mpjournalМосковский педагогический журналMoscow Pedagogical Journal2949-49902949-4974Federal State University of Education10.18384/2310-7219-2022-1-6-26mpjournal-192Research ArticleОБЩАЯ ПЕДАГОГИКА, ИСТОРИЯ ПЕДАГОГИКИ И ОБРАЗОВАНИЯGENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATIONПРИОРИТЕТЫ ОБРАЗОВАТЕЛЬНОЙ ПОЛИТИКИ, ПЕДАГОГИЧЕСКОЙ НАУКИ И ПРАКТИКИ В ЦИФРОВУЮ ЭПОХУ, ИЛИ СЕМЬ МАКСИМ СОВРЕМЕННОЙ ПЕДАГОГИКИPRIORITIES OF EDUCATIONAL POLICY, PEDAGOGICAL SCIENCE AND PRACTICE IN THE DIGITAL AGE, OR SEVEN MAXIMS OF MODERN PEDAGOGYЦибульниковаВиктория ЕвгеньевнаTsibulnikovaV. E.ve.tsibulnikova@mgou.ruМосковский государственный областной университетРоссияMoscow Region State UniversityRussian Federation20221205202201626Copyright © Цибульникова В.Е., 20222022Цибульникова В.Е.Tsibulnikova V.E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.mpjournal.ru/jour/article/view/192

Актуальность исследования вызвана необходимостью осмысления приоритетов образовательной политики, педагогической науки и практики в условиях модернизации российской системы образования в цифровую эпоху. Цель - раскрыть приоритеты образовательной политики, педагогической науки и практики в цифровую эпоху, выявить максимы современной педагогики. Методологические подходы. Исследование опирается на аксиологический, системный, культурологический и цивилизационный методологические подходы.1 Научная новизна и/или теоретическая и/или практическая значимость. Определены следующие максимы современной педагогики: современная педагогика - это, во-первых, ценностно-ориентированная отечественная педагогика в условиях конкурентного мира, во-вторых, традиционная социально-направленная педагогика с опорой на научные школы в реализации стратегии воспитания, в-третьих, качество-центрированная педагогика, в-четвертых, рефлексивная практико-ориентированная педагогика, в-пятых, здоровьесозидающая педагогика, в-шестых, опережающая технологичная педагогика, в-седьмых, развивающаяся педагогика, когерентно реагирующая на движение смежных наук. Результаты. Раскрыты семь приоритетов образовательной политики, педагогической науки и практики: традиционные ценности, национальная идентичность отечественной системы образования в условиях конкурентного мира; гражданская идентичность, гражданское и патриотическое воспитание обучающихся, роль научных школ в вопросе современной стратегии воспитания; качество общего образования, подготовки педагогических кадров, педагогической деятельности учителя; союз педагогической науки и образовательной практики; здоровье участников образовательного процесса; интеграция традиционных, современных и цифровых образовательных технологий; подготовка научно-педагогических кадров и развитие педагогики в условиях конвергенции наук.

Relevance. It is caused by the need to understand the priorities of educational policy, pedagogical science and practice in the context of modernization of the Russian education system in the digital age. Goal - to reveal the priorities of educational policy, pedagogical science and practice in the digital age, to identify the maxims of modern pedagogy. Procedure and methods. The research is based on axiological, systemic, culturological and civilizational methodological approaches. Scientific novelty and/or theoretical and/or practical significance. The following maxims of modern pedagogy are defined: “modern pedagogy is, firstly, value-oriented domestic pedagogy in a competitive world, secondly, traditional socially-oriented pedagogy based on scientific schools in the implementation of educational strategies, thirdly, quality-centered pedagogy, fourth, reflective practice-oriented pedagogy, fifth, health-creating pedagogy, sixth, advanced technological pedagogy, seventh, developing pedagogy, coherently reacting to the movement of related sciences. Results. Seven priorities of educational policy, pedagogical science and practice are revealed: traditional values, national identity of the national education system in a competitive world; civic identity, civic and patriotic education of students, the role of scientific schools in the issue of modern education strategy; the quality of general education, training of pedagogical personnel, pedagogical activity of teachers; the union of pedagogical science and educational practice; the health of participants in the educational process; integration of traditional, modern and digital educational technologies; training of scientific and pedagogical personnel and the development of pedagogy in the conditions of convergence of sciences.

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The authors declare that there are no conflicts of interest present.