Издательство — Школьные технологии — Выпуск №2/2020

Аннотация. В статье рассмотрены четыре нейрофизиологических принципа, которые лежат в основе адаптивно-реверсионного обучения, обосновывают важность адаптации стандартизированного материала и формирования регулярной обратной связи (реверса).

Ключевые слова: нейронные сети мозга, дефолт-система, нейрофизиологические принципы, адаптивно-реверсионное обучение.

PEDAGOGICAL TECHNOLOGIES AND NEURAL NETWORKS

Alexander N. Dakhin, Doctor of Pedagogical Sciences, Professor of Novosibirsk State Pedagogical University

Nikolai G. Semenov, Head of the Department of Troops and Security of the Military Service, Staff of the 41st Combined Arms Army of the Central Military District of the Military Forces of the Russian Federation, Lieutenant Colonel, Novosibirsk

Natalya V. Yaroslavtseva, Candidate of Pedagogical Sciences, Director of the Novosibirsk Institute for Monitoring and Development of Education, Novosibirsk

Sergey Y. Ermolaev, Associate Professor, Department of Technical Training, Faculty (Technical Support), Perm Military Institute of the National Guard Troops of the Russian Federation, Perm

Abstract. The article considers four neurophysiological principles that underlie adaptive-reversal training, substantiate the importance of adapting standardized material and forming regular feedback (reverse).

Keywords: brain neural networks, default system, neurophysiological principles, adaptive-reversal training.