CONCRETIZATION OF THE METHODICAL STRUCTURE OF THE LESSON IN TERMS OF THE PROPORTION OF STUDENTS' ANALYTICAL AND HEURISTIC ACTIVITIES IN TRAINING PRACTICE

In the article in scientific sources (researched by us), attention is drawn to the existence of diversity of opinions in the interpretations of the concept of the form of organization of training and it is stated that the main form of organization of training and education work in general education schools is confirmed by training practice. It is also shown that the efficiency of managing the learning process, which is a complete system, depends on finding the right balance between its content and form. It is emphasized in the research work 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 methodical structures serve the internal logical-psychological substructures of the lesson. The internal infrastructure of the lesson consists of elements that reflect the teaching-cognitive process. It is shown in the work that teachers with prior experience comprehensively analyze the educational material for all components, as well as from the logical, psychological, educational and didactic aspects, and based on this, determine the ratio of analytical and heuristic types in the student's activity. The methodological structure of management is determined on this basis.