The given article is devoted to some philosophical, lexicological and pedagogical approaches to the research of educational terminology. In the scientific conception the most general and important signs of subjects and phenomena are described from the philosophical point of view, as the form and the result of thinking. The basis of this conception is the standards of the reality perceived and imagined by visual demonstration. The scientific conception being knowledge of importance solves some topical cognitive problems: it collects knowledge, provides some necessary conditions for scientific progress, helps to orientate oneself in the reality, regulates one's thinking and is a means of taking some impartial knowledge. From the point of view of a lexicographer the term is a word or word combination connected with some special sphere of application, reflecting its meaning and requiring some definition. The term itself belongs to two systems simultaneously, to the logical and the 223 lexical ones. Its functions are definitive, informative, and communicative. From the point of view of pedagogics, educational terms are a complex of lexical means, based on the theory and practice in the process of teaching and upbringing. It is connected with the phenomenon of social history. The basis of educational terminology is some elemental processes and activities. Such languages as natural, Church Slavonic and West European are the sources of pedagogical terms. The fact that pedagogical terms are far from strictness in the description of pedagogical phenomena accounts for polysemy and synonymy of pedagogical terms and ideas. The peculiarity of educational terminology is the fact that it does not have any definition of the categorical apparatus. It is possible to classify educational terminology basing on some branches of knowledge, such as general educational, educational, didactic, schooling terms and ideas; on terms of other sciences: philosophical, special pedagogic, general scientific and some borrowed terms and ideas; on scientific importance and the degree of maturity: standard and conditional terms. In general the interdisciplinary method of educational terminology research gives us an opportunity to appreciate its specificity, systematize its structure and also promotes regulating of pedagogical knowledge itself

Раскрываются характеристики педагогической терминологии с позиции философии, лексикологии и собственно педагогики; анализируются специфика и взаимосвязь понятия и термина, их функции в процессе познания действительности и лексике языка науки, особенности их образования. Особое внимание уделено подходам к оценке развития и структуре терминологии педагогической науки