FEATURES OF DIDACTIC DESIGN OF ELECTRONIC FORMS OF EDUCATION IN INCLUSIVE EDUCATIONAL INSTITUTIONS

Abstract

The article is devoted to the issue of supplementing the classical didactic rules of designing forms of education in accordance with the implementation of the conceptual directions of educational reform. The first didactic rules in the organization of mass education were formulated by John Amos Comenius in his work "The Great Didactics". They determined the structure, content, form and methods of organizing educational activities and were recognized by teachers of the fourteenth century as the basis of the "art of learning". The educational process in a modern inclusive educational institution has to meet all the requirements for the organization of computerized schools in the information society. This applies to both technical support and the quality of didactic support of students' educational activities. Due to the great variety of special needs of students and their permanent changes, didactic electronic tools and forms of learning are often designed by teachers themselves. Such design can be of high quality only if you follow the classic rules of didactics and additional didactic principles that will allow you to fully use the existing potential of modern pedagogical and computer technology. By analyzing the needs and capabilities of computerized inclusive education, we can formulate the following additional didactic principles: the principle of differentiation, the principle of problems (tasks) to build the educational process, the principle of ethnopsychological characteristics of the child, the principle of safety and health through cluster representation of educational materials, the principle of parallel multi-format presentation of educational materials; the principle of interoperability and simplification of access to educational resources of educational environments.