The hierarchic vector of didactic concepts

In pedagogy, there is no clear definition of the main didactics categories such as: educational process, teaching, training, content of education, etc. The aim of the article is to define a clear hierarchic vector of didactic concepts, noting that the learning process is based on the practice of psychological and pedagogical concepts or didactic systems. However, didactic systems characterize the goals of education, the content of education, the organization of the learning process, the methods and forms of its implementation, the motivational and value orientation of students. At this stage of pedagogical knowledge, it is expedient to explore new didactic concepts, terms that denote systemic components. The first group of didactic notions and terms is represented by lexical components that reflect the methodological foundations of didactics as a branch of pedagogical knowledge and characterize the process of categorization of didactic knowledge in general («education», «didactics», «function of didactics», «theory of learning», «didactic system», «didactic theory», «didactic concept» etc.). The second group of concepts and terms fixe the methodological foundations of the actual process of learning, which should include approaches to the definition of its essence (functions, patterns, principles of implementation, structural organization) from philosophical, physiological, psychological, pedagogical positions. As far as here belong such concepts as «learning process», «principle», «rule», «purpose of learning» etc., and through them reveals the systemic nature of learning, the specific positions and activities of teachers and students. The study of a broad pedagogical spectrum and the inventory of new concepts make it possible to state that there is a significant increase of terms in the composition of the conceptual-categorical apparatus of didactics and school science. Most of these concepts denote new statements in theory and practice of education, didactics and school science. Development of the content of the didactics' notions in the XX century. In general, it is not a complete process, since the definitions of the main concepts (teaching method, form of training) are still being reviewed, clarified and implemented by typological correction.