Almanac "Day by Day": Science. The culture
Yu.V. Naumenko, Doctor of Pedagogical Sciences, Professor,
Head of the Department of Correctional Pedagogy,
social psychology and health-forming education
Volgograd State Academy of Higher Education
qualifications and retraining of educators
My Health Program: Conceptual Framework
The value foundations of the educational program "My Health"
Researchers agree that within each culture there is a historically developed system of interconnected culture-forming symbols, designed to "accustom people to certain types of life in accordance with a given model necessary for the existence of a certain type of socio-cultural integrity. Without questioning the existence of other systems, we substantiated the existence the following basic system of culture-forming symbols: “health - healthy lifestyle - ill health”.
"Health" as a culture-forming symbol is an image of a person (ideal), corresponding to a certain system of ethical and philosophical views on the world as a whole and on the place (purpose) of a person in this world, characteristic of a particular socio-cultural community. A healthy person is a person who is able not only to live well within the framework of a given culture, but also to support it with his direct life activity. Accordingly, a “healthy lifestyle” as a culture-forming symbol derived from the symbol “health” sets a healthy lifestyle for a given specific socio-cultural community for an individual specific person.
The sociocultural symbol "ill health" describes the image of a person who, consciously or unconsciously, does not fully or partially accept the value system of a particular socio-cultural community and therefore cannot be successful in it.
Thus, the system of interdependent culture-forming symbols "health - healthy lifestyle - unhealthy" preserves the integrity of culture through its reproduction in each individual person.
In Russian and, later, in Soviet culture, the phenomenon of "health" at the level of public consciousness (mentality) has always been perceived as an integrative characteristic of the integral development of the individual and identified with the "health" of a person, that is, well-being in mental, social and family life. The culture-forming symbol “healthy lifestyle” corresponding to these ideas assumed an endless process of self-education and human improvement of his physical and spiritual-moral nature in their indissoluble unity in order to achieve social and personal well-being.
In the new socio-cultural conditions, health-preserving activities of an educational organization, based on medico-biological ideas about the phenomenon of "health", cannot solve the problem of forming an attitude towards health as a value in the younger generation, since the medical and biological model of health is far from sociocultural ideas about the phenomenon of "health ".
We offer the following socio-cultural content of the phenomenon of "health", corresponding to the Russian mentality and culture: health is a state of integrity of a person's physical, mental and social development, which he needs to achieve personal and social well-being. The system-forming idea for the proposed socio-cultural symbol "health" is the position: a person is healthy if he is spiritually and physically improving himself and always strives for the best in his personal and social life.
Traditionally, the quality characteristic of the phenomenon of "health" is vitality, which we define as a systemic quality of an individual that characterizes the organic unity of psychophysiological and social abilities of a person to effectively use the means of positive self-expression and self-realization within a specific cultural and historical society. Summarizing psychological research, we distinguish two levels of vitality: psychophysiological and socio-personal.
Psychophysiological vitality characterizes the vital activity of a person at the level of a biological organism and individual-typical properties of the psyche:
The characteristic of the human body is quite high adaptability to changes in its typical natural and social environment, which manifests itself in the preservation of the usual positive well-being;
Constancy and identity of emotional experiences in similar situations;
Correspondence of mental reactions to the strength and frequency of environmental influences, social circumstances and situations.
Social and personal vitality characterizes a person's vital activity at the level of subjectivity (as interpreted by E.I. Isaev and V.I.Slobodchikov):
Awareness by the individual of the continuity, constancy and identity of his physical, mental and personal I;
Ability to manage their behavior in accordance with social norms, rules and laws;
Positive criticism of oneself and one's own life activity in all its forms and manifestations, as well as its results;
Ability to positively plan their life activities and implement this plan in general terms;
The ability to change behavior and clarify the meaning of one's existence, depending on the change in life circumstances.
Therefore, a person's lifestyle is an individual strategy of life activity to achieve a state of well-being, built taking into account the individual characteristics of vitality. The corresponding content of the socio-cultural phenomenon "healthy lifestyle" is a person's vital activity aimed at self-stabilization according to the laws of natural and social being, at natural self-preservation and self-manifestation for positive self-affirmation in one's own body, in the immediate social environment, in society and nature as a whole. School education, which strengthens the health of a child, should consist, first of all, in the formation of constructive ways of resolving difficult life situations as a necessary condition for maintaining and strengthening their viability in a joint life with peers and teachers in the context of a holistic educational process. This means the achievement of the state of "optimal whole" with the characteristics of "stable" and "stable in manifestation."
A new non-traditional understanding of the phenomenon of "health" is associated with studies of the semantic sphere of personality (D.A. stability of the structure of these relations on the basis of an individual reading of the sociocultural symbol "health". We distinguish four levels of the personal conceptual system “internal picture of health”.
At the first (informational-passive) level, health is perceived as a given that does not depend on a person, as a state of absence of diseases. Activities to preserve and strengthen their health is expressed in local non-systemic therapeutic and prophylactic measures in connection with the emergence of a state of "ill health".
At the second (adaptive-supporting) level, health is perceived as a state of well-being that a person can independently achieve as a result of systematic preventive measures and adherence to a healthy lifestyle in its traditional sense. The activity to preserve and strengthen one's health at this level is of a systemic purposeful nature, but its content remains a variety of therapeutic and prophylactic measures in order to prevent a state of ill health. At the third (resource-pragmatic) level, health is perceived as a resource that an individual needs to adapt to external social and natural conditions in order to achieve a state of success. Therefore, health must be maintained and improved so that this resource is not used up prematurely. At this level, activities to preserve and strengthen health are also systemic and purposeful, but their content is determined by the psychophysiological characteristics of a person and his personal aspirations.
At the fourth (personality-oriented) level, health is perceived as a manifestation of a person's ability to harmonious (physical, social and spiritual) development and achievement of a state of well-being. Health is associated with the state of a person as a unique, distinctive person who realizes himself in creative activity. Therefore, the activity to preserve and strengthen one's health is perceived as necessary and natural for self-development and self-improvement.
Thus, the pedagogical understanding of the phenomena of "health" and "healthy lifestyle" can be formulated as follows.
Health- This is a socio-cultural characteristic of a person that integrates the system elements of the effectively-practical and semantic spheres of the individual (vitality and the internal picture of health) and manifests itself in the success of life in achieving a state of well-being (physical, mental and social).
Consequently, a healthy lifestyle is an individual strategy of a person's vital activity to achieve a state of well-being, which is implemented on the basis of value sociocultural ideas about the phenomenon of “health” and taking into account the individual characteristics of vitality.
At the same time, traditional health-preserving education is focused on preserving and strengthening the psychophysiological vitality of schoolchildren and does not cover the entire problematics of the formation of a complex sociocultural phenomenon of “health” in schoolchildren. Therefore, the acquisition of the systemic nature and complexity of the health-preserving activity of the school by increasing the number of health-preserving technologies used and their species diversity without significantly changing the semantic ideas of schoolchildren about the socio-cultural phenomenon of “health” is futile, since it does not solve the problem of their acquisition of the socio-cultural content of the phenomenon of “health”.
Thus, the strategic task of the school in shaping health as a sociocultural phenomenon is to form in schoolchildren a personal system of meanings “internal picture of health” of resource-pragmatic and personality-oriented levels in conjunction with improving the vitality of schoolchildren at the psychophysiological and socio-personality levels.
Tactical tasks of the school for the formation of health as a socio-cultural phenomenon:
Training in methods of identifying factors that cause stress and associated with the implementation of relevant activities in conjunction with a specific socio-cultural group, which would help to understand the essence of these factors, timely detect and anticipate their impact;
Learning a strategy for solving individual problems by purposefully improving one's viability in order to achieve an individually significant result when performing actual activities;
Training in specific measures to protect against exposure to stressors or to quickly address the adverse effects of such exposure;
Learning to manage your emotions by assisting in their identification and understanding, in the regulation and verbal formulation of your emotions in accordance with the socio-cultural attitudes of society;
Teaching methods of effective communication under stress or in anticipation of such an impact;
Improvement of psychophysiological vitality in physical culture and health-improving activities, taking into account the real state of somatic health.
The educational program "My Health" should contribute to the solution of the first five of the tactical tasks listed above in relation to primary school students.
Principles and features of the organization of training on the educational program "My health"
The logic and trends in the development of the content and forms of organization of general education today are manifested as an increase in the importance of the value-semantic components of the content of education in comparison with civilizational ones, as a replacement for the reproductive-functional model of competence education. This trend has found a vivid embodiment in the federal state educational standards of primary general education and basic general education. Therefore, the health-forming orientation of general education is manifested in the allocation of specific components of its content in the form of the educational program "My Health", which contribute to the formation of the personal experience of the child's design of himself and his life in accordance with the socio-cultural content of the phenomenon of "health", as well as taking into account the individual characteristics of vitality and opportunities for its improvement.
This health-forming orientation of the educational program "My Health" is supported by the following principles:
The principle of the ideological and semantic integrity of the knowledge component of the content of general education, which forms the socio-cultural content of the phenomenon of "health";
The principle of cultural identification of the child as a result of the development of the socio-cultural content of the phenomenon of "health" in the process of general education;
The principle of designing the developmental component of the health-forming orientation of the content of general education;
The principle of organizing personality-oriented education, which presupposes the development of the socio-cultural content of the phenomenon of "health".
The principle of ideological and semantic integrity of the knowledge component of the content of general education, which forms the socio-cultural content of the phenomenon of "health"
This principle is based on the fact that:
The system of knowledge about health as a socio-cultural phenomenon should reflect the general idea: “A person is healthy if he is spiritually and physically improving himself and always strives for the best in his personal and social life”;
The structure of knowledge about health as a socio-cultural phenomenon by levels of education should reflect an interconnected system of ideas that characterize health as an integrity in accordance with the integral model of its formation.
The principle of the ideological and semantic integrity of the knowledge component of the health-forming orientation of the content of general education, in addition to the educational program "My Health", is most effectively implemented in the subject content of the subjects "The World Around" and "Physical Culture".
Failure to comply with this principle in structuring the content of general education leads to the fact that knowledge about the content of the phenomenon of "health" is not systematic and is based mainly on medical and biological concepts. As a result, this knowledge is not included in the value-semantic picture of the world. It is possible to avoid this mistake if the content of general education is designed in the form of a set of cultural-event life-affirming situations for living together and experiencing by the children's collective.
The leitmotif of all cultural-event life-affirming situations proposed to students for comprehension and discussion should be the thesis that the health of each person in the unity of his physical, mental and social manifestations is a necessary condition for the preservation and development of culture and society - social well-being can only be built physically and spiritually healthy people. Our position is based on the statement of A.B. Orlov, that experience is capable of anticipating situations and events that have not yet occurred, but which are presented in the consciousness of the subject as emotionally colored states and act for him as an event in his life. Experiencing an event or situation does not imply necessarily participation in this event. You can also experience the event mentally, imagining yourself in a particular situation and experiencing "something special." The experiences themselves, of course, do not induce a person to commit acts, but it is this “something special” that acts as an internal signal through which the personal meaning of future events is realized. Following the proposed logic, we argue that the child's experience of a cultural-event life-affirming situation leads to the formation of an emotional-evaluative attitude towards the phenomenon of "health" in relation to himself and society in the coordinates "healthy - unhealthy." In terms of the traditional approach to describing the content of education, what has been said above can be rephrased as follows: the child's experience of a cultural and eventful life-affirming situation is one of the ways of forming the experience of personality relations. In accordance with the above, we formulate the principle of the cultural identification of the child as a result of the development of the socio-cultural content of the phenomenon of "health" in the process of general education.
The principle of the cultural identification of the child as a result of the development of the socio-cultural content of the phenomenon of "health" in the process of general education
In order for the formation of the student's personality as a person of culture in the process of general education, it is necessary to fill the content of education with a variety of cultural and eventful life-affirming situations for living together and experiencing them by the children's collective in order to form a semantic attitude in each member of the collective, which is a necessary condition for the preservation and development of culture and society. is the health of every person in all its manifestations (physical, mental and social).
Among the wide variety of forms of emotional experience, we have identified the most common:
General positive emotional background that appears when students perceive information about health and a healthy lifestyle, as well as when assessing facts and phenomena of reality for their compliance with the socio-cultural content of the phenomenon of "health". This emotional state is characterized by instability and nondifferentiation in relation to the objects of experience and is based on the formula "pleasant - unpleasant" (or "painful - not painful", "can - not");
A situational emotional assessment of information about health and the surrounding reality, which is differentiated (the formula "right - wrong" or "reasonable - unreasonable"). As a rule, it arises when a student already has a certain emotional experience in assessing facts and phenomena of reality for their compliance with the socio-cultural content of the phenomenon of "health";
A stable differentiable emotional assessment of one's own life and the world around them for compliance with their socio-cultural content of the phenomenon of "health" (the formula "useful - does harm" or "develops and helps to improve - destroys beauty and integrity"). An analysis of pedagogical practice shows that a general positive emotional background in the perception of information about health and a healthy lifestyle is typical for the majority of junior schoolchildren. Therefore, teachers do not structure the content of general education in the system in the form of a logically connected sequence of cultural-event life-affirming situations. As a result, these unstable and undifferentiated experiences do not acquire a new qualitative state as schoolchildren grow up and, as a result, gradually lose their evaluative and regulatory function.
The implementation of the culturological component of the health-forming orientation of the content of general education, in addition to the educational program "My Health", is most effective in the subject content of such academic disciplines as "Literary Reading", "The World Around", "Fundamentals of Spiritual and Moral Culture of the Peoples of Russia", "Art" , "Physical education".
The principle of designing the developmental component of the health-forming orientation of the content of general education
The developmental component of the content of general education will be focused on the development by schoolchildren of the socio-cultural phenomenon of "health" if:
The content of general education will contribute to the actualization and awareness of students of the need for positive interaction with others to solve the problems of a particular person's life and problems of social development (the system-forming idea: “Health as a state of well-being is impossible without the well-being of others, and even more so due to their ill health”);
The mastering of the content of general education will be mastered by students in the process of resolving an interconnected sequence of life-affirming situations, the content of which is to solve the problem of optimizing the educational activities of schoolchildren, taking into account their individual psychophysiological capabilities and the peculiarities of interaction in the conditions of a particular children's collective.
The analysis of pedagogical practice shows that the developmental component of the content of general education of a health-forming orientation, in addition to the educational program "My Health", can be implemented in almost all school subjects of elementary school.
The principle of organizing personality-oriented education, which presupposes the development of the socio-cultural content of the phenomenon of "health"
In order for general education, which forms the sociocultural phenomenon of "health", to become personality-oriented, it is necessary:
To single out the existential problem as a system-forming idea of structuring the content of general education: "Preservation and improvement of individual health in the context of systemic social transformations to achieve a state of complete well-being";
To solve this problem in relation to specific situations in the life of the student, offer him to experience life-affirming situations of various forms and content, living and experiencing which the student will show basic personal functions.
Thus, personality-oriented health-forming education in our proposed understanding should lead to the actualization of the following basic personality functions of schoolchildren:
Selectivity (revision) of someone else's and own experience of life for its value in comparison with the socio-cultural content of the phenomenon of "health";
Reflection of one's own life situation, assessment of one's behavior, status in the team, communicative and business success, etc. on their compliance with the essence of the phenomenon of "health" (the state of well-being of the physical, mental and social);
Correlation of current experience with strategic values and plans of the individual, achievement and maintenance of the state of "health" as physical, mental and social well-being;
Self-regulation and responsible decisions in a variety of life situations in order to avoid damage to one's health in all its forms (or to minimize the consequences of possible negative effects of the surrounding socio-cultural environment);
The need for self-realization through creativity and going beyond traditionalism when designing an individual strategy of life activity based on the socio-cultural content of the phenomenon of "health";
Ability to be free, independent, independent of external authorities and orientation in making vital decisions on individual characteristics and the need to preserve and maintain their health (state of physical, mental and social well-being).
The analysis of pedagogical practice shows that, as in the situation with the implementation of the developmental component, the effectiveness of the school's activities in the implementation of personality-oriented education of health-forming orientation also remains low. The main reason for this phenomenon lies in the lack of understanding of the essence of the phenomenon of "health" as a socio-cultural characteristic of a person among the teaching staff. As a result, personality-oriented education of a health-forming orientation is designed on the basis of biomedical concepts of health, and possible successes in this area of the school's activity are local and non-systemic achievements that do not affect the overall result.
The principle of the formation of the competence component of the content of general education in schoolchildren, focused on the formation of the socio-cultural phenomenon of "health"
In order for education, which forms the socio-cultural phenomenon of "health" in schoolchildren, to be of a competency-based nature, it is necessary:
In the content of general education, highlight a sequence of tasks-situations that simulate real situations of life self-determination of schoolchildren when interacting with a specific socio-cultural group in activities relevant to them, which carry the risk of health disorders in any of its forms (physical, mental, social) and actualize the problem of improving their vitality (psychophysiological and socio-personal) to maintain health;
To offer students an adequate technology for solving these tasks-situations in the form of individual design of a strategy for their own behavior and subsequent collective reflection of each solution in order to optimize and consolidate it in the form of a dynamic semantic system “readiness to optimize viability in the context of systemic social changes”;
To organize pedagogical support of schoolchildren in the process of the formation of the socio-cultural phenomenon "health".
In addition to the educational program "My health" in the lessons of natural science, the subject "The world around us" and physical culture, various situations of life self-determination can be modeled, associated with the need for volitional efforts to abandon unhealthy habits, and in the lessons of literary reading and the basics of spiritual and moral culture of peoples Russia - situations related to the fulfillment of social roles and orientation in the system of moral and cultural values, necessary to maintain social and mental health.
Activities and forms of employment
The educational program "My Health" is approximate and does not set a strict sequence of studying the material in a particular class. At the same time, its study presupposes a concentric approach to the presentation of educational material for the entire period of study at the initial stage of general education: all topics are studied in full in all classes, but at different levels of complexity of the presentation of the material and the degree of cognitive activity of students. In particular, in grades 3-4, the main form of organizing the educational process should be the implementation by students of design and research work on the relevant topic.
The educational program involves conducting health lessons once a week at the expense of hours of the variable part or hours of extracurricular activities of the curriculum (educational) plan that implements the basic educational program of primary general education in the general cultural direction. According to its structure, classes consist of the following parts:
Actualization of existing experience and everyday knowledge. In this part, various psychological exercises are used, including brainstorming, as well as stimulating audio materials;
Formation of new ideas. It is carried out using psychological games, creative sketches, elements of psychodrama;
Working out a personal strategy of behavior ("auctions of ideas", the implementation of design and research work, as well as other ways of solving problem situations);
Comprehension of the experience gained, reflection ("continue the phrase" and others).
The formation of the phenomenon of "health" as a socio-cultural characteristic of a person is possible only in specially organized life-affirming situations, including the mechanisms of the person's meaning-making. Therefore, each lesson should be devoted to comprehending and finding ways to resolve such situations.
By a life-affirming situation, we mean a project of an integral situation of the formation of the socio-cultural phenomenon of "health" as a manifestation of a person's life self-determination, which not only requires him to demonstrate the properties of the subject of life and life, but also gives a result that determines the characteristics of his life creation in general.
The following types of life-affirming situations are distinguished:
The situation of the search for motives and goals of life on the basis of the socio-cultural content of the phenomenon of "health" and the situation of analysis and assessment of life problems and circumstances, taking into account the socio-cultural content of the phenomenon of "health" and individual characteristics of vitality (meaning education);
The situation of life choice and decision-making, taking into account the socio-cultural content of the phenomenon of "health" and individual characteristics of vitality (sense awareness);
The situation of designing a way of life (improving vitality in conjunction with clarifying the conceptual system "internal picture of health") and taking responsibility for one's "project" (sense-building).
All three types of situations are possible for the perception of primary school students. But, as practice shows, in grades 1-2, teaching is more effective when designing life-affirming situations of meaning-making and sense-awareness.
In grades 3-4, life-affirming situations of meaning-building should prevail in the classroom, which are effectively resolved in the form of an educational project. As a result, the younger student will be able to build an optimal individually effective strategy of behavior within the currently unfolding activity in interaction with a specific socio-cultural group, which will allow him to achieve success without prejudice to his health in all its manifestations.
Planned results of mastering the content of the educational program by students
Universal competences that are formed in the process of mastering the content of the educational program "My Health":
Ability to organize their own life activities to achieve a state of complete well-being (somatic, psychological and social);
Ability to actively engage in joint activities, interact with peers and adults to preserve and strengthen personal and public health as a socio-cultural phenomenon;
Ability to convey information on health-preserving topics in an accessible, emotionally vivid form in the process of interacting with peers and adults.
At the end of May 2006. the book by Yu.V. Naumenko was published. "Unified theory of vector fields",
which is registered in the Russian Book Chamber under the number 06-50077.
This article is devoted to the description of the material presented in this book.
Physical fields are a special form of matter. Examples of physical fields are fundamental fields: electromagnetic field, gravitational field, nuclear force field, weak force field. At the beginning of the 20th century, a unified field theory (UFT) program was put forward. Initially, they tried to consider the laws of gravity and electricity from a general point of view. Today, the task is to describe all
fundamental interactions. Despite the fact that the UTP remains a dream so far, the belief that there are universal laws describing matter compels us to search in this direction. This book is not a textbook on ultimate truths. The content of the book is a hypothesis supported only by mathematical reasoning. There are no direct experimental facts confirming these hypotheses, and they will not appear soon. If they appear at all. This situation provides the reader with the opportunity to participate in the research himself. As Brillouin writes in: "It is not difficult to travel along the pole roads, but a wandering along forgotten paths can lead to some unknown peak, from which a landscape of extraordinary beauty suddenly opens."
The book proposes a method for combining various vector fields into one single field. Of all the fundamental interactions, the most fully studied is the electromagnetic interaction described by Maxwell's equations. The method of combining fields, developed by the author of the book, is based on a generalization of Maxwell's equations. Any person who is familiar with the basics of mathematical analysis and the basics of the theory of the electromagnetic field can understand the content of the book. This book can serve as a “book to read” for students of physicists and those interested in the problem of ETP. The book is divided into two parts. In the first part, the main results are presented, which should be familiarized with, comparing them with the results of Maxwell's theory. The second part of the book is an appendix that contains detailed calculations of the main results. Therefore, most of the material in the book can
You should just read without using pencil and paper. If, nevertheless, questions of a mathematical nature arise, then they can be clarified by referring to §1 of part 2 or to the book of L.D.
Landau, E.M. Livshits "Field theory" and reference books on higher mathematics. After reading this book, the reader himself will be able to propose variants of experiments to test the proposed theory, starting from similar experiments of the electromagnetic theory.
It has been established that above the Earth there is not only a magnetic, but also an electric field. Observations led to the conviction that magnetic fields exist not only for the Earth, but also for other celestial bodies. Apparently, celestial bodies also have electric fields. The problems of the electromagnetism of planets and stars were formulated relatively recently and have not yet received their final form in modern physics. The theory developed by the author suggests ways to solve these problems.
From the theory outlined in the book, it follows that a rotating planet creates electric and electric magnetic fields, such that the strengths of these fields are different at the geographic poles of the planet. The strengths of the electric and electric magnetic fields at the geographic poles of the planets can be due to various reasons. For example, the contribution to the strength of the electric magnetic field is made by the solar wind, magnetic dynamo, etc. But it is expected that the difference between the strengths of the fields at the geographic poles is due only to the rotation of the planet. Therefore, the calculated values of the difference in field strengths at the geographic poles of the planet should be compared with the values obtained as a result of the measurement.
The role of the magnetic field in the theory created by the author is played by a linear combination of fields to be combined. Such an interpretation of the magnetic field requires clarification of Dirac's views. A magnetic electric field cannot have any special magnetic charges. But charges can be in the field, which makes a significant contribution to the magnetic electric field.
Most likely, the theory will be tested by studying the electromagnetic phenomena of space objects. Although in terrestrial conditions, you can try to carry out experiments similar to the experiments when checking electrodynamics.
In the general theory, the number of fields is not fixed, and the fields themselves, described in a unified way, are not specified. Therefore, the book can attract the attention of various researchers.
Regardless of the results of experimental verification of the proposed theory, it allows you to take a fresh look at Maxwell's equations. It remains to be hoped that the new theory will attract the attention of specialists and amateurs of physics.
In conclusion, it should be noted that all of the above and much more is described in detail in the book of the author Naumenko Yu.V. "Unified theory of vector fields", Armavir, 2006. and on the author's website http://www.etvp.narod.ru.
I don’t even know approximately how many books of memoirs about the Great Patriotic War were published in our country in the years after the Victory. But I think that there will be several hundred such memoirs, and perhaps more than a thousand. Our famous marshals and generals, who commanded fronts, armies, who headed large headquarters, and prominent political workers - members of military councils of operational associations, and generals, admirals of a lower rank, and regimental officers wrote about the harsh and difficult time of that time. Even some soldiers and sergeants, front-line soldiers, spoke about their difficult military fate.
And each time, after reading such a book, I felt a sense of deep respect for the author for the fact that he was able to recreate on its pages the events in which he participated, warmly tell about his fighting brothers. But it seemed to me that this requires a special gift, although it is known, of course, that there are only a few professional writers among memoirists. I honestly admit that for many years after the war I did not even think of taking up the pen. But to celebrate the 30th anniversary of Victory, I, being at that time the commander of the Volga Military District, invited veterans of our 289th Guards Rifle Regiment A.P. Ishkov, V.I. Dudnikov, M.P. Kukharskaya to my place in Kuibyshev. with her husband N.M. Smirnov. Naturally, there were a lot of conversations, memories. It was then that my front-line colleagues "sat down" on me.
Yuri Andreevich, - they said, - our regiment is not worse than others, it is even mentioned in the "History of the Second World War". Write a book about how we fought the Nazis. After all, our fellow soldiers passed more than seven thousand five hundred kilometers along the front roads.
What a writer I am, my friends! - I begged. - And there is almost no free time for this.
Nothing, - said one of the veterans, - it's not the gods who burn the pots. We will help you collect facts, documents.
We mobilize fellow soldiers, they will send their memories ...
In a word, they persuaded me. I began to tidy up my personal archive little by little. I received hundreds of letters from fellow soldiers - I did not even expect that so many people would respond. There were also new meetings with veterans of the 289th Guards. We visited Stavropol, where the regiment was being formed, on the Stalingrad land near Dubovka, where we had to wage fierce battles with the enemy, in other bridges. Impressions about these meetings were accumulating, old frontline episodes came to life in conversations with combat friends.
And now more than a dozen years have passed. The book seems to be ready. And I ventured to submit it to the readers' judgment.
Of course, both with me and with my volunteer assistants, far from everything from the front-line life was retained in the memory. I did not even try to analyze in detail the combat actions of the regiment from the point of view of tactics, but tried to tell more about the people, about their lives and exploits. But of course, not all of my fellow soldiers were able to name me by name: over the four years of bloody battles, the composition of the regiment changed more than once. And only those who, frankly, were lucky, survived: after all, the chances of life and death were the same for everyone. The infantry, even in defense, more often than others fell under enemy fire, and there is no need to talk about the offensive ...
Long ago, trenches and trenches, dugouts and dugouts - frontal wounds of the earth had collapsed and overgrown with grass. Towns and villages destroyed during the war have long been restored. But the memory of the heart lives on. And with spiritual pain you realize that every year there are fewer and fewer of those who, in the harsh time of the Great Patriotic War, with arms in hand, saved the Motherland, rid the world of the brown plague. First of all, for them, for my dear fellow soldiers, I wrote this book.
I sincerely thank A. V. Akinshin, N. M. Kodenko, P. T. Kovalenko, M. P. Kukharskaya, N. M. Smirnov, G. F. Skibu, G. P. Shagin and all other veterans for their great help which they gave me while working on my memoirs. I am especially grateful to V.I.Dudnikov for the arduous work of collecting and summarizing materials about the combat p ...
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Member of the Encyclopedia "Famous Scientists"
Doctor of Pedagogical Sciences, Professor, Head. Department of Correctional Pedagogy, Social Psychology and Health Forming Education, Volgograd State Academy of Advanced Training and Retraining of Educators.
The area of fundamental scientific research is methodology, theory and practice of health-forming education.
Relevant areas of applied research:
1) Technologies of psychological and pedagogical support of a child with disabilities in integrated education in a mass school.
2) Technologies for the positive prevention of the use of psychoactive substances by adolescents and young people and the formation of their social skills.
3) Design and implementation of the educational program of correctional activities in accordance with the requirements of the Federal State Educational Standard of primary general and basic general education.
4) Design and implementation of a program for the formation of a healthy and safe lifestyle for schoolchildren in accordance with the requirements of the Federal State Educational Standard of primary general and basic general education.
The most significant research and development results include:
1. Socio-cultural concept of health-forming education (basic theoretical provisions, design principles, implementation models in the activities of a mass general education school and principles for assessing efficiency with a set of diagnostic techniques).
2. An approximate regional program for the formation of a healthy and safe lifestyle for primary schoolchildren (general requirements for the structure and content, options for different types of educational institutions).
3. An approximate program of correctional activities at the level of primary general education (general requirements for the structure and content, options for different types of educational institutions).
4. Regional requirements for the content and structure of the comprehensive program of a general educational institution for the prevention of the use of psychoactive substances by schoolchildren, as well as specific methodological developments.
In the socio-cultural concept, for the first time:
Pedagogical formulations of concepts are given (health, healthy lifestyle, vitality, internal picture of health, health-preserving and health-forming education, health-preserving technologies in education);
The models of health-forming and health-preserving education are analyzed;
A comprehensive medical-psychological-pedagogical monitoring of assessing the effectiveness of health-preserving activities of a general education school has been developed.
The concept is intended primarily for conducting and organizing applied research as a theoretical and methodological basis. However, on its basis, it is possible to obtain experimental developments of an applied orientation.
In the approximate regional programs for the formation of a healthy and safe lifestyle for primary schoolchildren and the correctional activities of a general education school at the primary stage of general education, mechanisms for fulfilling the requirements of the Federal State Educational Standard are described. The informational-methodological and organizational-pedagogical support of the process of forming a healthy and safe lifestyle of a younger student and the correctional activity of a general education school at the initial stage of general education is presented. Using model programs as a scientific and methodological guideline, the teaching staff of secondary schools will be able to draw up similar programs, taking into account the socio-cultural and organizational characteristics of their school.
Regional requirements for the content and structure of a comprehensive program of a general education institution for the prevention of the use of psychoactive substances by schoolchildren regulate the relevant activities of a general education institution, determine the criteria for its effectiveness and offer specific practice-oriented experimental developments. These technologies are intended for direct use in practical activities by teachers of a general education school or can serve as a guideline for the design of author's methods of the corresponding problematics.
Scientific publications:
1. Integrative psycho-logo-pedagogical characteristics of juvenile delinquent behavior.
(article) print. Academic year: Journal of Volgograd teachers, No. 1, 2002. - Volgograd: Publishing house of VGIPK RO. S. 79-87.
2. Connection of aggressive behavior of children with emotional disorders of the psyche.
(article) print. Academic year: Journal of Volgograd teachers, No. 2, 2002. - Volgograd: Publishing house of VGIPK RO. S. 78-88.
3. Organization of health-preserving education as a complex problem.
(abstracts) print. Development of the social and psychological service of the Volgograd education system: Theory and practice: Abstracts. doc. II regional scientific-practical. conf. November 11-12, 2003 - Volgograd: Publishing house of VGIPK RO, 2003.S. 57-59.
4. The concept of positive prevention of drug addiction among children and adolescents in educational institutions.
(article) print. Development of the social and psychological service of the Volgograd education system: Theory and practice: Abstracts. doc. II regional scientific-practical. conf. November 11-12, 2003 - Volgograd: Publishing house of VGIPK RO, 2003.S. 148-151.
5. Socio-psychological approach to the prevention of alcohol and drug use by schoolchildren.
(article) print. Academic year: journal of Volgograd teachers, No. 3, 2003. - Volgograd: Publishing house of VGIPK RO. S. 25-30.
6. Problems in self-determination and self-affirmation in adolescence as a source of deformation of personal development.
print Pedagogical problems of the formation of the subjectivity of a schoolchild, student, teacher in the system of lifelong education: Sat. scientific. and method. tr. Issue 11 / Ed. N.K. Sergeeva, N.M. Borytko, A.N. Kuzibetsky. - Volgograd: Publishing house of VGIPK RO, 2003.S. 49-53. O.V. Naumenko
7. The concept of health-formative education.
(article) print. Innovations in education: Scientific and methodological journal, No. 2, 2004 - M .: Publishing house of the State Educational Institution of Higher Professional Education "Modern Humanitarian University".
8. Health-forming education in ka-children's school.
(article) print. Ways of modernization of education: innovative educational and organizational technologies in cadet schools and boarding schools: Materials and educational and methodological developments of the participants of the All-Russian seminar-meeting / Volgograd, November 11-14, 2003 - Volgograd: Publishing house of VGIPK RO, 2004 . S. 50 - 57.
9. Theoretical and methodological analysis of the domestic experience of health-preserving school activities.
(article) print. Innovations in education: Scientific and methodological journal, No. 5, 2004 - M .: Publishing house of the State Educational Institution of Higher Professional Education "Modern Humanitarian University".
10. Health-forming education as the goal of school modernization.
(article) print. Materials of the Pershoi International Scientific and Practical Conference "Scientific Potential of Svitu 2004" .Vol. 42. Straightforward reform of the education system. - Dnipropetrovsk: Science I ovita, 2004.S. 30-34.
11. The concept of education that forms the health of schoolchildren.
(article) print. School director: Scientific and methodological journal, No. 5, 2004 - M .: Publishing house. firm "September". S. 85-91.
12. School and health: theoretical and methodological analysis.
(monograph) print. School and health: theoretical and methodological analysis: Monograph / Yu.V. Naumenko. - Volgograd: Publishing house of VGIPK RO, 2005 .-- 244 p.
13. Choosing a healthy lifestyle: the potential of health-forming education.
(article) print. Problems of life choice of adolescents and youth in the context of social changes: Mater. spoke. and educational-but-method. development of the participants of the All-Russian. conf. "Problems of socialization of adolescents and youth in the context of social changes." Volgograd, April 21, 2004 - Volgograd: Publishing house of VGIPK RO, 2005. S. 100-108.
14. Model of the formation of the internal picture of health in children and adolescents.
(abstracts) print. Personal development in the educational systems of the South Russian region: Abstracts of the XII annual meeting of the Southern branch of the Russian Academy of Education and the XXIV psychological and pedagogical readings in the South of Russia. - Rostov-n / D .: Publishing house. RGPU, 2005. Part IV. S. 138-139.
15. Health-preserving activities of the school.
(article) print. Pedagogy: Scientific-theoretical journal, No. 6, 2005 - M .: Publishing house of RAO.
16. Health and a healthy lifestyle as the values of Russian civilization.
(article) email Education: researched in the world [Electron. resource] / Under the patronage of the Russian Academy of Education, GNPB
17. Health-forming education as a model of sociocultural pedagogical practice.
(article) print. Standards and Monitoring in Education: Scientific Information Journal,
№ 4 (49), 2006 - M .: Publishing house of the National Center for Standards and Monitoring of Education. S. 13 - 22.
18. Modern practice of health-preserving education.
(article) print. Valeology: Scientific and practical journal, No. 3. 2006 - Rostov n / Don: Publishing house of GOU VPO "Rostov State University". S. 44 - 52.
19. Health, Healthy Lifestyle and Unhealthy as Values of Western Civilization.
(article) email Education: researched in the world [Electron. resource] / Under the patronage of the Russian Academy of Education, GNPB
them. K. D. Ushinsky. - M .: OIM.RU, 2000-2001. - Access mode: World Wide Web. URL: http://www.oim.ru. - 01.21.2006
20. Socio-cultural concept of health-forming education.
(article) email Education: researched in the world [Electron. resource] / Under the patronage of the Russian Academy of Education, GNPB
them. K. D. Ushinsky. - M .: OIM.RU, 2000-2001. - Access mode: World Wide Web. URL: http://www.oim.ru. - 01.21.2006
21. Comprehensive strategy for strengthening the health of schoolchildren.
(article) print. Materials of the All-Russian Scientific and Practical Conference “Schoolchildren's Health. Prevention of socially significant diseases "(November 27-29, 2006,
Tver). - Tver: Publishing house "Scientific book", 2006. S. 204-209.
22. A child with minimal brain dysfunctions as a problem of primary education of the furnace. Elementary school: Monthly scientific and methodological journal, No. 1, 2007 - M .: Publishing house of the Ministry of Education of the Russian Federation. S. 25-31.
23. Health as a subject of pedagogical research and an object of pedagogical practice.
(article) print. Materials of the X International Scientific and Practical Conference "Health-Forming Education: Experience, Forecasts, Problems" (May 29-30, 2007, Kazan). - Kazan: Publishing house of the Institute of Pedagogy and Psychology of Professional Education of the Russian Academy of Education, 2007. S. 123-130.
24. Health-forming function of the educational process at school.
(monograph) print. Health-forming function of the educational process at school: Monograph / Yu.V. Naumenko. - Vol-gograd: Publishing house of VGIPK RO, 2008. - 368 p.
25. Health as a component of the content of general education.
(article) print. Formation of a culture of health in the modern educational environment: Materials of the First All-Russia. scientific-practical conf. "Preservation and strengthening of health in educational institutions of the Russian Federation" (November 8-9, 2007) / Ed. F.F. Kharisova. - M .: Federal Institute for Education Development, 2007.S. 276-288.
26. Psychological foundations of health-forming education.
(article) print. Psychological science and education [Electron. magazine], No. 3, 2009 / Publisher - Moscow City Psychological and Pedagogical University. - Access mode: World Wide Web. URL: http://www.psyedu.ru / ISSN-online: 2074-5885. - 13 p.
27. Pedagogical essence of health-preserving and health-forming education.
(article) print. Scientific works. Volume 48, series "physical education and sports". - Bulgaria, Sofia: Publishing house of the Rusin University "Angel Kunchev", 2009. pp. 25-34.
28. Russian roots of the socio-cultural phenomenon "health".
(article) print. Tsaritsyno Christmas Readings. Issue 1 / Ed. IN AND. Supruna. - Volgograd: Publishing house of the Lyceum №8 "Olympia", 2011. S. 60-66.
29. Health-forming education: Socio-cultural concept of the formation of the health of schoolchildren.
(monograph) print. Health-forming education: Socio-cultural concept of the formation of schoolchildren's health: Monograph / Yu.V. Naumenko. - Publisher LAP LAMBERT Academic Publishing GmbH & Co. KG Dudweiler Landstr., Germany, 2011 .-- 430 p.
30. Comprehensive monitoring of the effectiveness of health-forming education: Content and assessment of the effectiveness of health-forming education.
(monograph) print. Comprehensive monitoring of the effectiveness of health-forming education: Content and assessment of the effectiveness of health-forming education: Monograph / Yu.V. Naumenko. - Publisher LAP LAMBERT Academic Publishing GmbH & Co. KG Dudweiler Landstr., Germany, 2011 .-- 299 p.
31. Socio-cultural concept of the phenomenon of "health." (Article) print. Psychology of education in the XXI century: theory and practice: materials of the Intern. scientific-practical conf. Volgograd, 14-16 Sept. 2011 / ed. T.Yu. Andryushchenko, A.G. Kritsky, O.P. Merkulova (to the 80th anniversary of VGSPU). - Volgograd: Publishing house of VGSPU "Change", 2011. S. 22-28.
32. Designing health-forming education.
(article) print. Problems of personality development and the formation of a healthy lifestyle: value-motivational approach: Collection of scientific and methodological materials / Comp. and scientific. ed. N.Yu. Sinyagina, E.G. Artamonov. - M .: ANO "TsNPRO", 2011.S. 9-16.
34. Correction of the psychological health of the teacher as an element of the professional development program for education workers.
№ 11, 2003 - Moscow: Publishing house of the NOU "School" Polar Star "", 2003. S. 3-6.
35. Fundamentals of correctional pedagogy and preventive psychology.
(teaching aid) pec. Fundamentals of Correctional Pedagogy and Preventive Psychology: Study Guide for Students of Advanced Training Courses / Yu.V. Naumenko. - Volgograd: Publishing house of VGIPK RO, 2004 .-- 224 p.
36. Organization of activities of an educational institution for health-forming education.
76 s. - Supplement to the journal "Academic Year", No. 6, 2004. Series "Health Preservation". Issue 1. - S. 4-14.
37. Organization of health-forming activities in an orphanage and boarding school.
38. Designing health-forming education.
№ 5 (38), 2004 - M .: Publishing house of the National Center for Standards and Monitoring of Education. S. 46-51.
39. Methodology for the hygienic assessment of the lesson schedule.
76 s. - Supplement to the journal "Academic Year", No. 6, 2004. Series "Health Preservation". Issue 1. - S. 63-68.
40. The program of the course "My health" (grades 2-4).
(educational program) print. Experience in the implementation of a comprehensive education strategy that forms the health of schoolchildren: Sat. scientific method. developments / Ed. Yu.V. Naumenko. - Volgograd: Publishing house of VGIPK RO, 2005. - Supplement to the journal "Academic Year", No. 8. Series "Health-saving". Issue 2. - S. 141-154. A. V. Shcherbina
41. The program of the course "My health" (grades 5-7).
(educational program) print. Experience in the implementation of a comprehensive education strategy that forms the health of schoolchildren: Sat. Art. and scientific method. developments / Ed. Yu.V. Naumenko. - Volgograd: Publishing house of VGIPK RO, 2005. - Supplement to the journal "Academic Year", No. 8. Health Preservation Series. Issue 2. - S. 154-171. A.I.
42. Organization of comprehensive preventive work in a general educational institution for the prevention of drug addiction among students. (Method. Recommendations) pec. Standards and Monitoring in Education: Scientific Information Journal,
№ 6 (45), 2005 - M .: Publishing house of the National Center for Standards and Monitoring of Education. S. 39-45 (beginning).
Standards and monitoring in education: Scientific and informational journal, No. 1 (46), 2006 - M .: Publishing house of the National Center for Standards and Monitoring of Education. S. 51-56 (end).
43. Mathematics: correctional and developmental classes.
(development method) print. Mathematics: Correctional and developmental classes with students of preparatory and 1-2 grades of primary school / Author-comp. Yu.V. Naumenko, A.A. Shabanov. - Volgograd: Publishing house "Teacher", 2006. – 268p. Shabanova A.A.
44. Russian language: correctional-developmental tasks and exercises (1-2 grade).
(development method) print. Russian language: Correctional and developmental assignments and exercises for students in grades 1-2 / Avt.-comp. Yu.V. Naumenko, E.P. Pleshakova. - Volgograd: Publishing house "Teacher", 2006. - 134 p. E.P. Pleshakova
45. Russian language: correctional-developmental tasks and exercises (3-4 grade).
(development method) print. Russian language: Correctional and developmental tasks and exercises for students in grades 3-4 / Auth.-comp. Yu.V. Naumenko, E.P. Pleshakova. - Volgograd: Publishing house "Teacher", 2006. - 156 p. Pleshakova E.P.
46. Optimization of the schedule of classes: comparison of the normative and real load of students. (method. recommendations) print. School director: Scientific and methodological journal, No. 2 (107), 2006 - M .: Publishing house. firm "September". S. 65-70.
47. Possibilities of correction of intellectual health deficiencies in primary school students in the study of mathematics.
№ 2 (47), 2006 - M .: Publishing house of the National Center for Standards and Monitoring of Education. S. 23-30.
49. Prevention of stress and strengthening of the emotional health of adolescents.
51. Features of teaching children with MMD. (Method. Recommendations) pec. Education and training of children with developmental disabilities: Scientific and practical journal, No. 5, 2006 - M .: Publishing house "Shkolnaya pressa". S. 3-11.
52. Prevention of drug addiction among students at school. (Method. Recommendations) pec. Prevention of drug addiction among students at school: Methodical recommendations / Ed. Yu.V. Naumenko. - Volgograd: Publishing house of VGIPKRO, 2006. - Supplement to the journal "Academic Year", No. 42. Health Preservation Series, Vol. No. 3. - 128 p. Dodina N.P.
53. Monitoring the health-preserving activity of the school. (Method. Recommendations) pec. Standards and monitoring in education: Scientific and informational journal, No. 3 (54), 2007 - M .: Publishing house of the National Center for Standards and Monitoring of Education. S. 20-27.
54. Modeling health-forming education. (Method. Recommendations) pec. Educational issues: Scientific and educational journal, No. 2, 2007 - M .: Publishing house of GOU VPO "State University" Higher School of Economics ". S. 140-160.
55. Comprehensive strategy for the prevention of drug addiction among students at school.
(method. recommendations) print. A comprehensive strategy for the prevention of drug addiction among students at school: Methodological recommendations for teachers and parents / Ed. Yu.V. Naumenko. - Volgograd: Publishing house of VGIPK RO, 2007. - 112 p. Gavrilova T.A., Dodina N.P.
56. Program for the prevention of HIV / AIDS in educational institutions.
(method. development) printing. HIV / AIDS prevention program in educational institutions / Ed. Yu.V. Naumenko. - Volgograd: Publishing house of VGIPK RO, 2007. - 70 p. Gavrilova T.A., Dodina N.P.
57. Prevention of HIV / AIDS in general educational institutions: Methodological recommendations for teachers.
(method. recommendations) print. Prevention of HIV / AIDS in educational institutions: Methodological recommendations for teachers. - Volgograd: Publishing house of VGIPK RO, 2007. - Methodological recommendations were developed within the framework of the regional program of activities of the Administration of the Volgograd region to combat drug use and their illicit trafficking for 2006-2008. - 188 p. Gavrilova T.A., Dodina N.P.
58. Comprehensive assessment of the effectiveness of health-preserving school activities.
59. My health: Formation of a value attitude to health and HIV / AIDS prevention among adolescents at school.
(method. recommendations) print. My health: Formation of a value attitude to health and prevention of HIV / AIDS in adolescents at school / author-comp. P.P. Kuchegasheva, Yu.V. Naumenko, I. V. Fedoskin; ed. Yu.V. Naumenko. - M .: Globus, 2008 .-- 236 p. - (Series "Educational work"). Kuchega-sheva P.P., Fedoskina I.V.
60. Health-preserving school activities: performance monitoring.
(method. recommendations) print. Health-preserving school activities: performance monitoring. Methodical recommendations for teachers and heads of educational institutions / Auth.-comp. Yu.V. Naumenko. - M .: Publishing house "Globus", 2008. - 125 p. - (Series "School Management").
61. Prevention of stress and strengthening of the emotional health of adolescents.
(method. recommendations) print. School planning: Journal for school administrators, No. 6, 2008 - M .: Publishing house "Public education". S. 57-69 (beginning). - School planning: Journal for school administrators, No. 1, 2009 - M .: Publishing house "Public education". S. 78-88 (end).
62. Monitoring of physical culture and health-improving work at school. (Method. Recommendations) pec. Management of elementary school: Scientific and informational journal, No. 4, 2009 - M .: Publishing house of CJSC "MCFER". S. 70-78.
63. Monitoring students' knowledge of healthy lifestyles.
64. Key approaches to teaching gifted children. (Method. Recommendations) pec. Management of elementary school: Scientific information journal, No. 11, 2009 - M .: Publishing house of CJSC "MCFER". S. 4-10.
65. Comprehensive monitoring of the effectiveness of health-preserving school activities.
(method. recommendations) print. Health-preserving activity in the context of state educational policy: Materials of the II All-Russia. scientific-practical conf. "Preservation and strengthening of health in educational institutions of the Russian Federation" (October 30-31, 2008) / Ed. F.F. Kharisova. - M .: Federal Institute for Education Development, 2009. P.113-158.
67. A gifted child, family and mass school: how to preserve and increase young talents?
68. Comprehensive monitoring of the effectiveness of health-preserving school activities: recommendations for the heads of educational institutions.
(method. recommendations) print. Comprehensive monitoring of the effectiveness of the health-saving activity of the school: recommendations for the heads of educational institutions / Ed. Yu.V. Naumenko. - Volgograd: Osnova Publishing House, 2010. - 60 p. Biryukova Yu.O., Kozlovtseva E.A., Chandra M.Yu.
69. Comprehensive monitoring of the effectiveness of health-preserving school activities: recommendations for specialists of municipal educational authorities. (Method. Recommendations) pec. Comprehensive monitoring of the effectiveness of health-preserving school activities: recommendations for specialists of municipal educational authorities / Ed. Yu.V. Naumenko. - Volgograd: Osnova Publishing House, 2010. - 68 p. Biryukova Yu.O., Kozlovtseva E.A., Chandra M.Yu.
70. Optimization of the class schedule: comparison of the normative and real workload of students.
72. Proper nutrition of a schoolchild: problems and recommendations. (Method. Recommendations) pec. Encyclopedia of administrative work at school: A universal electronic reference book for the administrator of an educational institution. No. 15, 2011. - M .: Publishing company "Saint-Tyabr". P. 21.
73. An approximate program of correctional work.
74. Health-preserving school activities: performance monitoring.
75. The activities of the educational institution on the formation of a culture of health and a safe lifestyle of primary school students. (Collection of programs) pec. The activities of an educational institution to form a culture of a healthy and safe lifestyle for primary school students: Collection of programs / Auth.-comp. Yu.V. Naumenko. - M .: APKiPRO, 2011 .-- 48 p. Annenkov V.V., Masterov A.G., Chubarenko V.V.
76. Recommendations to the teacher on the organization of preventive work with parents to prevent drug addiction among children and adolescents. (Method. Recommendations) pec. Scientific-methodical journal of the deputy director of the school for educational work: Management of the educational process at school. No. 4, 2011. - M .: Publishing house of the NOU Center "Pedagogical search". S. 50-58.
77. An approximate program for the formation of a culture of a healthy and safe lifestyle.
Naumenko Yuri Vladimirovich has awards:
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