Досліджено становлення дидактичної сутності поняття "підхід". Виявлено значущість наукового підходу, як противаги надпредметним підходам і підходам теїзму й деїзму, для процесу формування смислового поля понять "підхід". Виокремлено спільне й відмінне узмісті тлумачень цього поняття, які наведено у філософських, педагогічних, психологічних і словникових джерелах. Визначено морфологічний, лексичний, структурний, функціональний і аксіоматичний чинники та з їхнім дотриманням упорядковано поняття "підхід"серед складників дидактичного інструментарію. Описано підходи в освіті й підходи до організації навчання та класифіковано їх за спрямованістю використання.
Content creation of such components of didactic tools as paradigm, approach, principle, method, means, form, etc. is a long process, accompanied by the mutual influences of one concept to another. These mutual influences led to the identification of concepts or the differentiation of their content. In the course of the research it was found out that mutual influences were also characteristic for forming the content of the concept of "approach". On the basis of the analysis of philosophical, pedagogical, psychological and vocabulary sources, it was found that the process of isolation of the scie&ntific approach as opposed to the extra-curricular approaches and approaches of theism and deism was revealed on the content of the concept "approach". The process of forming the content of the concept "approach" included: identification of the conce&pts "method" and "approach"; interpreting the latter using the words "method", "means" or based on one of them. It is proved that the interpretation of the content of the concept "approach" with the use of the concept "method" or "means" impedes the &understanding of its content and hierarchical arrangement among the components of didactic tools. As a result of the research, the concepts "method" and "approach" are delineated, morphological, lexical, structural, functional and axiomatic factors t&hat influence the hierarchy of the components of didactic instruments are defined. A hierarchical ordering of the components of the didactic instruments concerning the organizing the educational process of students is also carried out. The definition& of the concept "approach" is formulated by distinguishing the general and the partial in its content. The general is constructed on the basis of the phrase "a way of setting a strategic direction", and partly based on the characteristics of a partic&ular approach, in particular axiological, valeological, humanistic, gender, activity, diagnostic, research, differentiated, hermetic, eco-differentiative, information, individual, communicative, complex, cultural and historical, cultural, personally &oriented, synergistic, environmental, technological, holistic, value and approaches "optimization of learning", "inter-activity integration", "humanitarian education", "dyadic basis". The approaches are classified according to the orientation of thei&r use.
