Tatiana V. Chetvertnykh, Tatiana S. Gorbunova
Learning situation as a basic construct of the lesson in the paradigm of the activity-based approach
Abstract. The article attempts to substantiate the role of the learning situation as a basic construct in the paradigm of an activity-based lesson that helps students achieve their planned educational results. The authors describe current contradictions in understanding the activity-based approach and ways of implementing it in the lesson, analyze the approaches of some scientists to interpret the concept of «learning activity», highlight elements of learning activity as structural components of the learning situation, describe the learning activity of students as a process organized by the teacher that helps develop the student’s subjectivity. The authors define learning situations in the lesson structure as a way of organizing the learning process that corresponds to the classical activity-based approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, V. V. Davydov, etc.) and is aimed at achieving subject, meta-subject, and personal educational results by students. The article offers an understanding of the learning situation for achieving educational results in the lesson as an independent unit of educational activity of students with all components (motive, goal, mastering the method of activity, control, assessment) designed by the teacher. The author’s conclusions are offered on the design of a lesson in the paradigm of the activity approach based on learning situations presented from the point of view of the student and the teacher. The authors describe the characteristics of the involvement of students in educational situations in the lesson. The article provides a description of some types of learning situations proposed in the author’s manual for lesson design.