FORMATION OF SUCCESSFUL LEARNING IN PRIMARY SCHOOL CHILDREN BASED ON A NEURO-PEDAGOGICAL APPROACH

Abstract

Abstract.The article examines the role of neuropedagogic exercises in improving the effectiveness of teaching younger schoolchildren. The neurophysiological foundations of children's cognitive development are analyzed, and practical methods and techniques for using neuropedagogy in the educational process are proposed. Based on the neuropedagogical approach, it is proved that, considering a new system for the formation of successful education for younger schoolchildren, it is possible to reach a qualitative level of conscious learning at a higher level. Successful learning is a certain level that ensures that a student achieves results by learning how to systematically work to unlock their potential in educational and cognitive activities. In fact, successful learning begins with mastering the individual elements — actions and operations. It is their combination and consistent implementation that form the learning process that leads to high results.

Based on the methods of neuropedagogy, it is proposed that in order to form successful teaching of younger schoolchildren, a teacher should effectively use the capabilities of the right and left hemispheres of the student's brain in educational and cognitive activities. At the same time, experimental work on the formation of successful teaching of primary school students using the neuropedagogy method was organized and conducted at Gymnasium No. 159 named after Ybray Altynsarin and gymnasium No. 12 named after Shokan Ualikhanov in Almaty and included 4th grade students. The experimental group consisted of 80 students, the control group-64. Students who participated in the general study N=144. The results of the study show that regular use of special neuropedagogical exercises will influence the successful learning of younger schoolchildren, improving their attention, memory, thinking and emotional regulation.