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ДИДАКТОГЕННІ ФАКТОРИ, ЩО НЕГАТИВНО ВПЛИВАЮТЬ НА РІВЕНЬ ЗДОРОВ’Я ДІТЕЙ У ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ

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Дяченко-Богун М.

Педагогічні науки: теорія, історія, інноваційні технології

2016

issue 2(56)

123-129

The purpose of the article is to identify didactic origin factors that affect negatively the level of children’s health in secondary schools and cause reduction of students’ motor activity, lack of commitment to a healthy lifestyle, lack of formation of valuable orientations in the field of health preservation. The article points out that the consequences of the lack of implementation in the educational process of health-saving technologies produce children morbidity rate growth, which leads to the fact that about 75 % of adult diseases are a consequence of lifestyle in childhood and adolescence. The analysis of creating of the health-saving environment in education institutions indicates a lasting impact on children’s health of socioeconomic, teaching and environmental factors that have didactic origin nature. Among these factors are often called: intensification of the educational process; stress which is a consequence of the authoritarian pedagogy; systematic early start of pre-school education; inconsistency of the software and technology training with functional and age peculiarities of pupils; failure to comply with basic physiological and hygienic requirements of the educational process; lack of teachers’ training of in the children’s health development; shortcomings in the existing system of physical education. The main causes of the deterioration of the students’ health in secondary schools are: violation of psycho-hygienic and hygienic requirements of the educational process; violation of a rest regime; lack of sufficient motor activity; constant stress associated with congestion training programs; bad selection and inefficient use of educational technologies during teacher training; authoritarian style of communication; lack of knowledge on the psychology and physiology of teachers and educators; low level of training and educational work with students on a healthy lifestyle; lack of teachers and parents’ necessary knowledge to preserve and strengthen the health of children. Practical activity of the future biology teachers, which was carried out during the pedagogical practice in secondary schools led to the convincing conclusion that the current intensification of the educational process, curriculum overload is the biggest negative factor of general health-saving environment that adversely affects the level of students’ health.

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1 Педагогічні науки: теорія, історія, інноваційні технології

1 Дяченко-Богун М.

1 2016

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ДИДАКТОГЕННІ ФАКТОРИ, ЩО НЕГАТИВНО ВПЛИВАЮТЬ НА РІВЕНЬ ЗДОРОВ’Я ДІТЕЙ У ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ