Abstract
The article is devoted to understanding the processes of higher education modernization associated with the forced mass transition of Russian universities to a distance learning format in connection with measures to prevent a new coronavirus infection. The purpose of this article is to analyze the foundations and meanings of modernizing didactic solutions for distance learning. From the point of view of post-non-classical methodology, the grounds for modernizing didactic solutions in distance educational interaction are analyzed. The analysis of the challenges of the era of universal distance and the answers to these challenges by domestic and foreign scientific and pedagogical research and educational practices was carried out. The opinion is justified that modern challenges set up new issues that can only partially be solved using the classical didactic theory. The formation of the boundaries of applicability of traditional didactic solutions and pedagogical means is updated, the analysis of the directions of their change is carried out. The article describes the authors' own experience in organizing distance learning, on the basis of which it is concluded that the key aspect of the education content in distance learning is not remembering and reproducing information, but its understanding and interpretation. In accordance with this conclusion, new digital didactic solutions for traditional educational formats are presented. The analysis of theoretical and practical aspects of distance learning focuses on the fundamental nonlinearity of the modern educational process, on the possibility of the individual choosing the strategy and tactics of his educational activities. The article continues the discussion on the methodology and practice in the field of didactics of teacher education, which was presented earlier on the pages of the journal «Yaroslavl Pedagogical Bulletin» and as part of the activities of the inter-university research center «New Didactics».
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