ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
5
PERSON-CENTERED LEARNING PRINCIPLES FOR DEVELOPING
LITERARY LITERACY
Duschanova Nilufar Sabirbayevna
Doctor of Philosophy in
Pedagogical Sciences(PhD)
Associate professor, Urgench RANCH
University of technology
nilufarduschanova387@gmail.com
https://doi.org/10.5281/zenodo.16938872
Annotation
: this article describes the cognitive and affective neuroimaging
of neuropedagogy, the emotional and logical perception of literary text, coupled
with processes such as the formation of personal attitudes. Also, the principles
of individualization, naturalness, neuroplasticity, and personality-oriented
education have been cited as the basis for innovation in the development of
literary literacy
Keywords
:, neuropsychology, integrated education, sensomotor activity,
artistic perception, speech activity, neuroflexive approach, educational
methodology.
The formation of literary literacy in modern education is necessary to be
enriched with neuropedagogical approaches, not limited only to linguistic and
methodological approaches. Because processes such as reading, understanding,
analyzing and creating personal meaning of a literary text are directly related to
the neurocognitive activity of a person – that is, the mechanisms of attention,
memory, thinking, emotion and speech. In this regard, neuropedagogical
approaches to the formation of literary literacy provide the basis for the
organization of the educational process, taking into account the brain activity,
psychological state and individual educational characteristics of the student.
Neurocognitive factors such as brain activity, ability to remember, sense
perception process and emotional perception of the student are important in
effectively establishing the process of formation of literary literacy.
Communication with an artistic text activates complex processes in the human
mind – in this process, the reader does not just read the text, but creates
meaning through it, perceives an artistic image, enters into emotional contact
with it. As a result of the activity of the brain in the areas responsible for
language and meaning – in particular, the Broca's and Wernicke's areas, as well
as on the frontal floors-the reader develops a well-known perception of
language, the ability to generalize the content of the text and draw personal
conclusions.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
6
The principle of neuroplasticity is based on the ability of the human brain to
change and develop. According to this principle, neural connections in the brain
can be continuously updated to form new neural pathways through education.
In literary literacy, this is achieved through the gradual study, analysis,
annotation of complex artistic texts, and through them the creation of the skill of
expression.he principle of neuroplasticity is based on the ability of the human
brain to change and develop. According to this principle,. his opinion was
expressed by one of the scientists N.ThThis opinion was expressed by one of the
scientists N.V.Lazarev summarizes in such a way: “if education is organized in
accordance with the natural rhythms of brain activity, personal needs and
cognitive abilities, it forms long-term.
Therefore, literary literacy it is not just knowledge of the language, but the
ability to create meaning. For the development of such an ability, it is necessary
to organize training taking into account neuropsychological mechanisms: for
example, exercises such as determining the emotional impact of words in a text,
analyzing the hero's speech, interpreting thought through internal monologues
and dialogues, verbally expressing one's own personal attitude serve this. About
these processes, the French neuropsychologist S. Deleiz concludes that " the
process of meaning-making is accompanied in the brain by the consistent
association of words, harmonization with personal experience, and
strengthening through emotional attitudes. This process encompasses a
complete chain of words to mental impressions in the mind”. [5; 106] in this
context, the organization of training, taking into account the neuropsychological
foundations of language and speech in the formation of literary literacy,
develops the student's ability not only .
understand, but also to create personal
meaning, thinking and artistic perception. This makes literary education a
person-oriented, influential and productive process.
The inextricable
relationship between language and the brain in the process of working with
artistic texts is the main neuropsychological mechanism for the formation of
literary literacy. Because an artistic text is not just a sum of data, but a system of
meaning, emotion, image and ideas. In order to perceive them, to understand
them and to form a personal attitude, information given through language goes
through thoughtful cognitive and emotional processing in the brain. When the
reader reads the text, brain processes such as language perception, semantic
network activation, analogy, generalization, emotional response work
cooperatively. Through these processes that take place in the brain, words
become content, content leads to an idea, and ideas to a personal conclusion. In
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
7
this regard, the combination of language and brain in the process of working
with artistic texts becomes one of the main factors determining the level of
literary literacy of the reader
List of references used:
1.Лазарев Н.В. Нейропсихология и обучение. – Москва: Просвещение, 2015,
б. 87.
2.Büttner H. Neurodidaktik: Gehirngerechtes Lernen.. – Berlin: Springer, 2012, S.
61.
3.Deleuze S. Neuropsychologie du langage. – Paris : L’Harmattan, 2011, p. 106.
4. Djurayev, M. E., & Kurbanova, C. T. (2024). Protected areas in wilderness
landscapes and ensuring ecological security in Uzbekistan. Journal of Geography
and Natural Resources, 4(01), 146-152.
5.Выготский Л.С. Мышление и речь. – Москва: Педагогика, 1982.
6.Rosenblatt L. Literature as Exploration. – New York: Modern Language
Association, 1998.
7.Freire P. Pedagogy of the Oppressed. – New York: Continuum, 2015.
