Chap qo‘li yetakchi o‘quvchilarni o‘qitishda neyropedagogik yondashuvning pedagogik mohiyati va asosiy tushunchalari
DOI:
https://doi.org/10.5281/zenodo.20832784Ключевые слова:
neyropedagogika, chapaqay o‘quvchi, lateral dominantlik, neyroplastitsiyet, kognitiv uslub, inkluziv ta’lim, differensiallashtirilgan ta’lim, miya asimmetriyasi, pedagogik mohiyat, tushunchaviy apparatАннотация
Ushbu maqolada chap qo‘li yetakchi (chapaqay) o‘quvchilarni o‘qitishda neyropedagogik yondashuvning
pedagogik mohiyati, uning nazariy-kontseptual asoslari va fundamental tushunchalari ilk bor tizimli tarzda o‘zbek pedagogika
ilmi kontekstida tahlil qilinadi. Neyropedagogika fanining shakllanish tarixi, asosiy kategoriyalari va chapaqay
o‘quvchi fenomenologiyasiga nisbatan qo‘llaniladigan tushunchaviy apparati ko‘rib chiqilgan. Lateral dominantlik, miya
plastikligi (neyroplastitsiyet), kognitiv uslub, differensiallashtirilgan ta’lim va inkluziv pedagogika kabi asosiy tushunchalar
chapaqay o‘quvchilar kontekstida chuqur tahlil etilgan. Neyropedagogik yondashuvning pedagogik mohiyati beshta
asosiy tamoyil orqali ochib berilgan: individual neyrodiversitet, kognitiv moslashuvchanlik, muhit–miya dialogi, ta’lim–neyroplastitsiyet
sinergiyasi va stigmadan xoli rivojlanish muhiti. O‘qituvchi, ota-ona va o‘quvchi uchligidagi munosabatlar
tizimida neyropedagogik yondashuvni amalga oshirishning metodologik asoslari ishlab chiqilgan. Maqola O‘zbekiston
ta’lim tizimida neyropedagogik yondashuvni joriy etish uchun kontseptual zamin yaratadi.
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