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THEORETICAL BASIS AND SIGNIFICANCE OF THE APPLICATION
OF NEUROTECHNOLOGIES IN PEDAGOGY
Bekchanova Mardona Bakhtiyorovna
Urganch RANCH texnologiyalar universiteti
Pedagogika mutaxassisligi 1-kurs magistranti
https://doi.org/10.5281/zenodo.15017988
Abstract:
In this article The theoretical foundations of the application of
neurotechnologies in the field of pedagogy and the culture of reading, as well as
the human desire for knowledge and spiritual development, are considered in
this process, it is emphasized that the application of neuropedagogical
technologies in education is based on factors such as an individual approach,
memory and attention enhancement. Today, the application of
neurotechnologies in the education system, its importance, and its place in the
lives of students are revealed.
Keywords:
Neuroengineering, neurotechnology, pedagogy, cognitive
development, educational technologies, critical thinking, memory, interactive
learning, pedagogical technology, didactics, history of development, design,
component.
Introduction.
Pedagogical technology exhibits the following specific features: In
particular, Pedagogical technology is considered a factor in satisfying the social
need for improving and optimizing the pedagogical process. Pedagogical
technology is a set of theoretical and practical knowledge related to the effective
and skillful organization of the educational process of a didactic, educational
nature, as a methodological discipline.
Pedagogical technology is a holistic process that reflects the general
essence of the educational process. Pedagogical technology performs a guiding
function, that is, it serves to develop, educate, and form a person. Pedagogical
technology has the nature of an individual, and there are no single, strict,
normative (standard) requirements for the use of certain technologies in the
educational process.
Each teacher has the opportunity to implement a specific technological
approach, taking into account the characteristics of the educational environment
in which he works, the existing internal and external conditions. Pedagogical
technology represents the unity of education, upbringing and personal
development (maturity).
Through neuropedagogical technologies, it is possible to form the correct
approach to the process of reading books and the rules of thinking in students.
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This ensures that the information obtained from books is stored in the long-term
memory of students, and is more deeply perceived in the process of
understanding and comprehension. At the same time, neuropedagogical
technologies also provide the opportunity to add visual and audio information
through auxiliary means, develop associations and make the learning process
more enjoyable.
The purpose of the article is to study the theoretical foundations and
significance of the use of neurotechnologies in pedagogy, as well as the
advantages of using neuropedagogical technologies in the development of a
reading culture, and to study their impact on students' interest in reading books
and intellectual development. On this basis, the following tasks are set.
Thus, this article is aimed at highlighting the theoretical and practical
foundations of the use of neurotechnologies in pedagogy, interest in reading and
information processing, as well as the theoretical foundations and significance of
neurotechnologies.
Advantages of neurotechnologies in the pedagogical process.
Neurotechnologies are approaches based on taking into account the cognitive
and neurophysiological characteristics of the human brain in the educational
process. Neuropedagogical methods provide such advantages as taking into
account individuality in the learning process, using visual and audio tools,
enhancing attention and memory, and making the learning process enjoyable
and interesting.
These approaches are also very important in developing a reading culture,
because they create the opportunity to arouse interest in books in students,
better understand the content of the book, and store it in long-term memory.
Theoretical foundations of developing a reading culture through
neurotechnologies in pedagogy. Neuropedagogical approaches are aimed at
taking into account the personal cognitive characteristics of students in
developing a reading culture. This develops students' ability to concentrate,
retain information in memory, and think. As Vygotsky's theory emphasizes, the
development of a person should be carried out in accordance with his zone of
proximal development (Vygotsky, 1982). On this basis, neuropedagogical
technologies can individualize the learning process and adapt it to the
developmental needs of the student.
Increasing interest in books through the use of visual and audio aids. The
use of visual and audio aids in the formation of a reading culture arouses
interest in books in students and helps them better understand the text. Modern
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neuropedagogical technologies make the process of receiving information
through various visual and audio aids enjoyable and interesting.
To more fully understand the plot or concepts in the book, videos or
pictures can be added. Through these aids, students can arouse interest in the
content of the book and perceive the reading process more easily.
Audiobooks provide significant assistance in the perception of text,
especially for students who have difficulty perceiving visual information.
Through audio books, students can hear the book by ear, which helps them
better understand and retain the text in memory.
A brief visual and audio presentation of the content of the work is a good
way for students to understand the main ideas of the book and arouse interest.
For example, short videos or animations that directly depict the main characters
or important events of the book can be used.
Cognitive exercises that help strengthen memory and concentration.
Cognitive exercises are important for strengthening memory and attention.
During the reading process, these exercises provide students with long-term
concentration and meaningful reading, helping to retain the text in memory for a
long time.
Special exercises are recommended to teach concentration when reading
text. For example, the “mental dot” exercise (concentrating the thought on one
point) or taking short breaks after each section helps to restore students’
attention.
Short-term memorization exercises aimed at quickly memorizing
information from the book strengthen students’ memory. To do this, students
are advised to repeat important ideas from the work, rewrite the main points, or
create visual diagrams.
When memorizing text, students learn to process meaning and retain it in
their memory through associations related to concepts. For example, relating
information to their own lives or visualizing an event as a specific scenario helps
to strengthen memory.
Use of e-books and interactive reading platforms. Modern e-books and
interactive reading platforms are of great importance in increasing students'
interest in reading books and forming a reading culture. E-books and interactive
platforms help make the process of reading books lively and effective.
E-books allow students to read books at any time and anywhere. This helps
them develop the habit of reading books. At the same time, e-books can contain
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bright illustrations, useful additions and interactive elements, which increases
students' interest.
Conclusion.
Neuropedagogical technologies are of great importance in the development
of information literacy, and their effectiveness is clearly manifested in the
formation of students' abilities to perceive, analyze and correctly process
information in the educational process. These technologies allow students to
correctly understand information and critically think, help improve their
knowledge and skills.
The use of neuropedagogical technologies has a positive effect on the
general level of knowledge and cognitive skills of students. They make the
process of acquiring knowledge more effective for students by developing skills
such as information security, critical thinking, concentration and memory. This
helps to prepare them as knowledgeable and responsible individuals who meet
the requirements of modern society.
Recommendations for the widespread use of neuropedagogical
technologies in education. The widespread use of neuropedagogical technologies
in the educational process is important for the development of information
literacy of students. It is recommended to individualize the learning process,
form a culture of information security and widely implement cognitive exercises
in educational institutions using neuropedagogical methods. This approach
serves to improve students' attitude to information and form them as
knowledgeable, thinking individuals.
As a result of scientific research conducted in the field of neuropedagogy
and neuropsychology, the study of pedagogical processes from the perspective
of neurological changes occurring in the human brain, that is, the synergism of
neurology with pedagogy - neuropedagogy emerged as a separate discipline in
1997 and is further formed in the general field of knowledge related to the
educational process of the individual, subject, and personality.
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