Health providing orientation of the educational environment of the University as a factor in the formation of methodological literacy Текст научной статьи по специальности «Науки об образовании»

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УДК 796.011.2 DOI: 10.24411/2500-0365-2019-14401

ББК Ч514

HEALTH PROVIDING ORIENTATION OF THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY AS A FACTOR IN THE FORMATION OF METHODOLOGICAL LITERACY

N.S. Vaganova

Chelyabinsk State University, Chelyabinsk, Russia

The article dwells upon the necessity of the usage of the university educational environment in order to form the methodological literacy of students, taking into account the environmental health-providing orientation. It specifies the definition of the University educational environment and the main features of a methodologically literate person in the context of the orientation of the educational environment. The author reveals opportunities of a healthy living for an effective formation of the methodological literacy of future specialists. The conclusions present health-forming technologies of physical education as optimal factors of the formation of students' methodological literacy, which are constructively available for change within the University.

Keywords: health-providing orientation of the educational environment, healthy living, health-forming technologies of physical education, methodological literacy, University educational environment.

Topicality. Innovative processes taking place in the domestic system of professional education are focused on specialists adjusting to the real world and engaging in their professional activity in a rapidly changing reality [22]. The formation of a professional of this level is possible only on the basis of the nation's health-improvement and of understanding health as ability for self-preservation, self-development and self-improvement. The legal framework for the implementation of this approach encompasses laws and normative legal acts of the Russian Federation, such as «On physical culture and sports», «On the all-Russian system of monitoring of the condition of the population's physical health, as well as children, teenagers and youth's physical development», etc. [20; 21; 27]. The modern University is bound to provide the training basis of health-providing organization of the learning space for professionals, who would possess general cultural and professional competencies, developed needs for self-education, and, first and foremost, a high level of physical, mental, and moral health.

The analysis of the University practice in training specialists in various fields shows that the emphasis of their professional development is shifted towards

exclusively professional activities; the formation of the future professional is carried out without taking into account the health-providing aspects of the educational environment and its orientation. Professional education and continuous general physical education have little in common, which prevents the formation of a specialist's important life resources, such as health. There is no sufficient fixation on self-education and self-development as far as healthy living is concerned. The striking confirmation of this is found in the research of a number of authors [3; 17; 24], which reveals the contradiction between the assessment of the importance of physical education for future professionals and practical steps in this direction. At the same time, there is a growing shortage of motor activity for students in the educational programs, and as a result — an increasing number of those exempted from physical training due to their health disabilities.

Thus, the appeal to the problems of the educational environment research, taking into account the multidi-mensionality of health-providing factors, is a natural, relevant and significant issue, determining the final result of the educational process.

The main purpose of the research and its tasks is

to investigate the influence of health-providing orientation of the University educational environment on the formation of students' methodological literacy. In accordance with the purpose the following tasks involve:

- formulating the essence of the University educational environment, taking into account the health-providing orientation, the basic principles of organization, and environmental components;

- clarifying the main features of a methodologically literate person in the context of the environmental orientation;

- identifying the opportunities of healthy living for the effective formation of future specialists' methodological literacy;

- establishing the expediency of health-forming technologies of physical education as optimal factors of the formation of students' methodological literacy, which are constructively available for change within the University.

The results of the research and their discussion. The analysis of modern psychological and pedagogical literature on the problems of the educational environment organization [2; 7; 30] leads to a postulate about the transition to the environmental organization of the educational process. «The environmental approach is a way to organize the environment and optimize its impact on the individual, and the possibilities of the educational environment are one of the main resources to improve the quality of education, the source of development of personal and professional experience of the future specialist» [8. P. 150].

In Russian pedagogical science the concept «educational environment» is considered from different points of view: as an environment for the implementation of educational processes [23], a system component of pedagogical reality [12], a total set of internal and external environments-conditions [15], etc. [18; 19; 26]. At the same time, the educational environment is a reality that consists of natural and artificial (social) conditions intended for the acquisition of a new life experience BY students.

In this research, I have already addressed the topic of the formation of the University educational environment [8], however, this was done without taking into account the health-providing orientation.

Considering the significant semantic saturation of the term «health-providing orientation», I think it necessary to clarify the definition of the University educational environment [8. P. 150]. The University educational environment is understood as a specially

organized, professionally-oriented learning space that integrates methodological, health-providing, technological, cultural, social, and information-communicative components and is aimed at future specialists to help them acquire, preserve and strengthen their physical, mental, moral, and social health, knowledge, skills, and competencies; it is filled with special subject professionally-oriented contents to meet the requirements of University training of competitive specialists, including the active work of future specialists to master the profession in all the diversity of their relations with the surrounding reality, in which the goals, content, methods, organizational forms and technologies of training and education become health-forming, mobile, and available for change within a particular educational institution. «This is an external organizing force and material entourage for the deployment of the learning and development processes, a systemic education generated by the participants of the learning process, permeated with specific interactions, characteristic of this education» [7. P. 25].

The basic principles of the organization of the University educational environment with due respect to its health-providing orientation should include:

- systemic approach involving the interconnection of all the components of the health-providing educational environment;

- complementarity of the health-providing environment and the University educational system as a whole;

- openness, involving the interaction of the University educational environment with external partner organizations;

- accessibility, in which the health-providing environment covers all the participants of the educational process;

- humanization of the educational process;

- naturalness and active health-formation;

- harmony of the student's development;

- taking into account the individual characteristics of all the participants of the educational process;

- accumulation of social activity potential.

The clarified term «educational environment» includes the following general structural components:

- methodological;

-health-providing;

- technological;

- cultural;

- social;

- information and communicative.

Considering the issue of the formation of students'

methodological literacy, it should be noted that accord-

ing to the law of changing of social behavior logic [9], reading and writing abilities in XXI century are going to be of lower priority than ability to find necessary knowledge in the huge information flow, as well as ability to use the knowledge as a basis for new knowledge , taking into account cause-and-effect relationships in a holistic and mosaic world while reasonably maintaining specialists' health and improving their life potential. This makes urgent the need for a methodologically competent specialist [13; 14].

The influence of the educational environment on the formation of a methodologically competent specialist has already been considered in my works. However, the clarification of the essence of the educational environment in the context of environmental health-providing orientation dictates the need to clarify the methodological literacy [8. P. 151], by which I understand the future specialists' ability to rationally use information and their life resources, to comprehend health as the ability for self-preservation, self-development and self-improvement, to independently establish causal relationships in a single and holistic mosaic world, to obtain new knowledge, and also to define the goals and objectives of their activities on the basis of interdependent phenomena and processes implemented within the framework of a single development measure. It is the methodological literacy that determines the active life position of a person, his/her ability to navigate in a variety of areas of professional life and society; it forms one of the main qualities that a student of a higher educational institution should acquire - the ability to independently and proactively find solutions to problems not passed in high school, while preserving, developing and improving his life resource.

All of the above is impossible without purposeful efforts to develop and improve the skills and competencies of careful preservation of physical, mental, moral, and social health.

Clarification of the essence of methodological literacy in the context of health-providing orientation of the educational environment makes urgent the need to correct the main features of methodologically literate students, which include:

- a mosaic worldview as a system of views on a single and comprehensive world set of interrelated and interdependent phenomena and processes;

- independence; presence of strong-willed characteristics and skills of personal self-improvement;

-understanding the value of life resource, the ability for self-preservation of physical, mental, moral, and social health, its self-development and self-improvement;

- psychological skills; understanding the ratio of conscious and unconscious levels of the psyche; presence of sensory skills of thought concentration; relaxation techniques and psychological support;

- intellectual and information skills, including speed reading, use of information and communication technologies, fluency in foreign languages;

- axiological, sociality active, and communicative skills.

The correction of the main features of methodologically competent student youth provides a basis for the consideration of health as the most important component of a specialist's life resource. An analysis of the sources [1; 25; 28] shows that at present there is no unambiguous and generally accepted interpretation of the term «health». I adhere to the position of L. M. Kulikov, L. V. Rybakov and S. A. Yarushin which defines health as a process of «...preservation and development of physiological, biological, and mental functions, optimal labor and social activity with a maximum duration of active and creative life» [17. P. 40]. In this case a close connection between the concepts «health», «healthy living», and «healthy lifestyle» becomes natural [1; 10; 11; 29]. In the context of this study, the terms «healthy living» and «healthy life style» are not identical. Healthy living appears to be the result of long-term efforts made by a person, society and environment to preserve, strengthen and improve physical, mental and moral health under the person's leadership. It is necessary to pay special attention to the fact that healthy living is, first of all, an activity and a personal active life position. Healthy living is understood here as a complex of health measures to ensure the harmonious development, to strengthen health, to improve efficiency and prolong people's creative longevity, their mosaic worldview, knowledge, skills and healthy way of life and health-providing competencies. According to my belief, healthy living combines everything that contributes to the performance of professional, public, social, and biological functions in optimal health conditions.

The formation of a mosaic worldview and health-providing competencies is the field of pedagogical practice and directly determines the formation of students' methodological literacy. In the innovative health-providing educational environment the designated processes are implemented through health-forming technologies of physical education. I understand these technologies, after V. K. Balsevich, as the systems of physical education, providing for the use of the values of physical and sports culture to purposefully form

conditions and factors that ensure the enhancement of students' health [5]. The conditions and factors, referred to here after the position of L. M. Kulikov, L. V. Rybakov and S. A.Yarushin, are:

- stimulated development of motor qualities and abilities, especially, endurance, aimed at reducing the potential overload of the body systems in the process of performing various types of physical and mental work;

- development of coordination abilities and concentration helping to navigate in extreme situations and to avoid domestic and industrial injuries;

- formation of skills of the alternation of the modes of physical and intellectual loadings, rest and restoration; their critical comprehension;

- formation of communication skills that promote integration into various social groups and collectives [17].

The modern trends in the implementation of health-forming technologies in the system of higher education should include:

- increasing the level of information support of the educational process;

- formation of the need for systematic exercise;

- active promotion of independent studies of students; mastering the skills and abilities of independent organizational construction of motor activity;

- sportization, involving «..active use of sports activities, sports technologies, competitions and elements of sports in the educational process» [26. P. 5].

Health-forming technologies of physical education [4. 16. 17] cause a change in the traditional logic of the educational process: the formation of a new experience of health preservation involves its subsequent theoretical understanding. In this context the leading emphasis in the teacher's activity shifts from information to management, when students stop being objects of influence and become subjects of interaction, while information is not the goal but a means to develop knowledge, skills and abilities aimed to form healthy living.

Since the process of the implementation of health-forming technologies of physical education involves acquiring skills of healthy living through the indirect formation of health-providing competence, it is logical and natural to outline its contours.

Health-providing competence allows the future specialist «...to daily solve health-improving problems of this or that degree of complexity. Its formation is the most important condition for the socialization of an individual. It united responsibility, experience, knowledge, ways of behavior and activity, ability to mobilize and implement them in a specific situation»

[17. P. 246]. In the context of this study, this is one of the indicators of the formation of the future specialist' methodological literacy.

Summary. In conclusion, I'd like to mention that the formation of students' methodological literacy is significantly determined by the health-providing orientation of the University educational environment. The acquisition and preservation of physical, mental, moral and social health, the formation of health-providing competence is not only the basis for quality training, but also the key to further rational use of life resources, creative longevity and active living .

The formation of A methodologically literate person's main features is the field of pedagogical practice and is carried out in the process of the vector activity (the goal - the current state - A deviation due to an error - the result), taking into account the future specialist's life resources, while health is understood as ability to self-preservation, self-development and self-improvement. At the same time health-forming technologies of physical education are the most optimal factors of the formation of students' methodological literacy, which are constructively available for change within the educational institution due to the innovative logic of the educational process. All of it put together allows students not only to reasonably build their future livelihoods, but to find solutions to problems not passed in high school on the basis of the developed ability to self-preservation and self-improvement of health as the main life resource.

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Поступила в редакцию 10 июля 2019 г.

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Для цитирования: Vaganova, N. S. Health Providing Orientation of the Educational Environment of the University as a Factor in the Formation of Methodological Literacy / Н. С. Ваганова // Физическая культура. Спорт. Туризм. Двигательная рекреация. — 2019. — Т. 4, № 4. — С. 7-14.

About the author

Vaganova Natalia Sergeevna - Ph.D. in Pedagogy, senior lecturer of the Department of physical education and sports, Chelyabinsk state University. Chelyabinsk, Russia. masterskaya_N@mail.ru

Здоровьеобеспечивающая направленность образовательной среды вуза как фактор формирования методологической грамотности

Н. С. Ваганова

Кандидат педагогических наук, старший преподаватель кафедры физического воспитания и спорта, Челябинский государственный университет. Челябинск, Россия. masterskaya_N@mail.ru

Обосновывается необходимость использования образовательной среды вуза для формирования методической грамотности студентов с учётом экологической здоровьесберегающей направленности. Результаты исследования показали, что взаимосвязь между формированием методической грамотности студентов младших курсов и здоровьесберегающими технологиями физического воспитания опосредована формированием здоровьесберегающей компетентности.

Ключевые слова: здоровьеобеспечивающая направленность образовательной среды, здоровый образ жизни, здоровьеформирующие технологии физического воспитания, методологическая грамотность, образовательная среда вуза.

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