FEATURES OF THE FORMATION OF HEALTH-SAVING LITERACY OF STUDENTS IN GEOGRAPHY LESSONS

ABSTRACT

This article discusses the mode of work and rest in the regular and after-school hours, as well as methodological features of the formation of health-saving literacy of students in geography lessons.

Keywords: working capacity, healthy lifestyle, preservation, lesson, work and rest regime.

The main task of health-saving pedagogy is such an organization of the work and rest regime of schoolchildren, the creation of such working conditions that ensure high efficiency throughout the entire time of training sessions.

We will highlight a number of general physiological and hygienic provisions on the dynamics of school performance. In the first 3-5 minutes of the lesson (the development phase), students are given the opportunity to get into work. During the period of optimal stable performance (15-20 minutes), the load can be maximum, and then fatigue develops. It is better to devote this part of the lesson to the presentation of new material, and the homework check should be attributed to the second, less productive part. In the last minutes of the lesson (the "final rush"), the working capacity increases slightly, so it is more expedient to consolidate the studied material, to draw the attention of students to the nodal points of the passed.

Proper regulation of the duration and rational alternation of various types of activities help to maintain high efficiency in the lesson. At school, education is based on sensory perception, on the use of the first signal system. Increases the duration of the period of optimal stable performance rational use of technical means of teaching, conducting a lesson on the type of dialogue between the teacher and students. The moments of switching from one type of activity to another postpone the development of fatigue.

An important role in maintaining high performance during the lesson belongs to the physical training minutes, which are necessary at each lesson. Physical training exercises are aimed not only at activating the small muscles of the hand, but also the postural muscles, muscles of the lower extremities to prevent stagnant blood circulation reactions in the lower extremities and pelvic organs. To prevent eye fatigue and the development of myopia, exercises aimed at strengthening the eye muscles are recommended.

It is advisable to spend physical training minutes (40-60 seconds) at the moment when the first signs of fatigue are observed (distraction, frequent change of poses, distractions). Practice shows that within the framework of the principles of health saving, the following rules of lesson organization give effect:

Rule 1. Proper organization of the lesson: taking into account all the criteria of health saving at a rational level, the formation of interest, motivation for cognition, learning.

Rule 2. The use of perception channels. The peculiarities of perception are determined by one of the most important properties of individuality - the functional asymmetry of the brain: the distribution of mental functions between the hemispheres. Based on the preferred channels of information perception, auditory, visual, and kinesthetic perceptions are distinguished. Knowing these characteristics makes it easier for students to memorize.

Rule 3. Taking into account the zone of students' working capacity. It is proved that the biorhythmological optimum of working capacity in schoolchildren has its peaks and troughs during the school day, on different days of the school week and depends on age characteristics.

Rule 4. Distribution of the intensity of mental activity. When organizing a lesson, there are three main stages from the point of view of health saving. They are characterized by their duration, the volume of the load, and characteristic types of activities.

Pedagogical practice proves that a lesson organized on the basis of health-saving principles ends without tiring students. In geography lessons, teachers use didactic games, art history material, group and pair work, humor, valeological tales. The lesson plan includes from 4 to 7 new activities, which change in 7-10 minutes. Children are offered tasks that develop imagination, intuition, and emotionally sensitive perception.

In order to strengthen the psychological health of schoolchildren, it is important to achieve a favorable psychological mood in the classroom by creating situations of success, correctness and objectivity in evaluating activities. Underachieving junior schoolchildren are invited to use a reference summary compiled in a notebook, appropriate tools, dictionaries, reference books when answering.

Forming students' knowledge about health, protective-preventive and informational-educational health-saving technologies of differentiated education are used in geography lessons. This approach contributes to the formation of positive cognitive motives in children. Collective and group learning methods help students to take an active cognitive position. After school hours, with the participation of parents, Health Days and sports holidays are becoming traditional in many schools.

The formation of elements of a healthy lifestyle among schoolchildren most effectively takes place on the basis of a competence-based approach based on the principles of interaction between family and school, consistency and concentricity; a personality-oriented approach to the process of education (taking into account individual and age characteristics).

The modern educational process places great physiological demands on students, often exceeding their physiological capabilities. The basis for monitoring the formation, development and preservation of students' health is the "Individual Health Passport" - which includes a set of necessary parameters that record the current psychophysiological state of the student.

Thus, elementary school students in the lessons of the subject "Geography" gradually comprehend and realize the cause-and-effect relationships in nature and human life, learn to see the relationship between individual health and the health of the entire human community, begin to understand that their health can be done with their own hands. Students in the lessons master practical techniques for preserving, restoring and strengthening physical, mental and spiritual health; invent their own healing techniques taking into account regional climatic and geographical living conditions.

References:

1. Gangnus A.A. Rhythms of our world / A.A. Gangnus. - M.: Mysl, 1971– - 237 p.
2. Novikov Yu. V. Ecology, environment and man: Textbook for universities, secondary schools and colleges. - 3rd ed., ispr. and add. / Yu. V. Novikov. - M.: FAIR-PRESS, 2005.- 736 p.