Larisa V. Bykasova – Doctor of Education, Professor of Rostov State Economic University (Russia, Rostov-on-Don), SPIN code: 2544-6452 / ORCID: 0000-0003-4866-1222, E-mail: moeve-25-moeve@yandex.ru

 Vladimir V. Podberezny – Candidate of pedagogical Sciences, Professor of Rostov State Economic University (Russia, Rostov-on-Don), SPIN-code: 3736-0735 / ORCID: 0000-0002-1590-1931, E-mail: podberes@mail.ru

Valentina A. Panova – Candidate of pedagogical Sciences, associate Professor of Rostov state economic University (Russia, Rostov-on-Don), SPIN-code: 7814-6497 / ORCID: 0000-0003-0880-8090, E-mail: panval2008@gmail.com

Svetlana V. Garmash – Candidate of philology Sciences, of Rostov state economic University (Russia, Rostov-on-Don), SPIN-code: 1296-8759, E-mail: garmash@mail.ru

Oksana A. Kononova – Candidate of agricultural Sciences, associate Professor of Rostov state economic University (Russia, Rostov-on-Don), SPIN-code: 1390-1203, E-mail: oksana311007@mail.ru

Abstract. From the position of synergetic approach in the article the attempt of the reflection of modern approaches of education as the most important principles of the Genesis and evolution of objective knowledge in the national pedagogy. The study of the authors is built taking into account the relevance of philosophical theories that substantiate the importance of certain approaches in the training of the subject for the harmonious development of the individual, the mastery of diverse knowledge in the process of human education, the formation of social maturity, the education of a worthy individual. The article investigates the theoretical and didactic difficulties of the learning process faced by educators and trainees; identifies the causal relationship of pedagogical and psychological aspects of the learning process; analyzes modern autopoetic systems and their corresponding learning models aimed at satisfying the desire of the subject to learn in difficult situations to obtain optimal results from mental activity.

Keywords: authoritarian model of the teacher, the relevant factors in training, selection of tasks, the practice of cooperation, the design of the learning process.

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