Формування культури професійного здоров’я майбутніх соціальних педагогів

Abstract

У дисертації на основі аналізу філософської, валеологічної, психологічної та педагогічної літератури визначено сутність поняття «культура професійного здоров’я майбутніх соціальних педагогів», досліджено його зміст, функції, структурні компоненти. Проаналізовано сучасний стан сформованості культури професійного здоров’я майбутніх соціальних педагогів. Визначено критерії та показники рівнів її сформованості у майбутніх соціальних педагогів. Виокремлено, теоретично обґрунтовано педагогічні умови формування культури професійного здоров’я майбутніх соціальних педагогів. Розроблено модель системи формування культури професійного здоров’я майбутніх соціальних педагогів й експериментально перевірено її ефективність та доцільність упровадження в освітній процес вищої школи.

В диссертации на основании анализа философской, валеологической, психологической и педагогической литературы определена сущность понятия «культура профессионального здоровья будущих социальных педагогов», исследованы его содержание, функции, структурные компоненты. Проанализировано современное состояние сформированности культуры профессионального здоровья будущих социальных педагогов. Выделены, теоретически обоснованы педагогические условия формирования культуры профессионального здоровья будущих социальных педагогов. Определены критерии и показатели уровней её сформированности у будущих социальных педагогов. Разработана модель системы формирования культуры профессионального здоровья будущих социальных педагогов и экспериментально проверена её эффективность и целесообразность внедрения в образовательный процесс высшей школы.

The essence of the concept «culture of professional health of the future social pedagogues» has been elucidated in the dissertation on the basis of the analysis of philosophical, valeological, psychological and pedagogical literature, which has been studied as a holistic, dynamic personal formation, based on the recognition of the value of health, a stable motivation to health, creative activity, professional competence, knowledge of ways and means of health preservation, successfully implemented in social and pedagogical activities, provide high productivity, encourage personal and professional self-realization. The functions (axiological, regulatory, epistemological, preventive, reflexive, creative) have been determined, and components (motivational-value, emotional- volitional, content-operational, reflexive-appraisal) of the professional health of future social educators have been identified. The system-forming component is a motivational-value, the development of which largely depends on the degree of formation of all other components of the culture of professional health. The criteria (value attitude to professional health, emotional and volitional regulation of health care activities, possession of health and saving knowledge and skills, understanding of personal responsibility for the state of own professional health) and their corresponding indicators of levels (elementary, reproductive, sufficient, creative) of the investigated phenomenon. A diagnostic toolkit has been developed for determining the levels of the formation of a culture of professional health of future social educators. The necessity of special training of future social educators for health-preserving activities, purposeful formation of a culture of professional health, based on the analysis of curricula and content of curriculum subjects, studied by future social educators, as well as the results of the conducted survey, has been proved. The system formation model of the professional health culture of future social educators has been developed, based on the methodological approaches to constructing the pedagogical process, taking into account the essence and structure of the culture of professional health, the characteristic features of the student's age and the specifics of social and pedagogical work, which reflects the interconnection and the interaction of its structural components: the purpose and tasks of preparation; general principles (principle of systematic, scientific, natural conformity, cultural correspondence, activity, humanism) and specific (the principle of preventive, self-development, integrity, health preservation principle, the principle of pedagogical optimism) principles of preparation, structural components of the culture of professional health (motivational-value, emotionally-valued, content-operational, reflexive-appraisal); the content of the training, which is based on the program of forming a culture of professional health (theoretical training, practical training, research activities, volunteer activities); stages of realization of the program of forming a culture of professional health (needs-critical, informational and valuable, creative and practical); forms (lectures, practical classes, special course, special workshop-training, creative tasks, INDS, independent work, consultations), methods (business games, case-method, portfolio method, problem lectures-discussions, project method, social-psychological training, brainstorming, simulation-role modeling of professional situations) and tools (electronic educational and methodological complexes of educational disciplines, Internet resources, diagnostic tools) of training; pedagogical conditions of forming a culture of professional health; diagnostics of levels of formation of a culture of professional health; result. The aspects of the formation program in the future social educators’ culture of professional health have been outlined: theoretical training, practical training, educational-research and volunteer activity. It has been defined that its implementation is facilitated by the study of psycho-pedagogical and medical-biological disciplines, a specially designed course (content module) «Professional health of the social educator» and a workshop-training «Constructive overcoming of professional difficulties», social pedagogical practice, research and self-study work of students. The pedagogical conditions for forming the professional health culture of future social educators are as follows: the formation of the students of health of creative motives and value systems for the achievement of personal and professional well-being; stimulating the search and research activity of future social educators to deepen existing and gain new knowledge on the issues of preservation and strengthening of professional health; popularization of healthy way of life in the educational environment of the institution of higher education and improvement of the content of teaching through valeologization of the content of curricula; orientation of students to independent healthcare activities through the upbringing of the personality, self-education and self-healing. The effectiveness of the proposed formation system model of the professional health culture of future social educators and the expediency of its introduction into the educational process of higher education have been experimentally tested. Forms and methods of a culture of professional health forming, the ideas about the role of the activity of the future social educator’s personality in the health creating activity have been further developed.