Improvement of the Methodology of Researching Problems of Education

Abstract

The article in the discourse of historical development presents the consistent development of scientific approaches in education based on their methodological improvement. To solve the problem, two features of the development of theoretical knowledge about education were taken as a basis: 1-the ever-increasing deepening of theoretical research and 2-the use of all possible innovations in the field of methodology by the humanities, including those obtained as a result of integration processes in science. It is shown that modern research methodology is necessary for the design of future education. The inclusion of the tasks of comprehending the methodology in the content of education is noted. An analysis of the modern content of the updated methodological categories is given: goals, objectives, methods, etc. The growth in the share and influence of educational sciences is indicated. It is proved that the development of the theory of education of the 20th century is reflexively consistent with the methodology of classical science. The methodological features of the humanistic approach in the second half of the XX century are presented. It is shown that the reflection included in the model of the "trajectory of individual development" brings the content of modern education to a higher innovative methodological level.

Didactic Problems of the Digitalization of Education

“…Theoretical work on understanding the digitalization of education leads to the formation of a new pedagogical paradigm [18]. At present, in practice and in reflexive-semantic pedagogical activity within the framework of the digital educational process, separate important constituent elements are distinguished: digital educational environment; digital forms of presentation of educational content; digital educational technologies; digital teaching methods, etc.…”

Untitled

“…Theoretical work on understanding the digitalization of education leads to the formation of a new pedagogical paradigm [18]. At present, in practice and in reflexive-semantic pedagogical activity within the framework of the digital educational process, separate important constituent elements are distinguished: digital educational environment; digital forms of presentation of educational content; digital educational technologies; digital teaching methods, etc.…”