The paper considers scheme, semantic, and expert-logic methods of knowledge representation when solving practical pedagogical problems and issues directly associated with the subject of teaching practice. The problems under consideration can be approached using objective, subjective, system, technological and many other ways available to a particular teacher. Underestimating the rationalistic standards of the objective approach can lead to serious misconceptions in both theory of teaching practice and pedagogic facts. A relatively subjective nature of the considered methods suggests that they may be successfully applied under certain reservations only, since the result is dependent on handling these methods, availability of required knowledge, its productivity and quality. The paper describes the content and application algorithm of methods used to solve a problem and suggests correctness criteria and classification base for each of the above methods. The authors also provide classification examples and brief recommendations on using the methods for solving practical problems. In case of every method, scientific knowledge and experience of practical professionals are the major components. The method is applied in two stages: first, original justification is developed, which is considered valid in case all allegations are not contradictory and no controversy appears when a new statement is introduced; secondly, the experts attempt to find out the real unreliability causes. Such refinements reduce the reliability of the existing justification as long until the local unreliability causes become prominent. In other words, the method allows identifying the sources and causes for mistakes on the one hand or, on the other hand, increasing the confidence in the reliability of the original justification.
sub'ektivnyy podhod, ob'ektivnyy podhod, metody, shema, semanticheskiy, ekspertno-logicheskiy, pravdopodobnye rassuzhdeniya, strategiya, produktivnost'
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