Health-saving technologies in physical education lessons. Conclusion. Health-saving technologies in physical education lessons and extracurricular activities. Types of health-saving technologies

Autonomous educational institution

higher professional education

"Leningrad State University named after A.S. Pushkin"

Boksitogorsk Institute (branch)

Final qualifying work

Pedagogical health-saving technologies in physical education lessons in grades 5 - 7

Student 4th gr.

Specialty 050720.52

A.Yu. Bazhulin

Supervisor

Physical education teacher

V.V.Eretin

Pikalevo 2013

Introduction

1.3 Means, methods and techniques of health-saving technologies

CHAPTER 2. Organization of educational activities in the conditions of health-saving technologies in the classroom

physical culture

2.3 The effectiveness of using health-saving technologies in physical education lessons in grades 5-7

Conclusion

Bibliography

Applications

Introduction

In accordance with the Law of the Russian Federation “On Education”, the health of schoolchildren is classified as a priority area of state policy in the field of education.

Health is one of the most important components of human well-being, happiness, one of the inalienable human rights, one of the conditions for the successful social and economic development of any country.

The issue of preserving the health of students at school today is very acute. The intensity of students' educational work is very high, which is a significant factor in weakening health and an increase in the number of various deviations in the body's condition. The causes of these deviations are a sedentary lifestyle (hypodynamia), the accumulation of negative emotions without physical release, as a result of which psycho-emotional changes occur: isolation, imbalance, excessive excitability.

In connection with the deteriorating level of health of the younger generation, there is a need to organize a physical education lesson with an emphasis on solving the health-improving tasks of physical education, without disturbing the educational component of the process. Therefore, in physical education lessons it is necessary to pay special attention to the organization of health-preserving factors, which determines the relevance of the final qualifying work.

Purpose of the work: to study health-saving technologies, to consider the impact of the use of physical education and health technologies in physical education lessons on the health of students in grades 5 - 7.

Object of study: health-saving technologies in physical education lessons.

Subject of research: the influence of health-saving technologies on the health of students in physical education lessons.

Research objectives:

1. Study and analysis of literary sources on the research topic.

2. Study the principles, methods and means of health-saving technologies.

3. Consider the influence of health-saving technologies on the health of students in grades 5 - 7 during physical education lessons.

4. Research the practical application of physical education and health technologies in physical education lessons in grades 5 - 7.

The research hypothesis is that health-saving technologies can be effective if methods and means are correctly defined, and the principles of their use in physical education lessons are disclosed.

Theoretical basis of the study. The issues of using health-saving technologies in physical education lessons were dealt with at different times by such scientists as A.M. Maksimenko, L.P. Matveev, V.I. Lyakh, Zh.K. Kholodov, whose works formed the basis for writing this introductory note qualifying work.

Research methods: analysis of psychological, pedagogical and literature, experiment, statistical data processing.

Research base: primary school MBOU "Secondary School No. 2" in Pikalevo.

The novelty of the research is as follows:

The effectiveness of health-saving technologies in physical education lessons in grades 5 - 7 has been determined;

It has been experimentally proven that the use of health-saving technologies in physical education lessons in grades 5 - 7 helps to preserve and strengthen the health of students, ensures an increase in physical fitness, functional state, physical development and the level of health of students.

The practical significance of the work lies in the fact that the results of the study can be used in practical work to organize work in physical education lessons that promote the health of schoolchildren, improve indicators of physical and functional readiness, as well as develop in adolescents the interest and need for systematic physical education classes.

Structure of the final qualifying work. The final qualifying work consists of an introduction, which reflects the relevance, formulates the purpose of the research and sets the research objectives, and outlines the main ways of their implementation.

The first chapter discusses health-saving educational technologies, their classification, principles, means, methods of health-saving technologies, stages of the learning process.

The second chapter describes the organization of educational activities in the conditions of health-saving technologies in physical education lessons, the main forms of organization of training, the technology of organizing a physical education lesson, the role of the physical education teacher in promoting the health of students, and shows the effectiveness of the use of health-saving technologies in physical education lessons in grades 5-7 .

Finally, conclusions about the study are presented.

The list of references is presented by a list of literary sources used in the preparation of the final qualifying work.

The appendix contains practical research material.

health-saving lesson physical education

CHAPTER 1. Theoretical foundations of health-saving technologies

1.1 The essence of health-saving technologies in the process of physical education

The physical development of schoolchildren includes those qualitative changes that occur in strengthening and improving a person’s physical strength and health under the influence of a favorable natural environment and specially organized education. Along with the implementation of physical development, it is intended to arouse interest and need for physical education and sports, promote a deep understanding of the psychophysiological foundations of physical education and health promotion, as well as mental, moral and aesthetic development.

Physical education acts as a multifaceted process of organizing active physical culture and health activities of students, aimed at strengthening the need for physical education and sports, understanding their psychological foundations, developing physical strength and health, as well as developing sanitary and hygienic skills and healthy lifestyle habits (24 , p. 98).

An essential component of the content of physical education is the enrichment of students with a system of knowledge about the essence and social significance of physical education lessons and their influence on the comprehensive development of the individual. Active mastery of the values of physical culture can be successfully carried out if the student gets to know himself as an individual, knows his age characteristics, physical abilities and their impact on his health.

An important place in physical education is occupied by the formation in schoolchildren of sanitary and hygienic skills in organizing work and reasonable rest, proper alternation of mental activities with physical exercises and various practical activities. This includes maintaining proper hygiene of body and clothing, compliance with the requirements of the daily routine, as well as sanitary and hygienic rules in the school.

A very important content part of physical education is the development of motor skills in students, practicing and improving the external culture of behavior: posture, gait, dexterity, speed of motor reactions.

Physical education classes at school have a real chance to influence, first of all, the level of physical health of schoolchildren - the level of growth and development of organs and systems of the body, the basis of which is the functional reserves that ensure adaptive reactions.

Health-saving technologies presuppose an integrated approach to improving the health of students. The set of health-preserving measures within the framework of physical education at school includes the following types of activities:

Carrying out comprehensive diagnostics;

Organization of training sessions with a health-preserving focus;

Promotion of healthy lifestyles;

The use of physical exercise to prevent diseases;

Application of complexes of therapeutic physical culture exercises with children (4, p. 35).

Health-saving technology is a system of measures that includes the interrelation and interaction of all factors of the educational environment aimed at preserving the health of a child at all stages of his learning and development (4, p. 190). In this case, at least 4 requirements must be met:

1. Taking into account the individual characteristics of students.

2. Instilling knowledge in a child in the ability to independently protect himself from stress, grievances, insults, teaching him psychological defenses.

3. Avoid excessively debilitating physical, emotional, and intellectual stress when mastering educational material.

4. Providing an approach to the educational process that would guarantee the maintenance of only a favorable moral and psychological climate in the team (4, pp. 191-192).

Groups of health-saving technologies used in the education system, which use a different approach to health care, and, accordingly, different methods and forms of work:

1. Medical and hygienic technologies, which include a set of measures aimed at maintaining proper hygienic conditions in accordance with SanPinNov regulations, and the functioning of a medical office in schools. Creation of dental, physiotherapeutic and other medical offices to provide daily assistance to schoolchildren and teachers, conducting physical therapy classes, “mountain air” rooms, etc.

2. Physical education and health technologies that are aimed at the physical development of those involved: hardening, training strength, endurance, speed, flexibility and other qualities. Basically, these technologies are implemented in physical education lessons and in the work of sports sections.

3. Environmental health-saving technologies help to cultivate in schoolchildren a love for nature, a desire to take care of it, introducing students to research activities in the field of ecology, etc., all this has a powerful pedagogical impact that shapes personality and strengthens the spiritual and moral health of students.

4. Life safety technologies are implemented by occupational safety and emergency protection specialists, architects, builders, utility service representatives, etc. (10, p. 135).

Based on the nature of the action, the following technologies are distinguished:

Stimulating. They allow you to activate the body’s own forces and use its resources to get out of an undesirable state. Examples could be temperature hardening, physical activity.

Protective and preventive. This is compliance with sanitary and hygienic standards and requirements. Limiting the maximum load to prevent overwork. The use of safety equipment and protective devices in gyms to prevent injury.

Compensatory-neutralizing technologies. These are physical education minutes, physical education breaks, which to some extent neutralize the adverse effects of static lessons.

Information and learning technologies. Provide students with the level of literacy necessary to effectively care for their health (10, p. 204).

Since health preservation is considered as a special case of the main task - preservation, the requirements and recommendations of these specialists are subject to mandatory consideration and integration into the general system of health-saving technologies. Students' literacy on these issues is ensured by studying the life safety course, teachers - life safety courses, and the director is responsible for ensuring safe conditions at school.

Health-saving educational technologies should be recognized as the most significant of all those listed in terms of the degree of impact on the health of students. Their main distinguishing feature is not the place where they are implemented, but the use of psychological and pedagogical techniques, methods, technologies, and approaches to solving emerging problems.

1.2 Principles of health-saving technologies

The goal of health-saving educational 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, abilities, skills for a healthy lifestyle, and to teach him to use the acquired knowledge in everyday life. The main indicator that distinguishes all health-saving educational technologies is regular express diagnostics of the students’ condition and tracking of the main parameters of the body’s development over time (beginning and end of the school year), which allows one to draw appropriate conclusions about the students’ health status.

The goals of health-saving educational learning technologies determine the principles of learning that reflect pressing social needs. They act in organic unity, forming a system that includes general methodological and specific principles that express the specific laws of health improvement pedagogy.

General methodological principles are the basic provisions that determine the content, organizational forms and methods of the educational process in accordance with the general goals of health-saving educational technologies.

Systematic influence on the body and psyche of students can be successful only if the methodology for using health-preserving means is consistent with the laws of this application (18, pp. 75 - 76).

Let's consider the principles of health-saving technologies.

The principle of consciousness and activity - aims at developing in students a deep understanding, sustainable interest, and a meaningful attitude towards cognitive activity. Increased awareness and activity is facilitated by the teacher’s use of special methodological techniques that solve the problems of health improvement pedagogy. Realizing the health-improving effects of vigorous activity on the body, the child learns to independently and creatively solve cognitive problems.

The principle of activity - presupposes a high degree of independence, initiative and creativity in students.

The principle of clarity obliges us to build the learning process with maximum use of forms, involving human senses in the process of cognition. The principle of visualization promotes targeted influence on the functions of sensory systems involved in the cognitive process.

The principle of systematicity and consistency is manifested in the interconnection of knowledge, skills and abilities. Regularity, systematicity, and continuity in the educational process throughout the entire period of study in a comprehensive school are ensured by the principle of systematicity. Mastering the benefits of health-saving measures requires their repetition.

The principle of repetition of skills is one of the most important. As a result of repeated repetitions, dynamic stereotypes are developed. The nature of the elements of activity can manifest itself in changes in exercises and the conditions for their implementation, in a variety of methods and techniques, and in various forms of tasks.

The inclusion of variable changes in stereotypes presupposes adherence to the principle of gradualism. It assumes continuity from one stage of education to another.

The principle of accessibility and individualization has its own characteristics in the health-improving orientation of health-saving educational technologies.

The principle of individualization is carried out on the basis of general laws of training and education. Based on individual characteristics, the teacher comprehensively develops the child, plans and predicts his development. Taking into account the level of individual preparedness of the student, his motor abilities and health status, ways to improve skills and abilities, build a motor mode, and introduce him to various forms of cognitive activity are outlined. Using the child’s natural abilities, the teacher guides and stabilizes his all-round development. The purpose of the principle of accessibility and individualization is seen in the elimination of negative and harmful consequences for the students’ body due to excessive demands and tasks.

The principle of continuity expresses the laws governing the construction of health improvement pedagogy as an integral process. It is closely related to the principle of systematic alternation of loads and rest. The combination of high activity and rest in various forms of student activity increases their efficiency, which is expressed in the dynamism of natural changes in the content and form of functional load parameters from lesson to lesson, from stage to stage.

The principle of cyclicity contributes to streamlining the process of healing pedagogy. It consists of a repeating sequence of lessons, which improves the child’s preparedness for each subsequent stage of learning.

The formation of motor abilities and skills, the child’s motor abilities, and the functional capabilities of the body develop in the process of using health-saving technologies based on the principle of taking into account the age and individual characteristics of students. The principle of comprehensive and harmonious development of the individual is of utmost importance. It promotes the development of psychophysical abilities, motor abilities and skills, carried out in unity and aimed at the comprehensive - physical, intellectual, spiritual, moral and aesthetic - development of the child’s personality.

The principle of health-improving orientation solves the problem of strengthening the child’s health in the learning process.

The principle of an integrated interdisciplinary approach to teaching schoolchildren involves close interaction between teachers and medical workers.

The principle of active learning, which consists in the widespread use of active forms and methods of learning (learning in pairs, group work, gaming technologies, etc.).

The principle of connecting theory with practice calls for persistently teaching students to apply their knowledge on the formation, preservation and promotion of health in practice, using the surrounding reality not only as a source of knowledge, but also as a place for their practical application (15, pp. 124-126).

Conclusion: in the general educational process one should focus on the principles of health-saving technologies, since they are aimed at strengthening the physiological and psychological health of students and developing the cognitive activity of students. To implement these principles, means, methods and techniques of health-saving technologies are used.

1.3 Means, methods and techniques of health-saving technologies

The age of students in grades 5-7 belongs to adolescence. At this time, there is a powerful increase in vital activity and a profound restructuring of the body. Teenagers are characterized by increased activity - they want to know everything, and even more - to be able to do it. These features of age-related development create the prerequisites for the inclusion of adolescents in active physical education and sports. The needs for motor activity, physical activity, communication and self-affirmation manifest themselves in unity, and their satisfaction occurs first. The goal of health-saving educational 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, abilities, skills for a healthy lifestyle, and to teach him to use the acquired knowledge in everyday life. To achieve these goals, the following groups of means are used:

1) motor-oriented means;

2) healing powers of nature;

3) hygiene factors (13, p. 87).

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 release and moments of “peace” gymnastics (health-improving, finger, corrective, breathing for the prevention of colds, for vigor); physical therapy, 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. (14, pp. 204-205).

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, exposure to air and water temperature, changes in atmospheric pressure, movement and ionization of air, etc.) on certain biochemical changes in the human body, which lead to changes in the health and performance of students, can help relieve the negative impact of training on schoolchildren.

As relatively independent means of healing, one can single out sun and air baths, water procedures, herbal medicine, inhalation, 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). It is possible to introduce new elements into the life of the school - herbal bars, a physiotherapy room, health training for teachers and students.

Hygienic means of achieving the goals of health-saving educational teaching technologies that promote health and stimulate the development of adaptive properties of the body include: compliance with sanitary and hygienic requirements regulated by SanPiNs; 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 regime of physical activity, diet and sleep; instilling in children basic skills in washing their hands, using a handkerchief when sneezing and coughing, teaching children basic healthy lifestyle techniques, basic first aid skills 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 of health-saving educational teaching technologies.

One of the main requirements for the use of the above tools is their systematic and comprehensive use in the form of classes using preventive techniques; audio accompaniment of lessons, alternating classes with high and low physical activity; in the form of rehabilitation measures; through mass health events; going out into nature, excursions, through sports and health-improving technologies, the process of learning and development in working with families in order to promote a healthy image.

Methods of health-saving technologies.

Methods of health-saving educational teaching technologies are understood as methods of using means that allow solving problems of health improvement pedagogy (3, p. 193).

A teaching method is the ordered activity of a teacher aimed at achieving a given learning goal (1, p. 68). Teaching methods are often understood as a set of ways, methods of achieving goals, and solving educational problems. In health-saving educational teaching technologies, two groups of methods are used (7, p. 155).

Specific (characteristic only for the process of pedagogy of health improvement) and general pedagogical (used in all cases of training and education). 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 of health-saving educational teaching technologies.

General pedagogical methods include: story, conversation, discussion, exercises, visualization, practical method, game, competitive method, educational, educational and educational programs.

In the structure of methods, techniques are distinguished as an integral part in the implementation of the method. Techniques can be classified as follows:

* protective and preventive (personal hygiene and hygiene of education);

*compensatory-neutralizing (physical training sessions, gymnastics, physical therapy, trainings that allow you to partially neutralize stressful situations);

* stimulating (include elements of hardening, physical activity, psychotherapy techniques);

* informational and educational (letters addressed to parents, teachers).

The use of methods and techniques depends on the professionalism of the teacher and his personal interest.

1.4 Stages of the learning process in conditions of health-saving technologies

In the learning process, in accordance with the ideas of health-saving educational technologies, the task is to form in the student the necessary knowledge, skills and abilities for a healthy lifestyle, to teach how to use the acquired knowledge, skills and abilities, and to teach how to use the acquired knowledge 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 (2, p. 95).

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:

1) Form a semantic understanding of the basic rules of health conservation.

2) Create basic ideas about the basic concepts of a healthy lifestyle.

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

4) Prevent misunderstanding of the basic concepts of a healthy lifestyle.

These tasks are solved one by one. Ideas about the basic rules of health preservation are formed as a result of the teacher’s explanation, perception of the demonstrated movements of physical education complexes, viewing of visual aids, analysis of one’s own muscle and other sensations that arise during the first attempts to perform the complexes, and observations of the actions of other students. All this creates an indicative basis, without which it is impossible to master the rules of health conservation.

In-depth study stage.

The goal is to develop a full understanding of the basics of a healthy lifestyle.

Main goals:

1) Clarify your understanding of the basic rules of health conservation.

2) Achieve conscious implementation of basic health rules.

3) Formation of practically necessary knowledge, 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 savings, conversation, and discussion.
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 is achieved with strict adherence to the following points: a) the goals and objectives of using a specific means 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 saving rules.

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:

1) Achieve stability and automaticity in the implementation of health rules.

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

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

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

Thus, having studied the literature, we came to the conclusion: in order to improve knowledge, skills and abilities in health conservation, various methods and techniques are used: practical method, cognitive game, situational method, game method, competitive method, active teaching methods, educational, educational and educational programs. The teacher selects the means in accordance with specific working conditions. These could be basic movements during class; physical exercise; physical education and active breaks; “minutes of peace”, various types of gymnastics (health-improving, finger, 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), massage, trainings.

CHAPTER 2. Organization of educational activities in conditions of health-saving technologies in physical education lessons

In a modern school, the lesson form of teaching is the main one. This form provides for various forms of organizing the educational process: home study work (self-study), excursions, practical classes and practical training, seminars, extracurricular educational work, elective classes, consultations, tests, exams.

Lesson-based forms of classes are characterized by the fact that the activities of students are controlled by a teacher who, for a strictly established time in a specially designated place, manages the educational process of a relatively constant group of students (class) in accordance with the requirements of the pedagogical laws of training and education. At the same time, the frequency of classes, their duration and relationship are strictly observed. In our country, physical education lessons are held 3 times a week and are 45 minutes long (except for first grade students) (6, p. 98).

In the theory and practice of teaching, the following classifications of lessons are traditional: according to the main didactic goal; according to the main method of carrying them out; according to the main stages of the educational process (17, p. 155).

Classification according to the main method of delivery divides them into lessons: in the form of a conversation; in the form of a lecture; in the form of an excursion; independent work of students; laboratory and practical work; combinations of various forms of classes (24, p. 135).

If the classification is based on the main stages of the educational process, the following types of lessons are distinguished: introductory; initial familiarization with the material; formation of concepts, establishment of laws in practice; repetition and generalization; control; mixed or combined (24, p. 136).

In the endless stream of many lessons, one can note a certain repetition and isolate the structures of lessons that occur more often than others. Thus, the structures of lessons of various types are determined:

1) combined (mixed);

2) lessons in learning new knowledge;

3) lessons in developing new skills;

4) lessons of generalization and systematization;

5) lessons of control and correction of knowledge and skills;

6) lessons in the practical application of knowledge and skills (20, p. 56).

The objectives of the lesson, its content and structure, teaching methods - all this should be aimed at ensuring that students experience satisfaction in the process of learning in the lesson. A modern teacher is free in his choice of lesson structure. It is important that the main learning goal is achieved in the lesson.

2.1 Organization of physical education lessons in grades 5 - 7

In physical education lessons, health-saving technologies in physical education are used - this is a set of techniques, methods, techniques, teaching aids and approaches to the educational process, in which at least four requirements are met:

1) Taking into account the individual characteristics of the child.

2) The teacher’s activities in the aspect of implementing health-saving technologies in physical education lessons should include familiarization with the results of medical examinations of children, taking them into account in teaching and educational work; Helping parents build healthy lives for students and families as a whole.

3) Avoid excessively debilitating physical and emotional stress when mastering educational material.

4) Providing an approach to the educational process that would guarantee the maintenance of only a favorable moral and psychological climate in the team (24, p. 204).

Currently, health-saving educational technologies used in physical education lessons in grades 5 - 7 include technologies that are based on the age characteristics of children’s cognitive activity, training at the optimal level of difficulty (complexity), variability of methods and forms of teaching, optimal combination of motor and static loads, teaching in small groups, using visual aids and combining various forms of providing information, creating an emotionally favorable atmosphere, creating positive motivation for learning (“pedagogy of success”), and cultivating students’ knowledge on health issues (22, p. 177).

It is very important for the teacher to organize the lesson correctly, because... it is the main form of the pedagogical process. The level of hygienic rationality of the lesson largely determines the functional state of schoolchildren in the process of educational activities, the ability to maintain mental performance at a high level for a long time and prevent premature fatigue. We must not forget that hygienic conditions affect the teacher’s condition and his health. And this, in turn, affects the condition and health of students. According to the Research Institute of Pediatrics, students in grades 5-7: 14% of children are practically healthy; 50% of children have deviations in the development of the musculoskeletal system; 35 - 40% of children suffer from chronic diseases (11, p. 78).

Basic modern requirements applied to a lesson with a complex of health-saving technologies:

The rational density of the lesson (the time spent by schoolchildren on academic work) should be at least 60% and no more than 75-80% (10, p. 136);

The number of types of educational activities (questioning, writing, reading, listening, telling a story, looking at visual aids, answering questions, solving examples, etc.) should be 4-7, and they should be changed every 7-10 minutes. (10, p. 139);

The lesson must include activities that promote the development of memory, logical and critical thinking;

During the lesson, at least 2 teaching technologies must be used (when choosing technologies, it is necessary to take into account whether they contribute to the activation of initiative and creative self-expression of students);

Training should be carried out taking into account the leading channels of information perception by students (audiovisual, kinesthetic, etc.);

The scientific nature of the material being studied must be monitored;

It is necessary to form external and internal motivation for students’ activities;

It is necessary to implement an individual approach to students, taking into account personal capabilities;

During the lesson it is necessary to create a favorable psychological climate and necessarily situations of success and emotional release, because the result of any work, and especially mental work, depends on the mood, on the psychological climate - in an unfriendly environment, fatigue sets in faster;

It is necessary to include in the lesson technological techniques and methods that promote self-knowledge and self-esteem of students;

To increase performance and suppress fatigue, it is necessary to include physical education lessons in the lesson, determine their place, content and duration (preferably at the 20th and 35th minutes of the lesson, lasting 1 minute, consisting of 3 light exercises with 3-4 repetitions each) (11, p. 175);

It is necessary to carry out targeted reflection throughout the lesson and in its final part.

To prepare and conduct a lesson that meets all of the above requirements, the teacher’s professional competence in matters of health-saving educational technologies is necessary, therefore there is a need for additional training for teachers of any specialty and working with different populations of students, creating conditions for an interested attitude to learning. Situations of success contribute to the formation of positive motivation for the learning process as a whole, thereby reducing emotional tension, improving the comfort of relationships among all participants in the educational process, thereby implementing the basics of health-saving technologies when organizing the educational process.

In physical education lessons, it is necessary to pay special attention to the organization of health-preserving factors.

Control tests, assignments, testing should only provide initial information for the development of individual tasks, the essence of which is that the student must move further in each period of time, which will be confirmed by the next test. If this does not happen, then the teacher must make appropriate adjustments to individual assignments. It is fundamentally important that the student does not compare with others on the principle of “better or worse than others,” but compares with himself: today I have become better than yesterday, and tomorrow I will try to become better than today. However, for this, tasks must be realistic and stimulate students to actively work. In the meantime, evaluation criteria are based on comparing the results of mastering knowledge and skills with some contrived “average” values. In this case, the strong student does not feel the need for everyday educational work, and the weak one, feeling doomed, does not feel the desire for it. And if a student does not understand the importance of educational material, then the selectively working subconscious immediately after receiving a grade helps him to quickly forget unnecessary material. In this case, the consistency in mastering the basics of knowledge is disrupted, and each new material turns out to be divorced from the previous one, independent and even far-fetched.

When conducting physical education lessons, you need to remember that the physical load on the student’s body should increase gradually, reaching a maximum in the second half of the lesson, and then gradually decrease again to the level that was at the beginning of the lesson. In accordance with this, the most typical physical education lesson scheme is the following:

Introductory part (3-5 min). The purpose of this part of the lesson is to organize students for classes, increase their attention and create a cheerful mood in the class. In the introductory part, the students are constructed and calculated, and the report is submitted to the duty officers. Then the teacher explains the objectives and content of the lesson, conducts light drills, walking, running and performing various attention exercises (21, p. 104).

The next stage of the lesson is the preparatory part (8-15 minutes). In this part of the lesson, the task is to prepare students to perform basic exercises, the comprehensive impact on the muscles and ligaments of the body is enhanced, exercises are conducted on agility, coordination of movements and the development of a sense of rhythm (21, p. 105).

Then comes the main part of the lesson (20-30 minutes). In this part of the classes, basic physical exercises are carried out: running, jumping, throwing grenades, cannonballs, climbing, games, etc. The teacher should pay special attention to the development of agility, strength, endurance, determination and the ability of students to act in a team. In order to maintain students’ attention and interest in classes, it is necessary to diversify the exercises, explain their meanings and effects on the body (21, p. 107).

The last stage of the lesson is the final part. In this part of the lesson, you should bring students to a calm state and summarize the lessons. The content of the final part is walking, elements of drill training. In physical education lessons, girls should be given slightly less workload than boys, and if possible, it is better to divide the class into two subgroups. Naturally, when conducting physical education classes, it is necessary to take into account the age of the students and prevent them from overloading and overfatigue.

2.2 The role of the physical education teacher in preserving and strengthening the health of students

Physical education occupies one of the priority places among other subjects. It lays the foundations for physical and spiritual health, on the basis of which only diversified personal development is possible. The basis of physical culture consists of appropriate methods and norms of physical activity aimed at improving the natural qualities and abilities of the individual. This is the only subject that forms in students a competent attitude towards themselves, towards their body, contributes to the development of strong-willed and moral qualities, the need to improve health and self-improvement.

A physical education teacher must be a good organizer, have a wide range of training in order to conduct lessons at the highest level, organize and take an active part in all sports and public events together with children (inside and outside the school), organize classes in various sports sections in outside class time, try to show students by personal example about the need and benefits of playing sports.

In many cases, the teacher’s personal example and his knowledge in the field of physical education provide strong motivation and impetus for classes.

The main task of a physical education teacher is to preserve and strengthen the health of the younger generation. Physical education is the only subject in school that performs exactly these tasks. Through his actions, a physical education teacher can destroy a young, growing organism, or can transform him from a weak, sick person into a full-fledged, healthy citizen of his country.

The teacher’s activities in the aspect of implementing health-saving technologies in physical education lessons should include familiarization with the results of medical examinations of children, taking them into account in teaching and educational work; Helping parents build healthy lives for students and families as a whole.

The criterion for the health-saving qualities of educational technologies when using them to protect against pathogenic factors will be the presence or absence of deterioration in the health of students and teachers, which is clearly related to the influence of such factors. This criterion is consistent with our current practice in the healthcare system (you should only see a doctor when you get sick). It conflicts with the principles of preventive medicine and the concept of health adopted by the World Health Organization, according to which health is not only the absence of disease, but also a state of complete physical, mental and social well-being of children's health largely depends on their attitude to physical education, Therefore, one of the teacher’s tasks is to instill interest in his subject.

The need to preserve the health of schoolchildren before school is now a paramount task. The future of our country depends on the improvement of society as a whole. Consistent, systematic work directed at the child from all sides (parents, teachers), without imposing it, but by convincing it, leads to a positive result. Appendix 1 presents the Health Passport for students in grades 5 - 7 for the 2012 - 2013 academic year. From his materials it follows that in each class the number of students ranges from 21 to 24 people. The majority of students are in the main health group (about 90%), about 6% of children belong to the preparatory group, and about 2% belong to the special group. 4% of students are exempt from physical education classes

From the diagram compiled on the basis of data from the Health Passport of students in grades 5 - 7 for the 2012 - 2013 school year and located in Appendix 2, it is clear that out of 134 students, only 42% (57 students) are healthy schoolchildren, and 58% (77 students .) are students with various types of diseases.

Achieving a positive pedagogical effect and high results in teaching activities is ensured by targeted health-saving technologies. The word technology in pedagogy means the totality of pedagogical processes in the physical education of schoolchildren (training, education, development).

Health-saving technologies ensure the achievement of a positive pedagogical effect and high results of teaching activities. On the other hand, it is a technique for implementing physical education, a procedural part of the physical education of schoolchildren (13, p. 78).

Pedagogical technique is the main part of pedagogical skill. Pedagogically well-thought-out technology of physical education, aimed at developing the motor regime of schoolchildren, leads children to a certain level of physical development, strengthening their health, and achieving sports results. The effectiveness of the lesson primarily depends on how much the teacher will implement the plan he has outlined, apply the most rational forms of organizing the educational process and methodological techniques, use the available equipment, inventory, technical teaching aids, take into account the specifics of the location of the classes - a gymnasium or a school playground, stadium or park, flat or rough terrain. It is very important that during the lesson the teacher selects exactly those means and methods that will bring the highest results, cause student activity, and increase interest in physical education lessons. High motor density should be achieved in each lesson so that all students are actively practicing.

Depending on the objectives of the lesson, it is necessary to choose a way of organizing students’ educational work that would allow them to best solve the assigned educational objectives.

Thus, when introducing students to new material and learning relatively simple exercises that do not require special insurance and assistance, as well as when improving the performance of well-mastered movements, the frontal method of organizing the student’s work is used.

The advantages of this lesson are the maximum coverage of students with motor activity and, therefore, the greater motor density of the lesson.

One of the main tasks of a physical education teacher in grades 5-7 remains teaching motor actions, determined by the content of educational programs in physical education. In this process, the teacher faces problems related to the content (what to study, what to repeat) and procedural (how to organize, how to plan, what methods to use, how to control) provision of the physical education process. In learning theory, methods, methodological techniques and techniques are defined and classified.

The dosage of physical activity in the lesson requires special attention. It must be differentiated, because the solution to the health problem and the achievement of the effect of physical fitness of students primarily depends on this. In order to more or less accurately determine the load in a lesson, the teacher must take into account the health status of the students’ functional capabilities, their physical fitness, individual characteristics, as well as the degree of previous loads when studying previously covered material. During the lesson, the load can be adjusted by changing the number of repetitions, the tempo of the exercises, the size of the weights, and the duration of the tasks.

Thus, it can be argued: in order to organize and conduct lesson forms of classes, it is characteristic that the activities of students are controlled by a teacher who, for a strictly established time in a specially designated place, manages the educational process of a relatively constant group of students (class) in accordance with the requirements of pedagogical patterns of training and education, while the frequency of classes, their duration and interrelation are strictly observed. Scheme of conducting a physical education lesson: introductory part, preparatory part, main part of the lesson, final part of the lesson. One of the main tasks of a physical education teacher in grades 5-7 is teaching motor actions determined by the content of educational programs in physical education.

2.3 The effectiveness of using health-saving technologies in physical education lessons of grades 5-7

In the first chapter, we examined the principles, means, methods, structure of health-saving technologies and revealed that health-saving technologies provide schoolchildren with the opportunity to maintain and improve their health during the period of study at school, form in them the necessary knowledge, skills and abilities for a healthy lifestyle, teach them to use the acquired knowledge in everyday life.

The level of physical development and state of health have a huge impact on the development of a student’s mental performance.

Having examined health-saving technologies, we came to the conclusion that these technologies can be used as a means of preserving the health of schoolchildren and increasing their performance in physical education classes.

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Health-saving technologies in physical education lessons and in extracurricular activities. (slide No. 1)

The development of modern school education standards is based on the idea of education as an institution for the socialization of the individual.The new standard focuses teachers' attention on the need to usemodern educational technologies,which can provide development schoolchildren. It is no coincidence that the use of advanced technologies becomes the most important criterion for a teacher’s success. Thanks to modern technologies, lessons unfold activity students. Focus on health-saving technologies in education is one of the main and urgent tasks of the entire education system. The relevance of the topic is predetermined by the fact that health is the main human value. It is at school age that the foundations of health-saving thinking and behavior of an individual are laid. On the other hand, the school environment most often does not create conditions for promoting health.Caring for the health of students is the responsibility of every school, every teacher.The teacher can do

To save

And strengthening the health of schoolchildren

More than a doctor! (slide No. 2")

. The concept of “health-saving educational technologies” (HST) has appeared in the pedagogical lexicon in the last few years and is still perceived by many teachers as an analogue of sanitary and hygienic measures. This indicates a distorted understanding of the term “health-saving educational technologies”, primitive ideas about the content of the work that a school should carry out to achieve its most important task - preserving and strengthening the health of students.

Teachers of general education subjects also understand this term differently. Some believe that ZOT is one or more new pedagogical technologies, alternative to all others, and therefore you can choose whether to work, for example, with the technologies of KUZ, IOSE, etc. or using “health-saving technology”. Health conservation cannot, by definition, act as the main and only goal of the educational process, but only as a condition, one of the tasks associated with achieving the main goal.

Health-saving technologies -
this is a quality component of any educational technology, its “health safety certificate”"(slide No. 3)

Health-saving educational technology is understood as a system that creates the maximum possible conditions for preserving, strengthening and developing the spiritual, emotional, intellectual, personal and physical health of all subjects of education (students, teachers, etc.).

Health-saving educational technologies are a set of techniques, forms and methods for organizing the education of schoolchildren without harming their health..(slide No. 4)

The goal of health-saving pedagogy is to provide school graduates with a high level of real health, equipping him with the necessary knowledge, skills and abilities necessary to lead a healthy lifestyle, and cultivating in him a culture of health. If caring for the health of students is one of the priorities of the entire teaching staff and is carried out on a professional basis, then only then can we talk about the implementation of health-saving technologies at school, and the result of their implementation will be the protection of the health of students and teachers from the effects of negative factors, primarily related with the educational process.

In physical education lessons, health-saving technologies are the basis. The activity of a physical education teacher to preserve the health of children is one of the components of the quality of the result.

The traditional system of physical education, focused on the program recommended by the Ministry of Education of the Russian Federation, is designed to provide a certain amount of premises, specialized equipment and inventory. In the absence of such conditions, the program becomes completely impossible to implement and the physical education teacher transfers the entire burden of its development to the standards proposed in the program, that is, in fact, he transfers the burden of responsibility for the effectiveness of physical education from himself to the students. Moreover, taking into account the prevailing attitude in our education towards standards focused on the “average” student, they themselves, in the current interpretation, are the most important factor not in the education of physical culture in students, but in alienation from it. At the same time, resolving this issue, and on the basis of individual guidelines, does not cause any fundamental difficulties.

The main goal of the work of physical education teachers is to provide the student with the opportunity to maintain health during the period of study at school. To do this you need:

To develop in students the necessary knowledge, skills and abilities for a healthy lifestyle(Slide No. 5)

Teach schoolchildren to use the acquired knowledge in everyday life;

To teach schoolchildren the techniques of mobilization, relaxation and spiritual self-improvement.

Develop a value-based attitude towards your health.

Create a need for a healthy lifestyle.(Slide No. 6)

The assigned tasks are solved through:

1) improving the methodology of teaching a lesson,

2) individual work with low-achieving and physically developed students,

3) correction of schoolchildren’s activities based on diagnostics of development, abilities and natural inclinations,

motivating schoolchildren to study.

The theory and practice of physical education convincingly demonstrate that exercises aimed at developing endurance (running, jumping, outdoor games, tourism, orienteering) are of particular importance for promoting health, promoting the expansion of the functional capabilities of the cardiovascular and respiratory systems, and improving the activity of the central nervous system. and, thereby, overall strengthening of health and increasing the performance of the body.

Those exempt from physical education, as well as children belonging to the preparatory group, should be asked to prepare reports and messages on healthy lifestyle.

In some lessons, use questions and tasks to find out whether children understand the basic concepts and rules of “health conservation”:

1. Define the concepts of “Health” and “Healthy lifestyle”.

2.Name the main components of a healthy lifestyle. How do you implement them in your life?

3.Name 10 reasons to say “No” to drugs.

4.What methods of managing your well-being and performance do you know?

5.How to breathe correctly:

Mouth

Nose

Classes, participation in competitions, in a word, physical education is one of the foundations of our health.

It is physical education teachers who must help children get rid of stooped shoulders and sunken chests, and develop their strength, speed, flexibility, and agility. This is especially important in modern conditions with a sharply worsened environmental situation and increased stress.

However, in teaching physical education there are several typical problems that force teachers to turn to the experience of their colleagues, to innovative ideas, and to science.

2. Weak material and technical base

3. Overloaded halls.

Physical exercises aimed at mastering proper walking, running, jumping, throwing, and balance skills make it possible to organize the work of children in the main medical group and the preparatory group, taking into account the dosage of physical activity and the age characteristics of schoolchildren, and to form vital motor skills in them.

From early spring to late autumn, classes should be conducted outdoors whenever possible. All lessons must have high motor density. Use frontal and group methods in lessons. At the same time, the thread-group method proved to be most effective. The creative atmosphere in a lesson depends to a large extent on preparation for it, which includes carefully thought-out explanations of educational material, setting tasks in the sequence of their implementation and solution, explaining the essence of motor action, the relationship and interdependence of its elements. The lesson material must be arranged in a strict logical sequence from simple to complex: the relay race is replaced by dribbling a basketball, imitation exercises by rope climbing, jumping running by passing the ball in pairs.

Widely use various options for outdoor games based on competitive elements, all kinds of game relay races with objects. Use small sports equipment: gymnastic sticks, tennis and medicine balls, jump ropes. Independent activity of students, introducing elements of play into intense work, the necessary distraction, switching, calming, temporary rest to regulate the respiratory and cardiovascular functions of the body - all this creates a situation of success, instilling confidence in the children in their abilities.

For individual sections of the program, you can use cards with exercises of three degrees of difficulty. If a student does not perform this or that exercise well enough, he receives a task card with a difficulty coefficient of “1”, indicating a deadline for completion. At the end of the specified period, the student is required to pass the training standard or complete the learned exercise. After this, he receives a card with a coefficient of “2”, and after completing this task, a card with a coefficient of “3”. In addition, cards can contain movement patterns and a description of the order of performing various exercises from all sections of the curriculum. This allows for a differentiated and individual approach to learning.

As for health, in lessons with appropriate content it is necessary to create an idea of physical development and a healthy lifestyle, teach independent physical exercises using them for leisure and recreation. The children clearly see the connection between the subject “Physical Education” and the preservation of their health and normal physical development in the future.

To ensure an effective health-saving process, it is necessary to comply with sanitary and hygienic conditions of training, normalize the educational load and training schedule, use health-saving technologies taking into account the age and individual characteristics of the child;

It is necessary to create a favorable emotional and psychological climate at school, as well as by all means to promote the formation of the needs for a healthy lifestyle among students, teachers and parents.The starting position is that each student is an individual. The student is the subject of his education.(slide No. 7)

It is very important for the teacher to organize the lesson correctly, because... it is the main form of the pedagogical process.(slide No. 8) The level of hygienic rationality of the lesson largely determines the functional state of schoolchildren in the process of educational activities, the ability to maintain mental performance at a high level for a long time and prevent premature fatigue. We must not forget that hygienic conditions affect the teacher’s condition and his health. And this, in turn, affects the condition and health of students. The main modern requirements for a lesson with a complex of health-saving technologies: - the rational density of the lesson (the time spent by schoolchildren on academic work) should be at least 60% and no more than 75-80%; - the content of the lesson should include issues related to the health of students, contributing to the formation of students’ values of a healthy lifestyle and the needs for it; - the number of types of educational activities should be 4-7, and their change should be carried out every 7-10 minutes; - the lesson must include activities that promote the development of memory, logical and critical thinking; - during the lesson, at least 2 teaching technologies must be used (when choosing technologies, it is necessary to take into account whether they contribute to the activation of initiative and creative self-expression of students); - training should be carried out taking into account the leading channels of information perception by students (audiovisual, kinesthetic, etc.); - the scientific nature of the material being studied must be monitored; - it is necessary to form external and internal motivation for students’ activities; - it is necessary to implement an individual approach to students, taking into account personal capabilities; - in the lesson it is necessary to create a favorable psychological climate and necessarily situations of success and emotional release, because the result of any work, and especially mental work, depends on the mood, on the psychological climate - in an unfriendly environment, fatigue sets in faster; - it is necessary to include in the lesson technological techniques and methods that promote self-knowledge and self-esteem of students; - it is necessary to carry out targeted reflection throughout the lesson and in its final part.

To prepare and conduct a lesson that meets all of the above requirements, the teacher’s professional competence in matters of health-saving educational technologies is necessary, which raises the need for additional advanced training for teachers of any specialty and working with different populations of students. Creating conditions for an interested attitude to learning. Situations of success contribute to the formation of positive motivation for the learning process as a whole, thereby reducing emotional tension, improving the comfort of relationships among all participants in the educational process, thereby implementing the basics of health-saving technologies when organizing the educational process.

In physical education lessons, it is necessary to pay special attention to the organization of health-preserving factors. Control tests, assignments, tests, etc. should only provide initial (and current) information for the development of individual tasks, the essence of which is that the student must move further in each period of time, which will be confirmed by the next test. If this does not happen, then the teacher must make appropriate adjustments to individual assignments. It is fundamentally important that the student does not compare with others on the principle of “better or worse than others,” but compares with himself: today I have become better than yesterday, and tomorrow I will try to become better than today. However, for this, tasks must be realistic and stimulate students to actively work. In the meantime, evaluation criteria are based on comparing the results of mastering knowledge and skills with some contrived “average” values. In this case, the strong student does not feel the need for everyday educational work, and the weak one, feeling doomed, does not feel the desire for it. And if a student does not understand the importance of educational material, then the selectively working subconscious immediately after receiving a grade helps him to quickly forget unnecessary material. In this case, the consistency in mastering the basics of knowledge is disrupted and each new material appears to be divorced from the previous one, independent and even far-fetched. Incorporating elements of active recreation into the training process.

Elements of physical education, in addition to the physical education lesson itself, can be used in other lessons and breaks: physical education minutes, physical education breaks, dynamic (moving) breaks(Slide No. 9) Such active recreation is designed to solve a number of problems: preventing early mental fatigue and restoring mental performance by activating cerebral circulation and switching attention; elimination of congestion in the blood circulation and respiratory system through deep breathing exercises and rhythmic alternations of contractions and relaxations of the muscles that provide accommodation of the eye; eliminating the adverse effects of prolonged stretching and relaxation of the back muscles responsible for posture and more. Ensuring the necessary hygienic conditions in educational premises. Lighting and air characteristics in the gym, temperature conditions. All this is quite fully regulated by the relevant sanitary and hygienic standards.(Slide No. 10)

Health-saving technologies in physical education lessons

Currently, every teacher should know that training, education and health are inextricably linked categories that influence each other.

Focus on health-saving technologies in education is one of the main and urgent tasks of the entire education system.

This includes the creation of optimal conditions for the implementation of health-saving technologies in physical education lessons and in extracurricular activities. I try to build my work as a physical education teacher with students, teachers, parents and graduates in such a way that health preservation in this activity is the main priority.

Relevance The topic is predetermined by the fact that human health is the main value of a person; it is at school age that the foundations of health-saving thinking and behavior of an individual are laid. On the other hand, the school environment most often does not create conditions for promoting health.

The state of health of children in Russia causes reasonable concern. According to experts, about 90% of children have deviations in physical and mental health; 30-35% of children entering school already have chronic diseases; Over the years of training, the number of visual and posture disorders has increased fivefold, the number of mental health disorders has quadrupled, the number of children with digestive diseases has tripled: up to 80% of young men of conscription age, according to medical criteria, are not ready to serve in the Armed Forces. This state of health is the result of long-term adverse effects of not only socio-economic, environmental, but also a number of pedagogical factors. In this regard, one of the priority h My goal in my work was to preserve and strengthen the health of children, to develop in them the concept of the value of health and a healthy lifestyle.

Target: summarize the materials studied on this topic; identify ways and means of creating a culture of health and apply them in practice.

Tasks:

1. Generalization of advanced pedagogical experience on this topic.

2. Active use of health-saving technologies in the activities of a physical education teacher

3. Teaching the principles of healthy lifestyle and health preservation to students in class and outside of class time through the use of various health improvement techniques.

The pedagogical experience of physical education teachers should be based on the following fundamental priorities:

1. A healthy child is a practically achievable norm of child development.

2. Health improvement is not a set of therapeutic and preventive measures, but a form of development of the psychophysiological capabilities of children.

3. An individually differentiated approach is the main means of health-improving and developmental work with students.

Leading pedagogical idea : to motivate children, teachers and parents so that from a very early age they value, take care of and strengthen their health, strive to become healthier and more developed not only personally, intellectually, spiritually, but also physically.

Protecting the health of children can be called a priority activity for the entire society, since only healthy children are able to properly assimilate the acquired knowledge and in the future are able to engage in productive and useful work.

In the characteristics of the concept "health" Both individual and social characteristics are used.

Human health, first of all, depends on lifestyle. This style is personalized. A healthy lifestyle combines everything that contributes to a person’s performance of professional, social, family and household functions in optimal health conditions and determines the direction of the individual’s efforts in maintaining and strengthening individual and public health.

The concept of “health-saving educational technologies” (HST) has appeared in the pedagogical lexicon in the last few years and is still perceived by many teachers as an analogue of sanitary and hygienic measures. This indicates a distorted understanding of the term “health-saving educational technologies”, primitive ideas about the content of the work that a school should carry out to achieve its most important task - preserving and strengthening the health of students.

Teachers of general education institutions also understand this term differently. Some believe that ZOT is one or more new pedagogical technologies, alternative to all others, and therefore you can choose: whether to work, for example, using the technologies of S. Frenet, V. Zaitsev, M. Montessori, etc. or using the “technology health care."

Another version of understanding can be described as “mythologizing the idea of health-saving technologies”: as if something has never been seen before in schools and has miraculous effectiveness.

The purpose of pedagogical (educational) technology - achieving a given educational result in training, education, development. For example, technology is focused on achieving optimal results in primary schoolchildren mastering general academic skills; the goal of the developmental education system is the comprehensive harmonious development of the individual, etc.

Health conservation cannot, by definition, act as the main and only goal of the educational process, but only as a condition, one of the tasks associated with achieving the main goal.

By health-saving educational technology (Petrov) he understands a system that creates the maximum possible conditions for preserving, strengthening and developing the spiritual, emotional, intellectual, personal and physical health of all subjects of education (students, teachers, etc.).

Functions of health-saving technology:

formative: carried out on the basis of biological and social laws of personality formation. The formation of personality is based on hereditary qualities that predetermine individual physical and mental properties.

informational and communicative: ensures the broadcast of the experience of leading a healthy lifestyle, the continuity of traditions, value orientations that form a caring attitude towards individual health, the value of each human life;

diagnostic: consists of monitoring the development of students on the basis of predictive control, which makes it possible to compare the efforts and direction of the teacher’s actions in accordance with the natural capabilities of the child, provides an instrumentally verified analysis of the prerequisites and factors for the future development of the pedagogical process, individual passage of the educational route by each child;

adaptive: educating students to focus on

healthy lifestyle, optimize your condition

own body and increase resistance to various types

stress factors of the natural and social environment. She provides

adaptation of schoolchildren to socially significant activities.

reflexive: consists of rethinking previous personal experience, preserving and increasing health, which allows you to compare the actually achieved results with the prospects.

integrative: combines folk experience, various scientific

concepts and systems of education, guiding them along the path of maintaining health

the younger generation.

Technology types:

Health-saving(preventive vaccinations, ensuring physical activity, fortification, organization of healthy nutrition)

Wellness(physical training, physiotherapy, aromatherapy, hardening, gymnastics, massage, herbal medicine, art therapy)

Health education technologies(inclusion of relevant topics in general education subjects)

Fostering a culture of health(optional classes for the development of students’ personality, extracurricular and extracurricular activities, festivals, competitions, etc.)

The systematic sequence of introducing the school and each teacher to health-saving technologies:

1. Awareness of the problem of the negative impact of school on the health of students and the need for its immediate resolution

2. Recognition by school teachers of their joint responsibility for the poor health of schoolchildren

3. Mastery of the necessary health-saving technologies (acquisition of competencies) Implementation of the received training in practice, in close cooperation with each other, with doctors, with the students themselves and their parents

Negative trends :

Significant reduction in the number of absolutely healthy children (no more than 10-12% remain)

The rapid increase in the number of functional disorders and chronic diseases, which are registered in more than 50-60% of schoolchildren

A sharp increase in the proportion of pathologies of the digestive organs, musculoskeletal system, kidneys and urinary tract

An increase in the number of schoolchildren with several diagnoses (20% of high school students have a history of 5 or more diagnoses)

The disadvantages of education, in particular, include :

- Failure to comply with SANPiNA standards

Insufficient lighting in classrooms;

Poor air in school premises;

Irregular shape and size of school tables;

Study overload;

Homework dosages.

The main “school” factors that negatively affect the health of students:

Actively studied and discussed:

The traditional system of physical education, focused on the recommended (I emphasize - not mandatory, but recommended) program by the Ministry of Education of the Russian Federation, is designed to provide a certain amount of premises, specialized equipment and inventory. In the absence of such conditions, the program becomes completely impossible to implement and the physical education teacher transfers the entire burden of its development to the standards proposed in the program, that is, in fact, he transfers the burden of responsibility for the effectiveness of physical education from himself to the students. Moreover, taking into account the prevailing attitude in our education towards standards focused on the “average” student, they themselves, in the current interpretation, are the most important factor not in the education of physical culture in students, but in alienation from it. At the same time, resolving this issue, and on the basis of individual guidelines, does not cause any fundamental difficulties.

Many people are already accustomed to the expression “health-saving technologies,” although they understand it in their own way. Some introduce the “Health Lessons” training program, others organize class competitions, others use a universal program recommended by the Ministry of Education, others limit themselves to herbal tea and vitamin salads, etc.

This activity at school has several directions: ensuring a safe school environment; organizing the educational process in such a way that it does not harm health; using methods appropriate to the age and abilities of students; proper organization of motor mode and physical education and recreational work; formation of the value of health and a healthy lifestyle; interaction with medical institutions, analysis of health status and recording of results to save it.

The main goal of the work of physical education teachers is to provide the student with the opportunity to maintain health during the period of study at school. To do this you need:

To develop in students the necessary knowledge, skills and abilities regarding a healthy lifestyle;

Teach schoolchildren to use the acquired knowledge in everyday life;

To teach schoolchildren the techniques of mobilization and relaxation and spiritual self-improvement.

The assigned tasks are solved through:

1) improving the methodology of teaching a lesson,

2) individual work with low-achieving and physically developed students,

3) correction of schoolchildren’s knowledge based on diagnostics of the development of abilities and natural inclinations,

4) motivation of schoolchildren to study.

The theory and practice of physical education convincingly indicate that exercises aimed at developing endurance (running, jumping, outdoor games, tourism, orienteering) are of particular importance, contributing to the expansion of the functional capabilities of the cardiovascular and respiratory systems, improving the activity of the central nervous system and, therefore, the most general improvement of health and increased performance of the body.

2. Weak material and technical base

3. Overloaded halls.

School education these days places great demands on the health of students. Therefore, now, more than ever, health-saving technologies in the educational process are relevant.

Before considering these technologies, it is necessary to clarify which elements of the educational process can have negative effects on children's health.

First of all, this is a large number of subjects in the schedule, six to seven subjects daily; large volume and complexity of educational material, inadequate teaching methods (traditional rigid lesson plan - daily repetition of the same stages in the same order), stressful situations of control, fear of mistakes, fear of grades (their priority in the class).

An attentive teacher will always notice external signs of student fatigue :

ü frequent change of position,

ü stretching

ü shaking hands,

ü yawning,

ü closing the eyes,

ü propping up the head,

ü fixed gaze,

ü unnecessary rearrangement of objects,

ü conversation with a neighbor,

ü increase in the number of errors in answers,

ü not perceiving the issue,

ü delay in response,

ü Frequently glancing at the clock while waiting for the end of the lesson.

Preserving the health of a child begins with the organization of the entire educational process, in particular with the lesson schedule.

It would be good to reduce the number of subjects in one school day, that is, the number of student preparations for lessons through paired hours, which allow the teacher to organize “immersion” in the subject, and the student to avoid a “stressful kaleidoscope.”

We know that the most productive lessons are from the second to the fourth. But the schedule cannot fail to include the 1st, 6th and even 7th lessons.

In order to preserve the health of students, the teacher must see the system of class lessons on a given day, remember and take into account not only the order of his lesson, but, very importantly, what it ranks in the educational process of the class.

If your lesson schedule is outside productive hours, then lesson planning must be carried out taking these circumstances into account.

For example, on Monday, in some class the last lesson is mathematics. How can a teacher achieve students’ attention and concentration in the lesson and the effectiveness of the educational process? Only through the use of elements of Shatalov technology, which serves to preserve health.

1. Work in pairs or small groups, “spin,” that is, the active movement of students from one group or pair to another.

2. Using two boards, when students involuntarily make turns from one board to another, move enough, thereby maintaining interest in the lesson and active participation in it.

The use of a gaming system contributes to maintaining health . Movement, activity, ingenuity, socialization are inherent in the system itself: show what this letter looks like, draw your perception of the object, depict your mood, attitude to the lesson, to the topic, etc. Children in these lessons are involved in active cognitive activity. do not feel tired, retain energy for the subsequent training period.

I actively introduce gaming technologies into the practice of my work, helping to solve not only problems of motivation and student development, but also health preservation and socialization. In play and through playful communication, a growing person develops and develops a worldview, a need to influence the world, and adequately perceive what is happening. In the game, regardless of the child’s consciousness, various muscle groups work, which has a beneficial effect on health.

Elements of the game are used as feedback and evaluation of classmates' answers: clapping hands, stomping feet, raising hands or signal cards of different colors indicating “yes”, “no”, “please speak”.

During a frontal survey, I use a game with a ball or a balloon: the student catches the ball for the correct answer, does not catch it for the wrong answer, or catches the ball and gives his own answer. This technology has its variations.

In addition, I do two mandatory exercises in one lesson: for the eyes and for various muscle groups. Exercises are often combined with the subject and even the topic of the lesson.

I use elements of theatricality with the appearance of literary or theatrical characters, vocabulary work in a playful form, when children take turns running to the board and writing down words at speed.

Competition techniques have a beneficial effect on children's health.

One of the health-saving techniques at the stage of checking homework: three to six students come to the board, who are replaced by the next student. This way, students go through the motions during a tense, challenging lesson.

The preservation of the physical, moral, and social health of students is also facilitated by the individual work of the teacher with students at different stages of the lesson, with gifted children, and work according to an individual program.

“Holiday lessons” help maintain the health of students. In these lessons, each child is involved in active alternating activities: now he is an artist, now an artist, now a spectator, now a technical performer. The feeling of the importance of everyone in preparing and participating in the lesson solves a whole range of educational tasks, including health protection.

Health conservation is served by lessons using the valeological aspect; they form an attentive attitude of students to their body, cultivate an understanding of the value of human life, lay the foundations of a healthy lifestyle, and the ability to value their lives and the lives of others.

Consciously and purposefully promotes the health of students; performing practical tasks, various muscle groups are activated, and fine motor skills of the hands and fingers are developed.

Health conservation, of course, depends on the volume and level of complexity of homework. A fairly common pedagogical technique of punishing homework with increased volume or complexity is harmful to health. Most often, if a child fails his homework two or three times, he loses interest in this process. Therefore, the dosage of homework and the degree of complexity must be treated with full responsibility: the volume and complexity must be commensurate with the student’s capabilities.

Involve your students in doing homework: give tasks at three levels, that is, let the child choose the scope of the task according to his strength.

Physical education lessons, sedentary games during breaks, counting games during breaks, outdoor games in extended groups, the entire system of physical education work at school, the system of educational work: conversations, class hours, “health lessons” serve to strengthen physical and moral health. working with parents.

LITERATURE

1. Antonov reasons for the implementation of health-saving technologies in educational institutions / , . - M.: Publishing house MGOU, 2004. (Regional target program “Development of education in the Moscow region for 2001-2005”).

2., . “Health-saving school” Moscow, Pedagogical University “First of September”. 2006

3. Weiner health-preserving environment in the general education system // Valeology.-2004.-No. 1.

4., Panin and the practice of forming a health-saving strategy for a teacher in the conditions of advanced training // Valeology.-2004.-No. 4.

5. Zenova for the preparation of a comprehensive target program “School of Health” // Practice of administrative work at school. – 2006.-№1.

6., “Health-saving technologies in the educational process of schoolchildren.” Orenburg. Publishing house

OGPU. 2007

7. , Lysenko - methodological set “Magic lessons in the country of Health.” St. Petersburg, Education and Culture, 1999

8. Karaseva aspects of the implementation of health-saving technologies // “Primary School”, 2005. - No. 11.

9., “Health. Educational and methodological manual for teachers of grades 1 - 11, Moscow, 2001.

10. S, Kosolapova TL. On the issue of health-related activities in educational institutions // “Elementary School”, 2006, No. 4.

11. Mitina technologies today and tomorrow // “Primary School”, 2006, No. 6.

Health-saving educational technologies are many of the psychological and pedagogical techniques, methods, and technologies familiar to most teachers that do not cause direct or indirect harm to health (Smirnov N.K.).

Health and a healthy lifestyle do not yet occupy first place in the hierarchy of human needs in our society. But in accordance with the Law “On Education”, it is the health of schoolchildren that is one of the priority areas of state policy in the field of education.

The issue of preserving the health of students at school today is very acute. Doctors note a trend towards an increase in the number of students with various functional abnormalities and chronic diseases. However, there is only one subject in the curriculum that can to a certain extent compensate for the negative impact of the intensification of the educational process: an increase in physical inactivity, a decrease in the physical activity of students - this is the subject “Physical Education”.

Therefore, every physical education teacher faces questions:

How to organize the activities of schoolchildren in the classroom in order to give each student an optimal load, taking into account his preparedness and health group?

How to develop students’ interest in physical education lessons and the need for a healthy lifestyle, taking into account the emergence of stronger interests in the lives of schoolchildren?

How to make physical education lessons attractive for all children? How to achieve the optimal combination of health, training, and educational components of physical education activities in a lesson?

How to ensure that the subject “Physical Education” has a holistic impact on schoolchildren, stimulating their conscious self-development, self-improvement, and self-realization.

When solving these questions, questions arise contradictions.

On the one hand, a physical education teacher in the process of his activities must take into account the multifunctionality of the lesson, on the other hand, increasing the requirements for its valueological orientation;

on the other hand, there is a high level of requirements for the physical fitness of graduates; on the other hand, there is a decrease in interest in physical education lessons.

Therefore there arises problem, relevant for both pedagogical science and practice: how to effectively organize the educational process without harming the health of schoolchildren? It is possible to answer this if we approach the organization of training from the perspective of the three principles of valeology: preservation, strengthening and formation of health.

IN AND. Kovalko writes that the success of the implementation of health-saving technologies depends on many components:

active participation of students themselves in this process;

creating a health-preserving environment;

high professional competence and literacy of teachers;

systematic work with parents;

close interaction with the socio-cultural sphere.

Preparing a child for a healthy lifestyle based on health-saving technologies should become a priority in the activities of every educational institution for school-age children. To achieve the goals of health-saving technologies, the following conditions must be taken into account:

The first condition for recovery is the creation of a hygienic regime in physical education lessons. My responsibilities include the ability and willingness to see and identify obvious violations of the requirements for the hygienic conditions of the lesson and, if possible, change them for the better - myself, with the help of the administration, medical worker, class teachers
The second is the use of the healing powers of nature, which has a significant impact on achieving the goals of health-saving technologies in the classroom. Carrying out exercises in the fresh air helps to activate biological processes, increases the overall performance of the body, slows down the process of fatigue, etc.
The most important condition is to ensure an optimal motor regime in physical education lessons, which allows you to satisfy the physiological need for movement, contributes to the development of basic motor qualities and maintains performance at a high level throughout the school day, week and year.

Only the integrated use of these funds will help solve the problem of recovery.

I understand perfectly well that it is impossible to force all schoolchildren to engage in physical education and their health; this requires certain incentives and motives.

To create conditions for motivation to engage in physical education, I use:

1. Valueological education of students and their parents.

At parent meetings, I widely cover issues related to the state of health, the conditions for maintaining and strengthening it, talk about the prevention of diseases, and the need for good nutrition. I include parents in the process of discussing problems, provide statistical data. In lessons I practice conversations about a healthy lifestyle. When performing various exercises, I explain to the children the meaning of each of them. For the purpose of a more visual representation of a healthy lifestyle, I use computer presentations. This especially stimulates the cognitive activity of students, increases interest in the topic, and promotes the assimilation of the basic rules of maintaining a healthy lifestyle.

2. The main types of non-traditional lessons are role-playing lessons and health lessons. During health lessons, I divide children into groups; in groups of weakened children, I follow the principles and norms of providing children with exercises that help relieve mental stress, excluding long-term static loads. I use physical exercises that are aimed not only at the physical development of children, but also have a therapeutic and educational effect, corrective exercises. For example, walking on stairs, gymnastic sticks, or ropes strengthens and develops the muscles of the foot and prevents the development of flat feet. Exercises with a skipping rope and a hoop promote the formation of correct posture and have a beneficial effect on the cardiovascular and respiratory systems.

3. I combine gaming, competitive and circular methods. When using one or another method, I take into account the age characteristics of students, prevent overwork, direct their actions and control the load. In order to fully and accurately describe the exercise technique, I show the sequence of actions for clarity. In my practice, I use methods of analyzing exercises, I suggest, I help perform them, but at the same time I take into account the physical development and level of physical fitness of the child. I am sure that methods of persuasion and encouragement have a special effect on children.

It is on children’s interest in activities that it is necessary to build lessons, thereby developing skills and abilities that provide motivation for health. In my lessons, I try to create such conditions so that the child “develops an appetite” for physical education and sports, so that he understands the benefits of movement for his health.

But only in physical education lessons we will not be able to solve the problem of organizing students’ physical activity and preventing physical inactivity. And here extracurricular forms of physical education, recreation and sports work play a big role.

Prevention of physical inactivity largely depends on the family’s position on this problem. That is why I pay great attention to involving families in various extracurricular activities. At our school there are already traditional events with the participation of parents: “Dad, Mom, I - a sports family”, “Merry Anthill”, “Heroes Games”, “It’s good together with Dad”.

To analyze my activities, I conduct annual monitoring of students’ physical fitness in order to:

To identify the state of physical fitness and health of schoolchildren.
Develop recommendations for individual work to improve students’ physical fitness.
To analyze the effectiveness of work on physical education, maintaining and strengthening the health of students at school.

I carry out this monitoring according to the following scheme:

To the generally accepted control tests offered by the program, I add tests of presidential competitions; I conduct them not twice a year, but every quarter. The tests are aimed at developing basic motor qualities: flexibility, endurance, strength, speed, coordination abilities. Based on testing data, groups of students in need of adjustment are identified, and I carry out corrective work with them. To do this, I develop sets of exercises aimed at developing lagging physical qualities.

I record the test results for each class in the “Health Passport”, and students fill out self-monitoring diaries, which very clearly show whether positive dynamics are observed or not, and what they need to work on especially. Thus, many students are trying to improve their results, and I can only tell them how to do this.

Analyzing the results of my work, I note that the introduction of a system of work on health-saving educational technologies allowed:

1.Improve your performance in the subject.

2.Increase the dynamics of growth in students’ physical fitness.

3. To increase students’ interest in physical education and motivation to maintain a healthy lifestyle.

4.Improve the dynamics of students’ health

Health-saving technologies should undoubtedly be used in the process of improving the health of schoolchildren, in particular, in physical education lessons.

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