Svetlana Bezoluk

Didactic basis requires modernization in the conditions of an information society, complexity, challenge of uncertainty, ambiguity of the modern world. How are we to maintain motivation, the desire to learn among the “digital generation” – schoolchildren who live partly in the real world, partly in the virtual world of social networks, the Internet and gadgets? The previously existing for a long time cognitive (knowledge) approach does not allow the student, the main participant in the educational process, to fill the knowledge that he received in the learning process with personal meaning. In order that the student's activity to be successful, it is necessary to develop the meaning sphere of adolescents, filling knowledge with personal meaning, bringing the educational process to the personal- meaning level. The article discusses a meaning-didactic approach to organizing the educational process. The teacher is faced with an important task, developing the meaning sphere of students, to help them achieve that very “my meaning”. The purpose of the study: to identify opportunities for integrating digital didactics and meaning didactics, to consider meaning formation as a component of the development of digital competences of adolescents. The novelty of this research: the didactic possibilities of the meaning-initiating digital environment are determined. The author considers the concept of “meaning-initiating digital environment” as a factor that initiates the formation of meaning in adolescents. The carried out theoretical analysis of the works on the topic made it possible to highlight the didactic possibilities of initiating the formation of meaning in students in the digital educational space. The author proposes, while maintaining the didactic foundations of the educational process, to integrate meaning-initiating technologies into the digital educational environment. The article provides the author's meaning-initiating digital model of the organization of the educational process, and meaning formation is considered as a component of the development of digital competences of adolescents. This study opens up opportunities for continuing research on the development of the meaning sphere of students. The interpretation of the possibilities of integrating digital didactics and meaning didactics given by the author can be recommended to a wide range of teachers for use in their work.