Education of ecological culture of a healthy lifestyle. Education of ecological culture, culture of a healthy and safe lifestyle. Stages of organization of work on the implementation of the program

According to the requirements of the Federal State Educational Standard, the program for a safe and healthy lifestyle of students is a comprehensive program for the formation of knowledge, attitudes, personal guidelines and norms of behavior that form the preservation and as one of the value components that contribute to cognitive and emotional development child, achieving the planned results of mastering the basic educational program of primary general education.

The culture of life safety is understood as a way of organizing the life and activities of a person, represented by a complex that ensures the preservation of his life, health and integrity of the surrounding world.

The normative-legal and documentary basis of the Program for the formation of an ecological culture of a safe and healthy lifestyle for students at the stage of primary general education are:

Law of the Russian Federation "On Education";
. GEF primary general education;
. “SanPiN, 2.4.2.1178-02 “Hygienic requirements for the regime of the educational process” (Order of the Ministry of Health of November 28, 2002) section 2.9;
. Recommendations for the organization of education in the first grade of a four-year elementary school(Letter of the Ministry of Defense of the Russian Federation No. 408/13-13 of 20.04.2001);
. On the organization of education in the first grade of a four-year elementary school (Letter of the Ministry of Defense of the Russian Federation No. 202/11-13 of 09/25/2000);
. On the inadmissibility of overloading students in elementary school (Letter of the Ministry of Defense of the Russian Federation No. 220/11-13 dated 20.02.1999); . Recommendations for the use of computers in elementary school. (Letter of the Ministry of Defense of the Russian Federation and the Research Institute of Hygiene and Health Protection of Children and Adolescents RAM No. 199/13 of March 28, 2002);
. Hygienic requirements for the conditions for the implementation of the main educational program of primary general education (2009);
. Order of the Ministry of Education and Science of the Russian Federation No. 2357 of September 22, 2011 “On Amending the Federal State Educational Standard of Primary General Education, established by Order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No. 373.
. The concept of UMK "School of Russia".

The program for the formation of the value of health and a healthy lifestyle for students at the level of primary general education is built taking into account the factors that have a significant impact on the health of children:

Unfavorable social, economic and environmental conditions;
. risk factors in educational institutions leading to a further deterioration in the health of students from the first to the last year of study;
. the sensitivity of children and adolescents to exposures, while being inert to them by nature, causing a time gap between the impact and the result, which can be significant, reaching several years, and thus between the initial and significant manifestation of unfavorable population shifts in the health of children and adolescents and in general the population of the country as a whole;
. complexes of knowledge, attitudes, rules of behavior, habits that are actively forming in a younger student;
. relationship features junior schoolchildren to their health, which is associated with the lack of experience of "unhealthy" in children (with the exception of children with serious chronic diseases) and the child's perception of the state of the disease mainly as a restriction of freedom, inability to foresee the consequences of their attitude to health.

Tasks of formation of ecological culture, safe and healthy lifestyle of students:

To form ideas about the basics of ecological culture on the example of ecologically correct behavior in everyday life and nature, safe for humans and the environment;
. develop cognitive interest and respect for nature;
. develop an understanding of the main components of a culture of health and healthy lifestyles;
. to form attitudes towards systematic physical education and sports, readiness to choose individual modes of motor activity based on an understanding of one's own capabilities;
. form an idea about proper nutrition, its mode, composition, useful products;
. to form an idea of the optimal mode of the day, study and rest, motor activity, to teach the child to compose, analyze and control his daily routine;
. develop positive communication skills;
. form an idea of the positive factors affecting health;
. to form the skills of effective adaptation in society, allowing in the future to prevent bad habits;
. to form in students an idea of the value of health and the need to take care of it, to expand knowledge about the rules of a healthy lifestyle, the desire to cultivate a willingness to comply with these rules; . to form the skills of safe behavior in the environment and the simplest skills of behavior in extreme (emergency) situations;
. to promote students' awareness of the values of an environmentally sound, healthy and safe lifestyle;
. to teach students to consciously choose actions, behavior that allow them to maintain and strengthen health, not to disturb the ecological balance in nature;
. to teach to follow the rules of personal hygiene and to develop readiness to maintain one's own health on the basis of its use;
. to give an idea, taking into account the principle of information security, about negative risk factors: reduced physical activity, infectious diseases, overwork, etc., about the existence and causes of addictions to tobacco, alcohol, drugs and other psychoactive substances, their harmful effects on health;
. provide insight into the impact of positive and negative emotions on health, including those received from communicating with a computer, watching TV shows, participating in gambling;
. teach elementary skills of emotional unloading (relaxation).

Based on these and similar tasks, which today are understandable to society as a whole, a program has been developed for the formation of an ecological culture, a safe and healthy lifestyle for students, the purpose of which is to preserve and strengthen the health of all participants in the educational process, the formation of the foundations of ecological culture through the introduction into the pedagogical practice at the initial stage of education of innovative health-saving and health-forming pedagogical technologies, as well as technologies for developing environmental competence of younger students.

The objectives of the program for the formation of an ecological culture, a safe and healthy lifestyle for students

Describe the structure of systematic work on the implementation of health-saving technologies in primary school;
. consider the system of hygienic requirements for the conditions for the implementation of state educational standards of the second generation;
. to systematize the methods and techniques of rational organization of the educational process in elementary school;
. to consider the features of educational work with parents on the formation of a culture of a safe and healthy lifestyle for students;
. to comprehend the possibilities of using the acquired theoretical knowledge in relation to their subject area.

Planned results of the implementation of the program for the formation of an ecological culture, a safe and healthy lifestyle for students

The implementation of the Program is designed for the entire period of education in primary school and involves obtaining the following results - for students:

Formed ideas about the positive and negative factors affecting health, including the impact on health of positive and negative emotions received from communicating with a computer, watching TV, participating in gambling;
. representations were formed taking into account the principle of information security about negative health risk factors
. ideas about the main components of the culture of health and a healthy lifestyle of students were formed;
. the skills and abilities of students to make a conscious choice of actions, behaviors that allow maintaining and strengthening health are formed;
. the child’s need has been formed to fearlessly consult a doctor on any health issues, including those related to growth and development;
. laid the foundations of competence on the basics of the formation of ecological culture on the example of environmentally friendly behavior in everyday life and nature, safe for humans and the environment;
. the skills of safe behavior in the environment and the simplest skills of behavior in extreme (emergency) situations are formed;
. developed interest in nature, natural phenomena and forms of life, understanding the active role of man in nature;
. a value attitude to nature and all forms of life has been formed;
. the skills and abilities of elementary experience in environmental protection activities were formed;
. Skills and habits of careful attitude to plants and animals are formed

Directions for the implementation of the program for the formation of an ecological culture, a safe and healthy lifestyle for students

The program includes the following areas:

1. Creation of a health-saving infrastructure. Created in the school building the necessary conditions for the health of students. All school premises comply with sanitary and hygienic standards, fire safety standards, health and safety requirements for all participants in the educational process. The school has a buffet that allows you to organize hot breakfasts and lunches at school hours. The school has a well-equipped sports hall equipped with the necessary game and sports equipment. The effective functioning of the created health-saving infrastructure in the school is supported by the teacher physical education.

2. The formation of an ecological culture of a safe and healthy lifestyle of students by means of lesson activities can be implemented with the help of subjects EMC "School of Russia". The system of textbooks "School of Russia" forms the attitude of schoolchildren to a safe, healthy lifestyle. For this purpose, relevant sections and topics are provided. Their content is aimed at discussing with children problems related to life safety, strengthening their own physical and moral health, and active recreation.

I know "The world"- these are the sections: “Health and Safety”, “We and Our Health”, “Our Safety”, “How the World Works”, “Traveling” (and the educational project “Traveling Safely”), “What the Economy Teaches”, etc. and topics: “What can be dangerous around us?”, “Why do we sleep at night?”, “Why do we need to eat a lot of vegetables and fruits?”, “Why do we need to brush our teeth and wash our hands?”, “Why do we need to follow the safety rules?”, “Why do you need to follow the safety rules on the ship and in the plane?”.

When performing exercises in the Russian language lessons, students discuss the issues of the student's appearance, compliance with the rules for crossing the street, outdoor activities in summer and winter. Sections, themes of textbooks, artistic texts, exercises, tasks, illustrative and photographic material with questions for further discussion contribute to the formation of an ecological culture and respect for the material and spiritual values of Russia and the world.

In the "Technology" course, at the first acquaintance with each tool or device, the textbooks necessarily introduce the rules for safe work with it. In the 1st grade textbook, in the section “People and Information”, signs important for safe movement along the streets and roads are shown traffic, as well as a table with the most important phone numbers that a child may need in an emergency.

I know "Physical Culture" All textbook material contributes to the development of a safe, healthy lifestyle for students. All sections of the book are focused on this, but especially those that provide information on the development and observance of the daily regimen, personal hygiene, hardening, food intake and nutrients, water and drinking regimen, the need for first aid for injuries.

The development of motivation for creative work, work for the result is served by the materials of the heading "Our projects", presented in textbooks in mathematics, the Russian language, literary reading, the world around, as well as material for organizing project activities in technology textbooks, foreign languages, informatics.

The content of the material under the heading "Our projects" is structured in such a way that it contributes to the organization of project activities, both in the classroom and in extracurricular work. In the educational process, teachers apply teaching methods and techniques that are adequate to the age capabilities and characteristics of students.
The educational and methodological complex "School of Russia" used at the school contains material for the student to regularly self-evaluate the results of his own achievements at different stages of education: as a result of work in a particular lesson, as a result of studying a topic or section, as a result of studying in a particular grade of elementary school .

The system of tasks aimed at self-assessment of the results of one's own achievements, their comparison with previous results, awareness of the expansion of knowledge, contributes to the formation of reflective self-assessment, personal interest in acquiring, expanding knowledge and methods of action. The content of textbooks has a cultural, ethical and personality-oriented character and provides an opportunity for students to understand the basic rules of behavior in society based on traditional spiritual ideals and moral norms. The achievement of these personal results is facilitated by the close connection of the studied material with everyday life child, with the real problems of the world around him, material about the rights of the child, about state and family holidays and important dates.

Of particular relevance is educational material associated with the problem of safe behavior of the child in the natural and social environment, which is important for the formation of ecological culture. The psychological and age characteristics of younger schoolchildren, various educational opportunities for children are taken into account. In this regard, and in order to achieve these personal results, the textbooks of all subject lines present a variety of exercises, tasks and assignments, educational games, puzzles, riddles, which are accompanied by colorful illustrations that help increase the motivation of students, taking into account the transition of younger children. school age from gaming activity(the leading type of activity in preschool age) to the educational one.

Monitoring the implementation of the program for the formation of environmental culture, a safe and healthy lifestyle

Tracking the intermediate results of the implementation of the Program involves the use of a technological map that reflects the criteria being evaluated, the result available at a particular moment and the judgment of an expert evaluating the performance.

In general, the map reflects the criteria described below.
1. Fulfillment of general requirements for program documentation:

Purposefulness: specificity, measurability, achievability, realism of goals, limited time to achieve them
. Clarity: having a clear action plan
. Feasibility in terms of expected costs (timeframe, degree of complexity for performers, resource endowment, sufficiency of the proposed actions to achieve the set goals)
. Efficiency: focus on results, guaranteed achievement
. Fulfillment of program structure requirements

2. Comprehensiveness and compliance with the main goals of the Federal State Educational Standard:

Correspondence of the thematic focus of the main activities of the program with the key provisions and goals of the Federal State Educational Standard, the main educational program of primary general education (hereinafter referred to as the BEP)
. Necessity and degree of importance of the declared activities to achieve the set goals
. The presence of interrelations between the activities of the program, the relationship with other elements of the BEP
. Implementation of the activity approach through the proposed set of activities (subjectivity of students; the use of various forms, methods of including students in a variety of activities)

3. The effectiveness of the organizational and pedagogical means of achieving the goals outlined in the program

Formation of an ecological culture of ideas about the basics on the example of environmentally friendly behavior in everyday life and nature, safe for humans and the environment
. Awakening in children the desire to take care of their health (the formation of an interested attitude towards their own health) by observing the rules of a healthy lifestyle for students and organizing a health-saving nature learning activities and communication
. Formation of cognitive interest and respect for nature
. Formation of installations for the use of healthy food
. The use of optimal motor modes for children, taking into account their age, psychological and other characteristics, the development of the need for physical education and sports
. Maintaining healthy daily routines
. Formation of a negative attitude towards risk factors for children's health (reduced physical activity, smoking, alcohol, drugs and other psychoactive substances, infectious diseases)
. The formation of skills to resist involvement in smoking, the use of alcohol, narcotic and potent substances
. Formation of the child's need to fearlessly consult a doctor on any issues related to the characteristics of growth and development, health status, development of readiness to independently maintain their health based on the use of personal hygiene skills
. Formation of the foundations of a health-saving educational culture: the ability to organize successful educational work, creating health-saving conditions, choosing adequate means and methods for completing tasks, taking into account individual features
. Formation of skills of safe behavior in the environment and the simplest skills of behavior in extreme (emergency) situations

The Appendix to the article provides an exemplary form of a technological map for assessing the monitored criteria. In general, the consistent implementation of the program for the formation of an ecological culture, a safe and healthy lifestyle for students should bring results. By the end of elementary school, according to the Federal State Educational Standard, a primary school student must have the skills, skills of safe behavior, attitude to his health as an intrinsic value, understanding and desire to organize his own physical activity. The program allows you to do this.

Belova Olga Alekseevna, deputy head

Azamatova Olga Vladimirovna, senior teacher

MADOU d / s No. 146 of the city of Tyumen

"No other social environment provides

such an impact on the formation of a healthy personality,

what educational institution can carry out ... "

American National Health Association

Relevance

The interaction of man with nature is an extremely urgent problem of our time. Every year her sound becomes stronger, because. it becomes clear that the production of material goods planned by man sometimes simultaneously acts as an unplanned production of detrimental effects on nature, and on such a scale that it threatens with the complete destruction of all life on Earth, including man himself.

The formation of ecological consciousness, ecological culture is a long process that can be carried out throughout a person's life under the influence of ideology, politics, art, scientific knowledge, industrial practice, education and enlightenment . The beginning of the formation of the ecological orientation of the personality is preschool childhood, since during this period the foundation of a conscious attitude to the surrounding reality is laid, vivid emotional impressions are accumulated that remain in the memory of a person for a long time (and sometimes for life).

The topic of environmental education is not new, but we need to take this issue seriously, since this problem is common to the entire population of the Earth: global climate change, depletion of natural resources, and a decrease in drinking water supplies. All this creates a continuously deteriorating human environment, and as a result, various diseases that affect adults and children. The acquisition of ecological culture, ecological consciousness, thinking is the only way out of this situation.

Formation of the principles of ecological culture:

This is the formation of a consciously correct attitude directly to nature itself in all its diversity, as well as an attitude towards oneself as part of nature, an understanding of the value of life and health and the dependence of health on the state of the environment;

This is the awareness of one's ability to creatively interact with nature.

And it is precisely the formation of the principles of ecological culture, a healthy and safe lifestyle of pupils that is one of the main directions educational activities in MADOU CRR - d / s No. 146 of the city of Tyumen.

The formation of ideas about the foundations of the ecological culture of preschoolers takes place on the example of environmentally friendly human behavior in everyday life and nature, safe for humans and the environment. And one of the value methods that contribute to the cognitive and emotional development of the child, the accumulation of knowledge, attitudes, personal guidelines and norms of behavior that ensure the preservation and strengthening of physical and mental health is the method of project activity.

General garden children's and parents' ecological project " Pure water– healthy planet”

Project type: collective, social and cognitive.

Duration: 3 months

Objective of the project: Formation of ecological ideas about the relationships in the "Man-nature" system and in nature itself, the foundations of ecological culture in the process of getting to know the outside world through observations, experiments, research work.

Tasks:

formation in the child of a position of recognition of the value of health,

formation of a personality living according to the laws of a healthy lifestyle;

developing a sense of responsibility for maintaining and strengthening one's own

health;

the formation of cognitive interest and respect for

formation of safe behavior in the environment expansion

knowledge and skills in ecological culture;

The integrity of the system of formation of ecological culture and

healthy lifestyle of pupils included:

Creation of a developing environment;

age orientation;

Integration and systematic activity;

Continuity and continuity, with close interaction with the family.

All activities of the project were carried out in three areas:

Creation of a developing environment.
Cognitive research activity.
Creative activity.

The “three questions” model helped educators in each age group to plan their project.

Children know: everyone needs water; everyone drinks water, they wash themselves with water; water helps us cook, wash, clean; there is a lot of water in the seas, rivers, lakes; water must not be polluted; in summer it rains, and in winter it snows and it's all water; the water is clear.

Children would like to know: where else water helps a person; Who else needs water and why? why you can not drink water from the sea, melt water; where water "lives"; there is a lot of water, but why does everyone say: “Save water!” and how to protect it; how to purify water if it is already dirty; Where does the water from the kettle go? why sugar in water becomes invisible; where does the water come from in the tap and why does it not end?

And to make the project exciting, then the teachers, united in creative groups (along the lines: 3 junior, 3 middle, 3 senior, 3 preparatory groups), united in one creative game, developed the final cognitive and creative activities that took place in the music hall in for four days (4 ages).

The world of nature cannot be known from a picture and in order for a preschooler to learn to understand the world, realized that he was part of it, learned to establish connections between objects and natural phenomena, it is necessary to immerse the child in the appropriate atmosphere. And to set the kids on new project, teachers saturated the developing environment with natural history literature. It was the works of famous children's writers of natural history that helped to give children environmental knowledge, for example, the story of E. Shim "Who was happy with the snow" or M. Prishvin's "Life-giving rain", etc. Nature in these works acts as the basis of all living things, connecting all the beginnings together .

The groups were equipped with illustrated material, didactic games and attributes that help to form children's ideas about the relationships in the "Man-nature" system and in nature itself. Created and used didactic games: "Air, earth, water" (ecological chains); "Who lives where?"; lotto "Water in nature", "Sea animals", "Who needs water and why?"; "Sea inhabitants" (puzzles); "Water cycle in nature"; "Calendar of nature", "Fishing", etc.

Visual and didactic material was selected: “Planet Earth. Nature”, “What do we know about water”, “What is water like”, “Natural and weather phenomena”, “Water in nature”, “What happens in nature”, “Tell children about marine life”, “Inhabitants of the seas and oceans ”, “Exotic inhabitants of the water spaces”, etc.

Gradually, various natural zones appeared in groups: collages and models of taiga, tundra, the North Pole, various reservoirs (seabed, lake, swamp, their inhabitants); posters reflecting the whirlpool of water in nature, exhibitions of drawings, handicrafts, a mini-garden, “dry aquariums”, file cabinets of experiments and much more, work in laboratories has revived.

Ecological mock-ups, made together with pupils, are used in the classroom and in independent games. They are the very means of involvement that forms a holistic view of children about nature, contributes to children's understanding of relationships in nature and with nature, arouses great interest and fosters a love for nature. And for teachers, it allows to consolidate and systematize children's knowledge about the world around them and its features.

And as the results of the project showed, it was the rich subject-developing and educational environment in each group that became the basis for organizing an exciting, meaningful life for each child, the main means of forming the foundations of ecological culture, a source of his knowledge and positive social experience.

The importance of a natural history book is very great, through it teachers introduce children to the world around them, reveal the secrets of nature. For example, the works of well-known children's writers, naturalists Prishvin "Life-giving rain", the story of E. Shim "Who was happy with the snow" draw attention to nature as the basis of all living things, connecting together all the beginnings .

That water is a familiar and unusual substance, the children were convinced during research activities. In each age group experiments were carried out with water. Thanks to practical activities, they independently concluded that water is the only substance that passes in nature from one state to another (water, steam, snow, ice). We were convinced that water is a good solvent - and that is why, if harmful, toxic substances get into it, it also becomes poisonous and harmful to all living things. With the help of experiments, we were convinced that it is easy to pollute water, but it is very difficult to clean it. But people, animals, plants need it to live, grow and develop. Moreover, living organisms need clean water, not spoiled by foreign contaminants.

Viewing the educational cartoon "Where does acid rain come from" in groups of senior preschool age evoked a lot of emotions. Having learned that before the beginning of the industrial era, water in natural conditions was clean, but as civilization developed, man-made disasters people began to pollute water sources with waste from their activities. Together, they came to the conclusion: that the sources of water pollution are Industry, Oil production and transportation of oil, etc. (Energy, domestic sphere, agriculture).

Viewing presentations, educational films and cartoons (“Drop”, “Droplet Adventure”, “Water Cycle in Nature”, “Why you need to save water”, “The world through the eyes of a droplet”, “What do animals do with water”, “Empty River”, "Precious Water", "Properties of Water", "How Water Becomes Steam and Dew", "Three States of Water", "Health Secrets", "Water, Water, Water Around!", "Necessary and Important Water", "What is waterfall", "What is a swamp", "What is a river", "What are fish", "Animals of the seas and oceans", "Water purification methods at home", "Water safety") not only deepened the knowledge of children, but and made it possible to make them more vivid and emotionally colored and show children the meaning of water and teach them how to save it. They even began to offer solutions to problems: “when I become

adults, I will plant many trees”; “I will invent modern filters for cleaning rivers and lakes”; "I will open a modern waste processing plant for the proper processing of waste." As a result of the knowledge gained, the children found their own effective methods fight against environmental pollution.

The demonstration experience “Making a cloud and rain” allowed the children to make sure that the water cycle really takes place in nature. The teacher put a glass jar of hot water on the table, closed it with a lid, put ice cubes on the lid. The warm air inside the jar, rising up, began to cool. The water vapor contained in it began to condense, forming drops of water, the drops of water, becoming heavy, again fell into the vessel. With the help of elementary experience, the children learned that this is exactly what happens in nature: tiny drops of water, heated up on the ground, rise up, cool down there and gather into clouds. Meeting together in the clouds, the drops of water are pressed against each other, increase, become heavy and then fall to the ground in the form of rain or hail and snow.

And watching the snowfall, we noticed how white the snow is and how easy it is to breathe. Having collected snow in a jar, they brought it to the group, after watching the snow melt, they were once again convinced that the water becomes cloudy with small dark dots. The teacher explains that snow, falling to the ground, takes with it particles of soot, dust and all sorts of harmful particles, thereby purifying the air, and, despite the fact that it seems white, it is still dirty. Once again making sure that snow is water, the children built an ecological chain: if polluted water evaporates into clouds, then precipitation in the form of rain and snow falls on the ground polluted, harmful to growing and living organisms.

Watching the cartoon "How much water is on earth?" conveyed to the consciousness of children that fresh water is the source of life, but there is very little of it on earth compared to the salt that is found in the seas and oceans.

In each group, "Laboratories" of constant observations and experiments have been created to establish relationships in nature. Children of the preparatory group, experimentally, decided to try to get fresh water from salt (sea) water. They poured water into the basin, added salt, stirred it thoroughly, tasted it, determined that the water was salty. They took a plastic glass, so that it did not float up, put washed pebbles on the bottom, and put the glass in the middle of the basin with water. A film was pulled on top, tying it around the pelvis. They pressed the film in the center above the glass and put another pebble in the recess. The basin was placed on the windowsill closer to the battery. The next day, the children saw that unsalted, clean drinking water had accumulated in a glass, but there was very little of it. The children were once again convinced that water under the influence of heat evaporates, turns into steam, which settles on the film and flows into an empty glass, but salt does not evaporate and remains in the basin. The children came to the conclusion that from the salty sea water you can get clean (drinking, fresh) water. And this acquired knowledge will help them if they ever find themselves in an extreme situation. This experiment and watching the cartoon impressed the children very much, now many make sure that the taps are turned off.

In addition, experiments with water were carried out in the family. The children prepared messages about water on the topic: “How a person uses water”, “The water cycle in nature”, “Is it possible to live without water”, etc. From the message “How water gets into the house”, the children learned that we use artesian water , it is cleaned in a special place called a water treatment plant. At first water passes through special gratings, then filters, where it becomes completely clean. Pumps pump clean water into underground pipelines. Plumbing engineers built long paths to every house, kindergarten, store.

Watching a documentary film about the consequences of the oil tanker disaster (the death of fish, birds, mammals) made a very depressing impression on the children. When asked what children want to see and what all the water bodies on planet earth should be like, the children simply vied with each other to say: water should be clean, healthy, tasty; people all over the planet must protect and protect water bodies, not build plants and factories on the banks of rivers, or it is necessary to build purification facilities; you can’t wash cars on the banks of water bodies, make sure that ships, tankers, boats are in good order. Of course, the children made these conclusions on the basis of the acquired knowledge.

After brainstorming with older children about whether we can live at least one day without water, we found out that water is needed almost everywhere: in order to wash the floor, dust, wash toys, water flowers, wash dishes, etc. d. Knowing the benefits of plants, that they emit oxygen that we breathe, and absorb harmful air, providing them with the necessary care, the children concluded that without water, plants begin to die, which means that water is not only a source of life for humans and animals but also plants. And they made another, unexpected conclusion - without water it is impossible to cook any food, even bake bread! When asked how they understand the expression: “Cleanliness is the key to health!” children explained that Water is what keeps us healthy.

Organized work with children made them not just listeners, observers, but full participants. Each child felt that the state of the environment depends on him, on his actions. And the children themselves drew conclusions: threw garbage into the river - polluted the house of frogs, fish; removed the garbage on the shore - they are healthy; forgot to water indoor plant- it died through your fault, etc.

So, the final stage of work on the project in all ages was the final child-parent cognitive-creative events that took place in the music room for four days (4 ages). Poetic texts, dances and songs, educational quizzes (according to the acquired knowledge), experiments with water, games, creative tasks, etc. learned within the framework of the project theme, made the final events informative, meaningful, interesting, exciting.

AT junior groups and medium groups, the final and logical conclusion of the project was the entertainment "Sorceress Water". Children showed all their knowledge and skills, presenting them in a creative way, emotionally “telling” about the precious gift of nature - water, and showing once again that by polluting water, we pollute the planet, thereby harming all living things.

In the senior groups, in the process of entertainment, the performance "The Tale of the Brook" was staged. This is a fairy tale about how a small cheerful stream was born in the spring. He grew strong and filled with water, insects, birds flew to him, animals came running, and he did not spare clean clear water for anyone. When the bear and the hedgehog "offended" the brook, it dragged on mud and stopped murmuring merrily. There was no place for the animals to drink some water on hot summer days, and they went to look for a stream to help him. In the process of preparing for the performance, the children realized that a careless, wasteful attitude to water, reservoirs can lead to their disappearance.

AT preparatory groups the play “Water is the main miracle of the Earth” was staged, about how the king sent his sons to walk on the earth - to Mother, to bring a miracle - wonderful. Gold - silver gems the eldest sons brought it, and one brought ordinary plain water, and everyone began to make fun of him ... And this surprised the king: “Why did you bring plain water to me?” And the story of the third son impressed not only the king-father, but also all the participants in the project:

“I met a traveler on the way, he was tormented by thirst. For a sip of water, he was ready to give me all his jewelry. I gave him clean water to drink. And another time I saw a drought. The death of the forest and fields. Only the rain saved them. And I saw the fire, it was scary. The fire spared nothing and no one. Only water saved. I realized that water is more precious than any wealth.”

And the king declared water the greatest wonder of the earth. He ordered in his royal decree to save water, not to pollute water bodies!

During the preparation and implementation of the project, parents gained experience of cooperation with teachers and experience of interaction with their child. They realized the importance of their participation in organizing the educational activities of children. The effectiveness of the project was noted by the parents: the children began to show more initiative, actively talk about what they learned new, became more interested in educational films, cartoons, books, magazines on environmental topics, and discussed them with peers and adults.

All of the above activities were aimed at establishing the principles of the ecological culture of children, forming in them a conscious, careful attitude to water as an important natural resource, i.e. to the development of environmental awareness in children.

The most important result of the project "Clean Water - a Healthy Planet" is that children have formed the initial ideas about water as a source of life and health.

Ecological education in our time has come to the fore, and more and more attention is being paid to it. Each of those who brought and brings harm to nature was once a child. That's why the role is so big preschool institutions in the environmental education of children, starting fromyounger age!.

We invite teachers preschool education Tyumen region, YNAO and Khanty-Mansi Autonomous Okrug-Yugra publish your methodical material:
- Pedagogical experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including video), forms of work with families and teachers.

Why is it profitable to publish with us?

Formation of ecological culture and healthy lifestyle of students

1. The concepts of "ecology", "environmental education" and "ecological education".

2. Tasks and content of ecological education of schoolchildren.

3. Valeology as a science of a healthy lifestyle and healing of the human body

4. Sanitary and hygienic conditions for the improvement of students in educational institution

5. Moral and psychological improvement of students in the educational process

Forms and methods of valeological education of schoolchildren.

Epigraph:

“Care for human health, especially for the health of a child, is not just a set of sanitary and hygienic norms and rules, not a set of requirements for regimen, nutrition, work and rest. This is, first of all, concern for the harmonious fullness of all physical and spiritual forces, and the crown of this harmony is the joy of creativity”

VA. Sukhomlinsky “I give my heart to children”

1. The concepts of "ecology", "environmental education" and "ecological education". Modern environmental problems.

The term "ecology" was first used by the German biologist E. Haeckel in 1866, having formed it from the Greek words "oikos" (house, dwelling) and "logos" (thought). By ecology, Haeckel understood the science that studies the distribution and abundance of organisms, the sociology and economics of animals. Ecology was then part of natural history.

At the state level, environmental problems were thought about several centuries ago. So, for example, in Russia during the reign of Peter I, a project was developed to create a "board for the improvement of nature." Gradually, ecology expanded the scope of its interests, and now it studies the entire world around man, focusing on the relationship between organisms and external factors (physical, biological, chemical, etc.).

The encyclopedic dictionary gives this modern interpretation of ecology:"The science of the relationship of plant and animal organisms and the communities they form between themselves and the environment."

In the 20th century, due to the increased impact of man on nature, ecology acquired special significance as the scientific basis for the rational use of natural resources and the protection of living organisms. This was primarily due to the deterioration of the environment due to man-made disasters, tests different kind weapons, irrational use of natural resources by man, and other reasons. To date, about 300 areas of acute environmental situations have formed in the CIS countries, covering an area of almost 4 million square meters. km. At the present stage, life confronts us with seven environmental problems: 1) the problem of food, 2) the problem of energy, 3) the problem of resources; 4) the problem of demography; 5) the problem of the gene pool; 6) the problem of the biosphere; 7) problem human health.

Against the background of existing environmental problems, environmental education and environmental education of all segments of the population are of particular relevance today. Consider the essence of these concepts.

environmental education- This:

· comprehensive analysis of various environmental problems (scientific, ideological, moral, aesthetic, economic);

· studying the following concepts in the content of academic subjects - protection of human health, environmental protection, monitoring the state of the environment, environmental quality, healthy lifestyle, examination of the environment and health;

connection of fundamental concepts of ecology with various sciences.

On this basis, a high school graduate should know:

· environmental contradictions on a global scale, affecting the foundations of the existence of human society on Earth;

Causes of exacerbation of modern environmental problems;

Ways to solve environmental problems in various countries(social, scientific and economic experience);

the possibility of organizing optimal relationships between human society and nature - the planned organization of production, the introduction of resource-saving and waste-free technologies into industry, waste disposal, strengthening state control over the state of the natural environment and pollution sources, restructuring the psychology of the population in relation to the natural environment, the exploration of outer space in order to peaceful civilization (according to V.S. Kukushin).

environmental education- purposeful systematic activity for the formation of a personality ready for practical environmental activities, for the promotion of environmental ideas, for the protection and improvement of the environment.

The goal of environmental education – formation of ecological culture among schoolchildren, which can be represented in three components - ecological consciousness, ecological thinking, ecological activity.

Tasks and content of ecological education of schoolchildren.

Environmental consciousness includes into yourself:

environmental knowledge (facts, information, conclusions, theories of interaction in the world of animals and plants, in their habitat and in general, in the environment);

aesthetic feelings (understanding and appreciation of the beauty of nature, its harmony with the surrounding world);

· environmental responsibility (anticipation and prevention of possible negative consequences of human impact on the environment).

Environmental thinking manifests itself in the ability to comprehend environmental phenomena, establish connections and dependencies that exist in the world of plants and animals, draw conclusions, generalizations and conclusions regarding the state of nature, reasonably interact with it;

Environmental activities- active environmental protection and competent promotion of environmental knowledge.

2. Tasks and content of environmental education and upbringing of schoolchildren

The above components of ecological culture determine the following main tasks environmental education and environmental education of schoolchildren:

formation of students' interest in studying the laws of nature; assistance in their awareness of the importance of nature as a human habitat;

development in children of a sense of responsibility for the state of the environment, for their own life and health, as well as the life and health of others;

Formation of students' moral and aesthetic attitude to nature, promoting their perception of nature as an aesthetic perfection;

· Encouraging the active participation of schoolchildren in environmental protection activities and promotion of environmental knowledge.

Great opportunities in terms of environmental education and upbringing of students are contained educational process, especially such disciplines as biology, chemistry, geography, physics (students study nature as a habitat, physical factors of the natural environment, the development of energy and its environmental indicators, the biosphere and its protection, natural disasters and ways to protect against them, means of combating environmental pollution environment, etc.).

Objects of the humanitarian and artistic cycle also contribute to the formation of the ecological consciousness of children - history, “Man. Society. State”, literature, fine arts, music.

Studying humanitarian subjects, schoolchildren get acquainted with the specifics of environmental protection activities in our society, with the legislation regulating the attitude towards nature of state and public organizations as well as the entire population as a whole.

The objects of the artistic cycle reveal the aesthetic essence of nature, which has a huge impact on the morality of man and his attitude to nature and to all living things.

The knowledge gained in the lessons serves as the basis for further environmental education and upbringing of schoolchildren in field of extracurricular time. Forms of educational work in this case can be both systematic and periodic.

To systematic forms work on environmental education students include:

· the activities of ecological clubs (“Native Nature”, “Our Land”, “Green House”, etc.), which can be created at schools, forestries, centers for children's creativity, stations for young naturalists. Their programs provide not only educational work, but also practical work- cleaning up the forest, park, organizing a recreation area, landscaping a microdistrict, working in a forestry or a wildlife sanctuary, organizing living corners in schools and centers for children's creativity, etc.;

· ecological trail development , which can be calculated for different categories visitors - 1) teachers, educators, university students; 2) preschoolers, students of secondary schools and colleges; 3) the adult population. When creating a trail, the presence of the following conditions is taken into account: the definition of natural objects for study, the organization of the length of the trail in 2-3 km, the accessibility of the trail to vehicles or the possibility of developing a walking route, the collection of interesting and scientific and educational material for the content of the excursion. At the same time, it is necessary to think over the improvement of the trail (resting places, botanical sites, areas with an attractive landscape, etc.);

· activities of tourist and local history circles and sections those studying the nature of their native land, conducting observations of its condition, disseminating environmental and local history knowledge;

· the work of the "Green Patrol" units, carrying out sanitary protection of the environment; revealing the level air pollution, water, recreation areas in the area of residence; providing first aid to animals and birds in winter conditions.

To the number periodical forms work on environmental education and education of schoolchildren include:

– conversations, quizzes and competitions on environmental topics (“Nature and Fantasy”, “Reading the Red Book”, “Green Pharmacy”, “Unusual Animals”, “Man and Nature”, “Ecological Newspaper”, etc.);

– labor shares cleaning, landscaping and landscaping of the school grounds and residential area;

- discussions and disputes(“The future of the planet is in our hands”, “Man and nature: tragedy or harmony”, etc.);

– literary and musical compositions and theme evenings (“The world of nature is the world of beauty”, “The theme of nature in the works of artists and poets”, etc.);

– meetings and conversations with specialists (environmentalists, forestry workers, employees of the agro-industrial complex, etc.);

– tours nature with the performance of various tasks (sketches from nature, photographing the landscape and natural objects, collecting natural materials for the collection, making crafts from natural material, writing reports and essays on the results of the excursion).

– readers' conferences by works fiction dedicated to the world of nature (“White Bim - Black Ear” by G. Troepolsky, “Do not shoot white swans” by B. Vasiliev, “Blach” by Ch. Aitmatov, “Tsar-fish” by V. Astafiev, “Russian Forest” by L. Leonov , "Farewell to Matera" by V. Rasputin and others).

Target

implementation of a comprehensive system of measures to form an ecological culture, the value of health and a healthy lifestyle of students in a school environment, the creation of sanitary and hygienic conditions in combination with competent education and adherence to the principles of natural conformity and the integrity of the development of the child's personality.

Tasks formation of ecological culture, healthy and safe lifestyle of students:

Expansion of ecological ideas of younger schoolchildren, their concretization, illustration with a significant number of vivid, accessible examples;

Deepening the theoretical knowledge of students in the field of ecology, the formation

a number of fundamental ecological concepts;

Ensuring a wider and more diverse practice

students in the study and protection of the environment;

Awakening in children the desire to take care of their health (the formation

interest in one's own health, positive factors,

affecting health)

Formation of ideas about proper (healthy) nutrition, its regime,

structure, useful products;

The use of optimal motor modes for children, taking into account their age

physical, psychological and other characteristics, the development of the need for classes

physical culture and sports;

Formation of ideas about the rational organization of the daily routine, study and

rest, physical activity, teach the child to compose, analyze and

control your daily routine;

Formation of representation taking into account the principle of information security

about negative risk factors for children's health (reduced motor activity)

ness, infectious diseases, overwork, etc.), about the existence and

causes of dependence on tobacco, alcohol, drugs and other

psychoactive substances, their harmful effects on health;

To teach students to consciously choose actions, behavior, allowing

maintain and improve health, follow the rules of personal hygiene and develop

readiness, based on its use, to independently maintain one’s health

Describe the impact of positive and negative emotions on health

including those received from communicating with a computer, watching TV programs, participating in

tiya in gambling;

To teach elementary skills of emotional unloading (relaxation);

Develop positive communication skills;

To form an idea of the main components of a culture of health and wellness

rovy way of life;

Formation of the child's need to fearlessly consult a doctor for any

issues related to the characteristics of growth and development, health status,

development of readiness to maintain one’s own health on the basis of the use of

teaching personal hygiene skills;

To form in children the need to anticipate possible life extremes

situations, develop the skill of their correct analysis and adequate behavior

deniya, that is, competent actions in the conditions that may today meet

tread on the path of life;

To form in children stable habits of disciplined, careful

good behavior on the streets, roads, at home, self-control skills,

self-organization in certain life situations.

In order to exclude or minimize the impacts of the school and the entire educational process that are harmful to the health of students, a health-preserving and health-promoting space should be formed in the school. In the psychological and pedagogical model, based on the priority of psychological and pedagogical principles and health-saving pedagogy, the main role in maintaining and strengthening the health of students should be assigned to the teacher.

The model for the formation of an ecological culture, a healthy and safe lifestyle includes:

1) Analysis of the state and planning of work in this area;

2) Educational work

a) educational work with students;

b) educational and methodical work with teachers, specialists,

parents.

The school gives priority to health, that is, competent health care, observing the principles of health-saving pedagogy:

The principle of no harm;

The principle of prioritizing effective care for the health of students and teachers (that is, everything that happens in an institution - from developing plans, programs to checking their implementation, including conducting lessons, changes, organizing extracurricular activities for students, training teachers, working with parents, etc., is assessed from the standpoint of influencing the psycho-physiological state and health of students and teachers (physical, psychological, spiritual and moral health of students is being monitored);

The principle of a triune idea of health (the unity of physical, mental and spiritual-moral health);

The principle of continuity and succession (health-preserving work is carried out at school every day and at every lesson, with the obligatory consideration of what has already been done earlier as part of organizational activities and directly in the classroom) educational work);

The principle of the subject - subjective relationship with students (health issues are included in the content curricula, the health-saving nature of the learning process is ensured). Teachers provide health-saving conditions for the educational process; the student himself helps them in solving this common problem. Students are taught to take responsibility for their own health. Each student is treated individually;

The principle of conformity of consciousness and the organization of teaching to the age characteristics of students. Correspondence of the amount of teaching load and the level of complexity of the studied material to the individual abilities of students. The school follows a comprehensive interdisciplinary approach as the basis for effective work to protect human health. There is a coordinated interaction between teachers, a psychologist, a medical worker. The priority of positive influences over negative ones. A priority active methods learning;

The principle of combining a protective and training strategy: for students, a level of training load has been created that corresponds to the training regimen and is protective (sparing), lower than tiring.

Systematic work on the formation of ecological culture, a healthy and safe lifestyle is presented in the form of five interrelated blocks - on the creation of a health-saving infrastructure, the rational organization of educational and extracurricular activities of students, the effective organization of sports and recreational work, the implementation of an educational program and educational work with parents and should contribute to formation of a responsible attitude to nature, the value of health, the preservation and strengthening of their health.

Formation of ecological culture and healthy lifestyle of students

1. The concepts of "ecology", "environmental education" and "ecological education".

2. Tasks and content of ecological education of schoolchildren.

3. Valeology as a science of a healthy lifestyle and healing of the human body

4. Sanitary and hygienic conditions for the improvement of students in an educational institution

5. Moral and psychological improvement of students in the educational process

6. Forms and methods of valeological education of schoolchildren.

Epigraph:

VA. Sukhomlinsky “I give my heart to children”

1. The concepts of "ecology", "environmental education" and "ecological education".Modern environmental problems.

In the 20th century, due to the increased impact of man on nature, ecology acquired special significance as the scientific basis for the rational use of natural resources and the protection of living organisms. This was due, first of all, to the deterioration of the state of the environment due to man-made disasters, testing of various types of weapons, the irrational use of natural resources by humans, and other reasons. To date, about 300 areas of acute environmental situations have formed in the CIS countries, covering an area of almost 4 million square meters. km. At the present stage, life confronts us with seven environmental problems: 1) the problem of food, 2) the problem of energy, 3) the problem of resources; 4) the problem of demography; 5) the problem of the gene pool; 6) the problem of the biosphere; 7) the problem of human health.

environmental education- This:

a comprehensive analysis of various environmental problems (scientific, ideological, moral, aesthetic, economic);

the study of the following concepts in the content of academic subjects - the protection of human health, environmental protection, monitoring the state of the environment, environmental quality, healthy lifestyle, environmental and health examination;

connection of fundamental concepts of ecology with various sciences.

On this basis, a high school graduate should know:

ecological contradictions of a global scale, affecting the foundations of the existence of human society on Earth;

reasons for the aggravation of modern environmental problems;

ways of solving environmental problems in different countries (social, scientific and economic experience);

opportunities for organizing optimal relationships between human society and nature - planned organization of production, the introduction of resource-saving and waste-free technologies into industry, waste disposal, strengthening state control over the state of the natural environment and sources of pollution, restructuring the psychology of the population in relation to the natural environment, the exploration of outer space for the purposes of peaceful civilization (according to V.S. Kukushin).

2. Tasks and content of ecological education of schoolchildren.

Environmental consciousness includes into yourself:

environmental knowledge (facts, information, conclusions, theories of interaction in the world of animals and plants, in their habitat and in general, in the environment);

aesthetic feelings (understanding and appreciation of the beauty of nature, its harmony with the outside world);

environmental responsibility (foreseeing and preventing possible negative consequences of human impact on the environment).

Environmental activities- active environmental protection and competent promotion of environmental knowledge.

2. Tasks and content of environmental education and upbringing of schoolchildren

The above components of ecological culture determine the following main tasks environmental education and environmental education of schoolchildren:

the formation of students' interest in the study of the laws of nature; assistance in their awareness of the importance of nature as a human habitat;

development in children of a sense of responsibility for the state of the environment, for their own life and health, as well as the life and health of others;

the formation of a moral and aesthetic attitude towards nature among students, the promotion of their perception of nature as an aesthetic perfection;

stimulating the active participation of schoolchildren in environmental protection activities and the promotion of environmental knowledge.

Objects of the humanitarian and artistic cycle also contribute to the formation of the ecological consciousness of children - history, “Man. Society. State”, literature, fine arts, music.

Studying humanitarian subjects, schoolchildren get acquainted with the specific nature of environmental activities in our society, with the legislation regulating the attitude towards nature of state and public organizations, as well as the entire population as a whole.

The objects of the artistic cycle reveal the aesthetic essence of nature, which has a huge impact on the morality of man and his attitude to nature and to all living things.

The systematic forms of work on the environmental education of students include:

the activities of environmental clubs (“Native Nature”, “Our Land”, “Green House”, etc.), which can be created at schools, forestries, centers for children's creativity, stations for young naturalists. Their programs provide not only educational work, but also practical work - cleaning the forest, park, organizing a recreation area, landscaping a microdistrict, working in a forestry or a reserve, organizing living corners in schools and centers for children's creativity, etc .;

development of an ecological trail, which can be designed for different categories of visitors - 1) teachers, educators, university students; 2) preschoolers, students of secondary schools and colleges; 3) the adult population. When creating a trail, the presence of the following conditions is taken into account: the definition of natural objects for study, the organization of the length of the trail in 2-3 km, the accessibility of the trail to vehicles or the possibility of developing a walking route, the collection of interesting and scientific and educational material for the content of the excursion. At the same time, it is necessary to think over the improvement of the trail (resting places, botanical sites, areas with an attractive landscape, etc.);

the activities of tourist and local history circles and sections that study the nature of the native land, conduct observations of its condition, and disseminate environmental and local history knowledge;

the work of the "Green Patrol" detachments, carrying out sanitary protection of the environment; identifying the level of pollution of air, water, recreation areas in the area of residence; providing first aid to animals and birds in winter conditions.

Periodic forms of work on environmental education and upbringing of schoolchildren include:

– conversations, quizzes and competitions on environmental topics (“Nature and Fantasy”, “Reading the Red Book”, “Green Pharmacy”, “Unusual Animals”, “Man and Nature”, “Ecological Newspaper”, etc.);

- labor actions for cleaning, landscaping and gardening of the school territory and residential area;

– discussions and disputes (“The future of the planet is in our hands”, “Man and nature: tragedy or harmony”, etc.);

- Literary and musical compositions and theme evenings (“The World of Nature is the World of Beauty”, “The Theme of Nature in the Works of Artists and Poets”, etc.);

– meetings and conversations with specialists (environmentalists, forestry workers, employees of the agro-industrial complex, etc.);

excursions to nature with the performance of various tasks (doing sketches from nature, photographing landscapes and natural objects, collecting natural materials for the collection, making crafts from natural materials, compiling reports and essays based on the results of the excursion).

reader conferences on works of fiction dedicated to the natural world (“White Bim - Black Ear” by G. Troepolsky, “Do not shoot white swans” by B. Vasiliev, “Blach” by Ch. Aitmatov, “Tsar-fish” by V. Astafiev, “” Russian Forest" by L. Leonov, "Farewell to Matera" by V. Rasputin and others).

3. Principles of environmental education of students. Indicators of environmental education.

Principles of ecological education of schoolchildren:

interdisciplinary approach in the formation of ecological culture;

systematic and continuous study of environmental material;

the unity of the intellectual and emotional-volitional principles in the activities of students to study and improve the natural environment;

the relationship of global, national and local history levels in the disclosure of environmental problems in the educational process.

Indicators of environmental education:

understanding of environmental issues;

consciousness of responsibility;

active environmental protection;

a developed sense of love for nature (the ability to see and enjoy).

3. Valeology as a science of a healthy lifestyle and healing of the human body.

Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. It has been established that health depends on the following factors: 50% - lifestyle, 20% - heredity, 20% - environmental situation, 10% - health care. Based on this position, let's consider the state of this problem today.

Among the causes that led to health problems, we can name the following:

- deterioration of the ecological state of the environment, causing a number of serious diseases;

- overestimated study loads of schoolchildren, causing increased nervousness and fatigue;

– sedentary lifestyle and inconsistency physical activity at school and at home (as a result - a violation of posture, scoliosis, high blood pressure, etc.);

- Irregularity and imbalance in the nutrition of children;

- unfavorable psychological climate and recurrent stresses during the educational process of the school, etc.

In 1980, I.I. Brekhman introduced the term “Valeology” (from the Latin Valeo – to be healthy, to be healthy), which he designated the science of health and a healthy lifestyle of a person. At the same time, Brekhman, paying attention to the fact that “the science of health should be integral, born at the intersection of ecology, biology, medicine, psychology and other sciences”, since a healthy lifestyle depends on the knowledge and skills of a person that he can get, getting to know these sciences. At the present stage, pedagogical valueology, being an interdisciplinary science, also uses the achievements of pedagogy, philosophy, physiology, traditional and alternative medicine.

One of the main tasks of valeological education – persuading and motivating students to follow the main law of valueology – the law of measure. To do this, the teacher himself needs to own a system of valeological knowledge, including knowledge of human physiology and personal hygiene rules, the basic laws of a healthy lifestyle, the nature and consequences of environmental problems and ways of human interaction with the environment. The next most important task of the teacher – create the necessary conditions for the improvement of students in the course of the educational process and exercise systematic control over their implementation. Let's consider these conditions.

4. Sanitary and hygienic conditions for the improvement of students in an educational institution

1. It is necessary to plan the educational process during each day, each week and academic quarter, taking into account the biorhythms of a developing personality. So working capacity during the day falls from 8 to 12 hours. and from 15:00 to 17:00. evenings. Therefore, the schedule of lessons in the first and second shifts should be planned taking into account the interdependence of the form of the lesson, the level of complexity of the material and the students' working capacity. At the same time, the lessons from the second to the fourth are considered the most fruitful both in the first and second shifts. During the week, the most productive days are from Tuesday to Friday, which should also be taken into account when scheduling lessons. Against the background of the entire academic year, the first half of spring and the second half of autumn are considered the most unfavorable periods for the health of the individual, when the human body is weakened, vitamin deficiency manifests itself, etc. They also differ in the level of working capacity of students of different school ages. According to physicians and physiologists, the highest working capacity is manifested from 10 to 12 years, then from 16–18 years. From 13 to 15 years old, the body of a teenager is less efficient against the background of age-related physiological changes. All these facts must be taken into account by teachers when planning lesson and extracurricular activities by students, their physical activity.

2. It is necessary to create optimal conditions for equipping school premises where students live. To this end, the furniture of classrooms (tables and desks) must correspond to the age of the students, the illumination of the classrooms must comply with accepted standards, in special rooms (gym, workshops, etc.) the condition of the equipment must meet safety requirements.

3. Compliance with hygiene standards in the school environment is of great importance. These include cleanliness and regular ventilation of classrooms and service premises (bathrooms, dining room, etc.); compliance with the diet in the school canteen, its rationality and usefulness; monitoring the cleanliness of their shoes and clothes by students.

5. Moral and psychological improvement of students in the educational process

As a rule, productive learning activities require students to maximize the expenditure of physical, intellectual and emotional strength. Against this background, the result of educational activity is significantly influenced by the psychological climate in which students live in school conditions. As the results of the study by M. Bezrukikh, reflected in the article “Children's Health”, (Teacher's newspaper, 1996, No. twice as high, almost three times as many children with neuropsychiatric disorders than in a parallel class with a gentle, friendly teacher.” This is also confirmed by the study of V.N. Kasatkin, who states that among benevolent teachers, the incidence of children in the classroom is 15% lower than among those who work in an authoritarian manner. The situation is aggravated by the unwillingness or inability of the teacher to take into account the learning opportunities of students associated with their individual psychological characteristics and abilities, and their state of health. Thus, one of the reasons leading to the destruction of the student's health is intermittent in the learning process, stress and neuropsychic overload, which in turn cause a negative attitude of students, both to the teacher himself and to the subject he teaches.

Another reason that negatively affects the health of students is the irrational structuring of the educational process. This, in turn, causes schoolchildren's learning overload and rapid fatigue. As a result, not only the weakening of physical health, but also the depressed psychological state of schoolchildren, as well as their formal attitude to the subjects studied.

Against this background, modern valeological pedagogy offers the following ways of moral and psychological recovery of students in the course of the educational process:

- creation of a favorable psychological climate in the relationship between the teacher and students and students among themselves, the orientation of the teacher to support, approval, encouragement and stimulation of students;

- rational construction of the educational process, taking into account the biorhythms of a developing personality;

- the creation of flexible curricula and programs that allow differentiating the education of schoolchildren depending on their learning ability and individual characteristics;

- organization of compensatory education for needy students in the form of consultations, mutual assistance, etc.;

- elimination of stereotypes and monotony in education, activation of students' cognitive activity based on the performance of creative work and independent search for solutions to didactic problems.

6. Forms and methods of valeological education of schoolchildren.

The special forms and methods of improving the health of students and the formation of a healthy lifestyle in them are called upon to be carried out in the conditions of the school by the valeological service. As a rule, its staff includes a medical worker, a valeologist teacher, a psychologist, a social teacher (if there is one at the school). All teachers and educators of the school also take part in the activities of this service. The Valeological Service is called upon to perform the following functions in a school environment.

1. Diagnostic function (monitoring the health status of students, their physical and mental performance through systematic examination and control, compliance with sanitary and hygienic standards in the school environment; promoting students to receive timely medical care if necessary)

2. Preventive function (prevention of the negative consequences of schoolchildren's violation of the study and rest regimen, diet, careless handling of fire and explosives, non-compliance with the rules of personal hygiene and behavior on the water, the impact on health of addictions - drinking alcohol, drugs, smoking, etc.)

3. Corrective function (elimination of violations in the organization of sanitary and hygienic standards of life of students in Skoda, the formation of schoolchildren's ideas about a healthy lifestyle - observing the regime of study and rest, diet, personal hygiene rules, etc. through conversations, lectures, debates, watching films, reading literature, etc.)

4. advisory function (involving psychologists, psychotherapists, doctors, rescuers, etc. in valeological propaganda among students with conversations, lectures, practical exercises.)

Improvement of students in the process physical education

One of the main ways of improving the health of students is physical education in an educational institution. Physical education is considered as a process that is an integral part of the general education of a person, aimed at the development and self-development of a person's physical culture. Physical education involves the organization of active physical culture and health-improving activities of students, students' understanding of the psychophysiological essence and the impact of physical education on the state of the body, the formation of healthy lifestyle skills.

Physical education is designed to solve the following tasks in the school environment:

Wellness: promotion of student health; development of the motor and musculoskeletal system; formation of motor skills; versatile development of physical abilities; increasing physical and mental performance, increasing the vital activity of the body, its hardening; the formation of the habit of taking care of their own health and normal well-being.

Educational: mastering by schoolchildren the basics of knowledge in the field of physical culture and methods of their application for the purpose of physical self-improvement; formation of a system of knowledge, skills and abilities necessary in the process of life, as well as related to self-defense in extreme situations.

Developing: the development of a desire for a healthy lifestyle and the formation against this background of a negative attitude towards addictions (alcohol, smoking, etc.); development of physical self-education skills and relevant personal qualities - purposefulness, endurance, willpower, determination, responsibility, etc.; individual work with physically gifted children in various fields of sports.

When implementing these tasks in the course of the educational process, it is necessary to rely on the main means of physical education, which are:

Natural forces of nature (sun, water, air)

Diet, work and rest

morning exercises,

Physical education and special training lessons

Extra-curricular sports and mass work, including sports holidays (“Sportlandia”, etc.), competitions in various sports, sports games (“Zarnitsa”, etc.), work of sports sections, hiking trips.

When organizing physical culture and health-improving activities, both in the educational process and in the course of extracurricular educational work, as a rule, the following methods of physical education are used:

Physical exercise or physical training;

Methods of persuasion and clarification;

Positive example method

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