Methodological basis for designing a digital simulator of pedagogical activities

Introduction. The article presents the foundations of the concept of a digital simulator of pedagogical activity. Its characteristics allow us to see the possibilities of modeling pedagogical activity from the point of view of implementing the principles of the activity approach. The purpose of this research is to create a concept and methodological toolkit as a plot composition for programming a simulator of pedagogical activities for teaching to solve geometric problems. The content of one of the storylines on the topic “Orthocenter of a triangle” is shown Materials and Methods. The modern system of higher education trains teachers for professional activities in the global information society. The development of information and digital technologies involves active use of distant education tools, which means educational technologies implemented using information and telecommunication networks with the indirect interaction of students and teachers. Due to these requirements, the paper considers the possibilities of simulation in the process of professional training of future school teachers. The following research methods were used: pedagogical experiment, observation and modeling, as well as analysis of existing simulators in the higher education system of the Russian Federation [9, 10, 11, 14] and foreign educational systems as well [20]. Results. There has been developed a concept and adaptation of the mathematical content of the simulator [16] to the level of specialized secondary education. To create such a simulator, a bank of pedagogical situations and options for their solution was created, the source of replenishment of which is the pedagogical practice of students at school. We see the prospect that the interaction of the simulator should be built in such a way as to meet the potential user needs and the requirements of the professional standard [19]. The concept of a simulator for teaching to solve geometric problems is based on the theoretical foundations of elementary geometry and methods (techniques) for solving problems of increased complexity in geometry (profile level, Unified State Exam, Olympiad problems), teaching methods for geometric problems, cognitive psychology. Discussion and Conclusions. The article presents a model for simulating the actions of a future mathematics teacher in the process of organizing the solution of a geometric problem from the point of view of didactics, psychology, methods and axioms of geometry. An experimen