The Relationship between Neuropedagogic Approaches and the Formation of Skills of Primary School Students
DOI:
https://doi.org/10.18662/rrem/15.1/700Keywords:
Neurobiological research, game technologies, interactive technologies, problem technology, training technologies, neural processes, value orientations, educational competenciesAbstract
The article analyzes the relationship between neuropedagogic approaches and the formation of skills of primary school students. Educational technology design potentially introduces another area of expertise and a new set of issues that require the integration of neuroscience, education, and technology concepts and insights. The educational process involves the implementation of a conceptual education system that begins with the child entering the first grade and ends with obtaining a qualification for a person. Therefore, studying involves an educational process, as a result of which certain competencies will be acquired. Thus, education will be effective for a person only when the degree of acquired competencies of the child at school, their value orientations and readiness for education are taken into account. So, in order to introduce effective education, we chose the direction of research on the study, analysis, justification of measures to increase the level of motivation of children to the educational process based on the conclusions of neuropedagogy. For the purpose of the study, the integration method of synthesis of the figurative structure was applied, for analysis on the theory and learning technology. Methods of synthesis in the pedagogical activity of the study can be traced on a number of educational technologies. The results of the study show that in general, neuropedagogic teaching technologies contribute to increasing motivation to learn among primary school children.
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