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In terms of the negative impact on children's health, education is one of the top lines. Introducing health-saving methods into educational practice will help to remedy this situation. The leading method is the longitudinal one, characterized by three features: integrity, collective creativity, and duration: 1) when examining a particular problem, we do not pay less attention to other aspects of education, which creates favorable conditions for an in-depth analysis of the nature, interrelation, interdependence of pedagogical phenomena; 2) first, the most experienced teachers are involved in the experiment; the obvious effectiveness of innovations applied by them attracts other teachers to the study; 3) long-term work in the same school creates favorable conditions for a long experiment, which ensures high reliability and validity of the results obtained. We also used observation and content analysis, extrapolation methods and simulation, methods of systematization and generalization, evaluation of the results obtained in the retrospective and the perspective. We investigated the work of several educational institutions and innovator teachers, who made a definite contribution to the solution of the problem of saving the schoolchildren’s health, we gave a work definition of the concept of health-saving educational technologies, disclosed their nature. The use of health-saving educational technologies ensures not only high academic achievements but also excludes overload in the education activities, which allows for all children to learn well without harming their health.
Relevance. The educational institutions of tomorrow will have to prepare young human “sprouts” for life in the third millennium, about which little or nothing is known. The solution to this problem entirely falls on the shoulders of the teacher, who must see real life and foresee how it will change by the time of the maturity of his/her today’s students. In this regard, the society needs a fundamentally new type of school and university teachers. The research problem is the following: a teacher of the third millennium will have to realize and accept that a new historical period, which outlines its development with increasing clearness, requires shifting the vector of the entire educational policy to the future. In this regard, the school / university teacher’s activities will have to be aimed at endowing citizens, primarily children and youth, with a sense of the future. The aim of the study is to define the personal and professional qualities intrinsic to the teacher of the Future School, his/her skills and abilities; to outline the algorithm of the contours of his/her activity. The methodological basis of the research was formed by the professional development theory; the concept of forecasting the near and distant prospects of the educational sphere; project-based, personality-oriented and convergent approaches; the principles of integrity and consistency; united diversity; interrelation between the general, the particular and the singular; objectivity; combination of retrospection and development prospects. Results and discussion. Comparing the two types of the pedagogical process, the author shows the difference in the organization and content of the “Yesterday” school and the emerging School of the Future. The article reveals the conditions favouring the professional viability of the teacher who represents the school of the third millennium. Attention is focused on his/her skills and abilities, personal and professional qualities. This is especially important considering the fact that the Future School will employ a teacher who realizes that nurturing must fulfill a “regental” (leading) function in the pedagogical process. The most heated debates were about the organization and content of training teachers for work in the Future School and the conditions underlying the formation and development of the teacher of the third millennium. Conclusion. The article distinguishes the organizational and content peculiarities of two types of schools: the current one and the emerging School of the Future. It also determines the prerequisites for the effectiveness of a fundamentally new teacher: his/her personal and professional qualities, skills and abilities, means of pedagogical influence and other conditions.
Based on the results of native and foreign scientific studies, the author extracts problems of the twenty-first century, which has entered the rights, and predicts the educational development vector during this historical period. The article highlights skills, which will be acquired by everyone who lives in the third millennium. Some substantial and technological aspects of education are revealed at the new stage of its development.In particular, according to the author, the main form of school education in the future will be currently introduced subject-oriented instruction with three aspects which distinguish it from traditional one: 1) it is built on a voluntary basis; 2) the key-note of subject oriented instruction is the idea of choice; 3) the core objective of subject-oriented instruction is to prepare students for independent problem-solving in personal, educational and then, professional self-determination.The author proves that increasingly accelerating process of knowledge humanization based on oriental philosophy: «do not convey knowledge until you make it your» will be the main change in educational content. Knowledge is absorbed and lives long when a person is «grown» in it.Health saving educational technologies that concentrate a potential to teach all children and to do it well, without causing harm to their health, will play a key part in educational process.Finally, the translation of education into a continuous process of self-education will be further developed and, along with it, heutagogy, the newly-emerging science, will have a theoretical and methodological justification.
The scientific community regards the health-sustaining environment as a cornerstone of modern and future school education. Health is the basic criterion, a sort of "social barometer", demonstrating the value of a human's life for the society. Health-sustaining educational technologies, aimed at formation of positive attitude to the education, help to facilitate the learning process. The proposed article examines organisational, methodological and technological foundations underlying the formation of the health-sustaining environment of an educational institution. The key elements are the following: provision of educational process participants with health-sustaining value orientations; health-sustaining activity and health-sustaining educational technologies aimed at study facilitation and academic overloads removal, which will help to preserve schoolchildren's health, their physical, mental, moral and social well-being. In a modern educational institution, children's health should be preserved and improved by a special service; the experimental work of one of this is represented by the researchers. In the conclusion, the authors propose an operational definition of health-sustaining environment and a possible variant of its formation.
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