The Technological Regularity of the Learning Process in the Context of the Sense and Sense-Meaning Theory

The learning technologies appear as the self-implementation mechanism of the content and, consequently, when the content is reformed (in any of its directions, including a meaning), it is need to do the change in the technologic culture appropriate, with the synchronous manner. By the ability ensuring of the personal-meaning pupil's development – it is technologies, orienting directly on the pupil's meaning. It is technologies, providing self-actualization of the subjective pupil's experience, the interactive technologies, the games technologies, the methods, providing pupil's self-expression, the methods of the psychodidactics support for pupils, the methods of the problemcreative type. However if the informative component in the learning was more and more saturated of the meaning at last years, oriented to the ensuring of the meanings pupil's sphere, while the learning technologies has a representative or a cognitive-directional character substantially. It begets a necessity of a search the learning technologies, which allow to change over to the level of the meanings sphere through the pupil's meaning and showing up the sense. Content and teaching methods are organically intertwined: if the content “feeds” the development of personality, its semantic structure, the methods should include, run sense-formation and development. Construction of the educational process by the method of disclosure of the meaning of the study objects by students, would make education more eWcient, eXectively inYuencing the life and spiritual values of the emerging personality would help bridge the gap between the gnostic and personal in the learning process. It becomes obvious theoretical relevance of the development and research of methods, techniques, tools, methods and forms of organization of learning, which would ensure necessary optimal degree of variability, the optimum binding and selective in the educational process. Teaching dialogue in this context takes on the characteristics of sense-technology, which communicates and translates the meaning to the educational process, with a mandatory orientation for certain age characteristics of students.