The objective of the paper is to research the relations between psychological and didactic requirements for designing training technologies of ensuring the educational results specified by the Federal State Educational Standards of a new generation.
A necessity of solving three interrelated tasks is highlighted. The first task is aimed at selecting achievements of A.N. Leontiev’s academic school by to further include them into the psychological training program of educators. The second one is directed at realizing the “projection” of psychological theory provisions into the system of didactic notions. The third one consists in developing educational methods of various study fields on the basis of the novel didactic knowledge and experimental verification of these methods.
The general approach to solving the tasks mentioned is proposed hereunder. The most important principles of A.N. Leontiev’s theory for the sphere of education have been emphasized.
It is suggested to introduce a number of notions in didactics to be adequately described in the activity structure. A set of methods for the developing students’ learning activities, which is the basis of their main ability (the ability to learn), is proposed.
Educational technology in the activity paradigm achieves educational results that are legitimated in the Federal State Educational Standards. The model of developmental education has been probated within the educational program “Small Academy of Lomonosov Moscow State University”, and also in the works of a number of school experts who were involved in the experiment.
The article discusses the theoretical and methodological framework of the Program development of educational actions as a universal educational psychological and educational component of the project of the federal state standard of general education for senior level - the doctrine of psychological age (Vygotsky, El'konin) and the concept of developmental education, created in the frame of activity approach (Leontiev, Galperin, El'konin, Davydov). The basic types of universal educational action are determined, their characteristics and criteria of formation for older adolescents are presented.