Ефективність застосування методики оперативного педагогічного контролю на уроках з фізичної культури
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2014
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Анотація
У статті представлено результати перевірки характеристик реалізації методики оперативного педагогічного контролю фізичного розвитку учнів основної школи на уроках фізичної культури та її перспективність у практичній діяльності викладачів фізичної культури в загальноосвітньому навчальному закладі. Розкрито зміст і особливості реалізації методики оперативного педагогічного контролю фізичного розвитку учнів основної школи; проаналізовано зміни кількісних показників фізичного розвитку підлітків експериментальної та контрольної груп. Встановлено, що підлітки експериментальної групи, порівняно зі школярами контрольної групи, мають кращі показники, що характеризують здатність утримувати рівновагу тіла під час виконання складних вправ і рухів.
The verification results of the realization characteristics of the operational pedagogical control methods of the secondary school pupils’ physical development at physical education lessons and its prospects in physical training teachers’ practical activity in secondary schools are presented in the article. The control and experimental groups’ results of stabilography and strain gauge dynamometry tests have been compared in order to check the adequacy of the generated complex methods and to determine its effectiveness. These are quantitative indices which are evidence that in both groups there has been improvement, characterizing the vestibular stability and the state of schoolchildren’s body support reactions during the motor tasks performance. It is established that the adolescents of the experimental group, compared with the pupils of the control group have better parameters characterizing the ability of the body to maintain balance while performing difficult exercises and movements. Summarizing the results of the comparative analysis of the model parameters from the data of the control and experimental groups, it can be concluded that during the experiment in the experimental group, in which the teacher of physical training was able to use the author’s operational pedagogical control methods which enabled timely and purposefully have an influence on the learning process. As a result, it is possible to observe the improvement of physical development without negative effects on the health of the pupils who participated in the implementation of the author’s developed methods. At the same time the studied (controlled) indices for dynamic and temporal parameters are completely reliable. That is, our proposed methods can effectively and efficiently carry out the physical development monitoring of the boys in their crisis adolescence at physical education lessons. Thus, the proposed system-operational approach to the physical development control at physical education lessons gives the opportunity to create optimal managing conditions during classes, qualitative and quantitative interaction between the teachers and the pupils, optimizing orientation of the classes in the secondary school. Accordingly, the organization of pedagogical control in physical education allows a teacher to help adolescents and their parents in time.
The verification results of the realization characteristics of the operational pedagogical control methods of the secondary school pupils’ physical development at physical education lessons and its prospects in physical training teachers’ practical activity in secondary schools are presented in the article. The control and experimental groups’ results of stabilography and strain gauge dynamometry tests have been compared in order to check the adequacy of the generated complex methods and to determine its effectiveness. These are quantitative indices which are evidence that in both groups there has been improvement, characterizing the vestibular stability and the state of schoolchildren’s body support reactions during the motor tasks performance. It is established that the adolescents of the experimental group, compared with the pupils of the control group have better parameters characterizing the ability of the body to maintain balance while performing difficult exercises and movements. Summarizing the results of the comparative analysis of the model parameters from the data of the control and experimental groups, it can be concluded that during the experiment in the experimental group, in which the teacher of physical training was able to use the author’s operational pedagogical control methods which enabled timely and purposefully have an influence on the learning process. As a result, it is possible to observe the improvement of physical development without negative effects on the health of the pupils who participated in the implementation of the author’s developed methods. At the same time the studied (controlled) indices for dynamic and temporal parameters are completely reliable. That is, our proposed methods can effectively and efficiently carry out the physical development monitoring of the boys in their crisis adolescence at physical education lessons. Thus, the proposed system-operational approach to the physical development control at physical education lessons gives the opportunity to create optimal managing conditions during classes, qualitative and quantitative interaction between the teachers and the pupils, optimizing orientation of the classes in the secondary school. Accordingly, the organization of pedagogical control in physical education allows a teacher to help adolescents and their parents in time.
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Ключові слова
педагогічний контроль, фізичний розвиток, загальноосвітній навчальний заклад, експериментальна група, контрольна група, педагог, учень, application, operational pedagogical control methods, control and experimental groups, adolescents, system-operational approach
Бібліографічний опис
Могильний, Ф. В. Ефективність застосування методики оперативного педагогічного контролю на уроках з фізичної культури [Текст] / Ф. В. Могильний // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 2 (36). – С. 274–284.