“健康教育-健康民族”体系下小学适龄儿童的社会心理适应与沟通

Nigar Shahhuseynbekova
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摘要

阿塞拜疆共和国在教育领域的国家战略规定采取措施,保护和加强儿童的身心健康、社会化和个人的和谐发展。尽管如此,现代学童的健康状况仍然令人极为关切,因为学校工作量增加、体育活动受限、在教育过程中引入数字技术以及教师和家长的教学能力不足,都是一种持续的不利趋势。考虑到上述问题,阿塞拜疆教育部于2014年启动了健康教育-健康国家项目,在该项目中引入了节约健康的技术。该项目的主要目标是为身体发育和预防学校疾病创造条件;生产性社会心理环境、综合教育形式、学童成功社会化的条件。在学年期间,专家对学生进行持续监测和诊断,组织有助于形成健康生活方式和社交技能的社交活动,以及改善家长教学文化的工作。该项目的目的是开发有助于保护儿童和青少年身心健康的健康教育技术;应用健康的教育技术(教室设计和设备,确保儿童的身体活动,对其发展的医疗和心理控制,使用综合和基于问题的学习方法),评估优势和差距并加以改进;为创造一个学习环境做出贡献,确保在儿童和青少年中形成国家道德价值观。我们研究的目的是比较评估“健康教育”班学生与传统班学生的健康和社会心理状态,并评估他们的学习动机。
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Socio-psychological adaptation and communication of children of Primary School age according to the system “Healthy Education – Healthy Nation”
The state strategy of the Republic of Azerbaijan in the field of education provides for the implementation of measures to protect and strengthen children’s physical and mental health, their socialization and the harmonious development of the individual. Despite this, the state of health of modern schoolchildren is of extreme concern, since there is a steady unfavourable trend associated with the intensification of school workload, limitation of physical activity, the introduction of digital technologies in the educational process, and insufficient pedagogical competence of teachers and parents. Taking into account the above problems, in 2014 the Ministry of Education of Azerbaijan launched the Healthy Education – Healthy Nation project, within which health-saving technologies are being introduced. The main goals of the project are to create conditions for physical development and prevention of school diseases; productive socio-psychological environment, integrative form of education, conditions for successful socialization of schoolchildren. During the school year, specialists conduct constant monitoring and diagnostics of students, organize social events that contribute to the formation of a healthy lifestyle and social skills, as well as the work to improve the pedagogical culture of parents. The aim of the project is to develop healthy educational technologies that serve to protect the physical and mental health of children and adolescents; to apply healthy educational technologies (classroom design and equipment, ensuring children's physical activity, medical and psychological control over their development, use of integrative and problem-based learning methodology), to assess advantages and gaps and to improve them; to contribute to the creation of a learning environment that will ensure the formation of national moral values in children and adolescents. The purpose of our study is a comparative assessment of the health and socio-psychological state of students in the "Healthy Education" classes with students of traditional classes, as well as an assessment of their school motivation.
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