Learning is a specially organized, controlled process of active, purposeful interaction between teachers (teachers) and students (trainees), aimed at the formation of students certain knowledge, skills and abilities, experience of activity and behavior, as well as certain personal qualities. The essence of learning as a process is expressed in a pedagogical communication of the one who teaches, and the one who learns. In any learning as if superimposed one on the other and merge not only the activity of the learner and student, but also two types of activity: one – a specific activity that the teacher teaches and learns student, and another – a direct, direct and indirect, mediated communication. This is the bilateral nature of the learning process: teaching – the activity of the teacher and teaching – the activity of students appear in unity when the teacher transmits social experience to students in the form of educational content.
The driving force of learning is the contradiction between the emerging needs of students under the influence of the teacher to assimilate, acquire missing, and therefore necessary, knowledge and experience of cognitive activity to solve new learning tasks and real opportunities to meet these needs.
What is the logic of the learning process and the structure of the process of assimilation? The learning process is a specific type of cognitive human activity. It contains both general and specific features of a student’s cognition of the objective world.
However, if a scientist cognizes objectively new in the study of certain phenomena, processes, the student in the learning process opens and learns subjectively new – what is already known to science and mankind, what has been accumulated by science and systematized in the form of scientific ideas, concepts, laws, theories, scientific facts. The path of a scientist’s cognition lies through experiment, scientific reflection, trial and error, theoretical calculations, etc., while a student’s cognition proceeds more quickly and is greatly facilitated by the teacher’s skill. The scientist cognizes the new in its original form, so it can be incomplete, and the student learns simplified, didactically adapted to the age learning capabilities and characteristics of students. Finally, learning cognition necessarily involves direct or indirect influence of the teacher, and the scholar often does without interpersonal interaction. And yet, despite these significant differences in the cognition of the student and the scientist, these processes are essentially similar, have a common methodological basis: from living contemplation to abstract thinking and from it to practice. Sensory cognition is based on sensation and perception; abstract thinking is comprehension, comprehension, generalization. Generalization completes (mostly) learning, if the inductive-analytical way is chosen, and with deductive-synthetic logic, on the contrary, generalized data in the form of concepts, theories, laws are introduced at the beginning of studying the topic or in the process of studying it.