THE PROBLEM OF FORMATION OF HEALTHY LIFESTYLE AND DIVERSITY OF PEDAGOGICAL MANAGEMENT SYSTEMS
P. G. Vegner, K. E. Polotnyanko, E. V. Ushakova, N. A. Khimicheva
Altai State Medical University, 656038, Russia, Barnaul, av. Lenina, 40
Keywords: здоровый образ жизни, педагогическое управление, виды педагогического управления, способы формирования здорового образа жизни, healthy lifestyle, pedagogical management, types of pedagogical management, methods of forming a healthy lifestyle
Abstract
The article examines the socio-pedagogical regularities of management in the direction of formation of a healthy way of life in the process of upbringing and self-management. Since the end of the twentieth century in Russia, a socio-pedagogical problem of formation of a healthy lifestyle (HLS) started to be considered. This need has arisen both from the needs of practice (due to a sharp deterioration in the health of the Russian population, especially children and young people) and the theoretical knowledge (in the form of a question about the essence, content and optimal ways of formation of a healthy lifestyle of children and youth in pedagogy and adults in androgogy). To investigate the designated issues, we consider fundamental characteristics of educational activities, which are the patterns of anthropo-social management (by the human being and social groups) as applied to pedagogical science. We identify several types of pedagogical management, clearly yielding different results in the process of mastering a healthy lifestyle. Also shown is an alternative anti-pedagogical management for destruction of healthy lifestyle and initiation to the unhealthy lifestyle. These are the following types of pedagogical management: 1) liberal (manipulative-phantom) in which teacher and student are equated to each other, where there is «much bustle and nothing»; 2) dictatorial (elitist-mass) with the dictate of the teacher and suppression of the student autonomy; 3) traditional (mentoring-developing), where the roles of teacher and student are differentiated, the first translates the tradition not suppressing the intelligence and autonomy of the student, and the latter is able to transfer him/herself this tradition in the future. We analyze the patterns of the traditional pedagogical management, leading the student from the external to the internal control and self-management. The examples of such management from the educational work at the higher education institution are given. It is substantiated that this type of management is associated with the formation of stable living patterns of a healthy lifestyle.
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