The paper differentiates two approaches to digitalization of the educational practice: the digital-algorithmic approach and the digital-cognitive approach. The digital-algorithmic approach puts in correspondence pupil’s answer with described and established rules and operations to achieve “correct” responses. Application of the first approach forces students to guess right operation sequence to find the right solution. The digital-cognitive approach provides a background for modeling, visualizing and making representation of thinking acts and action for school students and teacher. Realization of the second approach aims to organize the digital educational milieu of the new generation. This the digital educational milieu supports and stimulates student work to find types of operations, the operation set and the operation sequence according to student’s understanding of the problem and grasping the situation. The model of the thinking act that is elaborated by Vasiliy Davydov as the “cell” for the interdisciplinary theory of thought processes is considered to be the core for constructing a digital educational milieu of the new generation. Described forms of thinking act with increasing complexity provides organization of digital-cognitive systems in education.

the digital-algorithmic approach, the digital-cognitive approach, learning activity, teaching activity, activity content of education, the structure of thinking act, digital educational milieu of the new generation

Gromyko Yury Vyacheslavovich,  ,  orcid.org/0000-0001-5943-8232,  Shiffers Institute of Advanced Studies

Rubtsov Vitaly Vladimirovich,  ,  orcid.org/0000-0002-2050-8587,  Moscow State University of Psychology and Education