BACKGROUND OF NEURODIDACTIC PARADIGM SHIFT IN LEARNING THEORY

Abstract

The article substantiates the prerequisites for a neuro-didactic paradigm shift in the theory of learning. The author identifies social, scientific, educational and valeological factors that indicate the onset of a new neuro-stage in the theory of learning and outlines its prospects in the world and in Russia in the light of the existing state initiatives and projects. The article concludes that understanding the need to change the organizational, contents-related and technological aspects of the learning process leads to the search for constructs that adequately reflect the ability of learners to maintain and strengthen their health. One of these constructs is neurodiactics. It is closely related to the valeology of learning and determines the content and health-saving dynamics of the didactic process. In their integrative unity, these pedagogical industries cover the use of valeologically appropriate nerodiactic technologies, models, techniques that promote optimization and activation of cognitive students.