Synthesized learning method: neuropedagogical binary lecture

Abstract:

Background. The degree of understanding and mastering by educational information students during the classroom depends on the characteristics of thinking, attention, memory, learning style, gender differences, interest, as well as on the correspondence of the individual profiles of the laterality of the teacher and students. Therefore, in this study, we relied on the fact that in the assimilation of educational material, the peculiarity of the organization of brain activity is of great importance, namely, the interhemispheric functional asymmetry of the brain. Identifying the optimal ways to explain the new educational material, taking into account the interhemispheric functional asymmetry of the brain, allows you to focus the lesson on the personality of students.

Methods. When diagnosing the dominant hemisphere, thinking strategy and learning style of children, we used the “Your Style of Learning and Thinking, SOLAT” method, which was developed by the American psychologist Ellis Paul Torrance in collaboration with C.R. Reynolds, T. Riegel, O.E. Ball. Student performance was measured using the Study Documentation Study method. We have tested the developed teaching method "Neuropedagogical binary lecture", which allows to differentiate and individualize the learning process, taking into account the peculiarities of the thinking strategy and learning style of students.

Results. The use of the method "Neuropedagogical binary lecture" in the course of the lesson, based on the universal principle of interhemispheric functional asymmetry of the brain, contributed to a sufficiently deep understanding of the new educational material by the trainees. The performance of the proposed groups of tasks by the teachers made it possible to effectively apply this teaching method in the educational process. In the classroom, students skillfully connected theory with practice, showed cognitive and creative activity. The effectiveness of the application of this method in practice requires a fairly thorough preliminary preparation of the teacher for each lesson, taking into account the gender differences of students and the peculiarities of their thinking, as well as receiving constant "feedback" during the lesson.