Классификация нейродидактических методов в обучении китайскому языку: когнитивные и аффективные аспекты
The Classification of Neurodidactic Methods in Teaching Chinese: Cognitive and Affective Aspects
 
EDN: EBCBOB; УДК: 37.016:811.581
 
Полный текст статьи
 
Трункина Елена Владимировна
Trunkina Elena Vladimirovna
 
преподаватель, Сургутский государственный университет. Россия, г. Сургут. ORCID: 0009-0008-7485-0004. E-mail: elena_trunkina@mail.ru
lecturer, Surgut State University. Russia, Surgut. ORCID: 0009-0008-7485-0004. E-mail: elena_trunkina@mail.ru
 
Аннотация. Актуальность исследования обусловлена необходимостью модернизации методологических подходов в высшем образовании в условиях стремительного роста информационных потоков и цифровизации обучения. Особую значимость данная задача приобретает в контексте преподавания китайского языка, который для носителей индоевропейских языков характеризуется максимальной типологической дистанцией и когнитивной сложностью. Тональная природа и логографическая письменность требуют от обучающихся активации специфических нейробиологических ресурсов, что делает традиционные методики недостаточно эффективными. Постановка проблемы заключается в существующем разрыве между фундаментальными достижениями современной когнитивной нейронауки и реальной практикой лингводидактики. Несмотря на доказанную значимость нейробиологических принципов, в научной литературе фиксируется дефицит системных методических разработок, адаптированных под уникальные вызовы восточной лингвокультуры. Цель статьи состоит в теоретическом обосновании и разработке классификации нейродидактических методов, учитывающих специфику усвоения китайского языка. Методологическую базу работы составил теоретический анализ концепций нейропластичности, теории когнитивной нагрузки Дж. Свеллера и принципов аффективной нейронауки. В результате исследования авторами предложена оригинальная систематизация методов, дифференцированная по четырем функциональным кластерам: когнитивно-ориентированные (интервальное повторение, интерливинг), аффективно-мотивационные (геймификация, регуляция дофаминергической системы), сенсомоторные (мультимодальная интеграция) и социально-интерактивные. Описаны нейрофизиологические механизмы воздействия каждой группы методов на эффективность усвоения языкового материала. Доказано, что эффективность обучения напрямую зависит от способности педагога управлять когнитивной нагрузкой, минимизируя внешний шум и стимулируя релевантные усилия, а также от создания эмоционально безопасной среды, предотвращающей «миндалевидный захват». Нейродидактика рассматривается не как набор приемов, а как фундаментальная база для трансформации языкового образования. Область применения результатов охватывает проектирование образовательных программ высшей школы по направлению «Востоковедение», разработку адаптивных цифровых учебных платформ и модернизацию методик подготовки к стандартизированным экзаменам уровня HSK.
 
Abstract. The relevance of the study is determined by the need to modernize methodological approaches in higher education amid the rapid growth of information flows and the digitalization of learning. This task acquires particular significance in the context of teaching Chinese, which, for speakers of Indo-European languages, is characterized by maximal typological distance and cognitive complexity. Its tonal nature and logographic writing system require learners to activate specific neurobiological resources, which renders traditional methods insufficiently effective. The statement of the problem consists in the existing gap between the fundamental achievements of contemporary cognitive neuroscience and the actual practice of linguodidactics. Despite the proven significance of neurobiological principles, the scholarly literature registers a deficit of systematic methodological developments adapted to the unique challenges of Eastern linguoculture. The aim of the article is the theoretical substantiation and development of a classification of neurodidactic methods that take into account the specifics of acquiring Chinese. The methodological basis of the work consists of a theoretical analysis of the concepts of neuroplasticity, J. Sweller's cognitive load theory, and the principles of affective neuroscience. As a result of the study, the authors propose an original systematization of methods differentiated into four functional clusters: cognitively oriented (spaced repetition, interleaving), affective-motivational (gamification, regulation of the dopaminergic system), sensorimotor (multimodal integration), and socio-interactive. The neurophysiological mechanisms by which each group of methods affects the efficiency of acquiring linguistic material are described. It is demonstrated that the effectiveness of instruction depends directly on the teacher's ability to manage cognitive load, minimizing extraneous noise and stimulating germane effort, as well as on the creation of an emotionally safe environment that prevents "amygdala hijack." Neurodidactics is considered not as a set of techniques but as a fundamental basis for the transformation of language education. The scope of application of the results covers the design of higher education programs in the field of Oriental Studies, the development of adaptive digital learning platforms, and the modernization of methods of preparation for the standardized HSK examinations.
 
Ключевые слова: нейродидактика, преподавание китайского языка, когнитивная нагрузка, нейропластичность, аффективные факторы, мультимодальный подход.
Keywords: neurodidactics, teaching Chinese, cognitive load, neuroplasticity, affective factors, multimodal approach.
 
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  15. Immordino-Yang M. H. Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience. New York : W. W. Norton, 2015. 208 p.
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  24. Pradeep K. Neuroeducation: Understanding Neural Dynamics in Learning and Teaching // Frontiers in Education. 2024. Vol. 9. P. 1437418.
  25. Samani J. Interleaved Practice Enhances Memory and Problem-Solving Ability in Undergraduate Physics // npj Science of Learning. 2021. Vol. 6, No. 1. P. 32.
  26. Shiwlani A., Hasan S. U., Kumar S. Artificial Intelligence in Neuroeducation: A Systematic Review of AI Applications Aligned with Neuroscience Principles for Optimizing Learning Strategies // Journal of Development and Social Sciences. 2024. Vol. 5, No. 4. Pp. 578–593.
  27. Smith C. D. Spacing Repetitions over Long Timescales: A Review and a Reconsolidation Explanation // Frontiers in Psychology. 2017. Vol. 8. P. 241716.
  28. Sweller J. The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures // Educational Psychology Review. 2022. Vol. 34, No. 4. Pp. 2229–2241.
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  31. Tokuhama-Espinosa T. Making Classrooms Better: 50 Practical Applications of Mind, Brain, and Education Science. New York : W. W. Norton & Company, 2014. 336 p.
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  33. Wang Y., Wang X. Using an AR-Assisted Approach in Chinese Character Acquisition for Adult CFL Learners // Education and Information Technologies. 2024. Vol. 29, No. 14. Pp. 18023–18047.
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