Modernization of didactic theories: answer to the present challenges

The article provides a scientific and theoretical overview of research in the field of didactics. The analysis of historical experience, foreign and domestic studies in the field of didactic theories, the author's own studies made it possible to consolidate scientific ideas and theoretical concepts for the formation of didactic systems, theories and approaches, to reflect new didactic ideas and methodological initiatives developed in response to the challenges of the present time. The materials provided in the article reflect the author's vision of solving the problem of modernizing didactic knowledge, represent a set of approaches, principles, methodological tools, and demonstrate the dynamics of didactic thought at various stages of the development of science. Domestic and foreign classical theories of learning that arose within the framework of behavioral and cognitive approaches are considered, the features of their application at the modern stage are substantiated. Didactic concepts reflecting the ideas of non-classical rationality of the late XIX to the middle of the XX century are analyzed. The advantages and limitations of the progressive didactic by J. Dewey are analyzed in detail. The main idea of constructivism is emphasized – the construction of knowledge for each student individually through understanding of their own metacognitive strategies. The possibilities of the development of didactic knowledge in the era of post-non-classical rationality, which is characterized by the rejection of monologism, recognition of many approaches and fundamental falsification of theories, are explored. As an example of the didactic theory that arose in this line, the theory of connectivism is presented. The conclusion is made about the significant expansion of the object sphere of didactics in the paradigm of post-non-classical rationality and the inclusion of new phenomena in it: digital educational environment, interactive technologies, individualization and personalization, development of values and meanings in the learning process. This article continues the discussion started earlier on the pages of «Yaroslavl Pedagogical Bulletin» journal and within the framework of the activities of the inter-university research center «New Didactics» on issues of methodology and practice in the field of didactics of pedagogical education.