The purpose of the article is to identify the essential characteristics and structural relationships of the pedagogical concepts of comparison, generalization and analogy using the lexical-semantic analysis conducted using the construction of semantic fields that clearly display their common lexical components. Based on the component analysis included in the lexical-semantic analysis, we developed an algorithm for analyzing the scientific and pedagogical concepts of comparison, generalization and analogy, created a diagram of their relationship, and considered the operational composition of the studied universal actions. Disclosure of the content of these concepts helps the primary school teacher to effectively organize his work, ensure the assimilation of program knowledge at a higher level, promptly diagnose the assimilation of certain knowledge and skills by younger students in the formation of universal actions of comparison, generalization and analogy.
I. Vahnenko (Fri,) studied this question.