Problema unifikacii ponjatijnogo apparata innovacionnych ozdorovitel'nych technologij.

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Autor/inn/en	Kobjakov, J.P.; Bolotov, A. V.
Titel	Problema unifikacii ponjatijnogo apparata innovacionnych ozdorovitel'nych technologij. Gefälligkeitsübersetzung: Das Problem der Vereinheitlichung des Begriffsapparats innovativer Gesundheitstechnologien.
Quelle	In: Teorija i praktika fiziceskoj kul'tury, (2015) 3, S. 23-26Verfügbarkeit
Sprache	russisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0040-3601
Schlagwörter	Hermeneutik; Inhaltsanalyse; Begriffsbestimmung; Gesundheit; Gesundheitserziehung; Inhaltsanalyse; Semantik; Sport; Technologie; Terminologie; Gesundheitspolitik; Hermeneutik; Sportpädagogik; Gesundheitsfürsorge; Sportphilosophie; Gesundheitssport; Gesundheitsförderung; Semantik; Gesundheit; Gesundheitsbewusstsein; Gesundheitserziehung; Gesundheitsförderung; Gesundheitsfürsorge; Gesundheitspolitik; Technologie; Gesundheitssport; Körpererziehung; Sport; Sportphilosophie; Sportpädagogik; Terminologie
Abstract	The idea of the need to preserve human health is not Know how and has been treated as a national objective in our country during the last century. The Ministry of Health, one of the most important functions of which is maternal and child health protection, has been and is being involved in its implementation. The research was aimed at justifying the innovative model of the hierarchical structure of pedagogical categories and on its basis reconceptualizing the issue of genesis and etymology of innovative health technologies. The deterioration of health of people around the world, including Russia, required searching for new forms of teaching. The idea of the transition from a traditional educational system to organization of the system on the basis of various technologies aimed at preservation, protection and development of health. This variety of technologies with similar names and essence has become a limiting factor in the development of the national educational theory. Speaking on the genesis of the etymology of the terms designating technologies of the same name, the expressions "preservation", "protection", "development", "formation" have a dual origin. On the one hand, their direct link with the objective existence of three natural phenomena - development, preservation and formation, are being traced, and on the other - with the names of five educational categories such as: teaching, education, training, development, formation. Hence, the dialectical unity of the human's biological and social origins are reflected in the notions of the educational categories and innovative technologies, that could be named using the names of educational categories - teaching, education and training, are unlikely to arise. As a result of the logical-meaningful analysis, the authors bring to discussion of the educational community the innovation model of the hierarchical structure of the educational process and the relationship between its constituent categories. It is believed to be justified in the field of pedagogical terminology to distinguish three relatively independent technologies - health developing, health protecting and health forming. The health preserving technology acts as a "leading variable" between them, uniting other technologies, including all of the above. Verf.-Referat. Povodom dlja obrascenija pedagogiceskoj mysli k poisku novych obrazovatel'nych form posluzilo uchudsenie sostojanija zdorov'ja naselenija, v osobennosti podrastajuscego pokolenija. Stala oformljat'sja ideja perechoda ot tradicionnoj pedagogiceskoj paradigmy k organizacii sistemy obrazovanija na osnove razlicnych technologij: zdorov'esochranjajuscej, zdorov'esberegajuscej, zdorov'eformirujuscej, zdorov'erazvivajuscej. Eta mnozestvennost' blizkich po nazvaniju, zvucanie i soderzatel'noj napravlennosti technologij stala sderzivajuscim faktorom v razvitii otecestvennoj pedagogiceskoj teorii. Obrascenie k genezisu etimologii terminov, davsich nazvanija odnoimennym technologijam, pokazalo, cto vyrazenija "sochranenie", "sberezenie", "razvitie", "formirovanie" imejut dvojstvennoe proischozdenie. S odnoj storony, proslezivaetsja ich prjamaja svjaz' s obektivnym suscestvovaniem trech estestvennych prirodnych jalvenij - razvitija, sochranenija i formirovanija, a s drugoj - s nazvanijami pjati pedagogiceskich kategorij: obucenie, obrazovanie, vospitanie, razvitie, formirovanie. Takim obrazom, v nazvanijach pedagogiceskich kategorij naslo otrazenie dialekticeskoe edinstvo biologiceskich i social'nych nacal v celoveke i pojavlenie novych technologij, v nazvanii kotorych mogli by ispol'zovat'sja naimenovanija pedagogiceskich kategorij - obucenie, obrazovanie, vospitanie, maloverojatno. V rezul'tate logiko-soderzatel'nogo analiza avtory vynosjat na sud pedagogiceskogo soobscestva innovacionnuju model' ierarchiceskoj struktury obrazovatel'nogo processa i vzaimosvjaz' mezdu obrazujuscimi ee kategorijami. V terminologiceskom pole pedagogiki opravdano, po nasemu mneniju, pozicionirovanija trech otnositel'no samostojatel'nych technologij - zdorov'erazvivajuscej, zdorov'esochranjajuscej i zdorov'eformirujuscej. Zdorov'esberegajuscaja technologija zanimaet mezdu nimi mesto "veduscej peremennoj", obedinjajuscej procie technologii, vkljucaja vse vyseperecislennye. Sledovatel'no, nazvanie dannoj technologii dolzno upotrebljat'sja v forme mnozestvenno cisla - zdorov'esberegajuscie technologii". Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2015/3