CONCRETISATION OF THE METHODOLOGICAL STRUCTURE OF THE LESSON IN TERMS OF THE RATIO OF STUDENTS' ANALYTICAL AND HEURISTIC ACTIVITIES

The article draws attention to the existence of a diversity of opinions in the interpretations related to the concept of the form of organization of training in scientific sources (researched by us) and states that training practice has confirmed that the lesson is the main form of training and education in general education schools. It is also stated that the efficiency of managing the training process, as a complete system, depends on finding the correct balance between its content and form. The research work emphasizes that the nature of the methodological substructure of the lesson does not depend only on the content of its general didactic structure. The didactic structure reflects the main stages of training and the organization of a modern lesson. The connecting links between didactic and methodological structures serve the internal logical-psychological substructures of the lesson. The internal substructure of the lesson consists of elements that reflect the teaching-cognitive process. Experienced teachers analyze training materials across all components, as well as from the logical, psychological, educational, and didactic aspects. Based on this analysis, they determine the proportion of analytical and heuristic types in the student's activities. The methodological structure of management is also determined precisely on this basis.