The health status of schoolchildren gives rise to reasonable concern and requires urgent measures to protect and promote health during the learning process. School risk factors - learning conditions, intensification and irrational organization of the educational process, low physical activity, inconsistency of teaching methods with the age capabilities of schoolchildren, and so on - negatively affect the health of schoolchildren. Experts attribute from 20 to 40% of influences to these factors.

The Institute of Developmental Physiology of the Russian Academy of Education took part in the development of methods and the implementation of psychophysiological support for the experiment on the introduction of health-saving technologies in secondary schools, and from October 2001 to May 2004 conducted a monitoring study. The results obtained from almost 2,500 schools (of which about 70% were urban schools) in 56 constituent entities of the Russian Federation were processed and analyzed. The analysis concerned the daily routine and the general academic load of students in grades 1-2 and 10-11 (more than 100 thousand students).

The daily routine is considered rational if it provides sufficient time for the necessary elements of life and ensures high performance throughout the entire period of wakefulness. A properly organized daily routine maintains health, creates conditions for increasing educational motivation, and contributes to the normal development of the child.

Some of the most important indicators characterizing the organization of the educational process, its adequacy and effectiveness are indicators of the daily routine, the general and academic workload of students. We analyzed these indicators on the basis of specially designed questionnaires for students and their parents.

When analyzing the student’s daily routine, the following main components were taken into account:

training sessions during periods of optimal performance at school;

preparing homework;

relaxation with maximum exposure to the outdoors;

regular and adequate nutrition;

hygienically complete sleep.

In addition, the daily routine should include time for free activities of one's own choice (reading, music, drawing and other creative activities, sports, self-care, helping the family).

The parameters of a schoolchild’s daily routine, which are more susceptible to correction than other indicators, turned out to be associated with a wide range of health indicators. Among children who met age-specific standards for duration of stay in the open air and night sleep, a smaller number of frequently ill children were identified, as well as children with reduced body weight, low dynamometry indicators, morphofunctional abnormalities and chronic diseases of the respiratory and digestive systems, and neuropsychiatric disorders , respiratory complaints. Among this contingent, the proportion of children with normal physical development was greater. (See table.)

The data obtained as a result of monitoring on the extracurricular activities of 1st grade students gives a rather interesting picture. Such an analysis makes it possible to clearly identify risk factors that can have a negative impact on the growth, development and health of schoolchildren, which include a large amount of homework, a significant proportion of activities associated with static load (TV, computer, reading, etc.), insufficient volume of physical activity and exposure to air. A significant number of schoolchildren (almost 70%) have a total static load of 4 to 6 hours or more. In fact, this indicates pronounced hypokinesia of the majority of first-graders.

Analyzing the out-of-school routine of high school students, we also identified violations of all routine aspects. The total extracurricular static load of high school students is more than 5 hours, and for 17% it is more than 7 hours. If we add in the school load (6-7 lessons), then pronounced hypokinesia can be noted in all high school students.

The analysis of indicators of sleep, self-preparation and walking revealed a direct relationship between these indicators: an increase in the time allocated for preparing homework leads to a decrease in the time of night sleep and daytime rest.

At the same time, significant violations of routine issues are often caused not only by a large volume of program tasks, but also by the inability to properly organize their activities.

One of the most negative aspects in the daily routine of modern schoolchildren is the reduction in sleep time at night. The average duration of night sleep for second-graders on weekdays is 9.44 hours, which is not enough from a physiological and hygienic point of view. Physiological and hygienic standards are met only in 6.97% of cases. A sleep deficit of up to 2 hours was noted in 93.03% of primary school students; almost 10% had a deep (more than 2 hours) sleep deficit. This is a very dangerous trend, leading to overwork, neuroticism and an increased risk of developing many serious diseases. The main reasons for this situation in 11% of cases are long preparation of lessons, in 64% - watching evening TV shows, playing on the computer, and so on.

The duration of homework preparation for 81.4-77.2% of children on weekdays and weekends does not exceed acceptable standards. At the same time, homework on school days for more than 4.0 hours was observed among high school students in 16.0-19.0% of cases, on weekends - in 19.5-23.0% of cases. Additional time for preparing homework is necessary primarily for students of gymnasiums, lyceums and schools operating under experimental programs.

Interest classes include extracurricular activities in a music school, art studios, and foreign languages; these classes take tenth-graders from 2 hours 12 minutes to 3 hours 39 minutes in 36.5-39.7% of cases.

In their free time from academic and extracurricular activities, 10th grade schoolchildren play computer games, read fiction, and watch television programs. Fiction is read equally often on school days and on Sundays, but the duration of reading on weekends in 39.0-58.6% of cases increases by 1.0-2.5 hours, respectively. It should be noted that among hobby classes, the greatest amount of time is spent working or playing on the computer - every fourth student spends up to 4.0-6.5 hours at the computer.

The frequency and duration of TV viewing on weekends increases, the average duration is 1 hour 48 minutes. But from 15.6% to 24.2% of boys and girls spend 3 or more hours watching TV.

Most high school students do not follow a daily routine, and as they grow older, this group increases. We found that among high school students, the daily routine is observed only in 30.0-40.0% of cases. According to our data, the leisure time of modern schoolchildren does not contribute to maintaining health. It is extremely monotonous and irrational. An analysis of the results of a survey we conducted among schoolchildren shows that, regardless of the place of residence and financial situation of the family, the predominant form of leisure is watching television and working on the computer.

Only 28.0% of high school students spend from 1.5 to 2.0 hours on hobby classes (classes at a music school, foreign languages, etc.). The average duration of such classes is 3.17 hours. It should be noted that among hobby classes, the greatest amount of time is spent working or playing on the computer - every third high school student spends from 4.0 to 6.0 hours on the computer.

Half of high school students' daily viewing of TV shows averages 2.35 hours, but from 15.3% to 35.1% of boys and girls spend 3 or more hours watching TV.

Thus, in high school students’ free time from academic and extracurricular activities, the static component predominates. High school students spend a significant portion of their waking time in a state of relative immobility (78.0-97.0%).

The teaching load is determined by curricula, study programs, the content of textbooks, and also depends on the organization of the educational process, including the lesson schedule, elective classes, extracurricular and extracurricular activities of students, etc.

When assessing the lesson schedule in schools, we first of all paid attention to the correspondence of the length of the school day and week to the age-related functional capabilities of children and adolescents. The amount of teaching load should be such that the normal activity of the central nervous system, high performance, prevention of overwork and protection of the health of students are ensured. The occurrence of fatigue is also facilitated by such a component of mental activity as static tension: children spend at least a third of their waking hours without movement, both at school and at home.

Study overload at school and at home has a negative impact on the health of school-age children. High information loads and constant lack of time are the leading factors of neuroticism, especially in elementary school.

Primary School

(1st-2nd grades)

According to regulatory documents, first-graders should not have more than 3-4 lessons a day, which, together with the total recess time, amounts to about 3-3.5 astronomical hours of being at school.

According to our data, the workload at school for first-graders (lessons and electives) averages 4 hours 02 minutes, that is, it already exceeds the standards. Depending on the type of educational institution, first-graders are in school from 3.0 to 5.2 astronomical hours per day. As a rule, the greatest violations are detected in those schools where complicated versions of curricula and pedagogical technologies are used.

The total academic load, taking into account the total academic load at school and the time for preparing lessons, for first-graders is on average 5 hours 38 minutes (with options from 5 hours 08 minutes to 7 hours 12 minutes) (according to standards - no more than 4.5 hours) . The total static load, including school classes, self-study, extracurricular music classes, foreign languages, reading fiction, watching TV shows, averages 6 hours 40 minutes. In recent years, we have noted a significant increase in the time that children spend at the computer and in front of the TV. This further increases the static, postural tension of first-graders. The time of relative immobility of first-graders is on average 7 hours 48 minutes on weekdays (from 6 hours 12 minutes to 8 hours 24 minutes), that is, in the daily routine of 1st grade students, a third of the day is occupied by the static component.

From the beginning to the end of the school year, first-grade students significantly increase the time allocated for self-study, and the time spent on extracurricular activities doubles. At the same time, there is a tendency to reduce the time allocated for sleep and walking in the fresh air both on weekdays and on weekends.

The long duration and frequency of self-preparation both on weekdays and on weekends may indicate that insufficient time is allocated in lessons to consolidate new material due to overloaded curricula or excessive demands of teachers trying to work ahead, and the need for additional exercises for children due to their reduced morphofunctional capabilities.

Thus, an ever-increasing study load leads to a decrease in the time required to restore the student’s strength. And this contributes to the fact that fatigue that arises in the process of educational activity turns into overwork, inhibits mental activity, and as a result, the time during which students complete homework increases even more.

For example, for second-graders during the school week, the excess of the basic volume of study load is on average 28.0% in gymnasiums and lyceums, in urban secondary schools - 17.5%, in rural schools - 9.0%.

For 6.0%-7.0% of second-grade students in urban educational institutions, the duration of school hours is 6-8 lessons, which is particularly alarming.

The total teaching load, taking into account the total teaching load at school and the time spent by primary school students on self-study, is on average:

5 hours 38 minutes (from 3 hours to 6 hours 48 minutes) - in first grade;

6 hours 48 minutes (from 4 hours to 9 hours 30 minutes) - in second grade.

The uneven distribution of the academic load during a five-day school week leads to an increase in the total load and even greater disruption of the extracurricular regime than during a six-day school week. In particular, with a five-day school week, second graders are 10% more likely to exceed the allotted time for preparing homework.

The uneven distribution of the load across the days of the week in a five-day school week leads to an increase in the duration of each school day by one hour, or even two hours, and, while maintaining the total weekly load at school (the number of teaching hours), leads to more frequent non-compliance with the out-of-school regime. The number of children whose homework takes 3 hours or more is higher in lyceums and gymnasiums than in other educational institutions. In classes with additional computer science or foreign language lessons, 2nd grade students are 13% more likely to fail to meet hygiene standards for preparing homework.

Any increase in the academic load (introduction of computer science, a foreign language) changes the parameters of the out-of-school regime for the worse, thereby daily increasing the fatigue of schoolchildren and reducing their adaptive capabilities.

If the academic load is maintained within age standards, the frequency of violations of all parameters of the extracurricular regime decreases.

High school

(grades 10-11)

Just like with younger schoolchildren, with a five-day school week, the time spent on homework increases for high school students, and the number of high school students studying from 5 to 8 hours increases compared to a six-day school week.

In classes where the maximum permissible academic load is within the normal range, the parameters of the extracurricular regime are also more consistent with the age of the students. As the school workload increases among high school students, the number of violations throughout the day increases.

The total study load from the 10th to the 11th grade increases on average by 1.0-1.5 hours per day, with an average study load of 9.8 hours and 10.2 hours, respectively, for 10th and 11th graders.

In 27% of schools, the basic teaching load in 11th grade on all days of the week meets hygienic requirements, not exceeding 5-6 lessons. However, 73% of graduating class students have school hours of up to 7 lessons: the excess of hygienic standards for the teaching load at school ranges from 15.6% in gymnasiums and lyceums to 7% in secondary schools. At the same time, the majority (73%) of high school students attend elective classes (with individual fluctuations from 2 hours to 20 hours per week). The average weekly extracurricular time is 6.17 hours. Thus, even according to the average time of extracurricular activities, the excess of hygiene standards is 2.17 hours. The number of schoolchildren whose homework takes 4 hours or more is higher in lyceums and gymnasiums than in other educational institutions. For high school students, assignments in chemistry, foreign languages, and literature require the most time to complete homework (from 48 minutes to 63 minutes). In general, completing assignments in only one subject often requires 2 to 3 hours (this is especially true for students in specialized classes, gymnasiums, that is, those educational institutions where increased demands are made). This indicates that the curriculum is too large and there is not enough time to consolidate new material in lessons, and therefore a hidden intensification of the educational process (what is not completed in class is transferred to homework).

The average total teaching load at school varies from 8 hours 45 minutes to 11 hours 35 minutes. Schoolchildren are forced to spend a significant part of their daily waking time (12.5-13 hours), intended for other types of activities and daytime rest, on academic work alone.

The total static load, taking into account lessons, extracurricular activities, self-study, and extracurricular activities, averages 9 hours 45 minutes. If we add to this time the average time spent watching TV programs - 1 hour 36 minutes, then tenth graders spend an average of 11 hours 21 minutes without moving.

Research by the Institute of Developmental Physiology of the Russian Academy of Education once again confirms a significant excess of the teaching load in many schools, especially in those where complicated versions of programs and pedagogical technologies are used.

The formation of the school component and the drawing up of a lesson schedule should be carried out not only on the basis of the pedagogical support capabilities of a particular educational institution, but also the total teaching load, the daily and weekly biological curve of student performance, taking into account the physiological cost of each lesson, the ratio of lessons with static and dynamic types of activity.

Any increase in the academic load (for example, the additional introduction of computer science and a foreign language in the second grade) changes the parameters of the out-of-school regime for the worse, thereby increasing the daily fatigue of schoolchildren and reducing their adaptive capabilities.

Material from IOT Wiki - a project of the network social and pedagogical community "SotsObraz"

What is the maximum number of lessons per day for secondary school students? What governing documents establish these standards? Does the school director have the right to establish a “five-day week” by increasing the number of lessons per day?

The sanitary norms and rules approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated November 28, 2002 No. 44 apply to all educational institutions in Russia and are mandatory for use.

The requirements for the educational process regime include the following.

In accordance with Art. 28 of the Federal Law "On the Sanitary and Epidemiological Welfare of the Population", programs, methods and regimes of education and training, in terms of hygienic requirements, are allowed for use if there is a sanitary and epidemiological conclusion on their compliance with sanitary rules.

Hours of elective, group and individual classes must be included in the maximum permissible load.

With a 35-minute lesson duration in grades 2-4, the maximum permissible weekly load for a 6-day school week is 27 hours, and for a 5-day school week - 25 hours.

The length of the school week for students in grades 5-11 depends on the volume of the weekly teaching load and is determined as follows:

1st grades study in a 5-day week, no more than 20 hours per week;

2-4th grades - with a 6-day week - 25 hours, with a 5-day week 22 hours;

5th grade - with a 6-day course - 31 hours, with a 5-day course - 28 hours;

6th grade - with a 6-day course - 32 hours, with a 5-day course - 29 hours;

7th grade - with a 6-day course - 34 hours, with a 5-day course - 31 hours;

8-9th grades - with a 6-day course - 35 hours, with a 5-day course - 32 hours;

10-11th grades - with a 6-day course - 36 hours, with a 5-day course - 33 hours a week.

The duration of the lesson should not exceed 45 minutes.

Education of children in 1st grade should be carried out in compliance with the following requirements:

Training sessions are held only during the first shift;

5-day school week;

Organization of a lighter school day in the middle of the school week;

Conducting no more than 4 lessons per day;

The duration of lessons is no more than 35 minutes;

Organizing a dynamic break lasting at least 40 minutes in the middle of the school day;

Using a “stepped” training mode in the first half of the year;

Organization of daytime sleep, 3 meals a day and walks for children attending an extended day group;

Training without homework and scoring of students' knowledge;

An additional week's holiday in the middle of the third quarter.

With changes and additions from:

Modern scientific research has established that the biorhythmological optimum of mental performance in school-age children falls between 10 and 12 hours. During these hours, the greatest efficiency of assimilation of material is observed at the lowest psychophysiological costs for the body.

Therefore, in the lesson schedule for students of primary general education, basic subjects should be taught in 2-3 lessons, and for students of basic general and secondary general education - in 2, 3, 4 lessons.

The mental performance of students is not the same on different days of the school week. Its level increases towards the middle of the week and remains low at the beginning (Monday) and at the end (Friday) of the week.

Therefore, the distribution of the teaching load during the week is structured in such a way that its largest volume falls on Tuesday and (or) Wednesday. On these days, the lesson schedule includes subjects that correspond to the highest score on the difficulty scale (Table 1, , of this appendix) or with an average score and the lowest score on the difficulty scale, but in greater quantities than on other days of the week. Presentation of new material and tests should be carried out in 2-4 lessons in the middle of the school week.

Subjects that require a lot of time to prepare at home should not be grouped together on the same day.

When drawing up a lesson schedule for primary, middle and high school students, you must use tables 1-3, in which the difficulty of each academic subject is ranked in points.

With a correctly drawn up lesson schedule, the highest number of points per day based on the sum of all subjects should fall on Tuesday and (or) Wednesday.

Table 1

Scale of difficulty of objects for grades 1 - 4

table 2

Scale of difficulty of academic subjects studied in grades 5 - 9

Table 3

Scale of difficulty of academic subjects studied in grades 10 - 11

Krivtsova Zoya and Popova Ira

We decided to find out whether the study load affects the health of students in our school.

Project hypothesis: there is a direct connection between the academic load and the health of schoolchildren.

Project goal: to find out the impact of study load on the health of schoolchildren

Working on a topic that is relevant and interesting to us, we have identified a number of tasks:
1. To study the health status of schoolchildren of the Municipal Educational Institution “Secondary School of Srednekolymsk”.
2. To study deviations in the health status of schoolchildren.
3. Investigate the causes of health problems in schoolchildren by determining anxiety and academic load.
4. Develop recommendations for school administration to preserve the health of students.

The following methods were used in the work:
 Theoretical: work with literary sources (books, magazines, newspaper articles, Internet resources).
 Research: work with medical records, school schedules, student surveys.
 Creative: developing recommendations

Download:

Preview:

Municipal educational institution "Secondary school of Srednekolymsk"

Project on:

COMPLETED: Zoya Krivtsova 8 “B” grade

Popova Ira 8 "B" class

HEAD: Vinokurova Maria Ilyinichna

Biology teacher

Srednekolymsk

year 2009.

Introduction. 3 pages

1. The problem of human health 5 pages.

2. Schoolchildren’s health

2.1. Theoretical analysis of the problem

Health of school students. 8 pages

2.2. Health and general morbidity analysis

Schoolchildren in our school. 9 pages

3.1. Research on student anxiety 14 p.

3.2. Analysis of the schedule according to the complexity scale 17 pages.

Conclusion 20 pages

Literature. 22 pp.

Introduction

In modern conditions, the problems of preserving the health of the Russian population have sharply emerged. The health status of schoolchildren is of particular concern. It is at this age that the reproductive, intellectual, labor and military potential of countries is formed. Data from numerous studies indicate unfavorable dynamics of the main indicators of children’s health as they go to school

The influence of school on the formation of students’ health is long-term and continuous, since in an educational institution children and adolescents spend at least 1/3 of the day performing intense mental work in certain environmental and hygienic conditions. The health problem is particularly acute in the territories of the Far North with extreme living conditions, which includes the city of Srednekolymsk.

We decided to find out whether the study load affects the health of students in our school.

Project hypothesis:There is a direct connection between academic workload and the health of schoolchildren.

Objective of the project: find out the impact of study load on the health of schoolchildren

Working on a topic that is relevant and interesting to us, we have identified a number of tasks:

1. To study the health status of schoolchildren of the municipal educational institution "Secondary School of Srednekolymsk".
2. To study deviations in the health status of schoolchildren.
3. To investigate the causes of health problems in schoolchildren by determining anxiety and academic load.
4. Develop recommendations for school administration to preserve the health of students.

The following methods were used in the work:

1. Theoretical: work with literary sources (books, magazines, newspaper articles, Internet resources).
2. Research: working with medical records, school schedules, student surveys.
3. Creative: developing recommendations

1. Human health problem

“Health is not everything, but everything without health is nothing.” /Socrates/

Schopenhauer once said that “A healthy beggar is richer than a king.” Health is a value, a gold reserve, a precious reserve of life that determines all other properties of life.

There is one amazing state in Human life: when “it” is there, they don’t feel it; as soon as “him” is lost, “pain” appears: evil, insidious, unbearable. Pain is a signal of trouble in our body. This amazing property is human health, about which Socrates said long ago: “Health is not everything, but everything without health is nothing.” If there is health, a person is happy, lives and works peacefully, studies, plays football or volleyball, and goes on a date. A healthy person is reliable and able to work, he always “can”, he always “wants”, he happily lives himself and helps others live well. Without health you cannot live, you cannot love, you cannot be beautiful and charming.

Man is a child of the Earth and Space. People are children of Heaven, children of the Sun. But earthlings, first of all, are children of planet Earth. We are the children of our Motherland, the Fatherland, we are the children of our Mother and our Father, our family. The happiness of each of us is health in the family, and happy people are those who happily go to school and work.

To be Healthy, a person must live in a Health-preserving Country. Since 1992, Russia has become a depopulating country, the mortality rate of the population is more than 2 times higher than the birth rate, there is a sharp aging of the population, psychophysical pathology, spiritual burnout are increasing, chronic mental fatigue and depression are noted in all groups of the population. The situation in many families, schools, and institutions is comparable to a level of high stress.

To turn Russia into a Health Preserving Country, it is necessary to solve the following problems:

1. To be Healthy, a person must live in a Health-preserving ecological environment. Russia today is a country with soil contaminated with pesticides, a poisoned atmosphere in cities, and drinking water of poor quality; environmental pollution has led to immune tension and immune deficiency, which has led to an increase in infectious diseases.
2. To be Healthy, a person must live in a healthy city. City dwellers spend 80% of their daily time indoors. A city is a special environment defined by the concentration of people, concrete, energy, chemicals, and pesticides. The city is a concentration of noise, information flows, culture and anticulture, television / overload for the nervous system / pathogenic factor.

Today, the Government of the Russian Federation has consolidated its position on health in the law of the national project “Health,” which will stop the deterioration of the health of the Russian population by 2008 and by 2015 reach the level of corresponding indicators in Eastern European countries.

Chairman of the Accounts Chamber of the Russian Federation Sergei Stepashin emphasized that by this time the efficiency of public health care management will be increased, the formation of a medical personnel training system will be completed, and the development and strengthening of the material and technical base of treatment and preventive institutions will be ensured. In the meantime, according to him, the level of domestic healthcare is not high enough.

Factors influencing human health are: genetic, environmental, social, psychological, medical and cultural. Their relationship is shown in Diagram 1.

A person is not born healthy: we are born only potentially capable of being healthy. Family and school should give knowledge about health and its preservation to every child.

2. Schoolchildren’s health

2.1. Theoretical analysis of the health problem of school students

In accordance with the Law of the Russian Federation “On Education,” human health is classified as a priority area of ​​state policy in the field of education. And it is even more important that according to the Ministry of Health and Medical Industry and the State Epidemiological Surveillance Committee of Russia, only 14% of children are practically healthy; 50% have functional impairments; 35-40% are chronic diseases.

Many schoolchildren experience disharmonious physical development, body weight deficiency, decreased muscle strength, lung capacity, etc., which creates problems with the general performance of the younger generation.

About 7.5 million children in Russia suffer from neuropsychiatric diseases. The majority of these children are educated in regular classes.

The state of health directly affects the development of personality. There is, apparently, no great need to prove how great the cost of the nation's health is for its well-being and prosperity.

This state of health is formed to a large extent in childhood, including at school.

As medical statistics and analysis of recent diagnostic studies inform us, the health of students is deteriorating, despite the efforts of the school administration and the entire teaching staff, making us speak with alarm about the problem of health and its impact on the success of education and the state of development of children.

2.2. Health and analysis of the general morbidity of schoolchildren in our school

How things stand in the most important area of ​​school life for the children of our school will be examined in the data in Table No. 1.

TABLE 1.

Indicators of student illnesses in the municipal educational institution "Secondary school in Srednekolymsk" (according to medical examination data in 2008)

A survey of school students conducted in 2008 revealed the following types of diseases:

1. In first place are diseases of the gastrointestinal tract (in 60.8% of schoolchildren)
2. In second place are visual impairments (almost 28% of schoolchildren)
3. In third place are diseases of the nervous system (8.5% of schoolchildren)
4. The rates of ENT diseases (4.1%), diseases of the cardiovascular (4.1%), respiratory system (3.9%) and endocrine (3.2%) systems, as well as obesity (in 3% of schoolchildren) are quite high. )
5. There are 21 people with disabilities in the school, which is 3.5% of the total number of students.

A very high percentage of gastrointestinal diseases can be explained by improper nutrition, irregular diet and non-compliance with nutritional standards. According to the school doctor, this group of diseases is common among first-shift students, which may be a consequence of the fact that schoolchildren do not have time to have breakfast in the morning. Our school provides students with hot meals; it is likely that children’s digestive problems originate in the family.

The high percentage of eye diseases in school can be explained by the specifics of school work - the need to write a lot, work with a book or computer. At the same time, schoolchildren often do not observe the position of the notebook when writing, correct posture, the direction of the light falling on the notebook or book, and sometimes the level of illumination itself is insufficient.

Diseases of the nervous system can also be caused by the impact of school stress on students. This may be due to academic overload, relationships between students and teachers, etc.

Diseases of the endocrine system can arise due to low mobility of students (monotonous work at a desk at school, at the computer), irregular and poor nutrition, and can be predetermined at the genetic level.

The numbers are frightening; many students are registered at the dispensary. The indicators in Table 2 show that many students suffer from several chronic diseases.

TABLE 2.

Indicators of medical examination of students in grade 8 "B".

An Indian proverb says: “There is no friend like health, no enemy like disease.”

Classifying school illnesses, doctors say: more than 50% are so-called information diseases. They are associated with suboptimal interaction of the child with the information environment. These are psychosomatic diseases - stomach ulcers, gastritis, neuroses, and cardiovascular diseases. They are called “information stress diseases.” Among the factors causing harm to health, the following are noted: social, home and school.

The results of the analysis of medical development records of a group of students in grade 8 “B” in comparison of the 2005-2006 academic year /5th grade/ with the 2008-2009 academic year /8th grade/ are reflected in Table 3.

TABLE 3.

Dynamics of development of health groups in grade 8 “B” students.

From the analysis, particular concern is the increase in morbidity from year to year and its impact on the success of training. The conclusion suggests itself: for good performance in preparing for homework at home and while studying at school, these children paid with their health. Among these students there are children studying at the same time in additional educational institutions.

The formation of a child’s health at the stage of 7-18 years largely depends on living conditions, the nature of the educational process, and the child’s lifestyle.

Today, the main classes of diseases, the frequency of which increases most intensively during schooling, include diseases of the visual organs, musculoskeletal and connective tissue, digestive organs, and borderline mental disorders.

Among the social factors influencing the formation of children's health, 20% are factors of the intraschool environment.

3.1. Student Anxiety Research

Initially, we examined a group of teenagers in grade 8 “B” using a method developed on the principle of the Kondash “Social and Situational Anxiety Scale”. The peculiarity of such scales is due to the fact that the subject does not evaluate the presence of his own level of anxiety, but determines the situation that may cause anxiety in him.

The methodology includes assessing situations of three types:

1. Situations related to school, communication with

Teacher (school)

2. Situations that activate self-image

(self-assessed).

3. Communication situations (interpersonal).

INSTRUCTIONS

Here are situations that students often encounter in life. Some of them may be unpleasant for them, causing excitement, anxiety, fear, etc. The questionnaire includes questions about the situation related to school, interpersonal relationships in society and personal behavior. Students carefully read the questions in the situation questionnaire and evaluate it with points:

0 – if the situation does not seem to you at all

Unpleasant;

1 – if the situation is a little worrying, worrying;

2 – if the situation is sufficiently unpleasant and causes

Such anxiety that the student would prefer

Avoid her;

3 – if the situation is very unpleasant and causes

Severe anxiety, fear, etc.

4 – if the situation is extremely unpleasant for him, if

He can't stand her and she causes him

The student has severe anxiety, very strong

Fear.

SITUATIONS QUESTIONNAIRE.

1. Answer at the board.
2. Go to a stranger's house.
3. Participate in competitions, competitions, olympiads.
4. Talk to the school principal.
5. Think about your future.
6. The teacher looks at the magazine, deciding who to ask.
7. They criticize you and reproach you for something.
8. You are being watched when you do something.
9. You are writing a test.
10. After the test, the teacher names the grades.
11. They don't pay attention to you.
12. Something is not working out for you.
13. You are waiting for your parents from the parent meeting.
14. You are threatened with failure, failure.
15. You hear laughter behind you.
16. You take an exam at school.
17. I don't understand why they are angry with you.
18. Perform in front of a large audience.
19. An important, decisive matter lies ahead.
20. You don't understand the teacher's explanations.
21. They don’t agree with you, they contradict you.
22. You compare yourself with others.
23. Your abilities are tested.
24. They look at you like you're small.
25. During class, the teacher unexpectedly asks you a question.
26. They fall silent when you approach.
27. Your work is evaluated.
28. You think about your own affairs.
29. You need to make a decision for yourself.
30. You can't do your homework.

PROCESSING THE METHOD.

In accordance with the three types of situations identified using this scale, the following types of anxiety are diagnosed:

School – 1,4,6,9,10,13,16,20,25,30;

Self-esteem – 3,5,12,14,19,22,23,27,28,29;

Interpersonal – 2,7,8,11,15,17,18,21,24,26.

Data from the results of the anxiety situations questionnaire are presented in Table 4.

Table 4. “ANXIETY” 8 “B” CLASS.

Abbreviations: N – normal;

N-P – slightly increased;

B – high;

O-V – very high.

The results of student questionnaires are included in the table, from which it can be seen that in the study group of students out of the total number, more than half (53%) are in increased anxiety.

3.2. Analysis of the schedule by complexity scale

The teaching load is determined by curricula, study programs, the content of textbooks, and also depends on the organization of the educational process, including the lesson schedule, elective classes and extracurricular and extracurricular activities of students.

The number of academic subjects offered for study is growing; As a result, the number of one-hour (per week) subjects increases. However, it is known that this is an ineffective activity. If we accept any of the existing hypotheses of the memorization mechanism, then one hour a week on a subject is not capable of triggering any of the memory mechanisms. In this case, everything again falls on the student:

Increases time spent preparing homemade food

Tasks;

The time for physical activity, sleep and

One of the results is deterioration in health.

The functional state of the physiological systems of the body is clearly manifested in the level of mental performance of schoolchildren and its dynamics during the school day, week and year.

It is known that immediately after sleep, the performance of schoolchildren is at a relatively low level. With the inclusion of educational activities in the process, the indicators of the functioning of physiological systems increase and performance improves. Having reached a maximum, it remains at a relatively high level from 9-10 a.m. to 12-13 p.m. Then a drop in performance begins and a new relatively small rise from 15 to 17-18 hours.

It has been established that from the second lesson the indicators of work intensity (mental performance) improve, but by the end of the lessons they worsen. Therefore, basic subjects should be taught in lessons 2, 3, 4.

When the schedule alternates between “difficult” and “easy” subjects, as well as subjects of the same cycle, children retain their working capacity longer. A study of the dynamics of mental performance from the beginning to the end of the week showed that the days of the highest performance occur on Tuesday and Wednesday, and the lowest on Friday.

We decided to analyze the curriculum of the third quarter using the example of grade 8 “B”. The results are presented in Table 5.

TABLE 5.

Weekly schedule and assessment of each lesson on a scale of difficulty /Sivkov, 1998/.

From the analysis of the schedule, we can say that in grade 8 “B” the schedule is not always physiologically justified.

An analysis of the class schedule revealed that it was compiled taking into account the difficulty of distributing academic subjects during the school week. There are irregularities in the alternation of “hard” and “easy” lessons (Wednesday, Thursday), the order of the lessons is incorrectly implemented (first “hard”, then “easy”, and then again “hard”), on Wednesday the score is too high, although schedule complexity should be reduced on this day.

When drawing up a schedule, days of increased and decreased performance, the time most favorable for studying complex and difficult subjects, are not always taken into account.

In our opinion, all this can cause fatigue and affect the quality of academic performance and health of students.

There are also positive aspects to this schedule. For example, a low overall score on Monday and Saturday, a successful alternation of subjects on Friday and Saturday. In the middle of the week there are many basic and difficult subjects, the last lessons are often “easy”.

Hygienic requirements for organizing a lesson are met. The duration of school lessons in all classes is 40 minutes, there is also a long break of 15 minutes (after the third lesson). Such changes allow you to calmly eat food, play active games, etc.

Conclusion

From a pedagogical point of view, we can say: “Only in a healthy body can there be a healthy mind.”

A child who has lost his health early is a person with a complex of problems, because an insurmountable obstacle arises on the path of his development and self-realization - a disease, the fight against which can take all his strength. Impassive statistics state that 90% of school graduates leave its walls chronically ill. Medical studies claim that in just one year of attending school, a student loses 20% of his health. Why does a student lose his health at school?

According to the Russian Ministry of Education, among the reasons affecting the health of schoolchildren, 21% are factors of the intra-school environment, the causes of which are the following:

1. Most school buildings are huge boxes, designed in such a way that a child feels uncomfortable in them.
2. The absolute reason is physical inactivity, i.e. lack of physical activity. Low mobility during the school day is contraindicated for all children, but especially boys.
3. Stuffy, poorly ventilated offices (classrooms).
4. Uncomfortable furniture that does not match the height of the students.
5. The influence of course load and homework overload.
6. Consistency in scheduling back-to-back lessons with high difficulty.
7. Large class sizes. (does not apply to our school)

Based on all of the above, I would like to give the administration and teachers of our school some recommendations for maintaining the health of students. So, to maintain our health, we need to:

1. Equip classrooms with furniture that complies with SANPIN standards, i.e. student growth.
2. Continue fortifying meals in the school canteen.
3. Use physical education minutes in certain lessons (at least in parallel).
4. Carry out active play sessions using radio and musical accompaniment.
5. Make a schedule of subjects, alternating them according to your difficulty.
6. Follow homework standards.
7. Use personally-oriented technologies for teaching and monitoring, as well as educating students.
8. Conduct educational work with students and bring research results to the attention of parents.

List of used literature

1. Abaskalova N. Health must be taught! – M., Education, 1987
2. Anastasova L. P., Kuchmenko V. S., Tsekhmistrenko T. A. Formation of a healthy lifestyle for adolescents in biology lessons: Methodological manual. 6 – 9 grades. – M.: Ventana – Graf, 2006, 208 pp.
3. Hygiene of children and adolescents / Ed. V. N. Kardashenko. – M.: Medicine, 1980, 440 pp.
4. Zabavina S.V. The influence of the daily routine on the health of students. Website “Biology. First of September"
5. Zaitsev G.K. School valeology, 1998.
6. Zverev I.D. A book for reading on human anatomy, physiology and hygiene. A manual for students of 9th grade of secondary school. 1989.
7. Koryakova N.I., Zhelvakova M.A., Kirillov P.N. Education for sustainable development: search for strategies, approaches, technologies /methodological manual for teachers/.
8. Workbook for practical classes in valeology part 1.
9. Tsekhmistrenko T.A., Artemenko O.I. and others. Preserving health and improving the quality of education in educational institutions in the northern regions of Russia, 2002.
10. Chumakov B.N. Valeology, 1997.
11. Encyclopedia for children. Volume 18. Man. Part 1. The origin and nature of man. How the body works. The art of being healthy / Chapter. ed. V. A. Volodin. – M.: Avanta+, 2002. – 464 pp.

Depositphotos/racorn

The regional department of the department posted information on the distribution of teaching load in secondary schools on its website.

Since the beginning of the school year, the department has received many questions from parents about the organization of the educational process and the distribution of students’ workload in schools, the statement says. Hygienic requirements for the educational process in schools are regulated by the document “Sanitary and Epidemiological Requirements for the Conditions and Organization of Education in General Educational Institutions.”

The number of hours allocated for class and extracurricular activities should not collectively exceed the maximum weekly load.

In institutions with in-depth study of individual subjects, lyceums and gymnasiums, training is carried out only in the first shift. In institutions operating in two shifts, training of the first, fifth, final ninth and 11th grades and compensatory education classes should also be organized in the first shift.

The maximum permissible load during the day is:

- for first grade students - no more than four lessons and one day a week - no more than five lessons, at the expense of a physical education lesson;

- for students in grades two to four - no more than five lessons and once a week six lessons at the expense of a physical education lesson during a six-day school week;

- for fifth- and sixth-grade students - no more than six lessons;

- for students in grades seven to eleven - no more than seven lessons.

Scientific research has established that the optimal level of mental performance in school-age children falls between 10:00 and 12:00. During these hours, the greatest efficiency of assimilation of material is observed at the lowest psychophysiological costs for the body. Therefore, for first-grade students, the most difficult subjects must be taught in the second lesson; second to fourth grades - in the second and third lessons; for students in grades five to eleven - in the second to fourth lessons.

The mental performance of schoolchildren is not the same on different days of the week. The level of performance increases by the middle of the week and remains low at the beginning of the school week, on Monday, and at the end, that is, on Friday. Therefore, the distribution of the teaching load during the week is structured in such a way that its largest volume falls on Tuesday or Wednesday.

The duration of the lesson in all classes should not exceed 45 minutes, with the exception of first grade. Training of “first-graders” must be carried out in compliance with additional requirements:

— training sessions are conducted over a five-day school week and only during the first shift;

- a “stepped” teaching mode is used: in September and October - three lessons a day of 35 minutes each, in November-December - four lessons of 35 minutes each; in January-May - four lessons of 45 minutes each;

— training is carried out without scoring students’ knowledge and homework;

— additional week-long holidays are introduced in the middle of the third quarter in the traditional mode of education.

The duration of breaks between lessons should be at least ten minutes; to organize meals for children after the second and third lessons, two breaks of 20 minutes each are established.

To satisfy the biological need for movement, regardless of the age of schoolchildren, it is recommended to conduct at least three physical education lessons per week. It is recommended to put physical education classes among the last lessons. After them, there are no lessons with written assignments or tests.

The agency clarifies that in case of violation of these requirements in schools, you can submit a written statement to the office of Rospotrebnadzor in the Tomsk region: the institution will be checked for compliance of its activities with sanitary and epidemiological rules and regulations.