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Abstract: The article describes the algorithm for designing teaching methods for the modern global information and communication educational paradigm. The presented result is connected with the solution of the following problems of modern didactics, determined by the need to achieve new educational results and new professional activities of the teacher: the development of new teaching methods, the development of new target classifications for the distribution of the teaching methods described in classical didactics, the development of new target classifications for a set of described and new methods training, and the development of new methods within the allocated (described, established) classes of teaching methods. The solution of the problem, connected with the construction of the algorithm for teaching methods, was found when treating the «learning method» as a structure of a finite number of elements and an activity composition of the teacher. For a clear understanding of the «learning method», the core of the structure of teaching methods is described, consisting of conscious and adaptive operations, goal-oriented logical, technical and kinesthetic actions, techniques and means. The theoretical basis is: taking into account the nature of the activity of subjects using the method of teaching (objective and subjective parts), orientation on the degree of generality when incorporating into the method of techniques, external and internal system-forming factors, logical sequencing. The technical component of the construction of the «learning method» is based on the procedures of aggregation (compilation of a method from structural elements) and disaggregation (the decomposition of teaching methods into structural elements). The presented algorithm is a variant of the basis for constructing teaching methods and contains the actions of choice and examination. The implementation of the choice is determined by the pedagogical content, which sets the goals of the training, the psychological and pedagogical characteristics of the students, etc. Expertise implies the construction of an appraising judgment in conditions of conventionally-role reflection.