В роботі розкриті педагогічні шляхи естетичного виховання студентів за допомогою антистресової пластичної гімнастики (АПГ). Доведено, що естетичне виховання
студентів стає можливим у тому випадку, якщо педагог буде вести постійну і систематичну роботу з
розвитку естетичних почуттів, сприйняття прекрасного на заняттях АПГ, вихованню прагнення до
духовної та фізичної вдосконалості за допомогою підібраних методів і прийомів навчання.
The paper disclosed pedagogical way of aesthetic education through the use of the
content of the anti-stress plastic gymnastics (AРG). It is proved that the aesthetic education of students is made possible
if the teacher will conduct a permanent and systematic work on the development of aesthetic feelings, perception of
beauty in the classroom of the APG, education of aspiration for spiritual and physical perfection through expedient
selected methods and techniques of teaching. Methodological bases of aesthetic education of the younger generation
are disclosed in a number of works of philosophers such as A. K. Dremota, G. L. Petrova, V. I Stolyarova and others. In
pedagogical, psychological and methodological sciences problem of aesthetic education of pupils and students through
the learning process, extracurricular work has been considered by many researchers such as N. F. Naumova, V. Z.
Rogovin, J. P. Petrov, V. G. Nesterov, A. A. Gusenov et al. Many of them revealed organizational forms and methods of
aesthetic education for individual academic disciplines. Special study of anti-stress plastic gymnastics the materials on a
wide range of problems are presented including aesthetic focus; educators-researchers E. P. Averkovich, T. Lisitskaja, I.
Nasyrova, D. A. Sivakova, T. Roters, I. V. Schaefer dedicated their work this aspect. In their point of view APG plays a
big role in shaping the aesthetic tastes and ideals of the individual. However many issues remain as unaddressed. This
is largely due to the fact that this problem in university didactics often is seen locally, with the positions of some
methodological approaches and improving the tasks of subject teaching, excluding real features of this training. And first
of all without due regard for the conditions of aesthetic education of students in the classroom of APG. These
shortcomings of pedagogical theory and practice produce a contradiction which determines the direction of our research:
on the one hand between the need to improve the aesthetic education of the future specialist, on the other hand it is the
lack of developed didactic foundations focused on high-quality training to teaching in this dynamic education, on
overcoming professional functionalism which traditionally takes place and still has a place in the teaching practice of universities.
