Why is there an opportunity for deeper immersion of students

Four lessons, for example, literature for 30 minutes. subject weeks are repeated three or four times during the academic year. The technology involving the construction of the educational process on a proactive basis Classical didactics is focused on learning from the known to the unknown: go, so to speak, forward, looking back.

The new didactics, while not denying the path of movement from the known to the unknown, at the same time justifies the principle of the teacher's cross-activity, on the line of which there are advanced tasks, advanced observations and advanced experiments as varieties of advanced tasks outlined with elements of advance.

The above is collectively called anticipation; it contributes to the effective preparation of students for the perception of new material, activates their cognitive activity, increases the motivation of learning, performs other pedagogical methods like https://edusharky.com/statement-of-purpose-writing-s... and functions. He called the idea of advance, which is the basis of training, brilliant.
In contrast to the logical structure of the lesson, typical for large-block learning, advanced technology has a three-line structure of the lesson. The lesson, built on a proactive basis, includes both the studied and passed, as well as future material. A new system of concepts is emerging for didactics, revealing the essence of advance (short—range advance — within the lesson, medium — within the system of lessons, long-range - within the training course, intersubject advance).

A capable and experienced teacher sees the future, knows not only his subject, feels with some sixth sense how his students are set up, strives to work according to the advanced system. Technology involving the construction of the educational process on a problematic basis, widespread explanatory and reproductive technologies are not able to ensure the development and self-development of students. They can give an increment of knowledge, skills, but not an increment of development. In order to ensure development, it is necessary to introduce the educational process "into the zone of immediate development". This is what problem-based learning has. It presupposes the presence of a special, internally contradictory, problematic content; but this is not enough for the training to acquire a problematic character. Problems with objective necessity should arise in the minds of students through a problematic situation. Problematic technology will lead to problematic knowledge. Therefore, the student must leave the lesson with a problem.

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