Neuropedagogy as a direction of transformation of pedagogical science based on methods of neurotechnologies

The development of pedagogical science on the basis of interdisciplinary connections is in demand in connection with the enrichment of pedagogy with new methods, forms, and technologies. One of these areas is neuroscience. Neuroscience is a scientific field that studies chemical, biological and anatomical features that affect the activity of the brain and nervous system. The interest of education in neurotechnologies is associated with the possibility of individualization of the educational process and the personification of educational technologies. On the one hand, based on extensive experience in studying the brain, they help to fix the current state of the student (emotional and physiological) without actually affecting him. And on the other hand, they allow you to develop cognitive functions. The article presents an analysis of the history of neuroscience, its main milestones and achievements, which are aimed at the development of neuropedagogy as one of the modern interdisciplinary directions of the development of pedagogical education. It is based on the interaction of pedagogy, psychology and neuroscience to study pedagogical processes from the point of view of the reaction of the brain. This direction is actively developing all over the world, the main methods of neuroscience (EEG, MRI, MEG, etc.) are considered, one of which is EEG (electroencephalogram), which allows registering bioelectric activity of the brain and interpreting it according to the human condition (meditation, concentration etc.). The development of this direction can help modern teachers in the individualization of the educational process, psychological work with children, motivation of students.

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