Keyword: «pedagogical research»

This article is devoted to the development of mathematical modeling of objects and teaching pedagogical research. Here the emphasis is on the use of case studies of the phenomenological approach. In this regard, a special kind of modeling is released - a phenomenological mathematical and pedagogical. Examples of such modeling, taking into account the possible form of the sequence of events in the learning process. It is noted that a transition from the "hard" mathematical modeling of teaching process in a "gentle".

The authors discuss various methods of "Economics of Organization" subject studying efficiency in this article. The main sections of this subject studying are contemplated. They devised the methodical system of this subject course studying. The system of students’ subject mastering evaluation is presented.

The historical and pedagogical study of the forms of general education for persons with visual impairments is among the problems of general pedagogy. At the same time, the education of this category of persons has certain aspects that must be taken into account in order to obtain a complete and reliable research result. The introduction of inclusive practices in education in the Russian Federation actualizes the need to study the history of the development of forms of general education for the blind and visually impaired people from the point of view of general pedagogy. We assume that the results obtained can serve as a starting point for a similar study of the education forms for other categories of persons who are the subject-object of correctional pedagogy. The purpose of this article is to determine the specifics of the historical study of the general education forms for the blind and visually impaired from the point of view of the general education components that are most significant for this category of students. To achieve the stated goal, we have set the following tasks: to compare the purpose and objectives of general pedagogy and typhlopedagogy; to identify the characteristics of the planned results of learning the educational program of general education by persons with severe visual impairment (disability); to identify the main specific features of the subject-object of general education (students with visual disabilities) that affect the need to study the forms of their general education; to draw a conclusion about the specifics of the historical study of the general education forms for the blind and visually impaired. The article compares the goals and objectives, as well as the planned results of learning the general education program of general pedagogy and typhlopedagogics, highlights the main specific features of the subject-object of general education (students with visual disabilities) that affect the need to study the forms of general education. The study of the history of general education of the blind and visually impaired people is based on general scientific approaches to the historical study of education, however, it also includes additional issues related to the specifics of the process of education of persons with visual impairments. In the context of this approach, the problems include the specific aspects of correctional work, the formation of a generally accepted lifestyle and socio-cultural and sensory education. The specificity of the historical and historical-genetic approach lies in the need for periodization of the period under study. The article suggests and justifies the variant of periodization of the development of forms of general education in the RSFSR in the period from 1945 to 1991. In addition, such research is conditioned by historical, political and social factors, such as historical background (facts, events), state ideology and prevailing socio-philosophical ideas.

The importance of digital literacy research stems from the rapid digital transformation of all aspects of life, requiring individuals not only to possess technical skills but also the ability to critically analyze information, adhere to ethical standards, and adjust to constantly evolving technologies. In the context of globalization and increasing volume of digital data, the development of digital literacy becomes the basis for successful socialization and professional agency. However, the lack of a unified approach to the definition and structure of digital literacy complicates the development of effective pedagogical strategies and methods for its assessment, which makes the systematization of existing concepts an important scientific and practical task. The aim of the article is to analyze existing approaches to defining digital literacy, identifying its structural components and levels of development, as well as substantiating its role as a basis for the development of digital competency. The leading approaches to the study of the problem are theoretical analysis of scientific concepts, a comparative method for identifying common and distinctive features in the structure of digital literacy, as well as a structural and functional approach in identifying its key components. The main results of the study include the author's original definition of digital literacy as an integrative dynamic quality of the individual, revealed as a high level of motivation, readiness and ability to effectively and responsibly use digital technologies to work with information, communicate and solve problems in professional and everyday life based on the acquired knowledge and the ability to determine the achieved level based on reflection. Based on the analysis of domestic and foreign studies, a structure of digital literacy is proposed, consisting of five interrelated components: motivational, information-cognitive, technological, communicative and reflective-evaluative. A three-level system for assessing the development of digital literacy (low, medium, high levels) has been developed, which can serve as a basis for diagnostics and further development of digital competences. The theoretical significance of the article lies in the systematization of modern approaches to understanding digital literacy and clarifying its structural components, which contributes to the development of pedagogical theory. The practical value of the study is related to the possibility of using the obtained results in developing educational programs, methods of developing digital literacy, taking into account the age and professional characteristics of a person. A promising direction for further research seems to be the adaptation of the proposed model to the regional characteristics of educational systems.