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1 Педагогічні науки: теорія, історія, інноваційні технології

1 2017

1 Інна П.

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ПІДГОТОВКА СТУДЕНТІВ ПЕДАГОГІЧНИХ ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ ДО ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНОГО НАВЧАННЯ УЧНІВ ЗАГАЛЬНООСВІТНІХ ШКІЛ

100%

Інна П.

nr 1(65)

111-120

The purpose of the article is to define the pedagogical conditions of formation of empirical, psychological and gnostic components of professional skills for successful exercise of health-saving study. To determine the level of professional skills we used pedagogical observations, surveys, diagnostic «Teaching Cards» and methods of mathematical calculation. The results of the experimental work revealed student’s level of introduction and knowledge about heath-saving study and appropriate skills needed for successful exercise. The study defined the essence of such concepts as: “health-saving teaching”, “readiness for health-saving education”. A model of student’s readiness to health-saving education of pupils represented in the form of empirical gnostic and psychological components. It was pointed out that professional readiness of students to health-saving teaching of pupils is defined in the aspects that characterized the above mentioned components. Indicators of psychological component have a positive attitude towards maintaining health in the learning process; establishing subject-subjective relations, democratic style of teacher communication. Empirical indicators of readiness are: increase of knowledge, its fullness, firmness; formation of competence, pedagogical reflection; gnostic ‒ professionalism, creative application of health-saving education in practice context. Results of our experimental work allowed to determine the level of students’ knowledge about health-saving education, also we checked necessary skills for successful realization of healt-saving teaching. Certain factors give the opportunity to obtain objective information about the future teachers’ level of readiness for practicing health-saving training of pupils. Identified indicators have provided objective information on level of professional readiness of the future teacher to realization health-saving education of pupils. The above mentioned makes it possible to conclude that the problem is relevant to the pedagogical theory and practice and requires further theoretical comprehension