CC BY
19
problem fizicheskoj kul'tury I sporta [Pedagogico-psychological and medico-biological problems of physical culture and sports]. 2007, Vol. 2, no 4, pp. 8-14 Available at: http://iournal-
science.org/ru/magazine/48.html.
10. Kuznetsova Z. M., Simakov, Yu. P. About foreign history of physical education. Pedagogiko-psihologicheskie I mediko-biologicheskie problem fizicheskoj kul'tury I sporta [Pedagogico-psychological and medico-biological problems of physical culture and sports]. 2008, Vol. 3, nol, pp. 1-14. Available at: http://iournal-science.org/ru/article/429.html.
Submitted: 30.10.2017 Received: 03.11.2017
11. KuznetsovaZ., KuznetsovA., Mutaeval., KhalikovG., ZakharovaA., 2015. Athletes preparation based on a complex assessment of functional state. In
Proceedings of the 3rd International Congress on Sport Sciences Research and Technology support. SCITEPRESS. P. 156-160 (Scopus)
12. Kuznetsov A., Mutaeva I., Kuznetsova Z. Diagnostics of Functional State and Recerve Capacity of young Athletes' Organizm. In Proceedings of the 5th International Congress on Sport Sciences Research and Technology support. SCITEPRESS. P. 111-115 (Scopus)
Authors information:
Larisa P. Dormidontova - Candidate of Pedagogics, Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 432700 Ulyanovsk, Square of the 100 Anniversary of V.I. Lenin's Birth, 4, E-mail: [email protected]
Marina G. Zabbarova - Candidate of Pedagogics, Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 432700 Ulyanovsk, Square of the 100 Anniversary of V.I. Lenin's Birth, 4, Email: [email protected]
Anna A. Nesterova - Candidate of Pedagogics, Ulyanovsk State Pedagogical University Named after I.N. Ulyanov, 432700 Ulyanovsk, Square of the 100 Anniversary of V.I. Lenin's Birth, 4, E-mail: a [email protected]
For citations: Dormidontova L.P., Zabbarova M.G., Nesterova A.A. Ecological-health-improving work during professional training among the future primary school teachers, The Russian journal of physical education and sport (Pedagogico-Pshycological and Medico-Biological Problems of Physical Culture and Sports), 2017, Vol. 12, No. 4, pp. 77-83. DOI 10/14526/04_2017_268.
DOI 10/14526/04_2017_269
THE MAIN DIRECTIONS OF ECOLOGICAL EDUCATON IMPROVEMENT AMONG STUDENTS OF A PEDAGOGICAL UNIVERSITY
Nataliya A. Yuganova - Candidate of Technical Sciences, Associate Professor Dmitriy A. Korshunov - Candidate of Technical Sciences, Associate Professor Mariya A. Ikonnikova - Graduate Student Ulyanovsk State Pedagogical University named after I.N. Ulyanov, 4, area of 100 th anniversary of V.I. Lenin's birth, Ulyanovsk, 432700, Russia
E-mail: yuganov [email protected]
Annotation. In spite of a lot of information about a continuous world ecological crisis in Russia no effective measures are taken nowadays in order to solve this difficult problem. Most specialists in philosophy, ecology, pedagogics, psychology, sociology see the way out of this situation in cardinal change of ecological education content, which has formal character at most higher educational establishments. Material. Ecological education improvement among the future teachers is possible
83
according to several directions: 1) active forms and methods of teaching use, which provide close interaction between students and environment; one of such kind of forms are ecological-sports summer camps, where students go hiking, rafting in order to explore environment state, monitor the parameters of nature; 2) tasks fulfillment, concerning scientific-research work; 3) urgent ecological questions introduction into the content of the studied disciplines, provided by the curriculum; 4) practical participation of pedagogical University students in social ecological activity. Research methods: scientific and scientific-methodical literature analysis, discussions, role plays, excursions, progressive pedagogical experience of the specialists in the sphere of practical nature protecting activity summarizing, pedagogical experiment, testing, methods of mathematical statistics. Results. An important direction of ecological education effectiveness improvement among pedagogical University students is the unity provision of ecological education and ecological upbringing, practical participation of pedagogical University students in social ecological activity; knowing the forms and kinds of social ecological movement in Russia and abroad, their objectives, activity content; effectiveness evaluation criteria. During the pedagogical experiment the level of the following terms and notions understanding is revealed: ecological notion, ecological belief, ecological behavior; ecological way of life; readiness to master them and own life organization in accordance with the degree of ecological thinking and ecological culture formation. The created criteria of terms and notions level understanding estimation helped to realize their importance for ecological-pedagogical professional training increase of the future teachers. Conclusion. The created methodology proved its effectiveness during the pedagogical experiment; it broadens cognitive sphere of a future teacher, helps to understand better the thesis of nature and man unity and interaction, personal responsibility for its state.
Keywords: ecological education,students, ecological terms, notions; methodology, pedagogical experiment.
Urgency.Continuing degradation of environment and parameters, which provide normal life for a person, progressive health indices decrease among people prove that ecological crisis overcoming with the help of existing technical means is impossible. People face the following dilemma: modern civilization disappearance or a new type of interrelations with environment creation, when rational, scientifically substantiated notions of the character of interaction between a man and nature form a uniting factor of the world community. It should change considerably the methodology of ecological education, first of all, at pedagogical higher educational establishments. The results of the research works held by S.G. Gilmiyarova, 2002; I.V. Astrakhantseva, A.V. Nazarenko and others showed, that at most higher educational establishments ecological education means formal study of a short course of ecology, provided by the State standard of higher professional education.
Many specialists in ecology, including S.N. Glazachev, 1999; S.G. Gilmiyarova, 2004 consider that the aim of ecological-pedagogical professional readiness of the future teachers is the following aspects increase:
- cognitive aspect of ecological education, which provides a corresponding level of ecological competence and the system of special knowledge;
- axiological-motivational, which provides spiritual and material values of nature realization and accepting oneself as a part of environment, which is not able to exist without it;
- diagnostic, which helps to master the skills of environment parameters estimation; ecological knowledge transfer to schoolchildren; their ecological life style formation.
Research materials of A.V. Nazarenko 2008, 2012, 2013, helped to reveal the following levels of ecological-pedagogical professional training of pedagogical University students:
1. a high level, which provides ecological notions formation of nature as the greatest value for modern civilization preservation; the skills of independent ecological-pedagogical activity, diagnostics methods of pupils' ecological awareness and ecological thinking use; creative approach use to the process of ecological education and ecological upbringing organization among schoolchildren; ecological questions inclusion into own educational discipline.
II. the average level is characterized by importance understanding of ecological education and ecological upbringing among children and teen-agers as the main condition for nature protecting attitude to nature formation; different means, forms and teaching methods use; the necessity realization to increase constantly own ecological-pedagogical professional training; by participation in school and extracurricular ecological events.
III. a low level is characterized by unsystematic knowledge gaining, concerning environment, notions of the conditions and principles of a rational interaction between people and nature; by a restricted number of means and methods of ecological education and ecological upbringing use; by the absence of diagnostic skills of environment parameters and their comparative analysis in dynamics; not formed motivational sphere in terms of ecological-pedagogical professional activity; inability to include ecological questions into the content of own educational discipline.
The aim of this research work is theoretical substantiation of the necessity to create the main directions of ecological-pedagogical professional training development among the future teachers.
Objectives: 1. To reveal the leading directions of ecological-pedagogical professional training level increase among pedagogical University students.
2. To project and experimentally check the methodology of pedagogical training development of pedagogical University graduates.
Materials.An effective control of ecological education demands preliminary creation of a corresponding conception, based on the results of an objective analysis of natural conditions dynamics, the character of interaction between society and environment, the tendency of ecological education development, methodological base of which is a National strategy of ecological education in the Russian Federation // appendix of "Ecological Education Bulletin in Russia" journal, -2000.- Federal law "On environment protection", 2012 and other state documents. The conception of perpetual ecological education is impossible without the presented in scientific literature approaches revelation and analysis. These approaches are directed at different doctrines of education realization: coevolutional, genetic, sociological, culturological and others. The leading place belongs to program-objective approach, which helps to create innovative ecological education methodology of the future teachers. During a new methodology creation it is reasonable to be guided by the model of ecological-pedagogical professional training of pedagogical University graduate, which provides the following:
- ecological thinking and ecological culture of students (the future teachers) formation;
- involvement into ecological style of life, as the leading condition for theoretical, methodical and practical training of a future teacher for ecological education and ecological upbringing among schoolchildren;
- desire to master new information in the sphere of ecology.
Scientific-methodical literature
analysis concerning the problem of ecological-pedagogical professional training development among students showed, that the main directions in this difficult objective realization are the following:
- non-traditional, active forms and methods of teaching and upbringing use in educational process, which provide close interaction between the future teachers and environment: a course of ecological lectures
during the trip to nature; seminars, practical and laboratory lessons organization, concerning the problems, which demand direct communication with the leading specialists in ecology, the representatives of the Ministry of Education and other members of government, administration; summer ecological-sports camp organization; business games organization: "If I were the main ecologist of the Ulyanovsk region" and others;
- including the urgent ecological questions into the studied disciplines, provided by the curriculum;
- special courses in ecology creation and realization with the following topics study:
a) ecological notions, ecological beliefs, ecological behavior formation among junior, mid and senior age schoolchildren;
b) forms, means and methods of children and teen-agers involvement into ecological life style;
c)unity and interconnection of ecological education and ecological upbringing provision;
d) taking part in ecological scientific-research work in order to increase a future teacher's level of ecological-pedagogical professional training;
e)knowing the forms and kinds of social ecological movement in Russia and abroad, their objectives, content of activity, effectiveness evaluation criteria;
f)practical participation of pedagogical University students in social ecological activity.
The mechanism of special ecological knowledge and skills system mastering and their transfer to students differs from the mechanism of ecological thinking and ecological culture formation. Knowledge, abilities and skills mastering is connected with the group of verbal teaching methods use:persuasion, explanation, orders, analysis and others in combination with the examples, facts, documents, getting acquainted with the evolution of the interrelations character and interaction of people and environment at different stages of society development. Ecological thinking, ecological life style
formation can be successfully realized only during the process of direct interaction with environment, during destroyed natural obiects attending, their comparison with the initial state, while their influence revelation on psychosomatic state of a person. Active participation in ecological events, connected with landscapes, rivers cleanup and restoration; greenery planting on streets and squares and also contrast between ruined and renewed natural obiects have a powerful aesthetic and health-improving influence on motivational sphere forming the main factor, which creates ecological notions, ecological beliefs; involves into ecological life style [8, 9].
The most effective form of students' ecological pedagogical professional readiness increase is ecological-sports camps organization during summer holidays. Obiective trips according to defined routes, rafting; gradual study of flora on the territory; everyday monitoring of nature parameters form an important part of scientific-research work, materials gathering for its gradual study, analysis and results summarizing. Contests for the model of the definite territory restoration oralandscape in general activate intellectual and creative abilities of students.
Results and their discussion.In order to check the effectiveness of this model the pedagogical experiment was held. 144 students of the 1st-2nd course from Ulyanovsk State Pedagogical University named after I.N. Ulyanov took part in the experiment. The control group (CG) and the experimental group (EG) were organized. Each group included 72 people. Before the beginning of the pedagogical experiment the initial understanding of terms and notions was revealed: ecological notion, ecological belief, ecological behavior; ecological life style; readiness to master them and own life organization in accordance with the degree of ecological thinking and ecological culture formation. The marks were given by a group of experts (5 people): qualified specialists in ecology, according to 5 points system. The following parameters were estimated: the level
of terms and notions content understanding, readiness to master, their importance realization for ecological-pedagogical professional readiness increase.
Evaluation criteria:
5 points -an objective notion of ecological situation in own region, country and in the world; a clear understanding of these terms and notions content; ability to find differences between them; the importance of ecological life style formation realization as the leading condition of competence in the sphere of pedagogical activity;
4 points -the notion of the content of the considered notions, ability to differentiate them, formulate objectives; understanding the importance of involving into ecological life style as the factor of an effective ecological education and upbringing among schoolchildren;
3 points -general notion of these terms; some difficulties during their explanation; the importance realization of the necessity to prepare for ecological life style;
2 points -vague notion of the studied terms and notions, inability to find the differences between then independently, not understanding the importance of ecological life style as the condition of a teacher's professionalism in the sphere of ecology;
1 point - insufficient orientation in terms and notions; inability to reveal their content; not understanding the importance of ecological life style as the condition of a teacher's professionalism in the sphere of ecology.
Before the pedagogical experiment there were no contradictions in estimation of the content understanding of the considered notions and terms among the students from the CG and the EG, (p>0,05). In the CG educational process was realized in accordance with the curriculum; in the EG created by us methodology of ecological-pedagogical professional training increase of the future teacher was used. After the pedagogical experiment repeated estimation of the degree of the terms and notions content understanding was held: ecological notion, ecological belief,
ecological behavior, ecological life style and the importance of their mastering by the future teachers.
The research results analysis showed, that the indices improved in both groups: the CG and the EG, with more considerable predominance of the students from the EG. With the initial results, characterizing the ability to reveal the content of "ecological notions" conceptions and name their peculiarities, in the CG 3,1±0,25 points to the end of the pedagogical experiment the indices improved till 3,3±0,19 points, (p>0,05); in the EG with the initial results 3,0±0,18 points, to the end of the pedagogical experiment the indices increased till 4,2±0,13 points, (p<0,05). The indices of the ability to reveal the content of "ecological beliefs" notion and its difference from the content of "ecological notion" conception in the CG, with the initial results 2,81±0,16 points, to the end of the pedagogical experiment the increase was 2,98±0,21 points, (p>0,05); in the EG with the initial results 2,83±0,17 points, to the end of the pedagogical experiment the results increased till 4,0±0,21 points, (p<0,05). The same tendency of the studied indices sufficient improvement in the EG was revealed according to other considered terms and notions.
Thus, the results of the pedagogical experiment showed, that for more qualitative ecological-pedagogical professional training improvement among pedagogical Universities students it is necessary to substitute a formal approach to ecology study for educational process organization, which provides interaction between students and environment. It is possible in terms of active forms and methods of teaching use; ecological education and ecological upbringing unity achievement; the skills of ecological education and ecological upbringing formation among schoolchildren. The main directions of ecological education increase among pedagogical Universities students are the following:
- the use of active forms and methods of teaching and upbringing in educational
process, which provide a close interaction of students and environment;
- urgent ecological questions introduction into the content of the studied disciplines, provided by the curriculum;
- special courses in ecology creation and realization with the opportunity to choose them;
- taking part in scientific-research work in ecology;
- unity and interconnection of ecological education and ecological upbringing provision;
- practical participation of pedagogical University students in social ecological activity;
- knowing the forms and kinds of social ecological movement in Russia and abroad, their objectives, content of activity, effectiveness evaluation criteria.
References
1. Astrakhantseva I. V., Nazarenko A.V. The skills of practical ecological activity formation as the leading factor of involvement into ecological life style. Pedagogiko-psihologicheskie I mediko-biologicheskie problem fizicheskoj kul'tury I sporta [Pedagogico-psychological and medico-biological problems of physical culture and sport]. 2016, Vol. 11, no 1, pp.121128. Available at: http://journal-science.org/ru/article/326.html. DOI 10.14526/01_1111_87
2. Astrakhantseva I. V., Nazarenko A.V. Ecological upbringing control of the future teachers. Nauchnyj zhurnal "Nauchnoemnenie" [Scientific journal "Scientific opinion"]. 2016, No. 8-9, pp. 18-24. (in Russian).
3. Gilmiyarova S. G. Postoyannoe ekologicheskoe obrazovanie buduchih uchitelej v Rossii [Constant ecological education of the future teachers in Russia]. 2000,No. 6, pp. 38-44. (in Russian).
4. Glazachev S. N., Kozlova O.N. Ecology and education on the way to the culture of the World. Biologiya v shkole [Biology at school]. 1999, No. 3, pp. 19-23. (in Russian).
5. Nazarenko A. V. The Whole Cycle of a Product. Neue Technologienim Bauwesen: materialy rossijsko-germanskoj konferencii [Neue Technologienim Bauwesen : Proceedings of Russian-German conference]. Ulyanovsk, ULSTU, 2008, pp. 363-365(in Russian).
6. Nazarenko A. V., Azizov Z.K. The improving of the System of the Complex Recycling of the Secondary Building Resources. Neue Technologienim Bauwesen: materialy rossijsko-germanskoj konferencii [Neue Technologienim
Bauwesen: Proceedings of Russian-German conference]. Ulyanovsk, ULS-TU, 2008, pp. 367-372(in Russian).
7. Nazarenko A. V. Formirovanie ekologicheskogo mirrovosreniya u buduchih uchitelej [Ecological worldview formation among the future teachers]. Ulyanovsk, 2012, 40 p. (in Russian).
8. Nazarenko A. V. Sistema kompetentnostno-orientirovannogoekologicheskogoprofessional'no-pedagogicheskogoobrazovaniyapovyshaeteffektivnost' buduchihpedagogov [The system of competence oriented ecological professional-pedagogical education effectiveness increase of the future teachers]. Ulyanovsk, 2013, 419 p. (in Russian).
9. Nazarenko A. V. Formirovanie ekologicheskoj kul'tury sredi detej, podrostkov I studentov (uchebno-metodicheskoe posobie) [Ecological awareness formation among children, teen-agers and students (educational-methodical manual)]. Ulyanovsk, 2013, 116 p. (in Russian).
10. Reymers N. F.Ekologiya (teoriya, zakony, pravila, principy I gipotezy) [Ecology (theory, laws, rules, principles and hypotheses)]. Moscow, Pedagogics, 1994, 214 p. (in Russian).
11. Ursul A. D. The model of advanced education: noospheric-ecological aspect. Filosofiya ekologicheskogo obrazovaniya [Philosophy of ecological education]. Moscow, Progress - Tradition, 2001, pp. 49-71. (in Russian).
12. Kuznetsova Z.M., Zalakaev F.N., Glazistov An.V. Computer science and information technology in higher education teaching. Pedagogiko-psihologicheskie I mediko-biologicheskie problem fizicheskoj kul'tury I sporta [Pedagogico-psychological and medico-biological problems of physical culture and sports]. 2007, No. 2(3), pp. 9-36 Available at: http ://j ournal -science .org/ru/article/5 37. html.
13. Kuznetsova Z.M., SimakovYu.P. Historical offer of the formation of physical education. Pedagogiko-psihologicheskie I mediko-biologicheskie problem fizicheskoj kul'tury I sporta [Pedagogico-psychological and medico-biological problems of physical culture and sports]. 2007, Vol. 2, no 4, pp. 8-14 Available at: http://journal-science.org/ru/magazine/48.html.
14. Kuznetsova Z., Kuznetsov A., Mutaeva I., Khalikov G., Zakharova A., 2015. Athletes preparation based on a complex assessment of functional state. In Proceedings of the 3rd International Congress on Sport Sciences Research and Technology support. SCITEPRESS. P. 156-160 (Scopus)
15. Kuznetsov A., Mutaeva I., Kuznetsova Z. Diagnostics of Functional State and Recerve Capacity of young Athletes' Organizm. In Proceedings of the 5th International Congress on Sport Sciences Research and Technology support. SCITEPRESS. P. 111-115 (Scopus)
Submitted: 30.10.2017 Received: 03.11.2017
Authors information:
Nataliya A. Yuganova - Candidate of Technical Sciences, Associate Professor, Ulyanovsk State Pedagogical University named after I.N. Ulyanov, 4, area of 100 th anniversary of V.I. Lenin's birth, Ulyanovsk, 432700, Russia, E-mail: yuganov [email protected]
Dmitriy A. Korshunov - Candidate of Technical Sciences, Associate Professor Ulyanovsk State Pedagogical University named after I.N. Ulyanov, 4, area of 100 th anniversary of V.I. Lenin's birth, Ulyanovsk, 432700, Russia
Mariya A. Ikonnikova - Graduate Student Ulyanovsk State Pedagogical University named after I.N. Ulyanov, 4, area of 100 th anniversary of V.I. Lenin's birth, Ulyanovsk, 432700, Russia
For citations: Yuganova N.A., Korshunov D.A., Ikonnikova M.A. The main directions of ecological education improvement among students of a pedagogical university, The Russian journal ofphysical education and sport (pedagogico-pshycological and medico-biological problems ofphysical culture and sports), 2017, Vol. 12, No. 4, pp. 83-89. DOI 10/14526/04_2017_269.
DOI 10/14526/04_2017_270
COUNSELING NEEDS OF STUDENTS IN THE INSTITUTE OF PHYSICAL EDUCATION. MOSTAGANEM UNIVERSITY. ALGERIA
HENNI Elhadj Ahmed -
Faculty of Social Sciences, University of Mostaganem. Algeria SEBBANE Mohammed -Laboratory of Human Movement Sciences (SAMH) - Institute of Physical Education,
Mostaganem-Algeria Mokrani Djamel -
Laboratory of Optimization of Physical Activity (OPAPS)- - Institute of Physical Education,
Mostaganem-Algeria
E -mail: [email protected] E-mail: [email protected]
Annotation. The counseling need is a need of the individual to express his problems to another individual for reassurance, trust, and guidance to overcome problems and obstacles (Labidi, 1987). Sports psychologists are interested in the educational process to build a balanced approach to the athlete's personality, integrated in all its aspects, physical, intellectual and social, in order to adapt to the different circumstances of life, And to be able to face the challenges of the time and its demands (Donahue, 1982). Materials: In the light of researches aim knowing the counseling needs for students of physical education institute -Mostaganem University- Algeria , the researcher suggest that there are many counseling needs for physical education institute students, so the researcher choose the sample by using random level method of (480) students divided into two samples for building and applying uses, to achieve goals of research the researcher build research tool represented by showing counseling needs consisted of (7) fields of (81) items, placing in front of each one three
