Azat М. Gaifutdinov

Background. A large number of formulations of requirements, presented by authors as principles of teaching, devalue the significance and achievements of theoretical didactics. Their transformation in accordance with the requirements of logic and the criteria of the concept of "principle of teaching" is a promising direction in solving the issue of the number of principles. Purpose. To identify trends in the formulation of teaching principles in domestic pedagogy (didactics) in the second half of the 20th – early 21st centuries and to determine ways to solve the problem of the number of didactic principles. Materials and methods. The study uses formulations of requirements for the learning process, called by the authors the principles of learning and presented in textbooks and teaching aids on pedagogy and didactics, published in our country in the second half of the 20th – early 21st centuries. The main errors in the formulation of principles of learning and ways to overcome them are identified based on content-terminological and structural analysis. Results. The reasons for the uncontrolled growth in the number of formulations of teaching principles in pedagogy have been determined. They are: 1) violation of the hierarchy of the main parts of pedagogy, as a result of which the rules of teaching and recommendations developed in the course of methodological research in the field of teaching individual subjects, as well as the development of technologies, are elevated to the rank of general didactic requirements, passing them off as teaching principles; 2) lack of rigor in presenting the results of pedagogical (didactic) research, violation of the requirements of logic for the formulation of laws, principles and rules leads confusion of concepts. One of the ways to solve the problem of formulating principles is to conduct a structural and content-terminological analysis based on the requirements of logic. The principles of teaching are formulated in the form of a narrative sentence, the content of which presents a dialectical relationship between the system-forming elements of the learning process: the teacher's activities and the students' activities to transform the content of learning. The dialectical nature of the connection between the system-forming elements of the learning process determines the existence of principles that reveal the source, mechanism and direction of learning development.