HEALTH-SAVING TECHNOLOGIES IN THE MODERN
EDUCATIONAL PROCESS
Kamila A. Lisovtsova
3rd year student of the faculty of preschool,
primary and special education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
Abstract.The article deals with the problem of preserving the health of students in the modern educational environment. The main condition for solving the problem is to provide health-saving technologies in training
Keywords:modern educational process; health; health-saving technologies;
Initially, health was defined as the absence of diseases. With the development of science, views, worldview, including the concepts of man as a being more social than biological, the interpretation of the concept of "health" has also transformed.
The ability to maintain stability in the face of abrupt changes in information flows depends on age and determines the health of the body [1, p.12]. A.G. Shchedrina, MD, from the standpoint of a systematic approach defines health as "a holistic, multidimensional, dynamic state in the process of implementing the genome in a specific social and environmental environment, allowing a person to carry out its biological and social functions to varying degrees" [2, p.6].
The physical component of health includes not only the absence of diseases and physical defects, including genetic ones, but also the reserve capabilities of the body, providing adaptive reactions; the ability of organs and organ systems to function normally, adequately respond to environmental influences [6, p.6].
Mental health is understood as an adequate perception of the surrounding world, the absence of pronounced mental disorders that allow a person to cope with difficulties and stressful situations.
According to the Institute of Age Physiology of the Russian Academy of Sciences, the school educational environment generates risk factors for health disorders, which are associated with 20-40% of negative influences that worsen the health of school-age children[4]. The following school risk factors are distinguished:
stressful pedagogical tactics;
inconsistency of teaching methods and technologies with the age and functional and individual capabilities of schoolchildren;
non-compliance with basic physiological and hygienic requirements for the organization of the educational process;
insufficient literacy of parents in matters of preserving children's health;
insufficient development of the existing system of physical education;
intensification of the educational process;
functional illiteracy of a teacher in matters of health protection and promotion;
lack of systematic work on the formation of the value of health and a healthy lifestyle [3, p.10]
There are health-saving educational technologies and health-saving technologies at school. Health-saving educational technologies are understood as all those technologies whose use in the educational process benefits the health of students, while health-saving technologies at school include health-saving, educational, medical technologies, health-saving technologies of administrative work at school and health-saving technologies of family education. [5, c.27]
Medical and hygienic technologies include control and assistance in ensuring proper hygienic conditions in accordance with the regulations of SanPiNs.
Do not forget about the emotional and behavioral health-saving space of the school. The emotional climate of the lesson largely depends on the positive component of pedagogical communication. Constant seriousness is a sign of psychological ill health. A good effect is provided by the use of interactive training programs that arouse constant interest among schoolchildren, while simultaneously removing elements of stress and tension from them.. Game technologies and game training programs are also used to relieve emotional stress.
It should be noted that in an environment of psychological comfort and emotional elation, the efficiency of the class increases markedly, which leads to better assimilation of knowledge and higher results.
The purpose of this article is to identify the level of health-saving technologies in modern educational institutions.
To achieve this goal, we used the questionnaire method. The study involved 20 people – students of grades 10-11 MBOU "Streletskaya SOSH" Krasnogvardeysky district of the Belgorod region.
We considered the health-saving technologies of the school educational environment according to the following diagnostic indicators: health-saving techniques in the classroom, psychological support at school, health-saving in school conditions.
The diagnostic indicator of health-saving techniques in the classroom showed that 74% of students claim that the teacher uses health-saving techniques in the classroom. 26% of the subjects claim that they do not have health-saving techniques in the classroom.
Fig. 1. Health-saving techniques in the classroom
It can also be noted that 78.3% of students receive psychological support at school. And 21.7%
of students at school do not receive psychological support.
.
Fig.2. Psychological support at school.
Analysis of the survey results within the diagnostic indicator of health-saving technologies in the educational environment allowed us to note that the largest part of the subjects (82.4%) believe that health-saving technologies are present in their school. At the same time, 15.6% believe that there are no health-saving technologies in their schools.
Thus, the present study found that the subjects are mostly satisfied with health-saving technologies in the learning process.
It can be concluded that school education places great demands on the health of students. Therefore, health-saving technologies are now important in the educational process. The problem is very urgent, the health of schoolchildren, especially in recent years, has been deteriorating catastrophically, so the use of health-saving technologies in the educational process is necessary.
list of references
1. The Great Medical Encyclopedia. -M., 2001.
2. Stavtseva, V.V. Organization of health-saving educational process in the classroom: studies. manual on the course "fundamentals of medical knowledge and a healthy lifestyle" for students of pedagogical special universities / V.V. Stavtseva. 2nd ed. ispr. - Belgorod: IP Ostashchenko A.A., 2011. - 80 p.
3. Stavtseva, V.V. Fundamentals of medical knowledge: textbook. manual for students. ped. spec. universities / V.V. Stavtseva - 2nd ed. ispr. - Belgorod: IP Ostashchenko A.A., 2011 - 116 p
4 .Timofeev, S.P. Healthy lifestyle in modern educational institutions: methodological recommendations / S.P. Timofeev, V.V. Lukhanin, A.G. Kolesnikov. - Belgorod: Belgorod Regional Institute of PKPPS, 2004. - 336 p.
5. Khripkova, A.G. Age physiology and school hygiene: a manual for students. pedagogical in-tov. / A.G. Khripkova, M.V. Antropova, D.A. Farber. - M.: "Enlightenment", 1990 - 319 p
. 6 .Charlton, E. Basic principles of teaching a healthy lifestyle. // Questions of Psychology, 2007. - No. 2. - p. 3 14.
