In the above article the author aims to prove the importance of lesson-planniny, both from the póint of view of pedagogical practice, especially that of future teachers, and from the point of vieu of pedagogical theory. On the basis of studying those problems in literatu|re, dealing with education and teaching methods, and on the basis of research into the teaching process the author concludes that in the past the question of lesson-planning was left outside the scope of theoretical interest of the pedagogical science. As far as the Marxist pedagogical theory is concerned, its efforts to solve the given problems have so far been directed mainly toward the content of the teaching process, or toward stressing above all the external, organizational aspects of the teaching process. It means that hitherto lesson-planning has not been directed toward the most important point, i. e. the very substance of the teaching process as a whole, both from the point of view of its content and its formal aspect, both from the point of view of the teacher’s activities and the point of view of the pupils' activities. Positive results attained in the classroom work of experienced teachers as well as in experimental teaching confirm that the approach to lesson-planning with a view to the substance of the teaching process in all its complexity enables the teacher to think over his work Nith the pupils ever m,ore deeply and consciously, and thereby to raise the teaching process to the level of a scientifically organized process.
In this sense the author regards his own lesson-planning as a result of the general preparation of the teacher for his classroom practice; thus a lesson-plan would realize what the future teacher during his training had studied and acquired with regard to this future practice. By way of specimen the author gives a written lesson-plan for a lesson on the Constitution.
In conclusion it is stated that handling the question of lesson-planning would require a systematic study of teachers' experiences and scientific research into the teaching process developing in individual subjects. In this way pedagogical theory would contribute effectively to improving the quality of classroom work.