Abstract
As our theoretical analysis has shown, the relevance of the study is determined by the importance of rural schools in the education system both in Russia and in the world. Despite thedifferences in the policies of states towards rural schools, similar didactic difficulties for teachers both in Russia and abroad have been identified. The purpose of the article is to describe the results of a study of educational process comfort ina rural school, which was attended by teachers, students and their parents (more than 3000 in total) from 10 regions of Russia. The main research methods were the collection of an array of empirical data based on questionnaires and their theoretical interpretation. The article contains an analysis of data on an educational lesson in rural school as a marker of the psychological comfort of education according to the following parameters: lesson density; the emotional background of the training session; the use of technical teaching aids in the classroom; frequency of rotation of activities types, methods and techniques of teaching. Despite the positive data obtained on the psychological comfort of the educational process in rural school, in the course of the study, problems were found out and identified, the failure of which in the context of the digital transformation of education creates the danger of losing the designated positions. The article substantiates and reveals the substantive, technological, communicative aspects of the formation of the psychological comfort of the educational process in rural school as vectors of transformation of the characteristics of the educational process of rural school in accordance with the trends and challenges of the time. The article will be useful for working teachers, as well as researchers dealing with the modernization of the educational process in educational institutions of the village, graduate students, undergraduates and students of the training directions «Pedagogical Education».
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