ASKS WITH COMPLEMENTARY CONTENT AND THEIR DIDACTIC POTENTIAL WITHIN THE FRAMEWORK OF FUTURE TEACHERS’ EDUCATION
The article focuses on the necessity and possibility of practical implementation of complementarity through the task approach which can be applied to the students’ educational cognitive activity. The term “educational task with complementary content” is defined, its content and scope being disclosed. The structural specificity and didactic potential of the three types of educational tasks with complementary content is described as one of the innovative methods in the field of pedagogical education.