RECONSTRUCTION OF QUASI-PRACTICAL STUDENTACTIONS AS A WAY OF DESIGNING A DEVELOPING DIGITALRESOURCE IN SCHOOL TEACHING

To make the global digitalization of education more than just a change in the format of education it is necessary to equip the developers of digital educational resources (DER) with an understanding of the creation principles that organize meaningful learning activities. The aim of the study was to create the design of a digital resource aimed at the development of a scientifi c concept and testing of its effect. The methods of the research were: • subject and logical-psychological analysis of the concept (osmosis), • case study: the construction and testing of DER in experimental teaching, • diagnostics of the concept development using SAM method ( thirteen-fourteen years old students of a Moscow school). It was shown that identifying the substantive concept content and defi ning actions in the course of which a student is able to make the necessary distinctions, test hypotheses, fi nd language adequate to their actions, and receive meaningful feedback on their actions, makes it possible to create a scenario of DER that effectively and consistently supports the formation of a scientifi c concept. The effectiveness of the formation was confi rmed by comparing the solvability of the three-level task on the concept of osmosis (using the SAM methodology) - % in the experimental classes and, respectively, % in the control classes. The effectiveness of DER is also confi rmed by its long-term demand in teaching: all teachers working with this programme use it systematically. Thus, the following principles should underlie the design of effective DERs that support scientifi c concepts formation: • subject analysis, determining the ways of concept development; • logical-psychological analysis, identifying the possible structure of children’s actions; • determining the place of the digital resource, i.e. those quasi-practical actions that should be supported by it, as opposed to actions that do not require virtual substitution; • designing meaningful feedback on the child’s actions.