Maksim А. Manyilov

Тhe article attempts to develop a concept of the phenomenon of hybrid education of children with a migration background. The relevance of this study is due to the fact that it deals with the study of two phenomena. Firstly, the concept of hybrid learning, which is often confused and considered synonymous with blended learning. Secondly, the education of children with a migration background is considered in a new context, since this concept does not have a clear definition. Together these are considered as a process of hybrid education for children with different learning histories, including children with migration histories. The migration background acts on the basis of the principle of synergy. In the context of these reflections, the authors considered it necessary to study this trend in education as relevant and in demand by both the education system and the new migration policy of the Russian Federation. The purpose of the article is to theoretically substantiate the phenomena under study (hybrid learning and migration background as a synergistic effect and mechanism of acculturation). The methodology of the research is presented by the theoretical and methodological foundations of hybrid learning, migration theory, which we consider in the context of the subject-activity theory. We separate hybrid learning from blended learning and do not consider them as identical concepts, seeing them as a new technology of learning in the digital space, which combines live (personal) communication and communication in a digital environment. The migration background of contextual education is not clearly defined, it is often considered as the education of migrant children, as foreign speakers and children with special migration histories. We consider the main results of the study as opportunities for testing the project of a structural and functional model of hybrid education for children with a migration background. The theoretical significance of the research lies in the development of a new concept of hybrid learning, combined with the education of children with a migration background, in which the hybrid is considered as an innovation in the education of children-speakers of other languages. The practical significance lies in the possibility of extrapolating the leading idea into the practice of education of these children in the context of the new migration policy in education.

The relevance of the research is determined by the need of modern digital education in new learning formats. Among them, hybrid learning is of key importance, especially in the context of digitalization and stress situations (post-pandemic period, quarantine). The aim of the study is to theoretically substantiate the essence of hybrid learning and the possibilities of transforming B. Bloom's taxonomy into it. The authors present a complex of concepts of hybrid learning, including its structure and content. The article clearly articulates the position that hybrid and blended learning are not synonymous, despite their outward similarity, emphasizing the semantic differences between the two formats of educational interaction. The work proposes methods for hybrid interaction of all participants in the educational process as subjects of educational activity. The authors suggest using Bloom's taxonomy as the leading mechanism in this process. The idea that Bloom's taxonomy represents a model for classifying different levels of cognitive skills, ranging from simple receptive processes to more complex creative functions, is underlined in the work. Various modifications of the taxonomy adapted to the digital educational environment are increasingly employed in contemporary education. The convergence of traditional teaching methods with innovative digital technologies is observed in the modern educational space. This article specifically examines the application of Bloom's taxonomy in hybrid student learning, including divergent thinking (finding multiple answers to one question). It analyzes the various levels of the taxonomy that can be integrated into hybrid learning to enhance the effectiveness of the educational process. The authors have adapted the taxonomy of educational goals to design the process of developing students' cognitive skills while teaching historical disciplines. The results obtained enrich Bloom's concept of forming different levels of cognitive skills and abilities in the context of hybrid and blended learning (knowledge, understanding, application, analysis, synthesis, evaluation). Our research is important for understanding how modified models of Bloom's taxonomy can be effectively used in the process of hybrid interaction to stimulate higher levels of cognitive activity and create conditions for the development of student subjectivity. We believe that the results of our work will be beneficial for educators and researchers seeking to improve the educational process through adaptive integration of Bloom's taxonomy into hybrid learning.