В умовах модернізації освіти одним із головних завдань є збереження і зміцнення здоров'я дітей в
процесі їх навчання, але сучасні реалії демонструють погіршення здоров'я школярів. Проблема здоров’язбереження
досліджена недостатньо, не розкрита проблема інтеграції здоров’язберігаючих технологій в педагогіці, її місце в системі
валеологічного виховання та в загальній структурі виховного процесу, не розроблена інтегративна теоретико-
методологічна основа здоров’язберігаючих освітніх технологій, яка об'єднувала б гуманістичний, аксіологічний,
акмеологічний, валеологічний, системно-синергетичний підходи до утворення в їх взаємозв'язку.
В условиях модернизации образования одной из главных задач является сохранение и укрепление здоровья детей в
процессе их обучения, но современные реалии демонстрируют ухудшение здоровья школьников. Проблема здоровьесбережения исследована недостаточно, не раскрыта проблема интеграции здоровьесберегающих технологий в
педагогике, ее место в системе валеологического воспитания и в общей структуре воспитательного процесса, не
разработана интегративная теоретико-методологическая основа здоровьесберегающих образовательных технологий,
которая объединяла бы гуманистический , аксиологический, акмеологический, валеологический, системно-
синергетический подходы к образованию в их взаимосвязи.
The problem of healthkeeping hadn’t been studied enough, because it wasn’t disclosed the problem of healthy integration of
technology in teaching process and its place in education and valeology in the educational process, moreover there is no designed
integrative theoretical and methodological basis of healthy educational technologies, which would unite humanistic, axiological,
acmeological, valeological, systematic and synergetic approach to education in their relationship.
In terms of modernization of education one of the main objectives is the preservation and promotion of the health of children
in their studies, but current realities show a deterioration in the health of schoolchildren. During the school years the number of
students with myopia, disorders of the musculoskeletal system had increased for 5 times, with psycho-neurological abnormalities –
1.5-2 times. In the literature used such terms associated with the school as "school stress", "didaktogeniyi" (negative mental state of
the student, teacher stroke caused by a violation of the teacher (teacher)).
Modern school does not provide compensational model for modern children's physiological and psychological state of
immaturity. The work of the school must admit the existence of such top problems as the contradiction between the needs of students
and their families, the requirements of the state in preserving and enhancing the health of students in school and negative dynamics
being of children. Training and education of the child shall acquire and health of healthy nature. But even the school furniture,books
and notebooks or school environment, or even school physical education doesn’t help children to be healthy.
In educational institutions there is no monitoring of the health of children in the educational process, so there it doesn’t take
into account the dynamics of physical development and morbidity of students. There is no examination programs, plans and
technologies in terms of their impact on the health of students, there is no mechanism for this examination, there are no
recommendations for the analysis of the lesson.
The salvation of the problem of maintaining of the health of children in educational institutions often confined to physical
education, although physical development - only one measure of health, and can not quickly respond to changing health situation of students.
