Теоретико-методологическое обоснование педагогики физической культуры (социально-культурный подход)

Abstract

The traditional idea of physical culture as a separate independent area of universal human culture and an element of general education of the younger generation requires a rethinking based on the socio-cultural concept of personal development (A.G.Asmolov, L.S. Vygotsky, E.I.Isaev, V.I. Slobodchikov, etc.). In particular, this applies to the use of defi nitions and concepts of the socio-cultural concept of health forming education (Yu.V.Naumenko) in substantiating the theoretical and methodological foundations of the pedagogy of physical culture. Based on the author’s interpretation of the pedagogical essence of socio-cultural phenomena “health” and “healthy lifestyle”, a new pedagogical content of the socio-cultural phenomenon “physical culture” and its constituent components is substantiated. The object, the subject and the functions of the teachers of physical culture as a section of general pedagogy are substantiated. In accordance with the socio-cultural approach to the examination of pedagogical defi nitions and concepts, the tasks of teaching physical culture and the upbringing of physical culture and the results of this training and education are specifi ed, and also the category “individual physical culture” is introduced, which, without denying the biological, actualizes the personal and semantic component socio-cultural phenomenon “physical culture”. For the fi rst time, the necessity of using several means in education in the fi eld of physical culture (motor physical activity and the decision of life-affi rming situations) is justifi ed. Theoretical and methodological judgments, stated by the author, can serve as the basis for designing a fundamentally new socio-cultural concept of the pedagogy of physical culture, and also have a signifi cant impact on the content of education in the field of physical culture.