Theoretical studies of dialogue-experience as sense and meaning generating type technology

The article analyzes contemporary pedagogical researches of dialogue and psychological researches of experience. It is shown that in the pedagogical development of dialogue planned a trend to reveal its sense and meaning generating resource through the "adding" of experience in every type of dialogue (existential, intentional, reflective, sense), because the experience recognized "track of sense". In addition, pedagogical developments emphasize different forms of dialog interaction of teacher and students. Among them: monologue-dialogue-polyphony; trialogue; closed-monologue and open-dialogic forms of communication; internal and external dialogues; interpersonal and introspective dialogue; polylogues and interpolylogues. At the same time dialogue occurs in terms of opening a semantic field, somehow realizing intentional, motivational-semantic, affective and other orders of the person of student, which makes dialogue as true source of personal actualization of potential in educational process. It was found that experience is considered in various contexts in psychological studies. National psychology is paid preferential attention to experience as an emotion, as internal activities aimed at restoring of emotional balance. There are paucity studies of semantic nature of experience. In the framework of semantic didactics of metaphoric representation of the experience as "track sense" received a substantial "scan" as the relationship to the image of an object that arises under the sense drop-down. The content of the article emphasizes that the problem of "closure" on the dialogue to experience, and experience to dialogue is designated on, but not solved in pedagogical researches. The result of the analysis of theoretical studies of the problem of dialogue -experience of sense and meaning generating technology became the systematization and synthesis of the main types of dialogues and experience on various methodological bases, allowing observe of the main categories trends development within the new psychological and pedagogical direction - semantic didactics.