Реалізація сучасних педагогічних умов формування здоров’язбережувальної компетентності учнів у закладах загальної середньої освіти на уроках фізичної культури
Ескіз недоступний
Дата
2025
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
Мета статті полягає у визначенні сучасних педагогічних умов формування здоров’язбережувальної компетентності учнів та їх реалізації у закладах загальної середньої освіти на уроках фізичної культури. Використано комплекс теоретичних та емпіричних методів дослідження. Установлено результати, котрі визначають три основні педагогічні умови дослідження. Практичне значення дослідження доводить, що забезпечення ефективного здоров’язбереження в умовах сучасної школи є однією із ключових освітніх задач. Висновки та перспективи подальших наукових розвідок встановлюють потребу подальшого вивчення педагогічних умов, які найбільш ефективно впливають на формування здоров’язбережувальної компетентності саме у шкільному середовищі, зокрема на уроках фізичної культури.
The purpose of this article is to define the modern pedagogical conditions for the formation of pupils’ health-preserving competence and their implementation in general secondary education institutions during physical culture lessons. A comprehensive set of theoretical and empirical research methods was applied, including observation of the educational process during physical culture classes; analysis of scientific and methodological literature; generalization of advanced pedagogical experience; systematization and classification of available data; and modeling of pedagogical conditions for developing health-preserving competence. The study identified three key pedagogical conditions that facilitate the formation of pupils’ health-preserving competence within the context of physical culture in schools. The first condition – creating a motivational environment based on value orientations – aims to foster internal awareness of health as a fundamental life value. Its implementation will be carried out through motivational conversations, role-playing games, the creation of a positive emotional atmosphere during the lesson, the establishment of success situations, and the stimulation of personal interest in achieving results. The second condition – enhancing knowledge and skills of health-preserving content through individualized learning and integration of health-oriented methods – focuses on adapting instruction to pupils’ personal needs and expanding their competence through tailored approaches. The implementation of it will be facilitated by the introduction of differentiated physical activities considering pupils’ age, gender, and psychophysiological characteristics; the use of modern health-improving methods; the inclusion of theoretical knowledge elements in the educational process to deepen the understanding of health fundamentals; and interdisciplinary integration. The third condition – teaching pupils to organize independent health-preserving activities by optimizing the educational environment – is directed toward developing pupils’ practical experience, autonomy, and personal responsibility for maintaining health. The practical significance of the research lies in highlighting health preservation as a core task of contemporary education. The implementation will be carried out through the development of self-monitoring skills related to physical condition, engaging pupils in creating individual physical education and wellness programs, the introduction of digital educational tools, organizing physical activity beyond classroom lessons, and the modernization of the school environment. The conclusions and prospects for further study underscore the need to explore pedagogical conditions that most effectively support the development of health-preserving competence in the school setting, particularly during physical culture lessons.
The purpose of this article is to define the modern pedagogical conditions for the formation of pupils’ health-preserving competence and their implementation in general secondary education institutions during physical culture lessons. A comprehensive set of theoretical and empirical research methods was applied, including observation of the educational process during physical culture classes; analysis of scientific and methodological literature; generalization of advanced pedagogical experience; systematization and classification of available data; and modeling of pedagogical conditions for developing health-preserving competence. The study identified three key pedagogical conditions that facilitate the formation of pupils’ health-preserving competence within the context of physical culture in schools. The first condition – creating a motivational environment based on value orientations – aims to foster internal awareness of health as a fundamental life value. Its implementation will be carried out through motivational conversations, role-playing games, the creation of a positive emotional atmosphere during the lesson, the establishment of success situations, and the stimulation of personal interest in achieving results. The second condition – enhancing knowledge and skills of health-preserving content through individualized learning and integration of health-oriented methods – focuses on adapting instruction to pupils’ personal needs and expanding their competence through tailored approaches. The implementation of it will be facilitated by the introduction of differentiated physical activities considering pupils’ age, gender, and psychophysiological characteristics; the use of modern health-improving methods; the inclusion of theoretical knowledge elements in the educational process to deepen the understanding of health fundamentals; and interdisciplinary integration. The third condition – teaching pupils to organize independent health-preserving activities by optimizing the educational environment – is directed toward developing pupils’ practical experience, autonomy, and personal responsibility for maintaining health. The practical significance of the research lies in highlighting health preservation as a core task of contemporary education. The implementation will be carried out through the development of self-monitoring skills related to physical condition, engaging pupils in creating individual physical education and wellness programs, the introduction of digital educational tools, organizing physical activity beyond classroom lessons, and the modernization of the school environment. The conclusions and prospects for further study underscore the need to explore pedagogical conditions that most effectively support the development of health-preserving competence in the school setting, particularly during physical culture lessons.
Опис
Ключові слова
педагогічні умови, здоров’язбережувальна компетентність, мотивація, знання, уміння, заклади загальної середньої освіти, уроки фізичної культури, учні, pedagogical conditions, health-preserving competence, motivation, knowledge, skills, general secondary education institutions, physical culture lessons, pupils
Бібліографічний опис
Жижанов О. Реалізація сучасних педагогічних умов формування здоров’язбережувальної компетентності учнів у закладах загальної середньої освіти на уроках фізичної культури [Текст] / О. Жижанов // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2025. – № 2 (142). – С. 059–070. – DOI: 10.24139/2312-5993/2025.02/059-070