METHODOLOGY OF MODELING THE LESSON PROCESS BASED ON ADAPTIVE DIDACTICS

Abstract

The article examines the methodology of modeling the lesson process based on the principles of adaptive didactics. The problem is analyzed from a theoretical and methodological perspective, as the traditional "one-size-fits-all" approach no longer meets the individual needs of students in a modern educational environment. The educational outcome depends on how accurately the teacher can adapt the content, methods, and pace of learning to the individual characteristics of students. The purpose of the article is to define the key components and conditions for modeling a lesson process that ensures the effective development of each student. The research is based on the analysis of studies on adaptive learning, differentiation of instruction, and pedagogical modeling. The article clarifies the distinction between traditional and adaptive lesson models. It proposes a structural model consisting of diagnostic, target, content, technological, and reflective blocks. The main result is a methodology that allows the teacher to design flexible educational trajectories. The study argues that the adaptive lesson process is most effective when continuous diagnosis of learning progress is integrated with real-time pedagogical adjustment.