HYGIENE OF THE EDUCATIONAL PROCESS AT SCHOOL

Аннотация

This article describes how to organize the structure of a combined lesson and how to properly organize a survey of students during the lesson, the levels of organizing a combined lesson, modern teaching technologies, what hygienic requirements are imposed on their use in thelesson. Keyword: combined lesson, introductory part, main part, final part, discussion method, active forms ofwork, group formsof work, rational and irrational lesson 1. How should the structure of a combined lesson be organized and how to properly organize a survey of students during thelesson? A combined lesson is divided into three parts: an introductory part, which includes an organizational moment and a survey, the main part (study of new material) and the final part (training reproduction of educational material, or consolidation). 3/4 of the lesson is devoted to studying new material and 1/4 is allocated to checking knowledge and repetition. According to modern educational and methodological requirements, a survey of students should not be limited to retelling, mechanical reproduction of previously received information. The discussion method is widely introduced in pedagogical practice, active and group forms of work are used. In this case, thelesson is interesting, not tiring, emotional. 2.Name thelevels oforganization of acombined lesson. There are three levels of organization of a combined lesson: rational, insufficiently rational and irrational. The rational level corresponds to the lesson density of no more than 75-80%, but not less than 70%. If the lesson density exceeds 90%, then such a lesson is irrational. The number of activities in a rational lesson should be at least 4-5, while in an irrational lesson there are usually no more than 1-2. The average duration of one activity at the rational level is 6-10 minutes for younger students and from 10 to 20 minutes for middle and senior students. The number of teaching methods in a rational lesson is 3-4, while an irrational lesson is conducted using one method. As a rule, there are significantly more disciplinary violations in an irrational lesson. Alternation of methods (verbal, visual, practical) and activities in a rational lesson should occur at least every 5-10 minutes for younger students and 10-20 minutes for middleand senior students. If the lesson is structured irrationally, then there is no alternation of methods and forms of work. The number of physical education breaks, or emotional releases, should be at least 2 for younger students, lasting 3-4 minutes, and one for older students, lasting up to 2 minutes. If poorly organized, they are absent. At a rational level, the use of TSO is carried out in accordance with hygienic standards, and at an irrational level - in an arbitrary form. The time of onset of fatigue of students is recorded by a decrease in their performance. With a rational organization, fatigue occurs after 40 minutes, and with an irrational one - after 15-25 minutes. In a rational lesson, positiveemotionsprevail, and in an irrational one- negativeemotions. 3. What modern teaching technologies should be used during combined lessons? What hygienic requirements are imposed ontheirusein thelesson? 439 INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR RESEARCH & DEVELOPMENT SJIF2019:5.2222020:5.5522021:5.6372022:5.4792023:6.5632024:7,805 eISSN:2394-6334 https://www.ijmrd.in/index.php/imjrd Volume12,issue06(2025) The necessary technologies are used in working with children and adolescents. The technology of personality-oriented teaching, ensuring the involvement of each student in an active cognitive process; the technology of level differentiation of teaching (the use of three-level tasks); problem-based learning, when a problem situation is created in the lesson; the technology of solving research problems - the technology of organizing research activities; developmental learning - atechnology aimed at developing the skills and abilities ofthe student, taking into account his abilities and capabilities; block-modular teaching (presentation of educational material in "blocks"); thetechnology of gameactivities, for example, atravel lesson; computer technology (the introduction of electronic teaching and methodological materials developed by the teacher into the educational process); Multimedia technology (demonstration of multimedia slides in lessons, extracurricular and extracurricular activities), information and communication (use of computer presentations, interactive whiteboard for visual presentation of material); distance learning technology with visual communication with the student (via Skype) or without visual communication, etc. Teaching technologies alternate during a lesson, school week, quarter. At least two or three technologies should be used in one lesson, with easier technologies used at the end of the lesson. Alternation of educational technologies in the educational process has a beneficial effect on the psyche of schoolchildren and helps to a