Support as a training tool: philosophical and methodological aspects

Abstract

Introduction. The work of the school in the context of distance learning is complicated by the virtualization of subject-introductory activities, the decrease in the effect of the teacher's guiding, orienting influences of the educator, and the increased dependence of learning outcomes on self-organization and self-control.Purpose setting. Based on the experience of developing visual logical-semantic models and using them as visual didactic regulators, the task was to determine the regulatory framework for the actions of these didactic tools.Methodology and methods of the study. The study applied: the method of "reverse engineering" – the construction of a theoretical description of the real result; visualization method of logical-semantic modeling of knowledge; the fundamental principle of visualization and the principle of improving educational cognitive activity with the help of supports and regulators.Results. The function of supports and regulators to aid the regulatory component of educational cognitive activity is substantiated. Provisions are formulated that link the law, the theoretical principle and the practical function of visualization with the empirical law of educational cognitive activity, which implies the dominance of subject-introductory actions in the formation of an image-representation of the object or process being studied.Conclusions. A theoretical and methodological substantiation of the regulative foundations of actions and the regulative component of educational cognitive activity is proposed. The use of supports and regulators of a logical-semantic type in classroom-distance learning is shown.