Теоретичні і методичні основи професійної підготовки майбутніх фахівців зі здоров'я людини до застосування здоров'язміцнювальних технологій

Abstract

У дисертації здійснено обґрунтування і запропоновано шляхи вирішення комплексної соціально-педагогічної проблеми професійної підготовки майбутніх фахівців зі здоров’я людини до застосування здоров’язміцнювальних технологій. Розглянуто основні характеристики, ознаки й чинники здоров’я людини, конкретизовано дефініцію поняття “здоров’я” в контексті професійної підготовки фахівців зі здоров’я людини, удосконалено базовий понятійний апарат, методичні положення змісту, форм і методів професійної підготовки майбутніх фахівців зі здоров’я людини до застосування здоров’язміцнювальних технологій. Розкрито сутність здоров’язміцнювальних технологій, запропоновано їх класифікацію за напрямами оздоровчого впливу на організм. Обґрунтовано концепцію і науково-методичну систему професійної підготовки майбутніх фахівців зі здоров’я людини до застосування здоров’язміцнювальних технологій, розроблено її модель, яка відображає взаємодію і взаємозв’язок теоретико-методологічного блоку та структурних блоків навчально-виховного процесу (цільового, змістового, процесуального, діагностичного), експериментально перевірено її ефективність.

В диссертации осуществлено обоснование и предложены пути решения комплексной социально-педагогической проблемы профессиональной подготовки будущих специалистов по здоровью человека к применению здоровьеукрепляющих технологий. Рассмотрены основные характеристики, признаки и факторы здоровья человека, конкретизирована дефиниция понятия “здоровье” в контексте профессиональной подготовки специалистов по здоровью человека, усовершенствован базовый понятийный аппарат, методические положения содержания, форм и методов профессиональной подготовки будущих специалистов по здоровью человека к применению здоровьеукрепляющих технологий. Раскрыта сущность здоровьеукрепляющих технологий, предложена их классификация по направлениям оздоровительного воздействия на организм. Обоснована концепция и научно-методическая система профессиональной подготовки будущих специалистов по здоровью человека к применению здоровьеукрепляющих технологий, разработана ее модель, которая отражает взаимодействие и взаимосвязь теоретико-методологического блока и структурных блоков учебно-воспитательного процесса (целевого, содержательного, процессуального, диагностического), экспериментально проверена ее эффективность.

The dissertation grounds the theoretical foundations and provides a solution to the complex social and pedagogical problem of training future human health specialists to use health-strengthening technologies. The basic notions of the concept, the methodological and methodical bases of training future human health specialists reflecting the implementation of the strategy to meet the needs of the society in preserving and strengthening the health of the citizens are formulated. The meanings of the notions of “health”, “health-strengthening technologies”, “health-improving sphere”, “training future human health specialists to use health-strengthening technologies”, “healthy lifestyle”, “heath culture”, and “creative health-improving thought” are specified and concretized. The basic notional apparatus of training future human health specialists to use health-strengthening technologies is upgraded. The concept of training future human health specialists to use health-strengthening technologies is developed. The concept reflects the methodological basis of the system of training future human health specialists to use health-strengthening technologies, current tendencies in higher education, the requirements to the students’ training and its theoretical and methodological peculiarities both in social and pedagogical sphere and in professional activity of human health specialists. The scholarly methodical system of training future human health specialists to use health-strengthening technologies is grounded, and the model of the above-mentioned system is developed. The model reflects the theoretical and methodical set (regulatory requirements to the professional training, scholarly methodological approaches, general didactic and specific principles of learning) and the structural sets of the educational process (target, content, procedure, and diagnostic sets); the essence of the specific principles of learning (principle of professional direction, interdisciplinary principle, principle of the unity of educational and scholarly activity of departments and staff; principle of stimulating health-strengthening activity; innovative principle; emotional principle) is revealed; the pedagogical conditions that ensure the efficiency of educational process of training future human health specialists to use health-strengthening technologies (development of the cognitive component of the content of training future human health specialists to use health-strengthening technologies as a basis for forming professional competence, values and motifs of health, professional self-consciousness and self-affirmation; attracting students to the health-improving activities as a means of forming creative health-improving thought, stimulating the practical use of health-improving technologies in learning and when accomplishing professional tasks; creating proper professional and pedagogical educational surroundings (scholarly, educational and methodical, organizational, staff provision) that facilitates forming students’ professional direction, conscious, emotional, valuable and responsible attitude both to their own health and the health of people around) are revealed. Based on a comprehensive analysis of the phenomenon of health, the content of health-strengthening technologies is revealed, their classification is offered in the course of health-improving effects on the organism. The complex methods of assessing the level of human health is developed, that makes it possible not only to diagnose human health, but also focuses on taking an integrated approach in the implementation of individual health programme, generates motivation to live a healthy lifestyle. The set of competences (social, general scholarly and professional) is defined, which are the components of integral competence, their contents are revealed, the qualitative characteristics of the level of formation of readiness of future human health specialists to use health-strengthening technologies are formulated. Methods for assessing the level of competences formation in the process of training future human health specialists to use health-strengthening technologies are developed, that allow determining the level and dynamics of the formation of integral competence. The principles and pedagogical conditions that ensure the efficiency of the educational process of training future human health specialists to use health-strengthening technologies are formulated. The methodical regulations of content, forms and methods of training future human health specialists to use health-strengthening technologies in higher education conditions are specified. Educational and methodical support is provided (programs, manuals, educational and methodical complexes, tests) for the process of training future human health specialists to use health-strengthening technologies. The program of an integrative elective course “Health-strengthening technologies” is developed, the main didactic load of which is the formation of systematic knowledge and minimization of the occurrence of cognitive dissonance caused by the presence in the modern theory and practice of a significant number of conflicting views on the issue of human health. The following authorings are offered: tutorials for the students of higher educational establishments “Valeology: basics of individuals’ health”; tutorial for the students of higher educational establishments “Basics of rational and healthy diet”; methodical tutorials “Diagnostics of the level of health, psychosomatic condition and life quality among students”, “The Diary of Health”; methodical tutorials (software and paperback) of the disciplines “General Theory of Health”, “Basics of Rational and Health-Improving Diet”, “Basics of Healthy Lifestyle”, “Basics of Individuals’ Health”, “Valeology”; syllabuses and working programmes, materials for lectures and practical lessons, tests for assessment, individual work and individual tasks.