Synthesized learning method: neuropedagogical binary lecture

Materials and methods. In scientific researchs of neurology (I.P.Pavlov, A.R.Luria, L.S.Vygotsky, Michael S.Gazzani, Randell C.O'Reilly, Yuko Munakata, Paul Harris, etc.) it was identify that the volume of attention and size of memory, its mobility, the speed of receiving and assimilating information, imagining and understanding the universe, and "seeing the world." Differs from person to person. This condition is characterized by which of the cerebral hemispheres plays a leading role in human life activities. Therefore, taking into account the individuality of students in the educational process is one of the important factors in the full mastery of teaching materials. This requires that the learning process should be based on the individuality of the students.

Research Steven M. Platek, Julian Paul Keenan, Todd K. Shackelford, V.A. Moskvin, N.V. Moskvin, E. D. Chomskaya, N. Bragina, T.A. Dobrokhotova, devoted to the study of the cognitive features of the cerebral hemispheres. In particular, as S.M.Platek, J.P.Keenan, and T.K.Shakelford points out, any information received by a living organism can first be adapted, then assimilated, and only then returned to the outside in the form of behavior, various physiological behaviors, or psychological mechanisms (Steven et al., 2007). The study of the processes going on in the human brain such as language, memory and consciousness are very important and complex. This is because there are various problems in the study of higher-order cognitive abilities and their composition, such as language, memory, and consciousness, as well as lies, abstract thinking, and activity planning. However, the brain and some of the systems associated with it have not yet been fully studied. Because the process of learning and determining brain functions is extremely slow. Human behavior, on the other hand, cannot be studied in isolation from its biology. Behavior is a form of biology.

N.N. Nikolaenko points out that the functional asymmetry of the cerebral hemispheres is not global but portional in nature. Man perceives existence using two different character models. The direct isomorphic, emotional perception of being is based on a system of iconic symbols, the mechanisms of which are concentrated in the right hemispheres (Nikolayenko, 2013). The reflection of universe in concepts, on the other hand, is based on a logical analysis of emotional perceptions, based on a system of symbolic signs. These mechanisms are concentrated in the left hemispheres of the human brain. The participation and importance of the hemispheres in the implementation of human mental functions are not the same, but different. Typically, in human activity, one of the right and left hemispheres dominates over the other (Sirotyuk, 2003).

Knowing the structure and organization of the human brain allows us to comprehensively study the processes of remembering, comprehending, assimilating, and understanding information. In terms of the organization of brain activity, the quality of knowledge acquisition depends not only on the level of the intellectual development of the student but also on the teacher's presentation of learning materials taking into account the characteristics of children's strategies of understanding, receiving and mastering Randall C. O'Reilly and Yuko Munakata (2000), A.T. Kuzmina (2014), M.P. Karpenko (2009).

In order to solve learning tasks considering individual characteristics of higher mental functions in the brain, teacher should have, firstly - specific knowledge about brain’s information acquiring mechanism, inteк relevance with gender differences, mental strategies and specifics of representative systems, and secondly – skills to apply teaching methods referring learners individuality (Gulyamov, 2020a; Gulyamov, 2020b).

That the transition time of each subject in the course of the lesson is strictly limited however, the process of mastering the learning information is different for all students. As a result, the ability of all students in the same study group to comprehend and the same amount of information at different time intervals remains an age-old problem in education. Several other factors also negatively affect students' mastery of information:

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  the tasks and requirements of the student do not correspond to the level of development of the hemispheres and age;
  
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  Delays in the formation of functional systems due to the anatomical development of certain components of the student's brain;
  
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  underdevelopment of important connections between hemispheres and inner hemispheres;
  
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  The proposed and applied teaching methods do not correspond to the types of thinking and gender characteristics of students (Eremeeva, 2001; Sirotyuk, 2003; Akramova, 2019)
  

At the same time, it should be born in mind that in the organization of the teaching process in schools of our country without adequate activation of the function of the right hemisphere, relying more on the activity of the left hemisphere which results in only the left hemisphere activation.

Explaining educational information based on the universal principle of organizing the function of the cerebral hemispheres gives the teacher two advantages:

1. 
   children intensively acquire educational information;
   
2. 
   All children understand the learning information to the same extent.
   

In our research co-authored with K.B. Kalankhodjaeva (Gulyamov et al., 2017), K.M. Nurbaev, A.U. Mirzaev and N.T. Khujakulov (Gulyamov et al., 2020a; Gulyamov et al., 2020b), among other methods, the method of neuro-pedagogical binary speech was used. In the experimental work, it was noted that the method of neuro-pedagogical binary lectures had a positive effect on the intensive formation of students' cognitive activity and creative thinking. However, we considered that the level of effectiveness of the neuropedagogical binary lecture method in the teaching process should be studied on an experimental basis.

The method of "Neuropedagogical binary lecture" developed and recommended by us is based on the synthesis of educational data based on the universal principle of organizing the functions of the cerebral hemispheres and gender differences.

When using the method of "neuropedagogical binary lecture", the information provided by the two subjects of the pedagogical process allows taking into account the neuropedagogical identity of students. To do this, the interpretation of data and tasks provided by one of the subjects of the pedagogical process should be expressed mainly in analytical, classification, abstract, algorithmic ways, and aimed at performing inductive operations. The information and tasks by the second subject of the pedagogical process should be aimed at students who have an emotional-emotional, figurative-intuitive thinking strategy, focused on the perception of images as a whole, figurative thinking.

The interpretation of data and assignments provided by the first subject of the pedagogical process should be mainly expressed in analytical, classification, abstract, algorithmic ways, and should be aimed at performing inductive operations. Presenting the data in this way is intended to ensure that students with left-handed leadership are looking for solutions by analyzing learning problems based on logic. Students will need to look for concrete evidence in the course of the lesson, draw conclusions based on that evidence, and try to come up with new ideas.

The information and tasks by the second subject of the pedagogical process are intended for students with emotional-figurative, figurative-intuitive thinking strategies, which are focused on the perception of images as a whole, figurative thinking. The information, examples, and learning assignments should be bright and colorful emotionally and include visual-spatial modeling, design, and so on. Referral of information to the right hemisphere, taking into account the specifics of the thinking strategy of students - directs the creative approach to the formation of creative qualities and the ability to bring complex information into a single context.

In such a lesson, there are no conflicting situations with students ’individual lateral profiles. Conditions are created for students to master knowledge in-depth and completely.