Keyword: «methodological teacher training»

Introduction of crosscutting technologies in all spheres of life has determined the need for advanced teacher training to use these technologies to organize the educational process. Many teachers face difficulties integrating digital technologies into classroom practice due to their limited experience in using them. Therefore, the creation of methodological recommendations for lesson design in a high-tech digital educational environment is relevant. The aim of the research is to devise a framework for designing digital lesson that includes the following stages: analytical, technological, designing, practical and reflective. During the design process, the teacher fills in the plan of the digital lesson, which contains a description of the methods, forms and means of teaching that interact with each other in the process of implementing the chosen technology of teaching in a digital educational environment. The methodological basis of the research is based on the principles of technological and environmental approaches. The theoretical research methods included a generalization of the methods of constructing a modern lesson, the study of plans and scenarios of classes, an analysis of the potential opportunities and limitations of crosscutting technologies to achieve the planned results. The empirical research methods consisted of testing students and teachers after using the framework. The creation of diagnostic materials for assessing teachers' project competences is based on a three-component competence structure: knowledge, skill, and analysis. The statistical processing of the results of the experimental work, which was attended by 58 students of the Physics Faculty of the Perm State Humanitarian Pedagogical University, was carried out using the sign criterion (G-criterion). The empirical value of the criterion at the significance level α=5% is greater than the critical value (Gemp>Gcr, 46>18), which allows us to conclude that the developed digital lesson design model is effective. The theoretical significance of the research lies in modeling the process of developing framework for digital lesson. The practical significance lies in using the research results to design classes using crosscutting digital technologies.