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Health-saving technologies in primary school conditions. Competitive application for participation in the regional competition “Professional educator working with health-saving methods; Ideal educational organization using health-saving methods

Everyone knows that health is the greatest value, the basis for self-realization and the main condition for people to fulfill their social and biological functions. Health-saving behavior and thinking are established at school. But at the same time, the school environment hinders the promotion of health. Early start training, intensification of the educational process, and the use of pedagogical innovations entail a discrepancy between the load and the capabilities of the child’s body and lead to tension in the adaptation mechanisms.

It is gratifying to note that today the educational system is aimed at preserving the health of schoolchildren. The task of teachers is not only to give children knowledge, but also to form successful individuals who are ready to live fully and raise the future generation. And without health this is impossible. That is why health-saving technologies are currently being implemented in schools.

The role of the teacher

A teacher can do even more for a student’s health than a doctor. He is not required to perform the functions of a medical worker; teachers simply must work in such a way that teaching does not harm schoolchildren. In the lives of students, the teacher occupies one of the main places; for them he personifies everything important and new, including being an example in matters of health care.

The teacher must have professional qualities, which will allow him to generate fruitful ideas and ensure positive pedagogical results. These qualities include the following:

What a teacher should be able to do

The effectiveness of using techniques and means of health-saving techniques in the educational process is influenced by various teacher skills, namely:

analysis of pedagogical situations in the aspect of health improvement;
establishing contact with the student team;
knowledge of the basics of a healthy lifestyle;
forecasting the development of schoolchildren;
modeling the system of relationships in the conditions of health pedagogy.

The teacher must show students by personal example how to take care of their own health and the health of others. If a healthy lifestyle is the norm for a teacher, students will properly accept health-saving technologies at school.

Problem solving

To effectively introduce healthy lifestyle ideas into teacher practice, three problems need to be solved:

Concept

Health-saving educational technologies in modern school(ZOT) are all technologies, the use of which in the learning process benefits students. If ZOT is associated with the solution of narrower problems, then they include pedagogical methods and practices to ensure students' safety while in educational institution.

All forms of health-saving technologies in school are linked into a single system and are based on the desire of teachers themselves to improve. If the implementation of pedagogical functions solves the problem of preserving the health of teachers and students, then we can say that the implementation of educational educational process is carried out in accordance with the Labor Regulations.

The main task of the school is to prepare the child for independent life by obtaining the necessary education. But can a teacher be indifferent to the fact that his students have an unfavorable health condition that is progressively worsening? This question is largely rhetorical, but one of the answers to it was precisely the demand by heads of educational institutions and teachers for health-saving technologies.

Goals pursued in the process of implementing HSE

Health-saving technologies in school according to the Federal State Educational Standard are aimed at achieving the following goals:

Different approaches

The use of health-saving technologies in schools began relatively recently; before that, the concept of sanitary and hygienic measures existed in the pedagogical vocabulary. Many people still equate these two terms with each other, but this is a primitive view of the content of the work to preserve and strengthen the health of schoolchildren, which should be carried out in an educational institution.

Pedagogy aimed at improving the health of children cannot be expressed by any one educational technology. These are all areas of health protection activities at school, taking into account the child’s living conditions and the most important characteristics of the educational environment.

Children at school should receive knowledge that they will need in later life. And achieving this goal is impossible without health-saving pedagogy, which is a set of methods and techniques for organizing the educational process without harming the health of teachers and students. Possessing pedagogical knowledge and closely interacting with schoolchildren, their parents, medical workers and colleagues, the teacher plans his activities taking into account the priorities of strengthening and preserving the health of participants in the educational process.

Classification

Health-saving technologies in school, according to the Federal State Educational Standard, presuppose a combination of psychological, medical, and pedagogical influences that are aimed at ensuring and protecting health and forming the right attitude towards it. There is no one unique health technology. Health preservation acts as one of the tasks of a certain educational process. Such a process can have a medical and hygienic orientation (close contact between the teacher, health worker and student), physical education and health (physical education classes are a priority), environmental (formation of harmonious relationships with nature), etc. Only through an integrated approach to education can the problems of improving the health of students be solved .

Health-saving technologies and health psychology at school include many psychological and pedagogical methods of work and approaches to solutions that are familiar to most teachers. possible problems. For example, the educational process, which has a medical and hygienic orientation, involves the use of preventive programs, carrying out activities to educate students regarding sanitary standards, ensuring hygienic learning conditions, etc.

Environmental health-saving technologies have somewhat different directions. Activities at school with this orientation of the educational process will be reduced to instilling in schoolchildren the need to take care of nature, introducing them to research work in the field of ecology.

As for physical education and health technologies, the main tasks here are to train willpower and endurance, hardening, and shaping the physical weak people healthy and trained individuals.

Health-saving technologies in school are classified not only by approaches to health care, but also depending on the nature of the action. Thus, there are protective-preventive, stimulating, information-educational, compensatory-neutralizing and other technologies.

Functions

ZOT have a number of functions:

Formative. It is implemented on the basis of social and biological laws of personality formation. Individual mental and physical properties a person is predetermined by hereditary qualities.
Reflective. It consists of rethinking past personal experience, increasing and maintaining health, which makes it possible to compare the achieved results with the existing prospects.
Diagnostic. It consists of monitoring the development of schoolchildren on the basis of predictive control, due to which it is possible to measure the direction of the teacher’s actions and efforts in accordance with the child’s capabilities given to him by nature. Health-saving technologies in school ensure individual completion of the educational route for each child, an instrumentally verified analysis of the factors and prerequisites for the long-term development of the educational process.
Information and communication. ZOT provide translation of the experience of forming a caring attitude towards one’s own health.
Integrative. Health-saving technologies at school are united various systems education and scientific concepts, folk experience, guiding them along the path of increasing the health of the younger generation.

ZOT in elementary school

Each educational institution has specific obligations, both educational and educational, and to protect the health of children. What health-saving technologies are used in elementary schools? There are actually a lot of them. After all, already from the first grade, children develop healthy lifestyle habits. The teaching staff faces many challenges:

promoting a culture of health,
improving methods and forms of work to preserve and further strengthen the health of schoolchildren;
developing in students the needs and qualities that contribute to the development of health.

Behind every class primary school a separate office equipped with technical teaching aids must be assigned. The office must maintain air-thermal conditions.

Health-saving teaching technologies in primary school involve the use different forms work with students and their parents, implemented class teachers and school nursing staff. Here are some of them:

health monitoring;
prevention and prevention of diseases;
design of information stands;
timely information about upcoming vaccinations;
performances at parent meetings etc.

IN primary school Conversations should be held with students on the topic of personal hygiene, prevention of colds, school routine, proper nutrition and so on.

It is recommended to use the “School” model in the work of an educational institution full day”, in which an individual regimen is drawn up for each student, including the ability to “switch” from one activity to another, the development of independence and individual abilities, and preventive measures aimed at organizing the students’ free time.

Health-saving technologies in the beginning. schools are implemented through a set of recreational activities:

class hours “Doctor Aibolit”, “If you want to be healthy...”, “Visiting Moidodyr”, “Forest Pharmacy”, etc.;
outdoor games during breaks;
gymnastics for the eyes and physical education in the classroom;
school-wide sports competitions;
conversations with a doctor;
in the afternoon - sports watches “Strong, dexterous, brave”, “The fastest”, “Fun relay race”, etc.;
newspaper releases.

Particularly sensitive in students primary classes is nervous system Therefore, during the lesson, it is important to change activities and work modes through physical education and listening to relaxing songs.

Health-saving technologies in high school

Students of middle and senior levels are already more thoroughly and seriously studying everything related to health conservation. They get acquainted with the problems of the interdependence of maintaining the body in good physical shape and proper nutrition, learn about the impact of amateur and professional sports on life expectancy, comprehensively discuss the bad habits of young people (drinking alcohol, smoking, drug addiction) and their impact on the mental and physical the state of a fragile body, childbirth, and so on.

High school students talk about the above-mentioned problems in groups, at conferences, prepare reports, projects, abstracts on relevant topics, creatively process information of interest, thereby also developing educational competence and creative abilities.

Finally

Majority modern problems, which reflect the complexity of the situations in the system general education and needing urgent resolution, are connected in one way or another with the health of the younger generation. And this encourages teachers to contribute to the formation and preservation of the health of students through the use of health-improving pedagogy.

Nesterova I.A. Health-saving educational process // Nesterov Encyclopedia

The health-saving educational process of a preschool institution requires teachers and heads of educational institutions to high level competence. The ability to manage a health-preserving environment allows you to develop innovative educational technology in the conditions of a preschool educational institution.

Managing a Healthy Educational Environment

The problem of organizing health-preserving education lies, on the one hand, in the multidirectionality theoretical approaches to its solution, on the other hand, lies in the fragmentation and one-sidedness of the efforts of individual educational subjects to practically solve this problem.

- this is a special type of activity in which its subjects, on the basis of planning, organization, management and control, are able to ensure joint activities students, teachers, service personnel.

Managing a Healthy Educational Environment is aimed at the formation, stabilization, optimal functioning and mandatory development of the educational system with guaranteed achievement of educational goals.

Health-saving technologies in preschool education– technologies aimed at solving the priority problem of modern technology school education– tasks of preserving, maintaining and enriching the health of subjects pedagogical process V kindergarten: children, teachers and parents.

In the broadest sense of the word it is the following:

the process of raising and educating children preschool age in health saving and health enrichment mode;
a process aimed at ensuring the physical, mental and social well-being of the child.

Health saving And health enrichment are important conditions for organizing the pedagogical process in any preschool institution.

Health-saving pedagogical process in a preschool institution in a narrow sense, it is a specially organized interaction between children and teachers that develops over time and within a certain educational system, aimed at achieving the goals of health conservation and health enrichment in the course of education, upbringing and training.

The main guides of the health-saving educational process of a preschool institution are the factors that are presented in detail below.

Focus on physical health as the basis for the health-saving process of raising and developing children. At the same time, we consider physical education as a system that includes physical activity, hardening, a sanitary and hygienic regime, high-quality nutrition, and therapeutic and preventive work.

Application of a child development diagnostic system, including physical health, emotional and personal state, social status in the peer group, interest in activities and achievements in them (I.V. Zhitko, D.N. Dubinina, E.V. Gorbatova, T.Yu. Logvina, N .S. Starzhinskaya, L.S. Khodonovich, V.A.

Creation of psychological conditions for organizing a health-saving process of upbringing and development of children which include:

taking into account age and individual characteristics child;
organizing communication and activities to create a positive emotional experience for the child;
encouraging independence;
development of creative imagination;
formation of meaningful motor skills;
development of the ability of empathy;
development of skills of active creative self-expression.

Creation of pedagogical conditions for a health-saving process education and development of children in a preschool institution, the main of which are: organization different types children's activities in a playful way; equipping children's activities with equipment, toys, games, play exercises and aids.

Implementation administrative control for the competent organization of the health-saving process of education and development of children in a preschool institution based on an assessment of its effectiveness.

Law Russian Federation“On Education in the Russian Federation” determines that the content of education should be focused on “ensuring the self-determination of the individual, creating conditions for his self-realization.”

Requirements for the conditions of implementation of the Federal state standard Basic general education states that the result of the implementation of these requirements should be the creation of an educational environment. The characteristics of the educational environment are presented in the figure.

Similar requirements are spelled out in the standards of primary and complete general education, conceptual program documents for the development of education in Russia. These strategic guidelines formed the basis for constructing a concept and program for rapid development of the school, which includes the main idea, general guidelines important for determining the goal, principles for managing the development of a health-preserving environment, organization and functioning of the educational process.

Advanced management of the health-preserving environment of preschool educational institutions

T.I. Shamova characterizes advanced management as high-quality management of the quality of education. When implementing advanced management, it is important to determine a system of management actions that could:

1. based on the leading educational paradigm, highlight innovations that are relevant for a particular educational institution;

2. highlight the competencies of subjects of the educational process that allow the successful implementation of the introduced innovation in the process of joint activities;

3. develop a promotion program professional competence all participants in the implementation of innovation focused on meeting the standard. It is very important to successfully achieve goals by combining the efforts of scientists, teachers and practitioners.

IN modern conditions the work of an educational institution requires managers at all levels to use independence and take responsibility in decision making. In this case, you definitely need to have a strategy.

Strategy is understood as a long-term action plan for managing the staff of an educational institution, the educational process and the institution as a whole. This plan has clearly defined goals and is based on real possibilities organization, takes into account the conditions of its functioning.

Forward control implements the second principle of leadership strategy, which follows from the first, and means the ability to anticipate problems and structure one’s actions in such a way as to eliminate or at least weaken the influence of the undesirable consequences of these problems in the present and future. To implement this principle, management must have certain methods and techniques for implementing advanced management, have the appropriate competence and conditions.

Forward control is built from further development content of education. Anticipatory management is predetermined by the new standard for the development of education in the Russian Federation.

Forward control is determined by the requirements of the time of intensification and modernization of education and is ensured as the most important condition for compliance in the process of continuous updating of the content of education. Change educational standards, the departure from the knowledge paradigm in the content of education and the transition to competency-based education require proactive management in the development of the health-saving quality of the educational environment.

Separately, it should be noted that the person-centered concept of education is very important for the health-saving educational process of a preschool institution.

The student-centered concept of education within management includes the following principles:

formation general culture students' personalities;
ensuring health protection and creating favorable conditions for personal self-realization;
monitoring and adjustment mental development students;
development and implementation of individual curricula by subject;
monitoring and adjustment of the emotional-volitional sphere and level of training of schoolchildren;
usage additional education, providing for inclusion in syllabus excursions, music lessons, fine arts, choreography, ethics; as well as organizing the work of studios: vocal, choral, fine art, choreographic, theatrical, vocal and instrumental ensemble;
instilling the values of a healthy lifestyle, fostering citizenship, hard work, respect for human rights and freedoms, love for the environment, the Motherland, and family;
daily monitoring of the implementation of the daily routine, high-quality preparation of homework, organization of targeted work to cultivate a culture of behavior in lessons, breaks, extracurricular activities, education of self-control, self-regulation, self-organization.

Activities of teachers in the process of building a health-saving environment

The process of creating a health-preserving environment in preschool educational institutions is based on the constant interaction of all structural links educational institution. The activities of the administration are aimed at organizing effective activities and ensuring consistency in the process of interaction between all participants in the educational process. Creating the most comfortable conditions for the activities of children and teachers, as well as monitoring and regulating the process.

Activities of teachers in preschool educational institutions is mainly aimed at mastering the methodology of creating a healthy lifestyle for its students through the subject of study, implementing the principles and technologies of health conservation in the process of organizing the educational activities of students.

Formation of a sustainable health-preserving environment impossible without active work students, their parents and social partners - specialists from scientific and government agencies dealing with the health of children and adolescents. Undoubtedly, the vector of their efforts in the proposed model of a health-preserving environment is possible by increasing the level of health-preserving competence, mastering the skills of a healthy lifestyle, methods of correcting their psychological and physiological state, and the basics of planning the individual development of their own health.

Literature

Federal Law of December 29, 2012 N 273-FZ, as amended. dated 05/05/2014 "On education in the Russian Federation" as amended. and additional, intro. in force from 05/06/2014 // Russian newspaper, N 303, 12/31/2012
Shamova T.I., Tretyakov P.I., Kapustin N.P. Management of educational systems - M.: Vlados, 2013.
Pletneva E.Yu. Territorial model of health-saving activities in the education system // Valeology. – 2010. – No. 1. – P. 5-8.

Objectives: 1. To test in practice a model of health-saving activities in school; 2. Develop and implement promotion programs professional level teachers in the field of health conservation; 3. Organize educational activities with teachers, students and parents to develop healthy lifestyle skills; 4. Provide information support for the healthy lifestyle model

Regulatory and legal framework - Constitution of the Russian Federation - Law of the Russian Federation “On Education” - National Doctrine of Education in the Russian Federation for the period until 2025 - Convention on the Rights of the Child - Law of the Russian Federation on the Rights of the Child - Law of the Stavropol Territory “On Education” - Federal Law 124-FZ “On the basic guarantees of the rights of the child” - Federal Law 120 – Federal Law “On the fundamentals of the system for the prevention of neglect and juvenile delinquency” - Model regulations on an educational institution - Strategy for the development of the education system of the Stavropol Territory until 2020 - “Our new school"(presidential initiative) - SanPin requirements

Student health: Physical Mental Social Implementation of the Federal State Educational Standard Cooperation with the Suvorov Central District Hospital (medical examinations, medical examinations) Compliance with SanPiN rules Children's associations (Mercy squad, volunteers) Additional education (sections, clubs, special courses) Council for the prevention of neglect and delinquency Work with parents Work in society Diagnostics and health monitoring of schoolchildren Implementation of innovative health-saving technologies Prevention bad habits Model of health-saving activities of MKOU secondary school 23 Predgorny municipal district Stavropol Territory

Principles of health-saving activities: 1. The principle of priority of effective care for the health of students 2. The principle of not causing harm 3. The principle of the triune concept of physical, moral, mental health 4. The principle of priority application active methods training and education 5. The principle of compliance of the content and organization of the process of training and education with the age characteristics of students 6. The principle of delayed results 7. The principle of active feedback

The model of a health-preserving system consists of blocks-directions. 1. Creation of a health-preserving infrastructure: Creation of comprehensive conditions for the development of a child and the preservation of his health. Organization of nutrition. Psychological and speech therapy service Social and legal service 2. Rational organization of the educational process. -Implementation of this block creates conditions for relieving overload, normal alternation of work and rest, increases the efficiency of the educational process, while preventing excessive functional stress and overwork: -Compliance with hygiene standards and requirements for the organization and volume of students’ academic and extracurricular workload -Use in scheduling new difficulty scale educational subjects, which allows you to build a lesson schedule taking into account each age group - The use of health-saving technologies in the educational process ( problem-based learning, differentiated learning, project-based learning, developmental learning, modular training, gaming technology)

3. Medical and hygienic technologies: Control and assistance in ensuring proper hygienic conditions in accordance with SanPiNov regulations. Carrying out vaccinations. 4. Physical education and health technologies: Aimed at the physical development of those involved: hardening, training strength, endurance, speed, flexibility. 5. Environmental health-saving technologies: Creation of nature-conforming, environmentally optimal living and activity conditions for people. Arrangement of the school grounds. Aerophytomodule: green plants in classrooms. 6. Technologies for ensuring life safety Students’ literacy on these issues is ensured by studying a life safety course.

5. Health-saving educational technologies: Health-saving educational technologies can be considered both as the technological basis of health-saving pedagogy, and as a set of techniques, forms and methods for organizing the education of schoolchildren, without compromising their health, and as a qualitative characteristic of any pedagogical technology based on the criterion of its impact on the health of students and teachers. 6. Compensatory-neutralizing technologies: Conducting physical education minutes and physical education breaks, which allows to some extent neutralize the adverse effects of static lessons. Emotional releases, “minutes of peace” that allow you to partially neutralize stressful effects.

7. Stimulating technologies: These techniques allow you to activate the body’s own forces, use its resources to get out of an undesirable state. Physical exercise. Education psychological techniques fight against despondency, bad mood. 8. Information and learning technologies: They provide students with the necessary level of literacy to effectively care for their health and that of their loved ones. Conducting thematic cool hours. Lectures by the school's medical staff on Health Days. Design of thematic stands on the topic of health.

9. Monitoring. Monitoring is the most important tool for checking the effectiveness of the implemented educational content and the methods used, and serves as the basis for the main ways to eliminate shortcomings in the educational process at school. Monitoring objectives: Description of health-preserving activities. Analysis of the real situation in the field of student health and factors that positively and negatively affect health. Assessing the effectiveness of using health-saving pedagogical technologies. Creation and dissemination of effective health models. Assessment of the adaptive capabilities of the child’s body and physical condition.

The criteria for assessing the health status of students are indicators of the physical condition of students, levels of general and acute morbidity. In order to track the impact of the learning process on the quality of education, monitoring should be carried out according to the following indicators: 1. Monitoring the health of students and its impact on academic performance: 1) the health status of schoolchildren; 2) absences from classes due to illness; 3) level of anxiety; 4) hot food coverage; 5) classes in sports sections; 6) level of adaptation and motivation of students; 7) training results. 2. Monitoring the health of teachers and its impact on performance results: 1) the health status of teachers; 2) application of new technologies; 3) diagnosis of difficulties; 4) level of neuroticism.

Expected results: Creation of an active health-preserving school infrastructure that promotes the preservation of health and the formation of motivation of participants in the educational process for a healthy lifestyle. Improving the physical education system based on the implementation of an individual approach. Motivation teaching staff to improve their professional level in mastering and using health-saving technologies. Reducing morbidity rates among children and adolescents. Creating a favorable moral and psychological climate at school, implementing the principles of cooperation pedagogy. improving student nutrition; increasing the level of material and technical equipment of an educational institution.

Predictive student model. This is a person: who regards health as an important personal and social value; knowledgeable about the mechanisms and methods of maintaining health; physically developed; striving for physical improvement; without bad habbits; knowledgeable and proficient in the techniques and methods of healing his body.

The use of health-saving technologies plays a big role in the life of every schoolchild, it makes it easier and more successful to master the necessary knowledge in the classroom, overcome difficulties in achieving the goals and objectives of learning, teaches children to live without stress, as well as to maintain their own and value other people’s health.

Methodological development “Health-saving technologies in the educational process”

Author Chikota Olesya Valerievna
2015
CONTENT
Introduction……………………………………………………………...2
Health-saving technologies in lessons and
after school hours……………………………………2
Basic principles of health-saving
activities……………………………………………………………..4
Systematics and relationship of health-saving
technologies…………………………………………………………….5
Conclusion…………………………………….…………...8
Appendix………………………….………………………..9
Literature……………………………………………………………………...12
Introduction
Today, special measures are needed to preserve and strengthen the health of schoolchildren and to create health-saving learning conditions.
These provisions were included in Lately in the most important government documents defining the development strategy
education.
« Modernization concept Russian education for the period until 2020" provides for the creation of conditions for improving the quality of general education, and for these purposes, along with other measures, it is planned to optimize the educational, psychological and physical load of students and create conditions in educational institutions for preserving and strengthening the health of students, including including due to:
real unloading of the content of general education;
usage effective methods training;
increasing the share and quality of classes physical culture;
organizing monitoring of the health status of children and youth;
improving the organization of meals for students in educational institutions;
rationalization of leisure activities, vacation time and summer recreation for children and youth.
The measures proposed in the Concept to protect and improve the health of schoolchildren actually determine the directions for eliminating the main school risk factors and provide for the development and testing of promising models of health-saving educational process in educational institutions various types and types.
Health-saving technologies in lessons and
outside of school hours.
Human health is a topic of conversation that is quite relevant for all times and peoples, and in the 21st century it becomes paramount. The state of health of Russian schoolchildren is of serious concern to experts. A clear indicator of ill-being is that schoolchildren's health is deteriorating compared with their peers twenty or thirty years ago. Moreover, the most significant increase in the frequency of all classes of diseases occurs in age periods, coinciding with the child’s receipt of general secondary education.
According to the All-Russian medical examination, by the age of 7-10 years, the proportion of children with the 3rd health group increases by 1.7 times and amounts to 14.9%, and at the age of 15-17 years - 22%, i.e. increases by 2.5 times in relation to children under 1 year of age. In adolescence, every fifth child has a chronic disease or is a disabled child.
The health of a child, his social and psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, since more than 70% of his waking time is associated with being in educational institutions. At the same time, during this period the most intensive growth and development occurs, the formation of health for the rest of life, the child’s body is most sensitive to exogenous environmental factors.
According to the Institute age physiology RAO, the school educational environment generates risk factors for health problems, the effects of which are associated with 20-40% negative influences that worsen the health of school-age children. Research by IWF RAO makes it possible to rank school risk factors in descending order of importance and strength of influence on student health:
stressful pedagogical tactics;
inconsistency of teaching methods and technologies with the age and functional capabilities of schoolchildren;
failure to comply with basic physiological and hygienic requirements for organizing the educational process;
insufficient literacy of parents in matters of maintaining children's health;
failures in the existing system of physical education;
intensification of the educational process;
functional illiteracy of the teacher in matters of health protection and promotion;
partial destruction of school medical control services;
lack of systematic work to develop the value of health and a healthy lifestyle.

Thus, the traditional organization of the educational process creates constant stress overload in schoolchildren, which leads to breakdown of the mechanisms of self-regulation of physiological functions and contributes to the development of chronic diseases. As a result, the existing school education system is health-costly.
Many educators believe that administrators and specially trained professionals should be responsible for preserving and promoting the health of students at school. However, an analysis of school risk factors shows that most students’ health problems are created and solved during daily practical work teachers, i.e. connected with their professional activity. Therefore, the teacher needs to find reserves for his own activities in preserving and strengthening the health of students. The lesson remains the main organizational form of educational
process, which directly depends on the teacher. Identifying criteria for the health-saving potential of a school lesson and building a lesson on a health-saving basis is the most important condition for overcoming the health-intensive nature of school education.
Basic principles of health-saving activities.
The effectiveness of the analysis of health-saving activities in school depends on methodological and methodological approaches and is built on the principles developed over the previous decades at the Institute of Developmental Physiology of the Russian Academy of Education, namely:
complexity;
consistency;
integrity;
dynamism (repetition);
representativeness;
methodological unity.
Comprehensiveness implies the simultaneous coverage of a wide range of indicators that reflect both the state of the educational environment and personal data characterizing the level and nature of academic and extracurricular workload, as well as the individual adaptive capabilities of the student.
Systematicity means the analysis of not only the qualitative and quantitative indicators of the activities of an educational institution, but also (and primarily) the relationships between them, reflecting the structure and effectiveness of the health-preserving activities of a general education institution.
Integrity – necessary condition for a complete data analysis, implying a comprehensive presentation of the results for each educational institution.
Dynamism (repetition) implies repeated (twice a year - autumn and spring; over a number of years) examination of the same educational institutions, student populations, specific students.
Representativeness (representation) is determined by the requirements of statistics, according to which the reliability of findings and conclusions depends on the size of the sample studied. Representativeness is achieved by surveying sufficiently large student populations.
Methodological unity is an indispensable condition for the comparability of data obtained at different stages of the study, in different regions, in different educational institutions.
Systematics and interrelation of health-saving technologies. Among the health-saving technologies used in
education system, we can distinguish several groups that use different approaches to health care, and, accordingly, different methods and forms of work:
medical and hygienic technologies (MHT);
physical education and health technologies (PHT);
environmental health-saving technologies (EHT);
technologies for ensuring life safety (LHS);
health-saving educational technologies (HET);
there are other grounds for classification
health-saving technologies.
Based on the nature of their action, they can be divided into the following groups:
protective and preventive;
compensatory-neutralizing;
stimulating;
informational and educational.
The most generalized possible classification is the identification of 2 types of health-saving technologies – organizational and pedagogical.
The system-forming principle of health-saving pedagogy is the priority of caring for the health of students, within which we can identify the following: prerequisites, as scientific and methodological support for work, selection and preparation teaching staff(including taking care of their health) and, finally, sufficient financial support the entire project.
Z Health-saving educational technologies can be divided into three subgroups:
organizational and pedagogical technologies (OPT), which determine the structure of the educational process, partially regulated in SanPiN, helping to prevent states of overfatigue and physical inactivity;
psychological-pedagogical technologies (PPT), associated with the direct work of the teacher in the lesson, the impact that he has on his students for all 45 minutes; This also includes psychological and pedagogical support for all elements of the educational process;
educational technologies (ET), which include programs for teaching competent care of one’s health and creating a culture of health among students, motivating them to lead a healthy lifestyle, preventing bad habits, also providing for organizational - educational work with schoolchildren after school, educating their parents.
Health-saving technologies in the work of an individual teacher can be represented as a systemically organized combination of the principles of cooperation pedagogy, “effective” pedagogical techniques, elements of pedagogical skill aimed at achieving optimal psychological adaptation of the student to the educational process, caring for the preservation of his health and nurturing him personal example culture of health.
A teacher who is ready to use health-saving educational technologies in his work, at the first stage in this regard, faces the following tasks:
an objective assessment of one’s strengths and weaknesses related to professional activity, drawing up a plan for the necessary self-correction and its implementation;
necessary advanced training on health issues, health-saving technologies;
audit of those used in their work pedagogical techniques and technicians in terms of their expected impact on student health;
targeted implementation of health-saving educational technologies during training sessions and extracurricular work with students, tracking the results obtained, both according to one’s own feelings and with the help of objective methods assessments;
to promote the formation of a health-preserving educational environment in your educational institution as an effective interaction between all members of the teaching staff, students and their parents to create conditions
and implementation of programs aimed at preserving, developing and strengthening health.
The educational process is always associated with obtaining new information, which is better remembered if different channels are involved. For example, only 10% of information remains in memory from what is simply read, 20% from what is heard, 30% from what is seen, and -50% from what we hear and see; from what we use in our practical activities and especially in independent creativity - 90%. Hence the conclusion: it is necessary to use various sources of information.
Ensuring a comfortable emotional and mental state of students and teachers.
Helping students adapt to new conditions.
Creating an overall emotionally positive, friendly, trusting, kind atmosphere in the classroom.
Creating a situation of success that allows a person to be in a state of psychological balance, eliminates stress caused by completing tasks and ignorance of the educational material.
Using a person-oriented approach, organizing various forms of activity (group, collective, etc.).
Improving control and evaluation activities: students summarize the material studied, evaluate their activities, the activities of their friends, successes, failures, and make adjustments.
Development of intellectual and creative abilities, thinking, especially logical, rational, formation of practical skills. Students with developed logical thinking, memory, attention, they learn successfully and with interest, and this is directly related to mental health, knowledge of the world around them, the formation of moral qualities, and the ability to adapt in the modern world.
Optimal dosage homework(including the use of multi-level differentiated tasks).
Use of non-traditional game forms conducting a lesson, creating conditions for the manifestation of creative activity (crossword competitions, wall newspapers, essays, poems on the topic being studied), conducting extra-curricular activities.
Working together with a psychologist to identify psychological characteristics students to develop a personality-oriented approach to learning and education.
Lesson density, i.e. amount of time spent by schoolchildren on academic work no less than 60% and no more than 75-80%.
Each lesson for a schoolchild is work that takes place in conditions of almost complete immobility. As a rule, we see energetic children with a sparkle in their eyes only during recess, but when the bell rings for class, the burning look disappears, the smile disappears, and the posture also changes: shoulders droop, head hangs down.
Discharge is necessary, so it is necessary to arrange breaks, so-called physical education minutes, when children perform simple exercises. True, sometimes teachers are reluctant to do this. I don’t want to interrupt a lesson full of complex material or get distracted. But still, such pauses are a necessary element of the lesson. But we also need to approach them creatively, trying in every possible way to diversify this event. For example, “revive” the lesson emotionally or use a game (in groups, in pairs, at the blackboard) to move children around the class. Alternately entrust physical education to the children themselves. Teach children to use necessary set exercises for self-relaxation in class at school and at home.
The start time of physical education is chosen by the teacher himself (approximately 20 minutes from the start of the lesson) or with the development of the first phase of mental fatigue in a significant part of the students in the class (phase of motor restlessness). Such work is necessary to increase the mental performance of children and relieve their statistical muscle tension.
A healthy lifestyle does not yet occupy first place in the hierarchy of human needs and values in our society. But if we do not teach children from a very early age to value, protect and strengthen their health, if we demonstrate a healthy lifestyle by personal example, then only in this case can we hope that future generations will be healthier and developed not only personally, intellectually, spiritually, but also physically.
Thus, the main task of implementing health-saving technologies is such an organization of the educational process at all levels in which high-quality training, development and education of students is not accompanied by damage to their health.
Observations show that the use of health-saving technologies in the educational process allows students to adapt more successfully in the educational and social space, to reveal their Creative skills, and the teacher can effectively prevent antisocial behavior.
Conclusion
An integrated approach, thanks to which not only the tasks of protecting the health of students and teachers from threatening or pathogenic influences are solved, but also the tasks of forming and strengthening the health of schoolchildren, instilling in them and their teachers a culture of health, can be called health-saving pedagogy.
Currently, a special direction in pedagogy has emerged
"pedagogy of health improvement." Health improvement is based on the idea of a healthy child, which is a practically achievable norm child development and is considered as an integral physical-spiritual organism.
Health-saving technology cannot be expressed in specific educational technology. At the same time, the concept of “health-saving technologies” combines all areas of activity of an educational institution to form, preserve and strengthen the health of students.
The student’s health is normal if:
a) physically – he is able to overcome fatigue, his health allows him to cope with the training load;
b) socially - he is sociable, sociable;
c) emotionally – balanced, capable of surprise and admiration;
d) intellectually – shows good mental abilities, observation, imagination, self-learning;
e) morally – honest, self-critical, empathic.
The goal of health-saving educational teaching technologies is to provide the student with the opportunity to maintain health during the period of study at school, to develop in him the necessary knowledge, skills and abilities for a healthy lifestyle, to teach him to use knowledge in Everyday life.
Application.
The simplest exercises for the eyes:
1) vertical eye movements up and down;
2) horizontal movements left and right;
3) rotation of the eyes clockwise and counterclockwise;
4) close your eyes and imagine the colors of the rainbow one by one as clearly as possible;
5) on the board before the start of the lesson, draw a curve (spiral, circle, broken line); It is suggested to “draw” these figures with your eyes several times in one and then in another direction.
Preventive eye exercises:
Exercise for the eyes – “Coloring”. The teacher asks the children to close their eyes and imagine a large white screen in front of them. You need to mentally color this screen one by one with any color: for example, first yellow, then orange, green, blue, but you need to finish coloring with your favorite color.
Relaxation exercises:
The game “Dropping Your Hands” relaxes the muscles of the entire body. Children raise their arms to the sides and lean forward slightly. On command, teachers relieve tension in the back, neck and shoulders. The body, head and arms fall down, the knees bend slightly. Then the children straighten up, sequentially unbending in the hip, lumbar and shoulder girdles, and take their starting position. The exercise is repeated.
Exercises to develop correct posture (“Up hand and down hand”) and breathing exercises.
Up hand and down hand.
They pulled them lightly.
We quickly changed hands!
We're not bored today.
(One straight arm up, the other down, change hands with a jerk.)
Squat with clapping:
Down - clap and up - clap.
We stretch our legs and arms,
We know for sure that it will be good.
(Squats, clapping hands above your head.)
We twist and turn our heads,
We stretch our neck. Stop!
(Rotate your head right and left.)
And we walk on the spot,
We raise our legs higher.
(Walk in place, raising your knees high.)
Stretched, stretched
Up and to the sides, forward.
(Stretching - arms up, to the sides, forward.)
And everyone returned to their desks -
We have a lesson again.
(Children sit at their desks.)
Gymnastics.
"Stretching" The feet are firmly on the floor. Raising our hands in the “lock”, we move our legs back one by one. You can perform it while sitting on a chair, leaning on the back.
"Belly massage." We stroke the belly clockwise, pinch, pat with the edge of the palm and fist. We do this after visiting the school canteen.
"Massage of the chest area." Performed while sitting, feet on the floor. We stroke the chest area with the words: “How sweet, wonderful, beautiful I am.” We teach ourselves to love ourselves, cultivate a caring attitude.
"Swan Neck". We stretch the neck and stroke it from the chest to the chin. We pat the chin and admire the long beautiful neck of the swan.
"Head massage". We work on the active points on the head by pressing with our fingers (washing our hair). We move it like a “rake” to the middle of the head, then comb the hair with our fingers, using spiral movements from the temples to the back of the head.
"Pinocchio." We sculpt (mentally) a beautiful nose for Pinocchio. Pinocchio “draws” the sun, a carrot, a house, etc. with his nose.
"Hand massage" We “wash” our hands, pressing firmly with three palms until a strong feeling of warmth is felt, pressing each finger. Place the phalanges of the fingers of one hand over the nails of the other.
"Bike". Holding the seat of the chair, we “twist” the pedals of the bicycle (with sound accompaniment possible).
Exercises to improve posture.
"Bird before takeoff." While standing, breathe calmly, then bend forward, do not bend your legs, head forward, arms behind your back, raised upward with tension, like wings. They dropped their head, their arms fell down relaxedly and hang freely (5-6 seconds).
"Who's there". With both hands we grab the back of the chair and turn right and left to the limit, returning to the starting position, relaxing.
"Friendly family". Students stand in front and behind their desks and do simultaneously:
2 steps to the right - clap, step forward - 2 clap, 2 steps to the left - clap, step back - 2 clap. Then we repeat in reverse order.
Sit with your legs stretched out and holding onto the seat of the chair, slowly raise your legs bent at the knees (you can straight) and slowly lower them.
Place your feet shoulder-width apart and, clasping your hands high above your head, bend alternately to the left and to the right. Try to bend as much as possible, slowly at first, then springing back.
From a standing position, legs straight together, bend down, trying to touch your toes to the floor.
With the word "please":
- stand up
- hands up
- hands to the side
- hands down
- put your hands down
- hands to shoulders
- clap your hands.
(Pay attention to attention).
"A space flight":
Teacher - Prepare for the rocket launch
Students - Get ready! (clap your hands above your head)
Teacher - Fasten your seat belts!
Students - Fasten your seat belts! (snaps fingers)
Teacher - Turn on the ignition!
Students - Turn on the ignition! (rotational movements with hands)
Teacher - Start the engines!
Students - Let's start the engines! (hands to shoulders, rotation forward and backward)
All: 5,4,3,2,1, start; Hurray, hurray, hurray!
Psycho-gymnastics.
1. “Funny Bee.” Inhale freely. As you inhale, make the sound “z-z-z-z.” Let's imagine that a bee lands on your nose, arm, or leg. The exercise teaches you to direct your breath and attention to a specific area of the body.
2. “Cold - hot.” A cold wind blew, the guys huddled into a ball. The summer sun is out, you can sunbathe. Relax and fan yourself (we make it out of a sheet of paper). The muscles of the body relax and tense.
3. “Humpty – Dumpty.” The guys stand in a relaxed state, their arms hanging freely. We make turns to the text, our arms dangle freely, like a rag doll.
- Humpty – Dumpty was sitting on the wall,
- Humpty – Dumpty fell in his sleep.
Breathing and sound gymnastics.
Goal: teach to breathe through the nose; At the same time, the prevention of diseases of the upper respiratory tract is carried out.
Stroke the nose (its sides) from the tip to the bridge of the nose - inhale. Inhale through the left nostril, the right nostril is closed, exhale through the right (while the left one is closed). As you exhale, tap your nostrils 5 times.
Take 8-10 inhalations and exhalations through the left and right nostrils, taking turns closing the resting nostril with your index finger.
Inhale through your nose. As you exhale, draw out the sounds “mm-mm-mm”, while simultaneously tapping your finger on the wings of your nose.
Close your right nostril and pull out a long “mm-mm-mm”, while exhaling, do the same, close your left nostril.
Pronounce “t-d” energetically. The exercise serves to strengthen the muscles of the tongue.
Pronounce “p-b” energetically. Pronouncing these sounds strengthens the muscles of the lips.
Stick out your tongue and vigorously pronounce “k-g”, “n-g”. The muscles of the pharyngeal cavity are strengthened.
Yawn and stretch a few times. Yawning stimulates brain activity and also relieves stress.
"The whistle of a steamship." We draw in air noisily through our nose; We hold our breath for 1-2 seconds, then noisily exhale air through our lips, folded into a tube, with the sound “u” (long).
LITERATURE.
Amonashvili Sh.A. Personal and humane basis of the pedagogical process. M.: Education, 1990.
Antropova M.V. Fundamentals of hygiene for students: Education, 1971.
Health-saving technologies in the educational process
/aut.-state S.A. Tsabybin.-Volgograd: Teacher. 2009.
Selevko G.K. Modern educational technologies. M.: Education, 1998.
Modern technologies preserving and strengthening children's health: Textbook. allowance / Under general. ed. N.V. Sokratova.- M.: TC Sfera, 2005.