Creation of a single health-saving space in the school. Designing the health-preserving space of a general education school by means of personality-oriented education olga podgornaya efimovna. Forms of joint activities

The program of organizing health-saving space in the MKOU Secondary School No. 93 named after M.M. Tsarevsky

The basis of modern civilization is a healthy and spiritually developed person. The physical, spiritual and moral health of the population determines both the intellectual potential and the economic potential of the country. Therefore, a healthy, well-mannered and educated citizen determines the level of civilization of the state, the strength of its social institutions, the capabilities of its power structures.

One of the priority tasks of reforming the education system today is the preservation and strengthening of the health of students, the formation of their value of health, healthy way life, choice educational technologies, adequate to age, eliminating overload and preserving the health of schoolchildren.

Solving these issues, the school is faced with a serious problem of maintaining high health potential, ensuring the conditions for its development, reducing the effects of harmful factors on children throughout pedagogical process... Difficulties in the study of children associated with the increased requirements of programs, their complication, inevitably entail stress, overstrain nervous system, emotional overload and, as a result, the deteriorating health of students. Often, a modern mass school not only fails to improve the health of children, but itself turns into a factor that decreases it.

The concepts of preserving and strengthening the health of students in a modern school have many options for their embodiment, but most of them do not provide for the dominant use of the content possibilities of the pedagogical environment of an educational institution and an integral system of leading factors of school life, designed to ensure the formation of children and adolescents. value attitude to the culture of health and healthy lifestyle.

According to research by the Ministry of Health and the State Committee for Epidemiological Supervision of Russia, only 14% of children are practically healthy, 50% have functional deviations, 35-40% have chronic diseases. Among schoolchildren, during the period of study, the frequency of visual impairments increases 5 times, pathology of the digestion and genitourinary system 3 times, posture disorders 5 times, and neuropsychiatric disorders 4 times.

Against this background, the correct organization of educational activities is extremely important in the aspect of ensuring the safety of the health of students, without which the realization of the full potential of school success of an individual child is impossible, since the state of health of students, according to experts, depends by 20-40% on the state of the environment, by 15 -20% genetic factors, 10% from the activities of health services and 25-50% from compliance with the norms and rules of health care in school conditions.

Health-saving technologies are an integral part of the entire educational system, therefore, everything that relates to an educational institution: the nature of training and education, the level of pedagogical culture of teachers, content educational programs, sanitary and hygienic conditions, prevention of injuries, reasonable planning of a complex of physical education and health and sports activities, increasing the level of motivation to preserve and improve the health of students, the formation of a culture of health in children and teachers, psychological and pedagogical factors - all this is directly related to the problem of physical , mental and spiritual health of students.

Therefore, it is obvious that the "School factor" is the most significant factor in terms of strength and duration, which affects the health of students. At present, an earlier start of systematic education, a significant intensification of the educational process, the widespread use of various pedagogical innovations lead to a discrepancy between the educational load and the functional capabilities of the body of children and "breakdown" of adaptive mechanisms.

The goal of the program: creation of a health-preserving educational space as a condition for improving the quality of education.

The program is implemented by solving the following tasks:

organization of pedagogical activity with the greatest effect for the preservation and strengthening of health;

formation of skills and stereotypes of a healthy lifestyle;

motivation for a healthy lifestyle;

the formation of a value attitude to the culture of health;

improving the qualifications of the teaching staff of the school on the organization of work related to the health improvement of students;

coordination of school and family actions in organizing various forms of work to form a health-saving space.

Practical significance

The growing volume of information that a student must assimilate in the learning process increases the total training load and the degree of tension of the functional systems of the body during its implementation. Studies by psychologists and physiologists have shown that situations when the capabilities of the functional systems of the body do not meet the requirements of education, not only leads to a decrease in academic performance, but also contributes to functional disorders (diseases) of schoolchildren. Thus, there is a need for new approaches in the application of techniques, methods, means, taking into account this given. That is why a teacher should not only master general educational methods, but also technologies of health preservation. Another key position of this program is to develop the child's motivation for a conscious attitude to his own health and the health of others.

Health-saving technologies

Concept "Health-saving technologies"it integrates all areas of the school's work to preserve, form and improve the health of students. Consequently, the education system faces a fundamentally different way of maintaining health - not health improvement, but first of all, ensuring the maximum preservation of the mental and somatic health of all participants. educational process.

Applicable health-saving educational technologies based on:

age and individual-typological characteristics of the cognitive activity of children;

learning at the optimal level of difficulty (difficulty);

variability of teaching methods and forms;

optimal combination of motor and static loads;

teaching in small groups;

the use of visualization and combination of various forms of information provision;

creating an emotionally supportive atmosphere;

the formation of positive motivation for learning ("pedagogy of success");

on cultivating students' knowledge of health issues.

The following group health-preserving technologies used in the educational process in which different approach to health protection, and accordingly, different methods and forms of work:

medical and hygienic technologies; which include a set of measures aimed at maintaining proper hygienic conditions in accordance with the regulations of the SanPinNov, and the functioning of a medical office in schools to provide daily assistance to schoolchildren and teachers;

ecological health-saving technologies; helping to instill in schoolchildren a love of nature, the desire to take care of it, the introduction of students to research activities in the field of ecology, etc., all this forms a personality, strengthens the spiritual and moral health of students;

life safety technologies; technologies implemented by teachers and the rest of the teaching staff of the school;

physical culture and health technologies;

health-preserving educational technologies, which are subdivided into protective and preventive, compensatory-neutralizing, stimulating, informational and educational.
Principles of health-preserving pedagogy

the principle of an integrated approach, thanks to which not only the tasks of protecting the health of students are solved, but also the tasks of forming and strengthening the health of schoolchildren, fostering a culture of health in them;

the principle of no harm;

the unity of physical, mental and spiritual and moral health;

the principle of continuity and continuity;
the principle of compliance of the content and organization of training with the age characteristics of students;

the principle of medical and psychological competence;

priority of active teaching methods;

the principle of combining protective and training strategies;
the principle of forming the responsibility of students for their health;

the principle of monitoring results.

Areas of work to create a health-saving school space

Health pedagogy

Purpose: Promotion of a healthy lifestyle and teaching healthy lifestyle skills.

Recreational and preventive measures.

Purpose: Prevention of diseases, taking the necessary measures to prevent deterioration in health, and helping children to adapt to the consequences of health problems (consequences of illness, emotional problems).

3. Prevention of the use of psychoactive substances.

Purpose: To form a healthy lifestyle, an effective strategy of behavior and personal resources that prevent the abuse of drugs and other psychoactive substances, to create conditions for open, trusting communication, perception of information, and a creative work atmosphere.

Physical education is a traditional form of school work.

5. Creation of a comfortable subject-spatial environment.

Conditions for the implementation of the program

For the successful implementation of the program, a rational organization of the educational process is necessary, that is, strict adherence to all norms and standards that preserve the psychosomatic health of students:

study load - the number of lessons and their duration, including the time spent on homework;

load from extra lessons at school (individual lessons, elective lessons);

activities of an active-motor nature (dynamic pauses, lessons physical culture, sectional and circle classes);

rationally compiled schedule of training sessions, taking into account the complexity of the subjects and the predominance of dynamic or static components during classes. Using the rank scale of item difficulties.

rational organization of the lesson, taking into account hygiene standards , the functional state of schoolchildren in the process of educational activity, maintaining the mental performance of students at a consistently high level throughout the academic hour.

Requirements for the lesson from the standpoint of health preservation:

Furnishing and hygienic conditions in the classroom (office): temperature and freshness of the air, rationality of lighting in the classroom and the board.

The number of types of learning activities: interviewing students, writing, reading, listening, storytelling, considering visual aids, answering questions, solving examples, problems, etc. Average duration and frequency of alternation of various types of learning activities.

The number of types of presentation of educational material: verbal, visual, audiovisual, independent work etc.

Methods that promote the activation of initiative and creative self-expression of the students themselves, when they really turn from “consumers of knowledge” into subjects of action for their acquisition and creation, that is, the implementation of a competence-based approach in teaching.

The place and duration of the use of TCO (in accordance with hygienic standards), the teacher's ability to use them as an opportunity to initiate discussion, discussion.

Pose of students, alternation of posture (whether the teacher really observes the seating of students; whether the poses alternate in accordance with the type of work).

The presence, place, content and duration of health-improving moments in the lesson;

The presence of motivation for the activities of students in the lesson.

The psychological climate in the lesson. Relationships in the lesson: between teacher and students (comfort - tension, cooperation - authoritarianism, individual - frontal, taking into account age characteristics: sufficient - insufficient); between students (cooperation - rivalry, friendliness - hostility, interest - indifference, activity - passivity).

The presence at the level of emotional discharges: a joke, a smile, a humorous or instructive picture, a saying, a well-known statement (aphorism) with a commentary, a short poem, a musical moment, etc.

The density of the lesson, that is, the amount of time spent by schoolchildren on educational work. Norm: not less than 60% and not more than 75-80%.

The moment of onset of student fatigue and a decrease in their learning activity. It is determined in the course of observation by the increase in motor and passive distractions in children in the course of educational work. Norm: no earlier than 25-30 minutes in grade 1, 35-40 minutes in elementary school, 40 minutes in middle and high school, 30 minutes for students of special (correctional) classes.

The use of health-preserving techniques in the lesson largely depends on the correct organization of the lesson, the level of its hygienic rationality.The increase in active and passive distractions of children in the process of educational activity is an indicator of a decrease in educational activity, which is monitored by the teacher during the lesson. Dynamic pauses, eye gymnastics, acupressure, etc. are a way to correct these conditions in the classroom. Tracking and fixing the psychological climate, the presence of emotional discharges, adherence by students to the correct posture, its compliance with the type of work and alternation during the lesson is also a necessary health-preserving nuance in the lesson.

Exercise for the eyes.

Finger gymnastics for the development of fine motor skills.

Kinesiological exercises.

Dynamic change of pos.

Breathing exercises.

Hot spot massage.

Self-massage.

Special exercises designed to correct posture disorders.

Relaxing exercises to relieve psycho-emotional and psychophysical stress.

A set of exercises to develop a sense of rhythm and orientation in space.

Dynamic pauses (physical minutes)

• with the use of musical accompaniment;

  using poetic forms;

  a set of general developmental exercises.

Technologies of interaction with students in the framework of creating a health-preserving school space

Personally-oriented learning technologies aimed at the individual development of the child's personality (gifted, capable, “ordinary”, in need of correction), the right of the student and parents to choose the level of education in terms of health preservation;

design and modeling technologies based on the subject-subject principles of student-teacher interaction;

efficient method technologies;

technologies of pair and group work;

training forms of classes;

conducting lessons in nature;

technologies of psychological support of the educational process;

the use of technologies of game forms of education that develop the emotional and sensory sphere of the child and take into account his individual psychological characteristics;

project activities.

In the course of work on a project, creative the potential of students, the skill of analyzing their own activities. There is an understanding of their own experience and the experience of their peers in solving health problems. The student evaluates his own health resource, finds and learns life safety techniques, improving the ecology of the school environment. He can broadcast the acquired experience outside the school.

Health-saving activities

1. Consultations of invited specialists

2. Lectures for students

"Physical development of schoolchildren at school and at home"

“Child's fatigue. How to deal with it "

"Movable and slow children"

"Moral lessons of elementary school"

"We are responsible for our own health"

"Formation of the self - concept"

"Socio-positive values \u200b\u200bof the individual"

"Prevention and overcoming of deviations in the psychological health of students (identification of conditions that contribute to the preservation of the health of students)"

"Provision of prevention of school and social maladjustment of children"

3. Interviews (at the request of parents and teachers).

4. Trainings

"Formation of health-oriented behavior in a child"

"Formation of our own strategies and technologies to maintain and improve health"

"Formation of a youth subculture based on socially positive personal values, the value of a culture of health"

"Formation of students' ability to self-determination and self-development"

"Teaching a teenager to defend his point of view from the standpoint of the formation and maintenance of health"

"Fundamentals of personal safety and injury prevention"

"Prevention of the use of psychoactive substances"

5. Picture diagnostics

6. Cool watch

"How not to become a victim of a crime"

"Regime of the day of a younger student"

"What am I?"

"I and my family"

"Hygiene rules and regulations"

7. Corrective diagnostic measures (testing):

"Analysis of value orientations of the hierarchy of values" (Health, friends, recognition, family, love, financial situation)

8. Thematic exhibition of children's drawings

9. Photo collages "We are happy because we are together"

10. Wall newspapers

11. Competition of songs, ditties (health-preserving topics)

12. Festival of fairy tales that talk about health

13. Project activities

"Traffic rules on our street"

• "Letter to the driver"

"Organization of motor activity of junior schoolchildren during recess."

"The influence of plants on the ecology of the school environment."

"Study of the effect of vitamins on the human body"

14. Conducting contests for the healthiest class

15. Competition of literary works of students promoting the value of health and a healthy lifestyle.

16. KVN "Secrets of Healthy Nutrition"

Educational work with parents

Lectures "Interaction between family and school in the aspect of health-saving technologies"

Consultation of invited specialists

Individual consultations

Themed parenting meetings

Monitoring school health-saving space

The proportion of healthy children is steadily declining, especially this trend is typical for children school age... The leading problem in the implementation of measures to improve the health of students is the introduction of effective monitoring (tracking, control and monitoring systems). Health and development monitoring is a real basis for cooperation between health authorities, education and parents, and the school is the place of their joint activity.

Monitoring the school health-saving space includes:

diagnostics of educational conditions for children;

study of living conditions in a family;

disease control;

harmony and disharmony of physical development;

studying the level of adaptability of the mental state of students.

Research methods (assessment methodology) of the state of the health-preserving space of the school: questioning, polling, testing, observation, interview.

Expected results

Effective pedagogical activities to protect and promote the health of students; Application of health-preserving components of the educational process in lessons and extracurricular activities.

The presence of formed skills and stereotypes of a healthy lifestyle among students

Providing each student with a level of education, depending on the state of health, individual abilities, inclinations and needs of students.

Motivation for a healthy lifestyle for children and adolescents.

Formation of value attitudes towards the health culture of schoolchildren.

Qualified teaching staff who carry out the work of the school related to the health improvement of students.

Coordinated action by the school and family in the organization to create a health-saving space.

SUB-PROGRAM

"School of Aibolit and Gantelkin"

The program is aimed at educating the foundations of a culture of health, forming a child's idea of \u200b\u200bhimself and of a healthy lifestyle, hygiene rules, and health protection.

Purpose of the program:

Teach students to take care of themselves by developing the habit of thinking and taking care of their health.

Program objectives:

1. Creation of a system of interconnection and cooperation with all interested services.

2. Creation and use of health-saving technologies in the educational process.

3. To form students' conscious choice of a healthy lifestyle.

4. To raise the level of knowledge of parents in health protection, prevention of school problems and assistance to children with difficulties in school adaptation.

Significance of the program:

1. For students:

Reducing the incidence rate;

Formation of motivation for maintaining and developing health, acquiring skills for a healthy lifestyle;

Rejection of bad habits

2. For parents:

Formation of valeological thinking in parents, improvement of the family microclimate.

Principles of creating a program:

1. Availability:

taking into account age characteristics;

2. Systematic and consistent:

gradual flow of material from simple to complex;

frequent repetition of learned rules and norms.

3. Visibility:

taking into account the peculiarities of thinking.

4. Differentiation:

taking into account age characteristics;

creation of a favorable environment for the assimilation of the norms and rules of a healthy lifestyle by every child.

Implementation means:

1. Joint activities of a teacher with children on the themes: "I am a person", "I and movement", "I master hygiene and etiquette", "I and dangerous objects", "I and the street". These themes are integrated into various regime moments: play, walk, individual work, independent activity of children.

2. Section "Traffic light rules". A separate plan highlighted measures aimed at preventing road traffic injuries.

3. Organization of a health-preserving and developmental environment conducive to the formation of health skills.

4. Working with parents. This direction presupposes systematic and systematic interaction of the parent-child-teacher triad for the development of culture, health and includes various forms of work.

Program implementation methods:

1. Verbal:

• Reading fiction.

  Memorizing poems.

  Didactic games.

  Role-playing games.

  Outdoor games.

  Entertainment.

  Consulting.

  Observations.

2. Visual:

Organization of exhibitions, competitions.

Collection of photographic materials.

Examining illustrations.

Information and propaganda stands.

Theatrical activity.

3.Practical:

Creation of a health-preserving and developing environment that ensures a comfortable stay for students at school.

Demonstration of different situations that pose a danger to the health of the child.

• Planned results of mastering the basic educational program of primary general education by students 7

  Program

  The main educational program of primary general education for the secondary school №4, operating on the OS "School 2100", was developed in accordance with the requirements of the Federal State Educational Standard of Primary General Education

• Contents 1 Explanatory note 2 2 The program of spiritual and moral development and education of students at the stage of primary general education 6 3 Planned results of mastering the basic educational program of primary

  Explanatory note

  The main educational program of primary general education MOU SOSH № 5 p. Balakhonovskoe, working on the OS "School 2100", was developed in accordance with the requirements of the Federal State Educational Standard for primary

For planning and carrying out work aimed at preserving and strengthening the health of students, transforming the pedagogical technologies used in the school into health preservation, it is methodologically useful to introduce and concretize the concept of the health-preserving space of the school (hereinafter referred to as HSP), which combines phenomena, spheres, paths and processes implementation of health-saving educational technologies, and combined into several structures by the nature of these phenomena and psychological and pedagogical characteristics. The impact of this space on students and teachers takes place directly at school, however, as in all other cases when we deal with human science technologies, the primary impact serves only to launch the processes of further changes in both the pedagogical space and the subjects acting in it.

It would be naive to expect that the following ideas about ZPS will turn out to be a revelation for experienced teachers and heads of educational institutions, which, like a miracle balm, will solve all the problems of the education system related to the health of students. This is just an attempt, on the basis of a certain systematization, to look at more or less well-known phenomena and phenomena of pedagogical activity from the point of view of assessing their impact on the health of subjects of the educational process and adjustments of this impact are possible.

The changes that take place in the educational space are not as obvious and quick to manifest as, for example, the result of a successful operation. But this is a feature of most preventive and psychological-pedagogical (educational, in a broad sense) influences: individual subtle shifts in the state of the body, physiological and psychological processes, personal structures, accumulating, lead to already noticeable changes. The same is in the case of pathogenic factors characteristic of the education system: their almost imperceptible daily impact on students and teachers leads to a gradual depletion of health resources, the appearance of first borderline, and then clinically expressed health disorders and defects that are already difficult to recover.

The main features of ZPSH, which distinguish it, among other things, from well-known hygienic norms and recommendations, correspond to the principles of health-saving educational technologies and can be briefly represented by three provisions.

If the hygienic factors listed by SanPiNah, by definition, carry obvious or potential harm to health, then the essence of the ZPSH is its positive basis, focus on those processes and resources, organizational and content capabilities of the pedagogical system that contribute not only to the preservation, but also to the formation, increase health potential of students. The displacement of negative influences and the effects they produce, positive ones, by reorientations, due to this, the total vector of the orientation of the external influences of the education system, in relation to the health of students, from negative to positive, is an important distinguishing feature of ZPSH.

Another feature of ZPS is an innovative and creative basis for the formation and implementation of all efforts aimed at increasing the effectiveness of health preservation, with the maximum possible use of an individual approach to each student.

Finally, the third feature is the focus on involving the students themselves in activities to optimize this space, which is an educational program that contributes to the transformation of schoolchildren from passive and irresponsible objects, which adults protect from influences harmful to their health, into subjects of the process of health preservation, with a completely different feeling responsibility, endowed with their own rules and responsibilities. Among them is the need to acquire a baggage of knowledge, which is obligatory for competent care of your health and the health of your loved ones.

Several phenomenologically similar phenomena can be distinguished in the structure of ZPS, which together constitute it. Figuratively, this can be represented as a ball, or a sphere, dynamically shimmering in several different colors, each of which defines a certain set of phenomena as an integral part of the entire sphere (the figurative model was proposed by MV Anosova). For convenience, we will call these aggregates of homogeneous phenomena, these "subspaces" the corresponding spaces - ecological, emotional-behavioral, verbal, cultural, etc. Let us briefly describe the main ones.

Ecological space associated with the impact of the entire set of environmental factors affecting the school on students and teachers. Nominally, some of them coincide with hygienic factors, the characteristics and degrees of impact of which are regulated in SanPiNs. That is, there are three differences that make it possible to represent this space not just as a new designation for well-known factors. First, the SanPiNs presents a set of separate items with quantitative frameworks that must be adhered to. The analysis of the pedagogical space is focused mainly on a qualitative assessment of the impact of the entire set of homogeneous factors, especially since in fact their impact is always combined and interrelated. Secondly, in contrast to the hygienic approach, centered on the pathogenic factors themselves, the subjects of the pedagogical process and these processes themselves are the center of attention in the pedagogical space. Finally, thirdly, there are quite a few elements in the pedagogical space that are either not yet regulated, or cannot be regulated and cataloged in principle. So, a picture hanging on a wall can shift the focus of a person's attention in the holistic perception of the entire room, depending on the impression that this particular picture makes on him (both in the modality of the relationship and in the strength of its expression). For example, in one post-lesson survey of students about what attracted or distracted their attention, more than half pointed to a large paper clip that was visible on the floor. It is clear that no hygienic lists can take this into account.

One of the elements of the ecological space is air environment... Its impact on students and teachers is not limited to those parties that are regulated by SanPiNs - they are known and brought in accordance with the requirements by maintaining a comfortable temperature and regular ventilation of the classroom. But besides this, the impact on the health and mood of students is exerted, for example, by smells, the regulation of which, except for the most general phrase, is absent in SanPiNs. IN last years the idea of \u200b\u200bthe effect of odors on a person took shape in a new science - aromatology and its applied branch - aromatherapy. The best source of beneficial and harmonious odors are plants. Growing indoor plants in classes, in accordance with the recommendations of scientists and generalizations of practical experience, is certainly advisable, but it should be associated not with the tasks of treatment, but only with the preservation and strengthening of health.

Plants are our silent friends and helpers, wonderful healers and healers. They give people irreplaceable oxygen, absorb harmful gases and substances, trap dust, and reduce the impact of city noise. Indoors, plants create the necessary psycho-emotional comfort, being sensitive keepers of safety and peace. Plants show their health by releasing essential oils that act like hormones, penetrating the body systems, influencing emotions and physical reactions, regulating them, activating the body's defenses against infectious diseases, stimulating the formation of blood leukocytes. Certain essential oils have connections with specific organs in the body. For example, geranium oil activates the adrenal cortex and relieves stress caused by stress, orange oil is used to combat anxiety and fear.

All flowers emit phytoncides flowers, which have a detrimental effect on pathogenic microbes. The possibilities for improving indoor air with indoor plants are simply endless. Volatile excretions of some plants, due to their biological activity, even in microscopic doses (10 -6 mg / cm 3) can have a bactericidal, bacteriostatic, fungicidal effect. From volatile phytoncides of amaryllis, agapanthus, ziferanthes, hypeastrum, some bacteria die faster than from garlic phytoncides. To improve the air in the room, it is useful to keep plants such as chlorophytum, myrtle, rosemary, aglaonema, asparagus. The phytoncidal properties of conifers have long been known. These are cryptomeria, juniper, pine. They also fill the room with negatively charged ions, which absorb radiation from televisions and computers.

When selecting plants in a class, two prerequisites must be met:

1. The smell of plants should not be very strong, distracting;

2. the presence of plants in the classroom should not cause allergic reactions in any of the students.

It is important that this direction in harmonizing the pedagogical space, instead of solving the problem of increasing the efficiency and reducing fatigue of students, does not turn into a "game of smells" in the classroom - a fashionable hobby like herbal medicine. It is known that the creation of herbal bars in many schools in the mid-90s gave both positive results and, unfortunately, negative ones, manifested in cases of allergic reactions in schoolchildren. Therefore, it is necessary to observe all the necessary precautions, including checking the purchased raw materials and conducting allergic tests in children in suspicious cases. Then, by the way, the experience of the teacher-valeologist Y. Titova will have to, helping high school students with the help of specially selected odors to differentiate the work of the left or right hemisphere in the lessons of the natural-mathematical or humanitarian profile, respectively. There are also other intense examples of the use of odors in school practice.

Artificial preparations can also be used to flavor the air, but it is more environmentally friendly and cheaper to grow live plants. In addition, at the same time, another, no less important task is solved - educational. It is better to entrust the cultivation of plants in the classroom, caring for them to the students themselves. Involved in caring for plants, children learn to take good care of them, and therefore to all living things, thus receiving the basics of ecological education.

With the help of indoor plants, it is possible to fill the deficit in communication with nature, which inevitably arises in cities among the monotony of standard houses, the annoying noise of cars, which does not go out for hours on a TV or computer screen. Videoecology experts are also sure that indoor plants must be in a room where people stay for a long time.

The increased attention that we pay to this element of the ecological space of the school is associated not only with the impact of the air we breathe on health, but also with the fact that when performing physical, and even more so, breathing exercises in class (within the framework of physical ), the air in the class must be clean and light - otherwise the harm from these activities will be more than good.

It is impossible not to mention one more aspect that is relevant for the school's work to preserve the health of students. It is known that the effectiveness of tobacco smoking prevention remains at an extremely low level. Additional opportunities that increase the effectiveness of this preventive program and are not implemented "head-on" by the repetition that "smoking is harmful" can be created by the regular mentioning by all school teachers in different contexts of their attention to the quality of the air we all breathe, bringing them arguments about the dependence on this state of health, working capacity, etc.

What is described above for individual classes applies to the school space as a whole. Particular attention should be paid to gyms and recreation, where breathing in students is activated, leading to an effort of gas exchange, as well as toilets, in which special attention should be paid to the air environment for obvious reasons. Well, the number of green plants in the school has always been a criterion for the administration's real concern for the students.

Another element of the school's ecological space is its video-ecological component. Videoecology studies the effect on the psyche, and through it - on the human body organization and health - of visual images of the environment in which a person is. Studies by V.A. Filin in the 80s - 90s and other scientists have shown that the architecture of the interior of the premises, often used things, etc., is uniform in geometric shapes, mainly rectangular, with repeated elements. have a negative impact on humans. On the contrary, a variety of shapes and lines, rounded outlines, combinations of various geometric shapes contribute to higher efficiency, better mood, and optimistic expectations. Similar patterns in relation to the color range: a colorless environment (white - gray - brown) with rhythmically repeating lines increases human fatigue, lowers the emotional mood.

These patterns are still almost not used in the design of the interiors of classrooms and schools. Monotonous decoration of most classes, the predominance of square-rectangular figures, except for the inevitable window, doorways and boards, a dull color scheme without festive tones, etc. is a factor of negative influence on the psyche of students. This influence is weak, but given the length of time schoolchildren stay in such monotonous spaces, the effect is gradually cumulating. It is rare to find drawings in the classroom, pictures that could neutralize the dullness of the interior. Basically - either educational and visual aids, or portraits of scientists and artists.

Already from these examples it is clear that teachers have enough opportunities for the manifestation of initiative (but scientifically based!), And the use of this field of activity for the implementation of creative activity for the implementation of the creative activity of students. It is important to provide a combined solution of educational tasks with the tasks of health preservation.

Emotional - behavioral space of school health - which is also its own part of ZPSH, is represented by a set of behavioral patterns, actions of deeds, emotional processes, manifestations of students and teachers, implemented during their stay at school. The characteristics of this space are:

· The level of communicative culture of students and teachers;

· Characteristics of the emotional and psychological climate in the school as a whole and in each class separately, as well as in the teaching staff of the school;

· Style of behavior of students and teachers in the classroom;

· Forms and nature of students' behavior during recess;

· The care of students and teachers about the psychological results of their influence on other people in the process of communication (which can be considered as a defining sign of intelligence in general), etc.

Through the efforts of teachers and psychologists, the study of these aspects of the school's work is at a good level, which cannot be said about the results achieved, which suited the teachers. Let us note here just a few points that reflect the relationship between these aspects of school culture and the health of students and teachers.

In psychophysiology, several decades ago, close links were proved between the nature of the stress of various muscle groups of the human body and its performance, fatigue, and emotional state. Kinesiology is based on these patterns. Based on the pattern of body movements and postures, it is enough to make a psychological diagnosis of the condition (see the book by Allan Pisa "Body Language" and other similar publications). Stiffness of movements, stereotyped postures, the presence of muscle "clamps", etc. are evidence and one of the reasons for emotional discomfort, maladjustment, irrational waste of energy by the body. The long-term existence of such manifestations, especially in a growing organism, leads to their fixation and the development of persistent pathological syndromes, both from the musculoskeletal system and from other systems and organs (nervous, cardiovascular, etc.). Therefore, not only the hunched over or "slanted" posture of the student should be the object of the teacher's attention, but also the more subtle manifestations mentioned above. For example, when a student is writing, an indicator of general tension is the tension in the hand, which is often unnecessarily strong. And since the hand gets tired, the child himself gets tired. We, of course, do not call for a switch to fountain pens with ink, since the teacher has an arsenal of pedagogical tools at his disposal to reduce the impact of this pathogenic factor. Teaching children to write without straining their hand means helping them save a piece of energy at each lesson, which in total (per day, month, year!) Will give a noticeable increase in health savings. There are also special exercises for the hand that can be included in physical minutes. To influence the muscle groups of other parts of the body, in the programs of physical minutes, elements of massage and inter-massage can be provided (the latter is divided by gender!). Musical-rhythmic exercises, emotional-vocal exercises of an anti-stress orientation (Smirnov N.K., 1996), choral exercises (for example, according to the Ogorodnov method) and others can serve as a factor in reducing tension, overcoming fatigue, and activating positive physiological processes in the body.

During the student's answer at the blackboard, indicators of his irrational stress are the posture (unnatural body movements, does not know where to put his hands, lowers his head), the nature of the voice, the movements of the fingers. It is clear that the assessment of the knowledge of a student responding in an inadequately stressed state cannot be ordinary. But even more important is the impact of such conditions on the student's health. The line between the training and the pathogenic effects of stress is not obvious, but the teacher's experience and observation should prompt him to make the right decision. The task is to prevent unwanted habits from becoming entrenched, preventing the teenager from realizing his capabilities, both at school and in later life. How to achieve this is a topic for a separate work for the teacher.

But the teacher himself should pay attention to how he behaves in the classroom, what postures are characteristic for him, how the emotional state is reflected in the characteristics of speech, what muscle "clamps" interfere with the body. And these self-diagnostics open up prospects for self-correction or seeking the help of specialists. We remind you of a fundamental pedagogical thesis that is especially significant for the problem of health preservation: the example of a teacher across the entire spectrum of external manifestations is an example for students, and, in many respects, at a subconscious level.

The ability to "conduct" the state of students' activity (and manage their own) is an important criterion for assessing the health preservation of pedagogical technologies used by a teacher. Separate postures, gestures, actions, emotional prompts of the teacher, periodically repeated in the lesson, can become (and become!) Stimuli that trigger certain reactions and states in students. When it is under the control of the teacher, i.e. serves as a tool for influencing the class, it is, of course, useful. In other cases, when the teacher's visual and verbal appeal is contradictory (regardless of his wishes), students develop opposing tendencies, which disorganizes their activities and creates stress. It is difficult for the teacher to track these patterns himself and here the method of supervision (observation of a specialist) comes to the rescue, which is one of the tasks of the presence of teachers in each other's lessons. The main thing is to know what exactly to observe and track, and this requires the help of a psychologist or training in courses.

Emotional and behavioral manifestations of schoolchildren during recess are also an important element in assessing this side of the school. The ability to switch, the activity of physical liberation, motor and emotional release during breaks is a condition for recovery for the next lesson, which the school must create and the students must use.

Another one actual problemtesting the competence of a teacher, headmaster of a school in matters of health preservation - the so-called "channeling aggression" of students by pedagogical means. There are enough reasons for the manifestation of aggressiveness among the population in general, and among adolescents, in particular. These are stresses, frustrations, dissatisfaction with living conditions, envy, aggressiveness of the environment, loss of orientation, etc. The manifestation of aggressiveness in the classroom violates discipline, destroys the emotional climate, deforms the course of the educational process. All this, including directly aggressive tension, has to do with the health of the subject showing aggressiveness and everyone around him. It is here that the psycho-psychotherapeutic literacy of the teacher allows finding optimal ways to normalize the situation, taking into account the individual approach to the teenager.

The emotional climate of the lesson largely depends on the humorous component of pedagogical communication. Much has been said about the fact that "good laughter gives health". A teacher without a sense of humor and the ability to show it at the right time and in a suitable form is deprived of most of his pedagogical and personal attractiveness. It is no coincidence that a sense of humor is one of the priorities that is always indicated in the list of qualities of a desired interlocutor. Constant seriousness is a sign of psychological illness. A smile, sincere laughter of a student in a lesson is, from the standpoint of health preservation, no less than a physical education minute. This is a powerful counterbalance to the state of fatigue sneaking up on the student. Several pertinent and clever jokes during the lesson are an indicator of its quality, a criterion for evaluation. A healthy "shake-up" also occurs with the thought process, enlivening the creative mood, and not only of students, but also of the teacher. A separate aspect of evaluating the use of jokes in the lesson is educational. The primitive - malicious stereotype of jokes, as a manifestation of self-affirmation at the expense of others, causes irreparable damage to personal development and cultural growth. Unfortunately, there are much more examples of just such humor (in everyday life, on the TV screen) than smart and kind. The task of the teacher is to try to help the teenager use the colossal resources of humor in the right way to gain joy and health.

Verbal space characterized by the phenomena of speech behavior of all subjects of the educational process. An accurate transcript (tape recording) of the teacher's speech in the classroom can be analyzed to assess its verbal impact on the state and health of students. In this case, there are more than 20. criteria along with such generalized ones as "speech culture", "clarity of formulations", "consistency and clarity of presentation of thought", etc., the subject of analysis can be the use of certain typical words, such as, for example, "let's!".

This imperative form of the verb is one of the most common in Russian speech. Lessons are no exception. Pronounced by the teacher, this word signals the launch of a new process of activity and, therefore, serves as an activator of the state of students. Even if the real action, after this, does not follow ("Let's remember ...", but not everyone remembers), students at a subconscious level (on "autopilot") form a willingness to do something, i.e. voltage. Repeated repetition of this situation in the lesson, during the day, contributes, on the one hand, to great fatigue of the student (like any "on-off"), on the other hand, it reduces mobilization readiness in situations of actual inclusion in a new activity, since the conditioned verbal stimulus was reinforced only in some cases.

The archetypal nature and psychological conditioning of the mechanisms of response to such words is well illustrated in one of the parables about Khoja Nasreddin. The rich man drowning in the river did not react to the cries of people trying to save him from the bank: "Give me your hand!" And only when the wise Nasreddin shouted to him: "Na!", Stretching out his hand, he clung to it and was saved. Even the threat to his own life turned out to be weaker than the magical rejection of the demand "come on!" for a person who is used to taking and taking away all his life.

One cannot but pay attention to the authoritarian coloring of this word. It is the more, the closer its meaning on the scale "call - demand" to the second pole. The impact of this word softens when the speaker himself is ready to engage in a new activity: "Come on!" instead of "Come on!"

This is just a fragment of the analysis of just one word, often used in lessons. But this example shows how detailed and productive an analysis of only the verbal impact that a teacher has on his students and their health can be. And although most often these are weak, subthreshold, for most students, the effects, accumulating day by day, from month to month, already have a really pathogenic effect, especially on children who are individually predisposed to them (psychological sensitization). The same analysis can be carried out with regard to family communication and student contacts with each other.

If the above example concerned mostly situations in the classroom, then the following illustration of the verbal space of health preservation in the school concerns a phenomenon that is localized mainly outside the classroom and is associated with the cultural traditions of both individual families, schools, and our country as a whole. This phenomenon is the speech culture of schoolchildren, the formation of which has always been considered one of the most important tasks of the school, and which can and should also be disseminated in the aspect of health preservation. If for some countries the “era of Beavis and Badhead”, into which we are now immersed, was already quite typical, for Russia this degradation of culture destroys the fundamental foundations of value orientations and is fraught with difficultly predictable consequences, the center of which may be the school. Within the framework of this big problem, the question of the use of profanity stands out for its relevance and shocking severity.

It can be stated with certainty that a person who habitually and often uses profanity already has deviations in the field of psychological health and the process of its further degradation continues. The ineffectiveness of thinking processes, reflected in "polluted" speech ("As we speak, so we think"), indicates a decrease in the adaptive capabilities of the body, primitivization of the personality, an increased likelihood of making erroneous decisions, the use of not the best models of behavior. The close relationship of this phenomenon with the level of antisociality, the likelihood of a criminal environment, alcohol abuse and other intoxicating substances is well known. From the understanding of health as a whole, in which physical (somatic), mental (mental), spiritual and moral health are closely interconnected, follows the fact, confirmed by researchers, of the pathogenic effect of the use of profanity (mat) not only on mental, but also on somatic (bodily) ) health, thanks to the processes of resonant vibrations of cellular structures. If prayer, according to the convictions and feelings of representatives of any religion, has a healing effect not only on the believer, but also on any praying person, then profanity can be compared to "anti-prayer" destroying both the soul and the body.

According to our research (2001), we found correlations between active and “habitual” use of the mat:

· With an increased level of neurotization, "problematic" personality;

· With an increased level of hostility, aggressiveness towards others and a corresponding perception of the social environment;

• with dissatisfaction with their life;

· With low self-esteem;

· With a reduced level (tension of mechanisms) of social and psychological adaptation;

· With indicators of personality rigidity, a decrease in the volume of working memory and other social and psychological characteristics.

In schools and on school grounds where children communicate in an informal setting, the use of profanity, combined with a generally poor vocabulary, has become the norm rather than the exception. It is impossible to accurately quantify this part of the school space - the “matometer” device has not yet been created. However, the results of questionnaires can provide indicative indicators comparable between classes, schools, comparable over time.

But the main task of the school, including on the ways of solving the problem of health preservation, we see is to prevent the development of this tendency, to direct its efforts to form a fashion for speech culture (as an integral part of the general culture of a person). Psychological and pedagogical technologies for this have been developed and we, with full right, class them as health-preserving, not only on the basis of the above facts and arguments, but also because the principles and programs of this work for the most part coincide with the formation of fashion for health as a strategic direction national health policy.

Cultural health-saving spacereflects the phenomena of culture and art, integrated into the educational processes of the school and through this influencing the health of students and teachers. The impact of art on human health was noted by philosophers and healers many centuries ago. In the XX century such concepts and directions of work as “art therapy”, “bibliotherapy”, “music therapy”, “isotherapy”, etc. appeared. And although these terms mainly refer to medical procedures, a significant part of these programs has a preventive, corrective and developmental focus. Role-playing games and trainings, choral singing, school decoration - all these are not medical, but educational forms of work. It is in this sense that we will consider the possibility of using them in educational institutions.

If extracurricular educational work often includes classes in stage studios, sections of fine arts, musical and choral circles, etc., then in the classroom, in addition to singing, such forms of educational work are an exception. At the same time, a certain part of the educational material, especially in the subjects of the humanitarian cycle, can be transformed into forms and methods inherent in the field of art. Playing scenes of historical events and literary plots is the most common integration option in practice performing arts, role-playing games in the lessons of history and literature. This not only increases the efficiency of the educational process, interest in lessons, but also a positive result for the health of students. Neutralization of tension and stress, emotional release, increase communicative competence, including when resolving conflicts, overcoming the egocentric position through identification with historical, literary or fictional characters - this is just a short list of psychological effects that arise with these forms of teaching. The use of health-preserving technologies in solving educational problems can be most successfully implemented in this space.

Vybornova Anna Mikhailovna,
deputy director for teaching and educational work
state government general educational health institution for children,
needing long-term treatment
"Sanatorium boarding school No. 21",
teacher of the highest qualification category
village Podluzhnoe,
Izobilnensky district, Stavropol Territory

From birth, children of the XXI century are surrounded by all kinds of electronics and computer equipment: computers, smartphones, tablets, eBooks and other gadgets. Gadgets - what an unpleasant word! And they still attract the attention of children more than toys and books, deprive the younger generation of the joy of live communication. Not so often, and sometimes even not at all, you will see kids on the street kicking a ball, playing blind man's buff or tag. Our children are practically immobilized. Sitting at a computer monitor, children are immersed in virtual space. As a result, it is difficult for them to distinguish the real world from the virtual one. Electronics is widely used in schools. And it would seem that here, at school, favorable conditions should be created for the formation of a modern, healthy personality, both physically and psychologically.

Informatization russian education, the expansion of innovative activities, the creation of a technological environment in school lead to the need to solve the problem of health preservation and health creation of schoolchildren, their psychological adaptation. The formation of a health-preserving space in the boarding school can help to solve this problem in the conditions of an educational institution, which is the State Educational Institution "Sanatorium Boarding School No. 21". For the children of the boarding school, the educational environment is a kind of home that replaces the family, and success in educational activities affects their emotional experiences, in some way “smoothing” and increasing the level of psychological adaptation.

The organizational culture of the boarding school is one of the leading factors that can both contribute to and hinder the improvement of the health of children and adults. Its main components are: features of the charter of the boarding school and the norms of school life; management style of the administration, the nature of vertical relations; the psychological climate in the teaching staff, the nature of horizontal relations; organizational and pedagogical conditions of the educational process; external communication environment and the place of the boarding school in it; the presence of a system of work to form a culture of health and a healthy lifestyle.

Health problems traditionally belong to the competence of medical workers, to the responsibility of the health care system. At the same time, in practice, medical workers have long been concerned not so much with health as with diseases. But what about prevention? But it is in an educational institution that the use of preventive programs is mandatory. In the educational process of the State Educational Institution "Sanatorium Boarding School No. 21" there is a preventive system of medical and non-medical measures aimed at preventing, reducing the risk of developing deviations in health and diseases, and reducing their adverse consequences.

All students of the State Educational Institution "Sanatorium Boarding School No. 21" master the general education programs of the Ministry of Education and Science of the Russian Federation. At the boarding school, conditions have been created to provide basic education that meets state educational standards, allowing to continue work on improving education, health improvement, adaptation of pupils in modern society. An important factor in maintaining the health of a child is a professional approach to the organization of the educational process. An integral part of the educational process is the use of health-saving technologies. Health-preserving pedagogy is not an alternative to all other pedagogical systems and approaches. The main thing that distinguishes it from other pedagogical systems and directions is the implementation of the priority of taking care of the health of students and teachers in constructive activities in this direction. The pedagogical staff of the boarding school actively uses various techniques and methods during the lessons that contribute to the preservation and strengthening of the child's health.

Extracurricular activities are carried out in accordance with the approved basic educational program of primary general education and basic general education. Circles and sections function:

1. "Young Artist".
2. "Technical creativity".
3. "Skillful hands".
4. "Choreographic".
5. "Young linguist".
6. "Me and my world" (psychology)
7. "Sensory room".
8. "Chatterboxes" (speech correction for younger students).
9. "Training".
10. Sections "Basketball", "Volleyball"
11. "The world of musical images" (vocal)

All the work of teachers and educators of the school is aimed at improving the quality of the educational process, the introduction of active forms, methods and techniques of teaching, the creative implementation of training and education programs, the optimization of educational, mental and physical stress to preserve and strengthen the health of the student. The boarding school employs 39 teachers: 22 teachers and 15 educators. (the highest category - 12, the first - 10, compliance with the position held - 17) Under 25 years old - 5 people, 25-35 years old - 8 people, 35 and older - 26 people (of which 10 are pensioners.)

Along with the solution of educational tasks, the sanatorium boarding school performs the functions of a health institution. On the basis of the boarding school, there is a Center for the Prevention of Socially Significant Diseases. Depending on the diagnosis, children receive preventive health-improving or drug treatment, physiotherapy procedures. Enhanced six meals a day, a gentle health-improving regime, clean forest air in a climatic health-improving zone located on the territory of the Podluzhny State Nature Reserve are the main health-improving factors.

The main purpose of the stay of children is physical and social rehabilitation, which includes the following sections:

• organization and control of the sanitary and hygienic regime (this is the correct alternation of educational work with rest and stay in the air, sparing regime);
• complete, high-calorie, fortified, rational six meals a day;
• psychological support (sensory room, individual and group trainings, conversations and consultations with a psychologist);
• an individual approach to physical activity (health groups, exercise therapy);
• physiotherapy treatment (inhalations, UHF, UFO, electrophoresis, postdural drainage, massage procedures);
• halotherapeutic health complex (treatment with light, smell, NaCl vapors, relaxation exercises and music);
• twice a year, in-depth medical examinations (clinical examination) are carried out by narrow specialists of the Central Regional Hospital, pathology is detected;
• treatment of somatic diseases identified by doctors;
• chemopreventive treatment: annually after the assessment of the Mantoux reaction - in the fall and spring;
• the use of natural and climatic factors;
• timely provision of medical care when applying, including the necessary consultations in regional and regional hospitals, tuberculosis dispensary.

The medical service is much wider in volume and content compared to other boarding schools, since it includes all the main sections of the treatment-and-prophylactic and health-improving work of educational institutions.

The administration and the medical and pedagogical staff of the sanatorium boarding school constantly pay special attention to caring for the health of the pupils. Every year, at meetings of the medical and pedagogical council, issues of analysis of the results of medical and recreational work are considered during school year... Since more than 70% of children are from low-income, asocial families, the primary task of the medical and pedagogical team is to teach the child to respect their health, to understand that health is a gift that must be carefully preserved like any creation of nature.

Along with educational activities, the pupils have an active rest, participate in competitions, festivals, competitions of various directions and levels. Every year they participate in the regional Spartakiad.

The infrastructure of the educational institution plays an important role. A few words about the boarding school ...

GKOOU "Sanatorium Boarding School No. 21" is a three-storey building with an educational building and a sleeping building. In the educational building, there are corresponding classrooms. There are hygienic rooms in the dormitories (showers, bidets). There is also a bath and laundry room, where children bathe, hand over clothes for washing, etc. There is also a sewing workshop for repairing clothes.

The boarding school has an assembly hall, a sports hall, two equipped gyms (one indoors, the second on a special area located on the street), a bicycle park, a sensory room, a summer park class in which children have the opportunity to exercise outdoors in accordance with with the season and weather conditions (in the garden, seating areas and an area for the teacher are equipped with natural material, where children draw, read, write, observe nature)

The boarding school has round-the-clock security (Kavkaz private security company). External video surveillance and internal video surveillance are conducted along the perimeter of the boarding school territory. All information goes to the security console. Entry and exit to the territory of the institution is carried out by order of the director according to the request of the employees (official transport, product delivery services, etc.) All visits of visitors are recorded in the Visit Log (the visitor's passport is presented and the purpose of the visit is announced).

Parents can freely visit their children, pick up on weekends (if possible). However, during the vacation period the boarding school does not work. In this regard, parents are informed in advance by educators and class teachers about the timing of the end of the quarter and the need to take the child for seasonal vacations (autumn, winter, spring, summer). Additional holidays for first graders in February are provided, as in other schools, but if parents are unable to take their child home for a week due to territorial remoteness, financial difficulties or other reasons, the children remain in the boarding school under the supervision of a teacher and educator. Sports and recreation, intellectual development and other events are held with them. Guided tours (weather permitting) can be arranged.

In my opinion, the ideal school is a school that purposefully creates health-preserving space, a process that is, by the way, endless.

Literature:

1. Petrova N.F., Chetnikova A.N. The role of psychological adaptation in the life of schoolchildren brought up in a boarding school / Materials of the III-rd annual scientific-practical conference of teachers, students and young scientists of NCFU "University Science - to the Region". - April 14, 2015 .-- S.205-209
2. Petrova N.F. The role of health-saving technologies in the educational process of the modern school // International scientific journal "World of Science, Culture, Education". - No. 6 (43). - 2013 .-- S. 139-140

Akopova Nina Alexandrovna (teacher of the Russian language and literature)

on the pedagogical council on the topic (12/30/13)

"Creation of a health-saving space in the conditions of a general educational institution."

Only in a strong, healthy body does the spirit maintain balance, and character develops in all its might.

Herbert Spencer

The main stages of a child's growth and development fall on the period of school life - from 6 to 18 years. Therefore, the system of organizing educational and educational activities in an educational institution is of paramount importance for the protection of children's health, the formation of a healthy lifestyle.

Considering the health of a teenager as the highest value, one should first of all say about creating a comfortable environment for the student, in which he can realize all his possibilities, namely: to maintain his health, develop individual abilities, inclinations, intelligence, independence, as well as the ability to exercise management and control over their own health-preserving activities. Thus, the priority goal was determined - the formation of a culture of adolescents' health in a health-preserving educational space.

Health-preserving space is a multi-component system of harmonious development of a teenager, which is a specially organized educational environment aimed at preserving and strengthening the physical, mental and moral health of each student and at forming a culture of health in them.

The correct organization of the space for preserving the health of a teenager can give effective results only under the condition of active interaction of all components of the environment, since the child is not only an object to be influenced, but also a subject, with his own interest, opinion, motive, rising to a qualitatively new level consciousness - the formation of a culture of health.

In this regard, it should be noted that the creation and formation of a health-preserving educational space depends on the professionalism and competence of teachers, it is they who are the generator in the formation of this space and an example for students to follow.

The main components of the considered health-preserving space are: health-preserving organization of the educational process, family, cultural and educational institution, organized children's social movement, organs local government and the administration of the educational space of a rural school, a sanitary and educational public body. Thus, a well-thought-out modeling of a health-saving space can contribute to solving many problems:

creation of favorable conditions for the formation of the student's personality, contributing to the design of his individual educational and educational path;

the formation of new value attitudes towards a healthy lifestyle, the ability and skills to lead such a lifestyle;

development of educational and educational approaches for each student; involving parents in healthy work at school;

coordinated actions of the teaching staff, medical personnel, psychological services, children's sports organizations and pupils on the basis of a humanistic and optimistic approach to training and education.

The main indicators of the health-saving educational space of the secondary school include:

Humanistic orientation of the emotional and behavioral space;

Taking into account the individual and age characteristics of trainees;

All-round development creative personality;

Organization of treatment, prophylactic and informational and educational activities;

Promoting self-realization and self-affirmation of subjects of the educational process; compliance with sanitary and hygienic standards; correction of somatic health disorders, including the use of a complex of health and medical measures without interrupting the educational process;

Health-improving system of physical education;

Development and implementation of additional educational programs for the formation of a culture of health, preservation and strengthening of the health of students, prevention of bad habits.
Features of health-saving space
1. The positive basis of ZPS, focus on those processes and resources, organizational and content capabilities of the pedagogical system, which contribute not only to the preservation, but also to the formation and increase of the health potential of students. The displacement of negative influences and the effects they produce, positive ones, by reorientations, due to this, the total vector of the orientation of the external influences of the education system, in relation to the health of students, from negative to positive, is an important distinguishing feature of ZPSH.
2. An innovative and creative basis for the formation and implementation of all efforts aimed at improving the effectiveness of health preservation, with the maximum possible use of an individual approach to each student.
3. The focus on involving the students themselves in activities to optimize this space, which is an educational program that contributes to the transformation of schoolchildren from passive and irresponsible objects, which adults protect from influences harmful to their health, into subjects of the process of health preservation, with a completely different sense of responsibility, endowed with their own rules and responsibilities. Among them is the need to acquire a baggage of knowledge, which is obligatory for competent care of your health and the health of your loved ones.
So in my work I try to use the following technologies:

a) the use of positive motivation;

b) the use of game learning technologies that develop the child's emotional and sensory sphere and take into account his individual psychological characteristics;

c) flexibility of the structure of lessons in accordance not only with the purpose of the lesson and the specifics of the teaching material, but also with the characteristics of the class;

d) formulating the goal of the lesson together with the students, defining the tasks that should be solved to achieve the goal;

e) check homework at the beginning of the lesson, combining it with the identification of "zones of proximal development";

f) use of work in pairs and in small groups;

g) when pupils show signs of fatigue in the classroom, change the intonation and volume of speech, attract the attention of pupils;

h) summing up the lesson in the last minutes;

i) for the prevention of visual defects and their progression, the use of measures: improved lighting, functional coloring of the room, gymnastics for the eyes, neck, etc.

Health-saving measures:

1. Consultations of invited experts ( classroom hour and a profession - a doctor).

2. Trainings:

"Formation of health-oriented behavior in a child"

"Formation of a youth subculture based on socially positive personal values, the value of a culture of health"

"Formation of students' ability to self-determination and self-development"

"Teaching a teenager to defend his point of view from the standpoint of the formation and maintenance of health"

"Fundamentals of personal safety and injury prevention"

"Prevention of the use of psychoactive substances"

3. Cool hours:

"Teenager's day regimen"

"What am I?"

"I and my family"

"Hygiene rules and regulations"

4. Corrective and diagnostic measures (testing): "Analysis of the value orientation of the hierarchy of values" (Health, friends, recognition, family, love, financial situation).

5. Photo collages "We are happy because we are together."

6. "Fun football with teachers."

You should pay special attention to the lesson from the standpoint of health preservation

1. Furnishing and hygienic conditions in the classroom (office): temperature and freshness of the air, rationality of classroom and blackboard lighting.

2. The number of types of learning activities: interviewing students, writing, reading, listening, telling, examining visual aids, answering questions, solving examples, problems, etc. Rate: 4 - 7 types per lesson. The monotony of the lesson contributes to the fatigue of schoolchildren, as happens, for example, when performing control work. Composing is a more creative task, and the fatigue rate is slightly lower.

3. Average duration and frequency of alternation of different types of educational activities.

4. The number of teaching types: verbal, visual, audiovisual, independent work, etc. Norm: at least three.
5. Alternation of types of teaching. Norm: no later than 10-15 minutes.
6. Place and duration of the use of TCO (in accordance with hygienic standards), the teacher's ability to use them as opportunities to initiate discussion, discussion.
7. Pose of students, alternation of posture.

8. The presence of questions related to health and a healthy lifestyle in the content of the lesson, demonstration, tracing of these connections. Formation of an attitude towards a person and his health as a value; developing an understanding of the essence of a healthy lifestyle.

9. The presence of motivation for the activities of students in the classroom. Extrinsic motivation: evaluation, praise, support, competitive moment, etc.

10. Psychological climate in the classroom. Relationships in the lesson: between teacher and students (comfort - tension, cooperation - authoritarianism, individual - frontal, taking into account age characteristics: sufficient - insufficient); between pupils(cooperation - rivalry, friendliness - hostility, interest - indifference, activity - passivity).
11. The presence at the level of emotional discharge: a joke, a smile, a humorous or instructive picture, a saying, a well-known statement (aphorism) with a commentary, a short poem, a musical moment, etc.

So in my practice I draw attention to the following health-improving moments in the lesson:

Exercise for the eyes.

Dynamic change of pos.

· Breathing exercises.

Hot spot massage.

Self-massage.

Special exercises designed to correct posture disorders.

Relaxing exercises to relieve psycho-emotional and psychophysical stress.

A set of exercises to develop a sense of rhythm and orientation in space.

Dynamic pauses (physical minutes) using musical accompaniment, using poetic forms, a set of general developmental exercises.

Lesson ending pace:
- fast pace, "crumpledness", no time for students' questions, fast, practically without comments, writing down homework;
- a quiet end of the lesson, students have the opportunity to ask the teacher questions, the teacher comments on the assignment at home, the teacher and students say goodbye.
- delaying students in the classroom after the call (at break).

Ancient doctors said that man is a “temple of health and beauty” (Maimonides). And that this temple was clean, beautiful and healthy, the person himself - the keeper of his temple - should take care.

Therefore, the most important responsibility of the family, school, individual teacher and the child himself is to take care of the health of students. The solution to this problem is possible with close interaction between students, parents and teachers.

Literature

1.Kupchinov, R.I. Formation of a healthy lifestyle among students: a guide for teachers / R.I. Kupchinov. - Minsk: NIO, 2007 .-- 192 p.

2. Lebedeva N.T., School and students' health: Manual. - Mn .: U nіversiteckae, 1998 .-- 221 p.

3. The system of work of an educational institution on the formation of a healthy lifestyle: method. Allowance / comp. T.I. Boyko, E. G. Prokopchik, M. Yu. Savenok; GUO “Minsk. Regional Institute of Education Development ". - Minsk: MOIRO, 2009 .-- 162 p. - (pedagogical workshop).

In the context of the implementation of the new generation FSES

The health status of the younger generation is the most important indicator of the well-being of society and the state, reflecting not only the present situation, but also giving an accurate forecast for the future. The idea of \u200b\u200bhealth as a triunity of physical (somatic), mental and spiritual - moral health reflects the impossibility of maintaining and strengthening health, caring only about physical or only spiritual well-being, there is a need for an integrated approach. “To be healthy, you need your own efforts - constant, and therefore nothing can be replaced” (N. Amosov). Medicines will not help if the person himself violates the norms of a healthy lifestyle. It is known that healthy habits are formed from the earliest age of a child. Therefore, the role and significance of the family, family education in this process can hardly be overestimated. Undoubtedly, parents are trying to instill in their child the basic skills of hygienic culture, and they monitor their health. However, for the implementation of continuity in the formation of a habit to a healthy lifestyle in younger students, joint work of teachers and parents is necessary.

The child's health, his socio-psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, because more than 70% of his waking hours are associated with staying in educational institutions. At the same time, during this period, the most intensive growth and development occurs, the formation of health for the rest of his life, the child's body is most sensitive to exogenous environmental factors.

According to the Institute of Developmental Physiology of the Russian Academy of Education, the school educational environment generates risk factors for health disorders, which are associated with 20-40% of negative influences that worsen the health of school-age children. Research conducted by IWF RAO makes it possible to rank school risk factors in descending order of importance and strength of influence on the health of students:

1. Stressful pedagogical tactics;
2. Inconsistency of teaching methods and technologies with the age and functional capabilities of schoolchildren;
3. Failure to comply with elementary physiological and hygienic requirements for the organization of the educational process;
4. Insufficient literacy of parents in matters of child health preservation;
5. Failures in the existing system of physical education;
6. Intensification of the educational process;
7. Functional illiteracy of the teacher in matters of health protection and promotion;
8. Partial destruction of school health control services;
9. Lack of systematic work on the formation of the value of health and a healthy lifestyle.

Thus, the traditional organization of the educational process creates constant stress overloads in schoolchildren, which lead to a breakdown in the mechanisms of self-regulation of physiological functions and contribute to the development of chronic diseases. As a result, the pre-existing school education system was health-consuming.
The problem of preserving and developing health has acquired the status of a priority area. The idea of \u200b\u200bpreserving the health of students in education runs through the national project "Education" of the Federal State Educational Standard.

FSES - Federal State Educational Standard. Since September 1, 2011, all schools in Russia have switched to the new General primary education... What is the difference between the new standards and the current ones, from the point of view of the formation of a health-saving space?

The formation of a healthy lifestyle should be continuous and purposeful. This problem is especially relevant for elementary school, which is associated with dramatic changes in the child's usual way of life. A high percentage of first-graders come to school with congenital, acquired diseases. “Health is not everything, but everything without health is nothing,” says a well-known aphorism.

The second generation standard provides the formation of knowledge, attitudes, guidelines and norms of behavior that ensure the preservation and strengthening of health, a concerned attitude towards one's own health, knowledge of negative health risk factors, etc. A huge number of individual events: the traditional Days of Health, the third hour of physical education, as well as the Health Preservation target program - are aimed at creating a culture of health, strengthening, maintaining the health of children.

The Second Generation Standard defines a “portrait” of a primary school graduate:

Who loves his people, his land and his homeland;

Respecting and accepting the values \u200b\u200bof family and society;

Inquisitive, actively and interestedly learning the world;

Possessing the basics of the ability to learn, capable of organizing their own activities;

Ready to act independently and be responsible for their actions in front of family and society;

Friendly, able to listen and hear the interlocutor, justify his position, express his opinion;

- healthy and safe for yourself and otherslifestyle.

One of the innovations of the second generation standards, which is noticed by all participants in the educational process, is the emergence of extracurricular activities in the curriculum. It is allocated ten hours a week in the afternoon, i.e. an average of two hours every day. These hours are not part of the required study load. Extracurricular activities are not a continuation, but a deepening of the basic content of education. This is a clock curriculum optionally. Now each child, together with his parents, has the opportunity to choose an interesting business for himself: sports and recreation activities, drawing, music, etc.

The structure of systematic work on the formation of a health-preserving space in the context of the implementation of the Federal State Educational Standard at the level of primary general education can be represented as the following diagram:

Formation of a health-saving space

What is the basis for the formation of health-saving space in the context of the implementation of the Federal State Educational Standard? In my opinion, this is the teacher's observance of the following principles:

1. Taking into account age and sex characteristics.
2. Taking into account the state of health of the student and his individual psychophysiological characteristics when choosing forms, methods and means of teaching.
3. Structuring the lesson into three parts, depending on the level of mental performance of students.
4. The use of health-preserving actions to maintain performance and expand the functional capabilities of the body of students (optimal density of the lesson, alternation of types of educational activities, the presence of physical training poise, the presence of emotional discharge, the correct working posture, positive emotions)
5. Implementation of a systematic approach:

Man is the unity of the physical and the spiritual. It is impossible to keep the body healthy if you do not improve the emotional and volitional sphere, if you do not work with the soul and morality of the child.

A successful solution to the problems of valeological education is possible only when the educational efforts of the school and parents are combined.

1. Using an activity-based approach (it is necessary not to direct children to the path of health, but to lead them along this path).
2. The principle "do no harm!"

It is envisaged to use in work only safe methods of healing, approved by a thousand years of human experience and officially recognized.

1. The principle of humanism.
2. The principle of altruism - "I learned it myself - teach a friend."
3. Principle of Measure - What is good for health is that in moderation.

Working in the context of the implementation of the new Standards of general primary education, the teacher must know the main types of technologies:

• Health-saving (preventive vaccinations, ensuring physical activity, fortification, organization of a healthy diet)
• Wellness(physical training, physiotherapy, hardening, gymnastics, massage)
• Health Education Technologies (inclusion of relevant topics in the subjects of the general education cycle)
• Fostering a culture of health (extracurricular activities for student personality development, extracurricular and extracurricular activities, festivals, competitions, etc.)

The selected technologies can be presented in a hierarchical order according to the criterion of the student's subjective involvement in the educational process:

• Extra-subject: technologies for the rational organization of the educational process, technologies for the formation of a health-saving educational environment, the organization of healthy nutrition, etc.
• Assuming a passive position of a student: massage, ophthalmologic equipment, etc.

The following health-saving technologies are used in primary school:

• Compliance with the norms of San Pin during class and extracurricular activities;
• Homework personality;
• Carrying out exercises before the first lesson;
• Conducting physical education for lessons;
• Carrying out gymnastics for the eyes;
• Organization of sufficient physical activity;
• Change of activities in the classroom;
• Development of fine motor skills of the hands;
• Construction of the educational process, taking into account the individual characteristics of the health of students;
• Walking in the fresh air with the inclusion of outdoor games.

In our school, social, correctional and health-improving, medical services have been created and are successfully functioning. There are social teachers, medical personnel working on the issues of preserving and correcting the health of students. The school has opened and successfully operates a dental office, gym and sports halls. Systemic health improvement of children is carried out in the SHORTS (school health rehabilitation center). In elementary and secondary school, teachers have mastered a set of exercises that they use when conducting physical exercises and gymnastics for the eyes. The teachers of our school widely use the project method, both in class and after school. Integrated lessons are widely used, where aspects of health are considered in conjunction with other sciences. The school does a lot of work with the parents of the students. At parent-teacher meetings, they are given information about medical examinations, as well as about seasonal epidemics and infectious diseases and ways to combat them. Our teaching staff realizes that it is a teacher who can do much more for the health of a school pupil than a doctor. The teacher should not perform part of the duties of a doctor or nurse, but should be trained in psychological and pedagogical technologies that allow him to work himself so as not to harm the health of his pupils both in his lessons and in the general program of the school, which in fact decides the priority task of health protection everyone under her roof.

To realize their abilities, create conditions for their development, contribute to the preservation and strengthening of the child's health, these are the tasks that are successfully solved in our school, with the correct organization of health-saving technologies.

The main thing that the school gains in the process of forming a health-preserving space in the context of the implementation of the Federal State Educational Standard is the desire to restructure its work, taking into account the priority, which is the preservation and strengthening of the health of students.