Fractal movement in the visualisation processes
The article is dedicated to the transformation of learning processes. The causal reasons for the widespread use of the fractal approach in the use of techniques and methods of visualising educational information are considered. The specifics of the use of fractal movement in the organisation of the educational process are described. The role and place of the teacher in the management of transfer and disclosure processes is noted. The fractal organisation of the learning route algorithm is characterised by a markedly deep determinism of the factors that determine the purpose and result of learning. The text notes the conditions of filling the thesaurus of the learner, improving its intellectual property in the form of transmission, assimilation and rejection of information. The elements of the thesaurus formed in the fractal educational field orient both the teacher and the learner to an extended view of a qualitatively in-depth approach to presenting in a specific unity of elements of visualised educational material. The connection between the individual abilities of the teacher and the potential of the learner is been traced. The conditions of the optimal combination of information flow and abilities of the learner, determining the success of training, are highlighted. Positive experience of the implementation of the proposed provisions of the educational process implies further analysis of the mechanisms and procedures of the fractal educational space.