PHİLOSOPHİCAL-METHODOLOGİCAL FOUNDATİONS OF LEARNER-CENTERED TRAİNİNG SYSTEM

The article focuses on the diversity of opinions in the interpretations of the concept of "training" in various scientific sources. It is emphasized that working out the theoretical and practical foundations of an excellent educational system is the central problem of didactics. The search for didactic systems aiming at more effective results is a necessary and continuous process. It is claimed that the "perfect training process", which is perceived as one of the important ways of implementing education, should be interpreted as an learner-centered (it is considered as its emergent sign!) system that conditions the formation of skills in the students in accordance with the implications of the IV industrial revolution. It is emphasized that the theoretical-methodological importance of scientific philosophy, which is in step with the achievements of science and practice, for the management of the educational process is very great, and in this process, the management of students' cognitive activity and the development of their mental abilities is possible only on the condition that the regularities of the thinking process, the characteristics of the forms and methods of scientific cognition and dialectical relations should always be taken into account. In this work, the logic of looking at the management of the learning process as a cognitive issue in itself is brought to attention. In order to achieve effective results in the training process, the appropriateness of the practical educator's reference to the components contained in the dialectic and cognitive theory about the methods of understanding and changing reality in determining the management activity is drawn into the center of attention, and the form of thought movement that contains these "enabling components" is the methodological basis of the management of that process. Which is valued as the basis.