КЛАСИФІКАЦІЯ ЦИФРОВИХ ОСВІТНІХ РЕСУРСІВ ЯК ЗАСІБ УТОЧНЕННЯ ЇХ ПРАКТИЧНОГО ЦІЛЬОВОГО ПРИЗНАЧЕННЯ

Abstract

The article discusses one of the most relevant areas of modernization of the modern educational environment - the problem of digital educational resources. The study of a number of scientific, pedagogical, special sources and the current legislative framework for the implementation of digital educational resources conducted in the article revealed differences in the understanding of terminology between scientists and legislators who interpret the semantic content of the concept of digital educational resources in different ways, that is, the lack of a unified approach to understanding the nature of digital educational resources, their generally accepted definition. It was also found that there is a significant range of problems in the implementation and use of digital educational resources in the educational process (personnel, organizational, technical, methodological, technological), which do not allow them to be widely and effectively introduced into the educational process. The analysis of current information sources revealed the absence of a modern classification of digital educational resources, reflecting the entire main nomenclature of existing resources, which are based on the use of digital technologies and the digital form of information presentation. Based on the identified problems in the studied topic, the article proposed a refined didactic goal of using catalogued digital educational resources, which consists in organizing and implementing the educational process on a qualitatively new basis using digital technologies in order to obtain the necessary information and knowledge, form the necessary competencies, form and improving skills and abilities, increasing motivation for learning, control of assimilation and generalization, the formation of value and personal attitudes. Based on this didactic goal, the author proposed a classification of digital educational resources based on the intended purpose of digital educational resources. The proposed classification assumes the division of existing digital educational resources into six classes: platforms, information sources, digital environments, tools and services, digital interactive tools, and automatic control systems. This approach makes it possible to harmonize the existing typology of digital educational resources in the existing legislative field. Based on the outlined classification, the author formulates the expected results from its production, aimed at accelerating the processes of digital transformation of the education system and improving its quality. On the basis of the study, directions for further research on the problem of digital educational resources are proposed.