PSYCHOLOGICAL AND PEDAGOGICAL APPROACHES TO THE LEARNING ACTIVITIES OF PUPILS WITH DIFFERENT LATERALISATION OF THE CEREBRAL HEMISPHERES

Abstract

The study of the functional asymmetry of the cerebral hemispheres is an important problem of modern science. Teaching that takes into account functional asymmetry can be more effective and contribute to the development of the child’s full potential, including students with special educational needs. It has been proven that school teaching methods are usually focused on the development of the left hemisphere. This is due to the fact that language is the main means of learning at school. In the process of learning, the functional asymmetry increases: the left hemisphere specialises in symbolic operations, and the right hemisphere in figurative ones. However, teaching left- and right-brained students should not be the same. The predominance of left or right brain activity determines the type of thinking a person has, their character, temperament, memory, hand dominance and other psychophysiological features that must be taken into account for effective teaching. To study the peculiarities of the distribution of functional asymmetry of the brain, we selected 14-15 aged students, in which the process of lateralisation is considered to be completed. The results of the study of the coefficient of functional asymmetry of the brain and the type of temperament of 9th grade students of the experimental and control groups are presented. The obtained results correspond to the average world indicators. General recommendations for improving the academic achievements of adolescents with different lateralisation of the hemispheres, taking into account their individual characteristics, in particular the dominant type of temperament. The psychological and pedagogical approaches to the effective implementation of the educational process for right- and left-hemispheric students and ambidextrous students are proposed, which contain methodological recommendations for the selection of forms, methods and means of teaching students, taking into account their functional asymmetry of the hemispheres.