将保健作为使技术教育环境人性化的一个方面的综合办法

S. Novopysmennyi, Y. Sribna
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引用次数: 0

摘要

在现代社会向信息时代(知识社会)过渡的背景下,这反映在信息通信技术的快速发展及其在人们生活的各个领域的实施中,本文探讨了综合方法作为教育专业未来专家培训过程中人性化的一个方面的地位和作用。卫生保健技术对未来教师能力的安全形成和预防技术教育过程对小学生和学生健康的负面影响的重要性已得到澄清。已经确定,为现代乌克兰学校培训新一代教师应考虑到综合传统教学技术和最新多媒体教育技术的目标,综合办法将通过结合教育学科的多媒体方案综合体、电子教科书、远程课程的可能性和选择,确保教育过程的人性化。特别是在远程组织教育过程的条件下。在对卫生保健、卫生保健教学法、卫生保健文化、学习技术、健康形成行为、健康创造活动等概念进行表征的过程中,强调了教师能力的普遍综合成分(动机性、信息性、科学性、研究性和反思性)。它们有助于提高教育质量,因为避免了超载、压力、超动态现象和萧条,同时加强了教学(人道主义)高等教育机构中技术教育环境人性化的积极迹象。研究视角包括教师开发跨学科培训课程、将健康文化作为教师思维和活动的根本基础的专业循环学科、关于健康生活方式的专门课程以及组织未来教师科研活动的手册。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
AN INTEGRATED APPROACH TO HEALTH CARE AS AN ASPECT OF HUMANIZING THE TECHNOLOGICAL EDUCATIONAL ENVIRONMENT
In the context of the transition of modern society to the information age (knowledge society), which is reflected in the rapid development of ICT and its implementation in all spheres of people’s lives, the article examines the issue of the place and role of the integrated approach as an aspect of humanization of the training process of future specialists in pedagogical specialties. The importance of health care technologies for the safe formation of future teachers’ competence and the prevention of the negative impact of the technological educational process on pupils’ and students’ health has been clarified. It has been determined that the training of a new generation of teachers for a modern Ukrainian school should take into account the objective of integrating traditional pedagogical and the latest multimedia educational technologies, and the integrated approach will ensure the humanization of the educational process by combining the possibilities and options of multimedia program complexes of educational disciplines, electronic textbooks, distance courses, especially in conditions of remote organization of the education process. In the course of characterizing the concepts (health care, health care pedagogy, health care culture, learning technology, health-forming behavior, health-creating activity, etc.), the universal integrative components of the teacher’s competence (motivational, informational, scientific, research and reflexive) have been emphasized. They contribute to the quality of education due to the avoidance of overloads, stresses, hyper dynamic phenomena, and depressions and at the same time strengthen the positive signs of humanization of the technological educational environment in pedagogical (humanitarian) higher educational institutions. Research perspectives include the development by teachers of interdisciplinary training courses, professional cycle disciplines that take into account the culture of health as the fundamental basis of a teacher’s thinking and activity, special courses on a healthy lifestyle, and manuals for the organization of future teachers’ scientific research activities.
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