Current issues of health conservation in the educational process. Health-saving technologies in a modern school All about health-saving technologies in school

The listed didactic principles underlie health-preserving education, focused on creating conditions for each child for maximum self-realization as an individual. Realizing as a person, schoolboy will feel emotional healthy, active, ready for cognitive activity.

Term « health-saving educational technologies» can also be considered as a qualitative characteristic of any educational technologies, her "safety certificate for health» , and as a set of those principles, techniques, methods of pedagogical work, which, complementing traditional technologies training and education, endow them with the attribute health saving. Health-saving pedagogy cannot be expressed in any specific educational technology. At the same time, the concept « health-saving technologies» combines all areas of teacher activity in the formation, preservation and strengthening student health 4, With. 19.

Health-saving technologies, used in the educational process, in particular in Russian language lessons, are divided into three main ones: groups: technologies, providing hygienically optimal conditions for the educational process, technologies optimal organization of the educational process and physical activity of students and psychological and pedagogical technologies 2, With. 8.

Let's look at each data group technologies.

TO technologies providing hygienically optimal conditions for the educational process, relate:

furnishings and hygienic conditions in the classroom (comfortable temperature and fresh air, lighting of the classroom and blackboard, arrangement of classroom furniture);

number of types of learning activities (questioning, writing, reading, listening, telling stories, answering questions, examining, cheating, etc.);

average duration and frequency of alternation of activities (10-15 minutes);

number of types of teaching (verbal, visual, audiovisual, independent work, practical work);

alternating types of teaching (3-4 types);

the presence and place of methods that promote the development of cognitive activity (method of free choice (free conversation, choice of method of action, freedom of creativity, active methods (student in roles: teachers, researchers, business game, discussion, methods aimed at self-knowledge and development (intelligence, emotions, communication, self-esteem, mutual esteem);

place and duration of application of TSO (in accordance with SanPiN, use of TSO as a means for discussion, discussion, conversation);

student’s posture, alternating postures (correct posture of the student, alternating postures during the lesson depending on the type of activity);

presence, place, content and duration of moments in the lesson health improvement(physical training sessions, dynamic pauses, breathing exercises, eye exercises, massage of active points);

presence of motivation for students’ activities in the lesson (external motivation: assessment, praise, support, competitive moment. Stimulation of internal motivation: desire to learn more, joy from activity, interest in the material being studied);

psychological climate in the classroom (relationships in lesson: teacher student (comfort tension, cooperation authoritarianism, taking into account age characteristics); student student (cooperation, competition, friendliness, hostility, activity, passivity, interest, indifference);

emotional release in the lesson (a joke, a smile, a humorous or instructive picture, a saying, an aphorism, a musical moment, a quatrain);

pace of the end of the lesson (calm, measured, answers to student questions, homework already written down, commented on, attitude for success, teacher’s smile).

Second group health-saving technologies are technologies optimal organization of the educational process and physical activity of students.

Analysis of scientific and methodological literature allows us to identify four basic rules for constructing a lesson from a position.

Rule 1. Proper organization lesson is taking into account all criteria health saving on a rational level.

Rule 2. Use of perception channels.

Peculiarities of perception are determined by one of the most important properties individuality functional asymmetry brain: distribution of mental functions between the hemispheres. There are different types functional organization two hemispheres brain:

left-hemisphere people with dominance of the left hemisphere;

right-hemisphere people - dominance of the right hemisphere;

Equal-hemispheric people do not have a pronounced dominance of one of the hemispheres.

Based on preferred channels of information perception differentiate: auditory perception; visual perception; kinesthetic perception. Knowledge of these characteristics of children will allow the teacher to present educational material in a language accessible to all students, facilitating the process of memorizing it, as well as more successful formation of cognitive activity of primary school students.

Rule 3. Taking into account the students’ working capacity zone.

It has been experimentally proven that the biorhythmological optimum of performance and cognitive activity in schoolchildren has its peaks and valleys both during the school day and on different days of the school week. Performance and cognitive activity depends on the age characteristics of the children.

Rule 4. Distribution of intensity of mental activity.

When organizing a lesson, there are three main stages in terms of health saving, which are characterized by their duration, volume of workload and characteristic activities.

Intensity of mental activity of students during the lesson

1st stage. Running in 5 min. Reproductive is relatively small, turning into productive. Repetition

2nd stage. Maximum performance 20-25

min. Maximum reduction at 15 minutes. Productive, creative, learning new material

3rd stage. Final rush 10-15 min. A slight increase in performance Reproductive, working out the key points of what has been learned

Almost all researchers agree that a lesson organized on the basis of principles health saving, should not lead to students completing their studies with severe and severe forms of fatigue. To avoid this, you should use various methods to enhance cognitive activity.

To the third group health-saving technologies include psychological and pedagogical technologies: relieving emotional stress and creating a favorable psychological climate in the classroom.

First of all, it is mandatory to use games in Russian language lessons. technologies, non-standard lessons (lessons-games, lessons-competitions, lessons-excursions, etc., original tasks, interactive training programs, introduction of historical excursions and digressions into the lesson help relieve emotional stress. This technique also allows you to solve several different problems at the same time tasks: provide psychological relief for students, give them developmental and educational information, show the practical significance of the topic being studied, encourage them to intensify independent cognitive activity, etc. 2, p. 12.

A friendly atmosphere in the lesson, a calm conversation, attention to every statement, a positive reaction from the teacher to the student’s desire to express his point of view, tactful correction of mistakes, encouragement for independent thinking, appropriate humor or a small historical digression is not the entire arsenal that may be available teacher seeking to reduce fatigue in the classroom. All means and methods should be aimed at ensuring that juniors pupils experienced satisfaction in the process of educational work in the Russian language lesson. It should be noted that in an atmosphere of psychological comfort and emotional elation, the performance of the class increases noticeably, which ultimately leads to better assimilation of knowledge, and, as a consequence, to more high results.

A special place among health-saving technologies are occupied by technologies personality-oriented learning, which take into account the individuality of the student, contribute to the disclosure of his creative potential, allow any student to show initiative, independence, and actively engage in cognitive activity. Personality-oriented technologies involve the use of individual tasks of different types and levels of complexity, individual pace of work, independent choice of educational activities by the student, conducting educational games, project activities, collective activity.

Thus, modern Russian language lesson in primary school must provide effective and high-quality education, meet modern requirements. Focusing on an individually differentiated approach, which takes into account the characteristics of psychomotor skills, anxiety, and intelligence, it is necessary to look for the most effective options for lessons that optimally combine educational and dynamic components. Security health-saving organization of the educational process makes it possible to form stable needs and value orientations of juniors schoolchildren to preserve and strengthen 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 have recently been included 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 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 through:
real unloading of the content of general education;
usage effective methods training;
increasing the share and quality of physical education;
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 the health-preserving educational process in educational institutions of 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 receiving 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 of Developmental Physiology of the Russian Academy of Education, the school educational environment creates 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 overloads in schoolchildren, which lead to breakdown of the mechanisms of self-regulation of physiological functions and contribute to the development of chronic diseases. As a result, the existing system school education health is 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 student 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 is a 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 highlight such mandatory conditions as scientific and methodological support for work, selection and training of teaching staff (including care for their health) and, finally, sufficient financial support for 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 and educational work with schoolchildren after school, educating them 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 of a 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;
revision of the pedagogical methods and techniques used in their work in terms of their expected impact on the health of students;
targeted implementation of health-saving educational technologies during classes and extracurricular work with students, monitoring the results obtained, both according to one’s own feelings and using objective assessment methods;
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 various 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.
Personal use oriented approach, organization various forms activities (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 of homework (including the use of differentiated tasks at different levels).
Use of non-traditional game forms conducting a lesson, creating conditions for the manifestation creative activity(competitions of crossword puzzles, wall newspapers, essays, poems on the topic being studied), holding extra-curricular activities.
Joint work with a psychologist to identify the psychological characteristics of students to develop a personality-oriented approach to training and education.
Lesson density, i.e. the amount of time spent by schoolchildren on academic work is 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 the necessary set of 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 more successfully adapt to the educational and social space, reveal their creative abilities, and the teacher to 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 ideas about healthy child, which is a practically achievable standard 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 some kind of 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. Stroking the area chest 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 are working on active points on the head by pressing with your fingers (washing your hair). We move it like a “rake” to the middle of the head, then comb the hair with our fingers, moving it in 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 “turn” 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.” Blown cold wind, the guys shrank 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-humane basis 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.

In the national initiative “Our new school"It is noted that it is in school period human health is formed for the rest of his life. Today, the health indicators of the younger generation are of concern to specialists.

According to the Research Institute of Pediatrics:

14% of children are practically healthy;

Numerous studies in recent years show that about 25-30% of children entering 1st grade have certain health problems. During the period of schooling, the number of healthy children decreases by 4 times, the number of myopic children increases from 1st grade to graduation from 3.9 to 12.3%, with neuropsychic disorders - from 5.6 to 16.4%, posture disorders - from 1.9 to 16.8%. One of the most common pathologies among schoolchildren is impaired visual acuity, component in a number of regions of Russia up to 30-40%.

Specialists from various services and departments are also concerned about other ailments of modern youth, such as addiction to tobacco, alcohol and drugs. An increase in the number of HIV-infected children and adolescents.

School-age children spend a significant part of the day at school, so teachers should also take care of their health. A health-protecting educational space must be created at the school; attention must be paid to the quality organization of balanced hot meals, medical care and sports activities for schoolchildren. Equally important is the rational organization of training and implementation educational programs, teaching healthy lifestyle skills.

In the course of implementing the Federal Target Program for the Development of Education, the current activities of federal education authorities, education authorities of the constituent entities of the Russian Federation, and municipalities, it is necessary to develop and implement:

New technologies and health-saving teaching methods, ensuring the formation of an interested attitude towards one’s own health, healthy lifestyle all participants in the educational process;

As part of interdepartmental cooperation, the current sanitary and epidemiological rules and regulations related to the general education system will be updated in the near future; mechanisms and regulations for tracking and support schoolchildren's health; requirements for ensuring the safety of educational institutions; building codes and rules; standard designs of school buildings that meet modern requirements for organizing the educational environment; practices of organizing maintenance of school facilities, organizing transportation of schoolchildren to their places of study; mechanisms of interaction between educational, cultural and sports institutions.

Your contribution to health of the younger generation must be paid to each teacher of an educational institution. One of the effective ways to support the health of students at educational institutions is the implementation in the educational process.

Under methods health-saving educational technologies training understands the ways of using tools that allow solving the problems of health improvement pedagogy. Teaching method - This is the ordered activity of a teacher aimed at achieving a given learning goal. Teaching methods are often understood as a set of ways, methods of achieving goals, solving educational problems (Podlasy I.P.). In health-saving educational teaching technologies, two groups of methods are used: specific (characteristic only for the process of healing pedagogy) and general pedagogical (applied in all cases of training and education).

In the methodology of health improvement pedagogy, none of the methods can be limited as the best. Only an optimal combination of specific and general pedagogical methods in accordance with methodological principles can ensure the successful implementation of a set of tasks

Based on existing teaching practice, the following methods can be distinguished:

Techniques can be classified as follows:

protective and preventive (personal hygiene and teaching hygiene);

compensatory-neutralizing (physical training, recreational, finger, corrective, breathing and other gymnastics, physical therapy; massage: self-massage; psycho-gymnastics, training that allows you to partially neutralize stressful situations);

stimulating (elements of hardening, physical activity, psychotherapy, herbal medicine, etc.);

information and educational (letters addressed to parents, students, teachers).

The use of methods and techniques depends on many conditions:

from the professionalism of the teacher,

from his personal interest,

from the level at which the technology is used.

Only on the condition that all individual approaches are combined into a single whole can we expect that a health education space will be formed that will implement the ideas of health-saving pedagogy.

HEALTH OF SCHOOLCHILDREN AND ISSUES OF ORGANIZATION OF THE EDUCATIONAL PROCESS

Experts have found that certain factors in the educational environment have a significant impact on the health of students. Thus, according to the Institute of Developmental Physiology of the Russian Academy of Education, the school educational environment generates risk factors for health problems, the action of which is associated with 20-40% of the 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 (M.M. Bezrukikh et al., 2002).

Thus, the traditional organization of the educational process creates constant stress overloads in schoolchildren, which lead to breakdown of the mechanisms of self-regulation of physiological functions and contribute to the development of chronic diseases. As a result, the traditional school education system is health-intensive.

A child’s health can be considered normal if he: knows how to overcome fatigue (the physical aspect of health); shows good mental abilities, curiosity, imagination, self-learning (intellectual aspect of health); honest, self-critical (moral health); sociable (social health); balanced (emotional aspect of health).

There are more than 300 definitions of the concept of “health”. According to the definition of the World Health Organization (WHO), health - it is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. Currently, the concept of health includes moral and spiritual well-being. In this regard, the health model can be presented in the form of its components.

Physical health

Medical definition - this is a state of growth and development of organs and systems of the body, the basis of which is morphological and functional reserves that provide adaptive reactions.
Pedagogical definition - this is the perfection of self-regulation in the body, harmony of physiological processes, maximum adaptation to the environment.

Mental health

Medical definition - This is a state of the mental sphere, the basis of which is the status of general mental comfort and an adequate behavioral reaction.

Pedagogical definition - this is a high consciousness, developed thinking, great internal and moral strength that encourages creative activity.

Social health

Medical definition - ego optimal, adequate conditions of the social environment that prevent the occurrence of socially determined diseases, social maladaptation and determine the state of social immunity, the harmonious development of the individual in the social structure of society.
Pedagogical definition - this is moral self-control, an adequate assessment of one’s “I”, self-determination of the individual in optimal social conditions micro- and macroenvironment (in family, school, social group).

Moral health

This is a complex of characteristics of the motivational and need-information sphere of life, the basis of which is determined by the system of values, attitudes and motives for the behavior of an individual in society. Moral health is mediated by human spirituality, as it is connected with the universal truths of goodness, love, mercy and beauty.

The main condition for teaching and instilling motivation in children on health and healthy lifestyle- this is the regular education of an appropriate culture of health from early childhood:

physical - motion control;

physiological - control of processes in the body;

psychological - managing your feelings and internal state;

intellectual - management of thought and reflection aimed at improving positive moral and spiritual values.

MEANS USED IN IMPLEMENTATION
HEALTH-SAVING TECHNOLOGIES

To achieve your goals health-saving educational technologies The following groups of tools are used for training:

The integrated use of these tools allows us to solve the problems of health improvement pedagogy.

Motor-oriented means include motor actions that are aimed at implementing the tasks of health-saving educational teaching technologies. This is movement; physical exercise; physical education and active breaks; emotional releases and “moments of peace”; gymnastics (health-improving gymnastics, finger exercises, corrective exercises, breathing exercises, for the prevention of colds, for vigor); physiotherapy; outdoor games; specially organized physical activity of the child (health-improving physical education classes, timely development of the basics of motor skills); massage; self-massage; psycho-gymnastics, trainings, etc.

The use of the healing powers of nature has a significant impact on achieving the goals of health-saving educational teaching technologies. Conducting classes in the fresh air helps to activate biological processes caused by the learning process, increase the overall performance of the body, slow down the process of fatigue, etc.

Taking into account the influence of meteorological conditions (solar radiation, air and water temperature, changes atmospheric pressure, movement and ionization of air, etc.) on certain biochemical changes in the human body that lead to changes in the health and performance of students can help relieve the negative impact of education on schoolchildren.

The following can be identified as relatively independent means of healing:

sun and air baths,

water procedures,

herbal medicine,

aromatherapy,

inhalation

vitamin therapy (vitaminization of the diet, iodization drinking water, using the amino acid glycine twice a year - in December and spring in order to strengthen the memory of schoolchildren).

It is possible to introduce new elements into the life of the school - herbal bars, a physiotherapy room, health training for teachers and students.

Towards hygienic means of achieving goals health-saving educational learning technologies, promoting health and stimulating the development of adaptive properties of the body, include:

compliance with sanitary and hygienic requirements regulated by SanPiN;

personal and public hygiene (cleanliness of the body, cleanliness of places of activity, air, etc.);

ventilation and wet cleaning of premises;

compliance with the general daily routine, physical activity, diet and sleep patterns;

instilling in children basic skills in washing hands, using a handkerchief when sneezing and coughing, etc.;

teaching children basic healthy lifestyle techniques (HLS), the simplest skills of providing first aid medical care for cuts, abrasions, burns, bites);

organizing the procedure for vaccinations of students in order to prevent infections;

limiting the maximum level of study load to avoid overwork.

Failure to comply with hygienic requirements for conducting classes reduces the positive effect health-saving educational technologies.

Formation of health values- one of the most important means of implementation health-saving technologies in the educational process. The most effective in this direction are health education programs and psychoprophylaxis programs.

STRUCTURE OF THE TRAINING PROCESS WHEN USING HEALTH-SAVING TECHNOLOGIES

Education- this is a purposeful, systematic and organized process of formation and development in students of the qualities they need to carry out educational activities. Education in the context of health-saving pedagogy includes the transfer of competencies that contribute to the formation of ideas about health-saving and will teach you to distinguish a healthy lifestyle from an unhealthy one.

In the learning process, in accordance with the ideas of health-saving educational technologies, the task is to form in the student the necessary competencies for a healthy lifestyle and teach them how to implement them in everyday life.

The entire learning process in the conditions of health-saving pedagogy includes three stages, which differ from each other both in particular tasks and in the features of the methodology.

1. The stage of initial familiarization with basic concepts and ideas.
The goal is to form in the student the basics of a healthy lifestyle and achieve the implementation of basic health rules,

Main goals:

To form a semantic understanding of the basic rules of health conservation.

Create basic understanding of the basic concepts of a healthy lifestyle.

Achieve compliance with basic health rules (at the level of initial skill).

Prevent misunderstanding of the basic concepts of a healthy lifestyle.

2. In-depth study stage.
The goal is to develop a full understanding of the basics of a healthy lifestyle.

Main goals:

Clarify your understanding of the basic rules of health conservation.

Achieve conscious implementation of basic health rules.

To form practically necessary knowledge, abilities, skills, rational methods of thinking and activity.

These tasks can be solved simultaneously. The effectiveness of training at this stage largely depends on the correct and optimal selection of methods, techniques and teaching aids. Using active learning methods, it is necessary, in combination with it, to widely use visualization aimed at creating feelings of a healthy lifestyle. The method of verbal influence changes its forms, the leading ones are analysis and analysis of the rules of health conservation, conversation, and discussion. This approach allows you to gain a more in-depth understanding of the basics of health conservation.

At this stage, a complex of various means is widely used (motor-oriented means; healing forces of nature; hygienic factors).

The effectiveness of using various means of health-saving pedagogy is achieved with strict adherence to the following points:

a) the goals and objectives of using a specific tool in a specific lesson;
b) the structural relationship of this tool and method with the main content of the lesson;
c) control and self-control of compliance with health rules.

3. The stage of consolidating knowledge, skills and abilities in health conservation and their further improvement.
The goal is the ability to translate into a skill that has the ability to use it for its intended purpose.

Main goals:

Achieve stability and automaticity in the implementation of health rules.

To achieve compliance with health protection rules in accordance with the requirements of their practical use.

Ensure variable use of healthy lifestyle rules depending on specific practical circumstances.

These tasks can be solved both simultaneously and sequentially, since they are all closely interrelated.

At this stage, the number of repetitions of the use of basic concepts and ideas about a healthy lifestyle in ordinary and new, unusual conditions increases, which allows one to develop a flexible skill in applying existing knowledge in various conditions.

In order to deepen competencies in health care, various methods and techniques are used:

practical method

educational game,

situational method

game method,

competitive method,

active learning methods,

educational, educational and educational programs.

The teacher chooses the means in accordance with the specific working conditions. It can be:

elementary movements during class;

physical exercise;

physical education and active breaks;

“moments of peace”;

various types of gymnastics (health-improving gymnastics, finger gymnastics, corrective, breathing, for the prevention of colds, for vigor);

physiotherapy;

outdoor games;

specially organized physical activity of the child (health-improving physical education classes, timely development of the basics of motor skills);

self-massage;

psychogymnastics,

trainings,

elements of herbal medicine, aromatherapy, vitamin therapy (vitaminization of the diet, iodization of drinking water, use of the amino acid glycine twice a year - in December and spring in order to strengthen the memory of schoolchildren),

herbal bars within the school walls,

physiotherapy room,

health trainings for teachers and students,

various rehabilitation measures;

mass health events,

sports and health holidays,