Adaptive learning as a prospective area of the development of the “flipped classroom” technology and paradigm. Part I

Introduction. Traditional learning is often opposed to other approaches as some kind of unacceptable extreme. The “flipped learning” paradigm is increasingly emerging as an alternative. The objective is to substantiate theoretical and practical foundations of innovation-based education in the context of the “adaptive learning” technology and paradigm, which, when considering blended education, can be considered as a type of “flipped learning” technology and paradigm. Materials and Methods. The heritage of Ya. A. Komensky, the system-activity approach, the “flipped learning” paradigm in its evolutionary development according to the creative and co-creative methodological foundations of the author’s “adaptive learning” technology and paradigm, analysis of the paradigmatic description of social processes as a unique method of expert assessments are used as methodological foundations. Results and Discussion. The author's technology of “adaptive learning” is explained, which provides for the organization of learning in the form of a non-traditional sequence of classes. At the same time, a practical lesson or a seminar before the lecture is aimed at self-actualization of the problems of the learning material by the student, relevance of the problem. Conclusions. It is recommended to widely introduce the technology (paradigm) of adaptive learning, based on the methodology of creative work and cooperative creative activity. The mentioned methodology harmoniously combines the reproductive and creative manifestations of the learning process, aims the teacher at providing search, self-actualized, “problematically relevant” cognitive activity of the student, and is based on the principle of coordinated change in the teacher and the student.