Гуманістичні цінності сокільського фізичного виховання Сумського регіону
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Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті робиться спроба обґрунтувати теоретичну та практичну актуальність, на теренах сьогодення, сокільського фізичного виховання як одного з основних складників гуманістичної освіченості майбутнього вчителя фізичної культури. Сокільський рух розпочав своє існування в кінці позаминулого століття завдяки зусиллям чеського спеціаліста Мирослава Тирша, і мав сприяти гармонізації інтелектуального, морального та фізичного розвитку молодої людини, як взірця громадянина кожної окремо взятої країни. На основі ретроспективного аналізу та в контексті сучасної парадигми сокільського виховання у статті окреслені предметне поле й обґрунтовано гуманістичні потреби в підготовці майбутнього фахівця в галузі фізичної культури та спорту.
Humanization in different spheres of people’s life is needed, as an alternative to the phenomenon of dehumanization. Therefore, this process does not leave a side the educational sphere. The humanistic approaches in education repeatedly were a subject of debate. That is why the declaration is in the law of Ukraine «On Education» that one of the most important areas of the development of the national education system is humanization and liberalization of all aspects of higher education, «humanization» process of training and education. The implementation of humanistic direction of the higher education system provides for implementation of two interrelated components: basic qualifications and good health and physical fitness of the future professionals. Recently, a lot of higher education institutions of our country have become popular «Sokol» system of physical education. Unfortunately, in the scientific literature, little attention is paid to disclosure humanistic values to this educational concept. Therefore, the authors of this article attempt to justify the theoretical and practical relevance, in the territory of present «Sokol» physical education as one of the main components of humanistic education of future teachers of physical culture. «Sokol» movement began to exist at the end of the last century thanks for the Czech specialist Miroslav Tyrš and was aimed to harmonize intellectual, moral and physical development of a young person as a citizen of each country. Based on a retrospective analysis and in the context of the modern paradigm «Sokol» education is outlined in article a substantive field of humanistic and justified the need of training future specialists in physical education and sport. The basis of the system of managing the humanization of physical education should be teaching and implementation of innovative technologies built on the principles of subject-teacher-student relationship. The use of such technology makes it possible to democratize educational environment and its target to achieve high performance in their future careers graduates. It is this technology «Sokol» model of physical education. Implementation in practice makes it possible to implement humanistic ideas of a good existing in all areas of human life.
Humanization in different spheres of people’s life is needed, as an alternative to the phenomenon of dehumanization. Therefore, this process does not leave a side the educational sphere. The humanistic approaches in education repeatedly were a subject of debate. That is why the declaration is in the law of Ukraine «On Education» that one of the most important areas of the development of the national education system is humanization and liberalization of all aspects of higher education, «humanization» process of training and education. The implementation of humanistic direction of the higher education system provides for implementation of two interrelated components: basic qualifications and good health and physical fitness of the future professionals. Recently, a lot of higher education institutions of our country have become popular «Sokol» system of physical education. Unfortunately, in the scientific literature, little attention is paid to disclosure humanistic values to this educational concept. Therefore, the authors of this article attempt to justify the theoretical and practical relevance, in the territory of present «Sokol» physical education as one of the main components of humanistic education of future teachers of physical culture. «Sokol» movement began to exist at the end of the last century thanks for the Czech specialist Miroslav Tyrš and was aimed to harmonize intellectual, moral and physical development of a young person as a citizen of each country. Based on a retrospective analysis and in the context of the modern paradigm «Sokol» education is outlined in article a substantive field of humanistic and justified the need of training future specialists in physical education and sport. The basis of the system of managing the humanization of physical education should be teaching and implementation of innovative technologies built on the principles of subject-teacher-student relationship. The use of such technology makes it possible to democratize educational environment and its target to achieve high performance in their future careers graduates. It is this technology «Sokol» model of physical education. Implementation in practice makes it possible to implement humanistic ideas of a good existing in all areas of human life.
Опис
Ключові слова
гуманізм, дегуманізм, гуманізація фізичної культури, сокільське фізичне виховання, парадигма сокільського фізичного виховання, humanity, dehumanization, humanization of physical culture, «Sokol» physical education, paradigm of «Sokol» physical education
Бібліографічний опис
Лазоренко, С. А. Гуманістичні цінності сокільського фізичного виховання Сумського регіону [Текст] / С. А. Лазоренко, М. Б. Чхайло, В. Б. Романова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 8 (42). – С. 202–212.