Meta-subject results of creating health-forming educational space of comprehensive school

About the author:

Evgeny A. Cherepov, Cand. Sci. (Ped.), Associate Professor, Head of the Department of Physical Education and Health South Ural State University (National Research University), cherepov.e@mail.ru

Abstract:

In the article the author sets the goal based on key methodological provisions of the system, ecological-psychological, competence-based and interdisciplinary approaches to theoretically substantiate the concept of health-forming educational space of a modern comprehensive school. Presenting a model of health-forming educational space, the author illustrates how he managed to provide an environment of interpenetration and interaction of structural elements of space and of educational subjects based on the implementation of the system-forming and system-causing factors-chronotopos. In the author’s original conception such a chronotope presents, firstly, the process of sportization of physical education, and, secondly, health-forming integration of subject areas of the disciplines within the Federal educational standard. Interacting with each other and the space, education subjects enhance it with activities, relationships, and incentives, launching the mechanisms of health-forming reflection and personal development. The key result of the effectiveness of health-forming educational space of a school, and, respectively, a significant result of education, according to the author’s vision, is the formation of the fundamental object of education — health on a par with the level of education, according to interdisciplinary and competence-based approaches. Health assessment is determined by identifying the level of formation of health-forming metasubject competences connected with: cognition, rehabilitation, evaluation, outreach, health and education, health and recreation, sports.

References:

1. Balsevich V. K., Lubysheva L. I. Teorija i tehnologija sportivno orientirovannogo fizicheskogo vospitanija v massovoj obshcheobrazovatel’noj shkole [Theory and Technology of Sport-Oriented Physical Education in a Comprehensive School] // Fizicheskaja kultura: vospitanije., obrazovanije, trenirovka [Physical Culture: Education, Education and Training]. 2005. No 9, Pp. 50-53. (In Russian)
2. Bourdieu P. Sotsiologiya politiki [The Sociology of Politics]. М.: Socio-Logos, 1993. 336 p. (In Russian)
3. Kryzhanovskaya L. G. Zdorov’esberegajushchee obrazovatel’noe prostranstvo kak faktor optimizatsii lichnostnogo razvitija studentov kolledzha [Health Maintaining Educational Process as a Factor of Optimizing College Students’ Personal Development]: diss. kand. ped. nauk [Diss. Cand. Sci. (Ped.)]. Orenburg, 2006. 215 p. (In Russian)
4. Lishin O. V., Chernysheva O. A., Yashchuk S. L. Podrostok v shkole: sistema otnoshenij, motivacija dejatel'nosti [An Adolescent at School: the System of Relationships, Motivation of Activity] // Mir psikhologii [The World of Psychology]. 2001. No 3. Pp. 233-246. (In Russian)
5. Lubysheva L. I. Kontseptsija formirovanija fizicheskoj kul'tury cheloveka [The Concept of Human Physical Education Formation]. M.: GTsOLIFK, 1992. 120 p. (In Russian)
6. Manzhelei I. V., Ivanova S. V. Organizatsija fizkul'turno-sportivnoj raboty po mestu zhitel'stva na munitsipal'nom rajone [Organization of Physical Education and Sports Work at the Place of Residence within a Municipal District] // Teorija i praktika fizicheskoj kulturu [Theory and Practice of Physical Culture]. 2013. No 2. Pp. 42-47. (In Russian)
7. Manzhelei I. V. Pedagogicheskij potentsial fizkul'turno-sportivnoj sredy [Instructional Potential of Physical Education and Sportive Environment]. // Fizicheskaja kultura: vospitanije., obrazovanije, trenirovka [Physical Culture: Education, Education and Training]. 2010. No 4. Pp. 2-4. (In Russian)
8. Podgornaya O. E. Proektirovanie zdorov'esberegajushchego prostranstva obshcheobrazovatel'noj shkoly sredstvami lichnostno-orientirovannogo obrazovanija [Designing the Health-Maintaining Educational Space in a Comprehensive School by Means of Learner-Centered Education]: diss. kand. ped. nauk [Diss. Cand. Sci. (Ped.)]. Tiraspol, 2005. 211 p. (In Russian)
9. Fonaryov D. V. Modelirovanie munitsipal'noj sistemy sportivno orientirovannogo fizicheskogo vospitanija shkol'nikov [Modeling the Municipal System of Sports-Oriented Physical Education of Schoolchildren]: monografija [A Monograph]. Chaykovsky: ChGIFK, 2009. 353 p. (In Russian)
10. Khutorskoi A. V. Metapredmetnyj podhod v obuchenii: Nauchno-metodicheskoe posobie [A Meta-subject Approach in Education: A Teaching Guide]. M.: Eidos, 2012. 73 p. (In Russian)
11. Shendrik I. G. Proektirovanie i innovatsionnye processy v obrazovanii [Designing and Innovation Processes in Education]. Obrazovanie i nauka: izvestija Uraljskogo otdelenija Rossijskoj akademii obrazovanija [Education and Science. News of the Ural Branch of the Russian Academy of Education]. 2000. No 3. Pp. 74-85. (In Russian)