Педагогічні умови розвитку здоров’язбережувальної компетентності вчителів фізичної культури в системі післядипломної педагогічної освіти
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2013
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Анотація
У статті піднята проблема вдосконалення системи підвищення кваліфікації педагогічних працівників, зазначено місце здоров’язбережувальної компетентності в професійній діяльності вчителів фізичної культури. Проаналізовано вітчизняний досвід щодо організаційно-педагогічних умов удосконалення навчального процесу в системі підвищення кваліфікації педагогічних кадрів і педагогічного забезпечення підготовки учителів до здоров’язбережувальної діяльності. Визначено педагогічні умови розвитку здоров’язбережувальної компетентності вчителів фізичної культури в системі післядипломної педагогічної освіти.
The article deals with the health saving competence of a physical education teacher during his professional activities. The pedagogical conditions of development of health saving competence of a physical education teacher in postgraduate education are defined. National experience regarding organizational and pedagogical conditions to improve the educational process in the advanced training of teachers and training teachers to provide health-promoting activities are analyzed. The pedagogical conditions of development of health-promoting competence of teachers of physical training in the Postgraduate Education are identified. It is stressed that health of students is directly related to the learning environment, nutrition, physical activity, proper load duty and rest conditions of the family upbringing. It is also determined by the ratio of internal and external factors on the one hand, and the possibilities of the organism to counteract undesirable effects, defend them, if possible enhancing effect of positive health factors, on the other hand. The degree of success of recreational activities is to eliminate harmful impacts (environmental adjustments) and increase resistance to them (training, increasing the adaptive capacity of the organism). So this determines the direction of efforts to preserve and promote health. We believe that the use of foreign developments to organize healthy lives of students can not only have a positive effect, but also be harmful. The analysis of national experience shows that foreign direct translation projects and programs to preserve the health of children and adolescents sometimes does not guarantee results. The researches of the scientists show that healthy can be called only 27% of school-age children, as it is well known, that this period of development is very important. The author of the article presents a classification of organizational and pedagogical conditions in order to improve the educational process in institutions of postgraduate education, combining them into two groups. The first (narrower) group is a condition that provides the learning process: a high level of professionalism of those who teach, willingness of students to educational activities, the completeness of information support of the learning process. The second group unites the conditions that ensure the improvement of educational process in a particular institution training. Learning and testing these conditions in their study have allowed us to design a set of requirements for their implementation in the courses for teachers of physical education. The requirements under the terms were also divided into two groups: educational requirements for the educational process (level of professional training and physical training teachers and consequently readiness of students to physical education ); educational requirements to ensure the improvement of the educational process (logistics, training and methodological support of the process). The analysis of the research suggests a large variety of approaches to defining pedagogical terms and explains much of the difference in setting goals and objectives of the case studies according to the characteristics of the direct training.
The article deals with the health saving competence of a physical education teacher during his professional activities. The pedagogical conditions of development of health saving competence of a physical education teacher in postgraduate education are defined. National experience regarding organizational and pedagogical conditions to improve the educational process in the advanced training of teachers and training teachers to provide health-promoting activities are analyzed. The pedagogical conditions of development of health-promoting competence of teachers of physical training in the Postgraduate Education are identified. It is stressed that health of students is directly related to the learning environment, nutrition, physical activity, proper load duty and rest conditions of the family upbringing. It is also determined by the ratio of internal and external factors on the one hand, and the possibilities of the organism to counteract undesirable effects, defend them, if possible enhancing effect of positive health factors, on the other hand. The degree of success of recreational activities is to eliminate harmful impacts (environmental adjustments) and increase resistance to them (training, increasing the adaptive capacity of the organism). So this determines the direction of efforts to preserve and promote health. We believe that the use of foreign developments to organize healthy lives of students can not only have a positive effect, but also be harmful. The analysis of national experience shows that foreign direct translation projects and programs to preserve the health of children and adolescents sometimes does not guarantee results. The researches of the scientists show that healthy can be called only 27% of school-age children, as it is well known, that this period of development is very important. The author of the article presents a classification of organizational and pedagogical conditions in order to improve the educational process in institutions of postgraduate education, combining them into two groups. The first (narrower) group is a condition that provides the learning process: a high level of professionalism of those who teach, willingness of students to educational activities, the completeness of information support of the learning process. The second group unites the conditions that ensure the improvement of educational process in a particular institution training. Learning and testing these conditions in their study have allowed us to design a set of requirements for their implementation in the courses for teachers of physical education. The requirements under the terms were also divided into two groups: educational requirements for the educational process (level of professional training and physical training teachers and consequently readiness of students to physical education ); educational requirements to ensure the improvement of the educational process (logistics, training and methodological support of the process). The analysis of the research suggests a large variety of approaches to defining pedagogical terms and explains much of the difference in setting goals and objectives of the case studies according to the characteristics of the direct training.
Опис
Ключові слова
післядипломна педагогічна освіта, підвищення кваліфікації, вчителі фізичної культури, здоров’язбережувальна компетентність, здоров’я, умови, підходи, групи, postgraduate teacher education, professional development, physical education teacher, health saving competence, health, living conditions, approaches, groups
Бібліографічний опис
Кодимський, С. С. Педагогічні умови розвитку здоров’язбережувальної компетентності вчителів фізичної культури в системі післядипломної педагогічної освіти [Текст] / С. С. Кодимський, Н. Н. Чайченко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №8 (34). – С. 217–224.