FORMATION OF HEALTH-SAVING COMPETENCE IN A GENERAL SECONDARY EDUCATION INSTITUTION

Abstract

The paper reveals the problem of forming health-saving and health-developing competencies in the process of implementing a health-saving educational environment through the use of advanced health-saving technologies in a modern general secondary education institution. The methodology of the study was based on the works of I. Anokhin, K. Huz, O. Vashchenko, V. Ilchenko, V. Maslov, I. Pidlasyi, L. Rybalko, N. Tamarska, A. Khutorsky, A. Cymbalaru. Scientists and educators have focused their studies on the formation of students’ health-saving competence and the directions of health-saving activities proposed by teachers in educational institutions and the construction of a health-saving environment. The primary sources of the definition of health-developing competence are analysed, and our interpretation of the concept of “health-saving competence” is formed. In our study, we define health-saving competence as a dynamic combined ability of a student to apply health-saving knowledge, skills, attitudes, values, ways of thinking, views, and personal health-saving life experience acquired during the educational process; the ability to implement their own health-saving behaviour to their own health-saving lifestyle, which in turn preserves and develops their own health and the health of others, thus enhancing the quality of one’s own life and the life of society as a whole. The practical experience of applying health-saving technologies that directly ensure the formation of health-saving and health-developing competencies is revealed. It is clear that the formation of health-saving and health-developing competencies largely depends on the organisation of physical education and healthsaving activities in the educational institution. It is emphasized that the formation of health-preserving and health-developing competences provides a physical, mental, social and spiritual-moral component, the integrity of the approach in the work system for acquiring competences for leading a healthy lifestyle, preserving and strengthening the state of health and environmental education of students, compliance with the principle of continuity, systematicity, consistency in the approach to the formation of relevant competencies and is not an alternative for other pedagogical systems, technologies, methodological approaches. It is therefore essential that in the educational process of a general education institution, the formation of health-saving and health-developing competencies should become a priority.