Keyword: «neuropedagogics»

Numerous studies and discoveries of the second half of the XX century in the field of brain functioning, psychology and physiology contributed to the emergence of neuropedagogics. The focus of attention of neuropathologic the learning process taking into account neuropsychological characteristics of students and teachers. The use by teachers of a system of techniques, methods, and technologies of training with a focus on the features of perception of information from the outside world and the type of functional asymmetry of the brain of students, allow them to create a situation of success and fully realize their potential. The article analyzes the process of solving situational problems with historical content as a productive means of learning from the perspective of neuropedagogics.

The article deals with modern issues of neuropedagogy as an actual direction in the educational process, its relationship with other sciences: neuropsychology, neurophysiology, psychology and pedagogy. Neuropedagogics uses knowledge about the structural and functional organization of the child's brain and strives to build an educational and educational process so that the individual neuropsychological characteristics of children are taken into account. Neuropedagogical techniques are a set of pedagogical and neuropsychological techniques aimed at compensating for damaged brain functions, are widely used in the diagnosis and correction of speech disorders. Neuropsychological correction is aimed at the development of higher mental functions, activation of subcortical formations of the brain, strengthening of interhemispheric interaction.