Synthesized learning method: neuropedagogical binary lecture

Discussion. Upon completion of the formative experiments, control measurements were conducted to determine the effect of the neuro-pedagogical-binary lecture method on students' mastery of learning topics. At the same time, the indicators of students' mastery of teaching materials in the subject were compared and analyzed with the results of the statement stage.

Diagnostic measurements in the control groups showed no significant qualitative changes in the acquisition of knowledge by students in physics (2-table).

Table-2.

Functional organization of the brain of control group students

and the dynamics of the relationship between the mastery of the sciences

№	Hemisphere leadership	At the beginning of the experiment			At the end of the experiment
		Excellent	Good	Medium	Excellent	Good	Medium
1.	Left hemisphere leader (LH)	8%	16%	12%	8%	16%	12%
2.	Right hemisphere leader (RH)	14%	18%	2%	14%	18%	2%
3.	Mixed hemisphere (MH)	8%	18%	4%	8%	20%	2%
Total:		30 %	52 %	18 %	30 %	54 %	16 %

At the end of the experiment, the ratio between the functional organization of the brain and mastery of subjects in the control groups was as follows: control indicators (excellent - 30%, good - 54%) with total indicators (excellent - 30%, good - 52%, satisfactory - 18%, satisfactory - 16%) no significant difference was found. There was a small positive change due to the increase in the mortality rate of the mixed hemisphere student.

Certain changes were identified when analyzing the ratio between the functional organizatio of the brain and the mastery of the subjects of the test group students (Table 3)

Table-3.

Functional organization of the brain of test group students

and the dynamics of the relationship between the mastery of the sciences

№	Hemisphere leadership	At the beginning of the experiment			At the end of the experiment
		Excellent	Good	Medium	Excellent	Good	Medium
1.	Left hemisphere leader (LH)	10%	16%	8%	12%	20%	2%
2.	Right hemisphere leader (RH)	20%	16%	6%	22%	18%	2%
3.	Mixed hemisphere (MH)	8%	14%	2%	8%	14%	2%
Total		38 %	46 %	16 %	42%	52%	6%

The overall mastery of students in the test groups was as follows: excellent - 38%, good - 46%, satisfactory - 16%. As a result of lessons conducted using the method of neuro-pedagogical binary speech, it was found that a significant positive balance occurred as a mastery of students. By the final stage of the experimental work, the following changes occurred in the performance of students: excellent - 42%, good - 52%, satisfactory - 6%. Qualitative changes in students' mastery of the subject were as follows: excellent - increased by 4%, good - increased by 6%, satisfactory - decreased by 10%.

Conclusion. The neuropedagogical binary lecture method ensured the transparency of learning objectives in the teaching process, the collaborative achievement of set goals by teachers and students, and the conscious acceptance of learning information by students. The use of the method of neuro-pedagogical binary speech in the interpretation of new material has had a positive effect on students' full mastery of information, increasing their cognitive activity and the formation of "literate thinking".

Along with the advantages of this method, there are some disadvantages. For example, in the main part of the lesson, as a result of the prolonged presentation of material for students with left hemisphere leadership, teachers may not pay enough attention to students with right hemisphere leadership and push them into the background. To avoid such negative consequences, this can be achieved by trying to distribute the time as evenly as possible by the speakers in planning and conducting the lesson process.

The researchers are grateful to the physics teachers of the 2nd academic lyceum in Navoi - Mansur Mamatkulov, Orif Fakhriddinov, and Shahrukh Khalilov - for their active participation in the experimental testing of this method.

REFERENCES:

Decree of the President of the Republic of Uzbekistan dated April 29, 2019, No PF-5712 "On approval of the Concept of development of the public education system of the Republic of Uzbekistan until 2030" / https://lex.uz/docs/4312785.

From the speech of the President of the Republic of Uzbekistan Sh. Mirziyoyev to the Oliy Majlis on January 24, 2020 [Electronic resource]https://www.pv.uz/oz/newspapers/poslanie-prezidenta-respubliki-uzbekistan-shavkata-mirzieeva-olij-mazhlisu-2020.

Mirziyoev, 2016 - Mirziyoev Sh.M. We will build a free and prosperous, democratic state of Uzbekistan // Speech at the session of the Oliy Majlis of the Republic of Uzbekistan dedicated to the inauguration of the President of the Republic of Uzbekistan. - Tashkent: «Uzbekistan», 2016. - P.14. https://asaxiy.uz/product/knigi/ilm-fan-va-darsliklar/shavkat-mirziyoev-erkin-va-farovon-demokratik-%D1%9Ezbekiston-davlatini-birgalikda-barpo-etamiz?language=ru

Akramova, 2019 - Akramova G.R. Modern approaches to the development of critical thinking of students UK Vol. 7 No. 10, 2019 Special Issue: Education in Uzbekistan ISSN 2056-5852 / European Journal of Research and Reflection in Educational Sciences. http://www.idpublications.org/wp-content/uploads/2019/09/Abstract-MODERN-APPROACHES-TO-THE-DEVELOPMENT-OF-CRITICAL-THINKING-OF-STUDENTS.pdf

Eremeeva, 2001 - Eremeeva V.D., Chrizman T. P. Boys and girls - two different worlds. Neuropsychologists - for teachers, educators, parents, school psychologists. - St. Petersburg, 2001. - 184 p. https://www.vodb35.ru/files/malchiki_devochki.pdf.

Ilyuxina, 2007 - Ilyuxina V.A. Letter with a secret. Book for teachers. M .: Prosveshchenie, 2007. https://www.ozon.ru/product/pismo-s-sekretom-kniga-dlya-uchitelya-136534023/.

Kovalev, 2002 - Kovalev S.V. Introduction to modern NLP: Psychotechnology individual efficiency: Reverso Context. –M .: publication «Flinta», 2002. -512 p. https://m.books.ru/books/nlp-vvedenie-v-sovremennoe-nlp-psikhotekhnologii-lichnostnoi-effektivnosti-uchebnoe-posobie-525550/.

Randall et al., 2000 - Randall C. O'Reilly and Yuko Munakata. Computational Explorations in Cognitive Neuroscience / Understanding the Mind by Simulating the Brain / 2000 y / http://cognet.mit.edu/book/computational-explorations-cognitive-neuroscience

Kuzmina, 2014 - Kuzmina A.T. Neuropedagogical approach to teaching in primary school through the research activities of the teacher // Electronic journal “Continuing education: XXI century”. Issue 3 (autumn 2014). –P.1-9. https://cyberleninka.ru/article/n/neyropedagogicheskiy-podhod-k-obucheniyu-v-nachalnoy-shkole-cherez-issledovatelskuyu-deyatelnost-uchitelya/

Каrpenko, 2009 - Каrpenko М.P. Коgnomika. M.: SGA, 2009. 225 p. http://www.muh.ru/nir_ikn.htm.

Nikolayenko, 2013 - Nikolayenko N.N. Modern neuropsychology. –SPb .: Speech, 2013. https://www.labirint.ru/books/363470/

Sirotyuk, 2003 - Sirotyuk A.L. Neuropsychological and psychophysiological support of training. M .: TC "Sphere", 2003. https://refdb.ru/look/3022089-pall.html

Tunkun, 2008 - Tunkun Ya.A. Fundamentals of neuropedagogy: history, theory and practice / Zh .: Cyberleninka, 73-2, 2008. -P.203-208. https://socionet.ru/d/spz:cyberleninka:25235:11871047/http://cyberleninka.ru/article/n/osnovy-neyropedagogiki-istoriya-teoriya-i-praktika

Platek et al., 2007 - Evolutionary Cognitive Neuroscience / Edited by Steven M. Platek, Julian Paul Keenan, and Todd K. Shackelford / The MIT Press. Cambridge, Massachusetts. London, England. 2007 Massachusetts Institute of Technology. – 637 p. https://mitpress.mit.edu/books/evolutionary-cognitive-neuroscience

Gulyamov, 2015a - Gulyamov Dj.R. Activity of cognitive process and interpretation of neuropedagogical researches / “Pedagogy” J., №5, 2015. –P. 29-35.

Gulyamov, 2015b - Gulyamov Dj.R. Neuropedagogy: bases of development / “Pedagogy” J., № 4, 2015. –P.41-47.

Gulyamov et al., 2018 - Gulyamov D.R., Kalankhodzhaeva K.B. On the issue of taking into account the peculiarities of the interhemispheric functional asymmetry of the brain of trainees in the educational process // International scientific research journal “Eurasian Union of Scientists”, No. 11 (56), 2018. 5 part. P.38-43. https://euroasia-science.ru/wp-content/uploads/2018/12/38-43_Gulyamov_D_R_Kalanhodzhaeva_K_B.pdf.

Gulyamov et al., 2020a - Gulyamov Dj.R., Nurboyev Q.M., Mirzayev A.U., Kalankhodzhaeva K.B. Organization of the educational process taking into account the functional asymmetry of the brain of students as a factor of the development of thinking creativity / Palarch’s Journal Of Archaeology Of Egypt / Egyptology 17(6). ISSN 1567-214x / PJAEE, 17 (6) (2020) / P.3524-3534 / http://www.palarch.nl/index.php/jae/article/view/1405

Gulyamov et al., 2020b - Gulyamov Dj.R., Nurboyev Q.M., Khujakulov N.T. Teaching Children Of Preschool Age In Neurodidactic Conditions Printed Palarch’s Journal Of Archaeology Of Egypt / Egyptology 17(6). ISSN 1567-214x / PJAEE, 17 (6) (2020) / P.14485-14494 / https://ejmcm.com/article_3309.html

Gazzaniga, 2009 - Michael S. Gazzaniga. The Cognitive Neurosciences. A Bradford book the Mit press: Cambridge, Massachusetts, London, England. - 2009 Massachusetts Institute of Technology https://www.amazon.com/Cognitive-Neurosciences-Michael-S-Gazzaniga/dp/0262071576

Yunusova et al., 2016 - Yunusova N.X, Gulyamov Dj.R., Anvarova V.J. On the study of the interaction of children's cerebral hemispheres with their gender differences / "Pedagogy" J., №2, 2016. P.37-42.