Neurodidactics — an innovative trend of personalised education

2021 ◽  
pp. 30-38
Author(s):  
Э.Ф. Зеер
Keyword(s):  
Modern Society ◽  
Educational Process ◽  
Mental Functions ◽  
Learning Patterns ◽  
Higher Mental Functions ◽  
Educational Paradigm ◽  
The Brain

В современном информационном обществе утверждается новая образовательная парадигма — персонализированное обучение. Его содержательным ядром является нейродидактика, исследующая закономерности обучения, связанные с особенностями деятельности высших психических функций мозга. Задача нейродидактики — персонализация учебной деятельности и персонификация обучающихся. A new educational paradigm — personalised education, is asserting itself in modern society. Its core is neurodidactics, which studies the learning patterns connected to the peculiarities of the higher mental functions of the brain. The goal of neurodidactics is the personalization of the educational process and the personification of students’ personalities.

scholarly journals STUDENT AS A PARTNER IN THE CONTEXT OF PROJECT EDUCATION

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Maria Nakonechna ◽  
◽  
Vladimir Koshel ◽  
Marina Shilina ◽  
◽  
...  
Keyword(s):  
Soft Skills ◽  
Modern Society ◽  
Educational Process ◽  
Subject Position ◽  
Basic Knowledge ◽  
Education Management ◽  
Effective Learning ◽  
Hard Skills ◽  
Educational Paradigm ◽  
Management Students

The article is dedicated to the analysis of a student’s role as a partner in educational process. It is grounded that sense of modern crisis in education emerged from deep contradiction between traditionally formed, essentially conservative paradigm of educational process and explosive improvement of life conditions in modern society. It is underlined that recognition of a student as a partner, as an equal participant of a dialogue becomes meaningful within system of higher education. Consideration of a student as a partner in the context of project education is underlined by taking into account other’s subject position. It becomes «technically necessary» under conditions of emerging digital civilization to convert basic knowledge into effective learning as well as to program formation of such competences, necessary for a graduating student to solve professional tasks creatively. Adjustment of educational paradigm actually forming «soft skills» primarily enables shift of education processes from traditional subject-object “stuffing students up” with information to subject-subject “students’ self-education management”; students have their research, organizational and creative (in emotional, artistic and intellectual creativity forms) tasks. Such format of educational process organization is already used and known in educational field as project education, which forms valuable cross-functional skills. The offered project education can be a form of partner approach in subject-subject educational cooperation. Considering a student as a partner, a teacher motivates both increasing of hard skills and development of soft skills.

scholarly journals Cerebral localization of the mind and higher functions The beginnings

2018 ◽  
Vol 12 (3) ◽  
pp. 321-325 ◽  
Author(s):  
Eliasz Engelhardt
Keyword(s):  
Nervous Tissue ◽  
The Body ◽  
Ancient Greek ◽  
Mental Functions ◽  
Long Time ◽  
Cerebral Localization ◽  
Ancient Times ◽  
Higher Mental Functions ◽  
The Mind ◽  
The Brain

Abstract The debates about the mind and its higher functions, and attempts to locate them in the body, have represented a subject of interest of innumerable sages since ancient times. The doubt concerning the part of the body that housed these functions, the heart (cardiocentric doctrine) or the brain (cephalocentric doctrine), drove the search. The Egyptians, millennia ago, held a cardiocentric view. A very long time later, ancient Greek scholars took up the theme anew, but remained undecided between the heart and the brain, a controversy that lasted for centuries. The cephalocentric view prevailed, and a new inquiry ensued about the location of these functions within the brain, the ventricles or the nervous tissue, which also continued for centuries. The latter localization, although initially inaccurate, gained traction. However, it represented only a beginning, as further studies in the centuries that followed revealed more precise definitions and localizations of the higher mental functions.

scholarly journals Art education in the context of the new educational paradigm

2017 ◽  
pp. 3-7
Author(s):  
О. М. Oleksiuk
Keyword(s):  
Arts Education ◽  
Self Regulation ◽  
Modern Society ◽  
Round Table ◽  
Educational Process ◽  
Main Role ◽  
Economic Changes ◽  
Self Actualization ◽  
Scientific Principles ◽  
Educational Paradigm

The essence of modern paradigm, aimed to foster practical orientation and instrumental direction of the education is discussed in the article. From the philosophical point the situations of paradigmatic changes in the Arts education is characterized. The necessity to overcome bsolutization of competent approach and transition to multidisciplinary positions in education are proved. Competent approach in Arts education is somehow the precursor of new, practice-oriented educational paradigm, of new type of education, that responds to demands of modern society. The change of paradigm happens under the influence of two iinterconnected factors: external (development of science) and internal (sustainability of views of scientists, professors, coaches) — the processes of selfdevelopment of educational system, that occurs due to the growth of innovational experience, that contradicts scientific principles of the old paradigm. Important meaning in the frameworks of social-economic changes gets anthropo-measurablity in the education, aiming to anthropocentrism. In this regard we can assume that substantiation of anthropologic dimension of modern pedagogical reality and conceptualization of its discussiveness are percieved as the important conditions to overcome paradigmatic crisis in education. New pedagogical paradigm is positioned as dialogic / polylogic variant of organization of a teaching process in the higher arts educational institutions. Dialogic communication it the process of professional preparation of professionals of arts direction principally changes positions of the members of educational process. The proposed conception of discussive learning aims to organize polyphony by engaging students to the activity, the main role of which plays sociocultural norm. The existence of value-meaning aspect always considers taking decisions, situation of choice. Educational process is implemented in the conditions of intersubjective interconnection of a professor and a student with the usage of methods of discussion, round table, method of project, synectics, inversion etc. The forms of dialogue are getting into one spiritual-energetic source, giving by that to all the sides of the pedagogical process more emotional and moral power, value-content coloration. Formation of value-content self-identification of students youth is realized along with acquaintance with mechanisms of self-regulation and self-actualization, that create new opportunities for the development of a personality.

scholarly journals Age dynamics of higher mental functions among the employees of law enforcement agencies

2018 ◽  
Vol 8 (2) ◽  
pp. 50-60
Author(s):  
D.A. Kotelnikova ◽  
M.M. Pronicheva ◽  
A.S. Vasilchenko
Keyword(s):  
Law Enforcement ◽  
Visual Memory ◽  
Law Enforcement Agencies ◽  
Mental Functions ◽  
Age Dynamics ◽  
Visual Spatial ◽  
Age Related ◽  
Higher Mental Functions ◽  
The Brain ◽  
Age Related Changes

The article presents the results of the research on the age dynamics of higher mental functions among the employees of law enforcement agencies. There was an assumption that the decrease in concentration of attention, visual and somatosensory gnosis and visual memory dominate in the structure of age-related changes in higher mental functions among employees of law enforcement agencies. The sample of the study was 68 soldiers aged from 19 to 41 years (mean age of the group 27 ± 4.78). The methodological complex included methods aimed to evaluate the function of gnosis (Recognition of the figures of Poppelreiter, Had's sampling, Copying of the drawing with a rotation of 180°, Posture transfer, Feeling of Ferster, Reproduction of rhythms), attention (Schulte's Tables, Bourdon's Correction Test) and memory (Memorization of two-valued numbers, the memorization of two semantic series, the test "5 figures"). It was revealed that, irrespective of age, the functional disorder of basal-frontal, "deep" structures and temporal divisions of the brain predominates in the entire sample. The structure of age-related changes is dominated by a decline in visual-spatial functions, changes in visual and somatosensory gnosis, as well as visual memory.

Dal bambino libero all'uomo autonomo: educare alla scelta attraverso il metodo Montessori

2020 ◽  
pp. 329-341
Author(s):  
Grazia Romanazzi
Keyword(s):  
Young People ◽  
Secondary School ◽  
Modern Society ◽  
Educational Needs ◽  
Educational Process ◽  
School Grades ◽  
The Social ◽  
Montessori Method

Freedom, autonomy and responsibility are the ends of every educational process, especially in the modern society: globalized, rapid, in transformation; society in which each one of us is called to make numerous choices. Therefore, it is urgent to educate to choose and educate to the choice, so that young people can emancipate themselves from possible conditionings. To this end, the Montessori method represents a privileged way: child is free to choose his own activity and learns "to do by himself" soon; the teacher prepares the environment and the materials that allow the student to satisfy the educational needs of each period of inner development. Then, Montessori gives importance to adolescence because it is during this period that grows the social man. Consequently, it is important to reform the secondary school in order to acquire the autonomy that each student will apply to the subsequent school grades and to all areas of life

IMPACT ASSESSMENT ON LEARNING MOTIVATION IN THE FRAMEWORK OF THE COMPETENCE APPROACH IN EDUCATION

2020 ◽  
Vol 22 (9) ◽  
pp. 28-34
Author(s):  
Huseynova А.А. ◽  
Vashchinnikova K.D.
Keyword(s):  
Design Method ◽  
Authentic Assessment ◽  
Educational Process ◽  
Learning Motivation ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Positive Side ◽  
Educational Motivation ◽  
Educational Paradigm ◽  
The Impact

Turning to the new educational paradigm, the research paper considers the conditions for ensuring the effective-ness of authentic assessment of students ' achievements within the competence approach and the transition from traditional knowledge control to tests developed on the basis of the theory of pedagogical measurements. Special attention is paid to independent assessment as a tool for stimulating learning activities, as well as to the justifica-tion of the pattern design method used in the develop-ment of measurement tools. The experimental basis of the study is based on the results of an independent assess-ment of educational achievements of students of the sen-ior level of secondary vocational education in social studies in several educational organizations. As a result of the survey of participants in independent testing, the formation of a stable positive learning motivation is not-ed. The relationship with the assessment of the impact on educational motivation is confirmed by the respondents ' attitude to the authentic assessment procedure on the part of participants in the assessment process: school-children, teachers, and parents. As a result, it was re-vealed that all subjects of the educational process evalu-ate the impact of the proposed method of assessment on educational motivation from a positive side.

Multiponental Model Of Education According To The New Paradigm

2021 ◽  
Vol 03 (03) ◽  
pp. 365-370
Author(s):  
Ashurova Dilfuza Nabiyevna ◽  
◽  
Abjalilov Sanakul Xujamovich ◽  
Toshtemirova Kamola Ergashevna ◽  
◽  
...  
Keyword(s):  
Educational System ◽  
Modern Society ◽  
Educational Process ◽  
New Paradigm ◽  
Component System ◽  
Educational Processes ◽  
Multi Component System

In this work on the example of educational system of Uzbekistan the new paradigm of education is substantiated in the following edition: education through all life. It is demonstrated that the proposed in correspondence to this paradigm the formalized model reflects multi-component system, multi-variant approaches and cyclist of educational process in a modern society. The examples of educational processes which are modeled within the framework of proposed formalized model of education are presented.

ONLINE E-LEARNING AS AN ACTUAL FORM OF PREPARING STUDENTS FOR FUTURE PROFESSIONAL ACTIVITIES

2021 ◽  
Vol 23 (8) ◽  
pp. 4-10
Author(s):  
Barakhsanova E.A. ◽  
Gotovtseva O.G. ◽  
Smetanina T.A.
Keyword(s):  
Professional Training ◽  
Modern Society ◽  
Educational Process ◽  
The Arctic ◽  
Primary Data ◽  
Teaching Staff ◽  
Sources Of Information ◽  
Digital Competence ◽  
Network Learning ◽  
E Learning

The article is devoted to the actual pedagogical problem-the development of online e-learning in the conditions of digitalization of modern society. This problem is considered taking into account the increasing importance of electronic educational resources in improving the efficiency of the organization of the educational process in a remote interactive mode. The role and significance of the factors influencing the development of e-learning are presented: technical and organizational and methodological support of the educational process, the appropriate level of digital competence of the teaching staff, personal motivation of students. The results of recent studies conducted among students of the Pedagogical Institute of the North-Eastern Federal University (hereinafter-the University) and the Arctic Institute of Culture and Art (hereinafter-the Institute) for a complete picture of the state of network learning among students studying at the Institute and university, reflecting the main characteristics of the current state of digitalization of education. Based on the primary data of the study, the current problems are identified: the lack of contact interaction between the participants, which determines an individual, differentiated approach; compliance with personal conditions (motivation of the student); access to electronic sources of information; increase in the number of independent tasks in the absence of constant feedback from students, etc. The article reflects the approaches to determining the place of online e-learning in the system of professional training of future specialists using modern technologies in the organization of the educational process. The analysis of the obtained results shows that in order to implement the tasks of network learning, namely, the practical mastery of digital competence, training should be aimed at developing students ' sustainable interest in network learning.

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

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