of many parameters of the student’s personality. The learning activity with a fairy tale teaches, educates, and develops. The aim of the article is to substantiate and develop the pedagogical potential of the educational technology “The author-developed fairy tale based on the artist painting”. The existential approach (M.I. Rozhkov), ideas on gamification of education (N.L. Karavaev, E.V. Soboleva), ideas of cognitive pedagogy (M.E. Bershadsky, D.N. Kozhevnikov, N.V. Yaroslavtseva, etc.), concepts of developing the creative potential of an individual (A.I. Savenkov, A.V. Morozov), elements of the psychological and cultural theory of a fairy tale (T.D. Zinkevich-Evstigneeva), algorithm for writing a fairy tale based on the artist painting (L.K. Patrusheva, D.V. Patrushev) served as the theoretical and methodological basis for the study. The result of the study is considered to be the identification of the components of the pedagogical potential of the studied technology: substantiation of its potential for giving new knowledge and ideas about the world; development of cognitive functions of the authors of fairy tales (from sensations to thinking); formation of values, humanitarian life meanings and cultivation of the best human qualities (moral and ethical standards, aesthetic feelings, emotions, motivation for self-improvement); in general ‒ life self-determination. Possible educational spaces for the application of this technology are formal, non-formal and informal education. The theoretical significance of the study lies in the clarification of ideas about the formation of creative abilities of an individual through the perception of works of the artist by using the technology of composing the author-developed fairy tale; enrichment of the theory of cognitive development in the educational process and the theory of educational technologies through the specification of knowledge about subject-oriented developmental technology. In the practical aspect, the results of the study will allow us to develop ideas about universal morality and ethics, to develop cognitive, creative and linguistic abilities of authors of fairy tales; they will be useful in the field of fairy tale therapy for various age groups.

. The article presents the author's view of the methodological foundations of Inclusion, in particular, an attempt to analyze the conceptual apparatus of inclusive pedagogy is undertaken. Narrow and broad meanings of the terms "inclusion" and "inclusive education" are disclosed. According to the levels of methodology of inclusive pedagogy, its components are described, the essence of the methodological components is revealed in brief.

Based on the analysis of the transition state of the educational sphere from one educational paradigm to the other one, the article discusses the problem of interrelation of key competencies and universal learning performances as the intended learning outcomes. Transformation of the main function of the education content from the purpose of learning to the means of achieving new educational outcomes is emphasized. The concept "activity-based learning unit" is revealed on the example of competency-based assignments through demonstration of their structure, determining their purpose in the educational process of comprehensive schools, introduction of various classifications and modifications, and also ways of designing such assignments and tasks.

The article represents the ideas of developing of a textbook for a comprehensive school. This textbook is based on the objective laws of a psychodidactic approach to teaching and the principles of a level-style differentiation as educational techniques