Education Of School Pupils Research Articles

ORGANIZATION OF PHYSICAL EDUCATION OF YOUTH IN THE WESTERN REGION OF UKRAINE

The modern progressive system of physical education should take into account the features of different regions of our country. The importance of the problems of taking into account the features of the Western region of Ukraine in physical education of youth is associated with the influence of mentality and collective nature, environment, living conditions on subjective values and attitudes, indicators of physical condition of school pupils and students. The purpose of the article is to mark features of development of Western Ukrainian youth, to justify the need to take into account these features in the process of physical education of school pupils and students, and to mark some specific aspects of such youth education. Research method used: scientific literature analysis, observation. The author identified that different environmental conditions cause certain features of functional state, physical development and physical readiness of school pupils and students of the Western region ofUkraine, serving as important criteria for the development and implementation of appropriate areas, methods and forms of physical education. In the process of physical education of youth from Western Ukraine, judging by the features of the functional state and physical readiness, it is necessary to actively use aerobic exercises. The emphasis in lessons with school pupils and students should be on the development of general endurance, strength and agility. In the physical education of children and youth more attention should be paid, in addition to the development of general endurance and other physical qualities (except flexibility), to the development of strength. The author recommends to use athletic means of physical education to a lesser extent and mainly with youth living in cities, while focusing on the means of athletic gymnastics. Iodine deficiency in mountainous areas necessitates the use of short-term physical activity of a cyclical nature (swimming, running), which causes the mobilization and redistribution of total iodine, as well as medium-intensity athletic gymnastics in the mode of increasing muscle mass and moving games.

الفروق فی دافعیة الإنجاز بین تلامیذ مدارس المجتمع وتلامیذ التعلیم العام دراسة مقارنة The Differences in Achievement Motivation for Pupils of Community Schools and General Education Pupils

يهدف البحث الحالي إلى معرفه مستوى الدافعية للإنجاز لدى تلاميذ مدارس المجتمع و معرفه مستوى الدافعية للإنجاز لدى تلاميذ مدارس التعليم و الکشف عن الفروق في الدافعية للإنجازبين تلاميذ مدارس المجتمع وبين تلاميذ التعليم و الکشف عن الفروق بين الجنسين (ذکور – إناث) فى دافعية للإنجاز لدى تلاميذ مدارس العليم وتحديد الفروق في دافعية الإنجاز بين تلاميذ مدارس المجتمع وتلاميذ التعليم العام و تکونت عينة الدراسة الأساسية من (120) تلميذ وتلميذة من تلاميذ کلا من مدارس المجتمع ومدارس التعليم واشتملت العينة على (60) من تلاميذ التعليم العام(ذکورا,إناثا) و,(60) من تلاميذ مدارس المجتمع (ذکورا,إناثا) وراعت الباحثة تحقيق التجانس بين أفراد العينة في العمر والمستوى الاقتصادي والاجتماعي ، وکشفت نتائج الدراسة عن وجود فروق ذات دلالة إحصائيا فى دافعية الإنجازبشکل عام بين متوسطات درجات تلاميذ الذکوروالإناث لصالح الإناث,کما توجد فروق ذات دلالة إحصائيا فى دافعية الإنجازبين متوسطات درجات تلاميذ مدارس المجتمع وتلاميذ مدارس التعليم وتوجد فروق ذات دلالة إحصائيا بين متوسطات درجات الذکور والاناث على مقياس دافعية الإنجازلدى تلاميذ التعليم العام. The current research aims to know the level of motivation for achievement among community school pupils and the level of motivation for achievement among general education school pupils and to reveal the differences in the motivation for achievement among community school students and between public education students and to reveal the differences between the sexes (males - females) in motivation for achievement. Pupils have general knowledge and identification “Differences in achievement motivation between students of community schools and students of general education.” The basic study sample consisted of (120) male and female students from both community schools and public education schools, and the sample included (60) public education students (male, female) and, (60) students from community schools (male and female), and the researcher took care to achieve homogeneity between the sample members in terms of age and economic and social level. The results of the study revealed that there are statistically significant differences in achievement motivation in general between the mean scores of male and female students in favor of females, and there are also statistically significant differences in achievement motivation between the mean scores of community school students and students of public education schools and there are statistically significant differences between the mean scores of males and females on Achievement motivation scale among general education pupils.

Socialization of a Personality in Rural and Mountainous Conditions in the Context of Professional Education

The article discusses the features of socialization in education and educationalenvironment in rural and mountain schools. The author analyzes the characteristics of vocationalguidance for adolescents; components of career guidance in schools in rural and mountainousareas. The author believes that the need to create and implement proactive forms and technologiesto learn. It is primarily about school degree, since it is in the high school age formed the basis ofsocial identity formation. This motivated the study of the methodological aspects of the educationof pupils in schools in rural and mountainous areas. Targeting high school students forprofessional work in general secondary education system needs rethinking science, the result ofwhich should be the introduction of educational practice new meaning of educational work, newforms of career guidance. Before modern rural and mountain schools acute problem enhancecareer guidance activities. The main content of professional orientation of young people in ruralareas is to cultivate students' professional interests to sustainable agriculture in the daily academicand extracurricular activities. In this connection it is necessary to start adequate training forinnovative development of rural and mountainous areas in need of systematic approach to trainingprocess that involves complex requirements, which form a system of nature.

Effect of Play Way Method on the Numeracy Skills of Early Basic Education School Pupils in Ekiti State Nigeria

This study investigated the effects of play-way method on the numeracy skills of early basic education pupils in Ekiti State, Nigeria. Play-way method has been described as the best method for enhancing pupils learning by many researchers. It was observed by the author that many teachers of early childhood education still use demonstration method to teach the pupils. An interview conducted by the researcher reveals that some teachers find demonstration convenient because they could not provide enough materials that will go round the pupils. The population of the study was all the early basic education schools in Ekiti State where pupils are given pre-primary education specifically, children between ages 4-5years. The sample is made up of 120 children split into two groups of 60. The design of the study was a quasi experimental. The children were interacted with for 6 weeks with the goals of exposing them to numerical literacy. Two groups were involved each exposed to different interactions, namely: guided play and demonstrations. The achievement test which is the instrument was validated and it has a correlation coefficient of 0.76. The hypotheses tested the difference in the scores of the pupils in each group and also gender influence. The result showed that there was significant difference in the performance of students in favour of those in guided play group. Also gender has no influence on the pupils’ achievement in each group. As a result of the findings, it was recommended that early child educators should use guided play with lots of activities to enhance pupils’ achievement in numerical skills. DOI: 10.5901/mjss.2014.v5n10p318

Active Learning Methods in Environmental Education of Students

The author evaluates the experience of active learning methods application in environmental education of school pupils. Project- based learning is widely used in training of students at universities. However, in high school this method is rarely used due to the fact that it is difficult to combine the project tasks with education requirements. We used the innovative method of learning in the system of supplementary education. The task of assessing ecological conditions of the river Kazanka (the city of Kazan) was given to a group of students; it included special complex of indicators. In the process of the project execution the students were involved into the solution of problems close to professional ones. It helped to intensify the learning process and to encourage students to participate creatively. Use of the project method allowed students to learn the ecologic and biological disciplines more effectively and deeply, to form a systematic approach for research work, to develop practical skills, and it also helped to bring up psychology of responsibility of students in the regional environment. Thus, our experience of using the project method shows promising character of its application in the system of supplementary education of students in secondary schools. The use of modern educational technology and active learning in environmental education is extremely important, as they can be used to conduct effective training and professional orientation of students.

Motorcycle Injury: An Emerging Menace To Child Health In Nigeria

Background: In Nigeria, road traffic injuries (RTI) are among leading causes of morbidity and mortality and motorcycles have become a major means of transportation. Hence the need, to document the impact of motorcycle injuries on child health. Objectives: To study the pattern and features of childhood motorcycle injuries (MCI) seen in Ilesa; a semi-urban community and compare the results with those of non-motorcycle vehicular injuries (NMCVI). Methodology: A 12-month prospective study of consecutive childhood RTI attendances and admissions into the Children Emergency Room (CHER) of the Wesley Guild Hospital. Data was obtained and analysed on the children and the vehicles as well as the circumstances, mechanism, nature, severity and outcome of the injuries. Results: RTI accounted for 8.0% of overall CHER attendances and 17.6% of deaths. Over half (50.2%) of the 263 RTI were due to MCI (83.5% of which were for commercial commuter use). Compared with NMCVI, statistically significant numbers of the children with MCI tended more to be pedestrians, younger, unaccompanied and more severely injured. MCI accounted for 88.5% of the 26 RTI deaths. Conclusions: MCI contribute significantly to the high childhood RTI incidence, morbidity and mortality in this community. Recommendation: Appropriate education of school pupils and teachers, parents, motorcyclists and other road users should be undertaken and backed with road safety measures. Perhaps use of motorcycles for municipal transportation should be deemphasised.

Study, Teacher!

Every year, Soviet teachers begin the academic year twice— once on September 1st, and again on October 1st. On the first date, the educator steps into the role of teacher and upbringer of general education school pupils; on the second, he becomes a student at a school of scientific communism, joins a methods seminar or a university of Marxism-Leninism, or enters a correspondence or evening division of a pedagogical higher education institution. … The teacher studies all his life, which is natural enough, because otherwise he ceases to exist as a mentor of youth.

Concerning the Familiarization of General Education School Pupils with Materials from the April 1984 Plenum of the CPSU Central Committee

Abstract Soviet educators, in common with the rest of the Soviet people, endorse wholly and in full the decisions taken at the April 1984 Plenum of the CPSU Central Committee and the first session of the USSR Supreme Soviet (eleventh convocation).

Increasing the Effectiveness of the System for the Preparation of School Pupils for Labor

The Twenty-sixth Congress of the CPSU (Communist Party of the Soviet Union) posed the task of improving the preparation of general education school pupils for socially useful labor, of intensifying work related to pupil vocational guidance, and of strengthening the bond between education and life. This task was concretized in the decisions of the June (1983) Plenum of the CPSU Central Committee. A decisive role in its realization belongs to teachers. A great deal also depends on the public education authorities, who are the organizers of pedagogical work, and on educationists and their recommendations addressed to classroom teachers. Educational research is being called upon to give teachers the requisite direction to make the content, forms, and methods of pupil labor training correspond to contemporary demands, and educational administration is being called upon to create optimal conditions for the teachers who are responsible for labor training. Further improvement in the content, methods, and organiza...

Hygiene and Sex Education of General Education School Pupils

Hygiene and Sex Education of General Education School Pupils

Hygiene and Sex Education of General Education School Pupils

Part 1: A course in hygiene and sex education will be introduced in some of the nation's schools, on an experimental basis, in the 1981-82 school year. The content of the course is closely associated with and is a logical continuation of the school course in human anatomy, physiology, and hygiene.

Section III. Model Types of Activity for the School Collective

Abstract In accordance with the basic tasks of communist education, which are articulated in the Program of the Communist Party of the Soviet Union [CPSU], the USSR Constitution, and the decree of the CPSU Central Committee and the USSR Council of Ministers "On Further Improvement of the Teaching and Upbringing of General Education School Pupils and Their Preparation for Labor" (1977), the drawing of school pupils together into a single, cohesive school collective requires special attention. The ten-year, general education school draws together primary collectives, which differ in age-level, development, and purpose, in order to achieve common goals of social significance. To that end, the members of the school collective organize joint activity, which generates relationships of mutual dependence and responsibility. Types of activity that involve the entire school collective promote realization of the tasks which were examined in the first section of Model Curriculum for the Social Upbringing of School Pupils.

The Rural Full-Day School

The broad program of measures indicated by the decree of the Central Committee of the Communist Party of the Soviet Union [CPSU] and the USSR Council of Ministers On the Further Improvement of the Education and Upbringing of General Education School Pupils and Their Preparation for Labor devoted much attention to the school's extracurricular work, the organization of the leisure time of children and adolescents, the involvement of school youth in sports, tourism, and creative artistic and technical activity, and the all-round development of the younger generation. The decree calls attention to the need to strengthen the ties between the school, and community in every way. The extended and full-day school, which in recent years has become a more widely developed phenomenon and which is one of the effective ways of further expanding the social education of children and adolescents and of assisting the family, (1) offers particular potential for the realization of these tasks.

The Development of the System of Labor and Polytechnical Education in the Siberian School (From 1956 to the Mid-1960s)

The decree of the Central Committee of the Communist Party of the Soviet Union [CPSU] and the USSR Council of Ministers "On the Further Improvement of the Teaching and Upbringing of General Education School Pupils and Their Preparation for Labor" (December 1977) emphasized that the school's ties with practical life and the great accomplishments of Soviet society are based on the idea of polytechnical education and labor training. This is one avenue of realizing Lenin's principle that the school must be connected with the policies of the Communist Party, theory must be connected with practice, and teaching must be connected with upbringing. The comprehensive development of the individual — one demand of our party's program — is also inconceivable without them. The positive experience amassed by Siberian schools and public education organs since the Twentieth Communist Party Congress (1956) can also be of a certain amount of assistance today in resolving the problem of polytechnical education and of the preparation of pupils for labor.

The Relationship Between the Pedagogical Higher Education Institution and the School

The Twenty-Fifth Congress of the Communist Party of the Soviet Union [CPSU] [in 1971] proclaimed the main task of the school to be a continuing implementation of the transition to universal compulsory [ten-year] secondary education and further improvement in the educational and [social] upbringing work of the school in order to train thoroughly developed builders of communism. This complex task also found reflection in the fundamental law of our state, which is the [1977] constitution of [our] developed socialist society, and it was thoroughly concretized in the decree of the Central Committee of the CPSU and the USSR Council of Ministers "On Further Improvement in the Education and Upbringing of General Education School Pupils and Their Preparation for Labor" published in Pravda on December 29, 1977.

Ways of Raising the Level of the Esthetic Education of School Pupils

In preparing the Soviet younger generation for life and work in a communist society, great importance is assigned to enrichment of their spiritual culture, their all-round development, and, in particular, their esthetic education. The basic tasks of the last are to teach children to recognize beauty and form their esthetic taste and feelings; to introduce pupils to the best, past and present, works of art; to awaken and develop in them a love of music, painting, and architecture; to inform their general esthetic culture with criteria for the evaluation of beauty on the basis of a general knowledge, experience and esthetic activity; to develop in pupils a need to make esthetics a part of their everyday life; and to develop the individual artistic endowments of each child. Soviet schools, out-of-school institutions, and the family have at their disposal all the necessary conditions and potential for solving these problems.

The Interrelationship Between Theory and Practice in The Training of Future Teachers for The Esthetic Education of School Pupils

The professional training of teachers for the esthetic education of pupils is an urgent social and pedagogical problem. In recent years there has been an active search for ways of preparing teachers who are capable of ensuring a proper esthetic education for school pupils. Students attending pedagogical [or teacher-training] higher-education institutions study Marxist-Leninist esthetics and participate in special courses and seminars on esthetic education; many pedagogical [or teacher-training] institutes offer special elective courses and have faculties of the social professions that specialize in esthetic education. Nonetheless, the esthetic education of future teachers, its content and form, is to a considerable extent determined empirically. There is a need for further theoretical and experimental research to make possible determination of how work on the professional training of future teachers in esthetics should be organized.

New Trends in the Development of Pedagogical Education

A broad spectrum of questions defining the further development of public education and the creation of a model school for developed socialist society was placed on the agenda by the decree of the Central Committee of the Communist Party of the Soviet Union [CPSU] and USSR Council of Ministers "On the Further Improvement of the Education and Upbringing of General Education School Pupils and Their Preparation for Labor" (1977). Successful resolution of these complex sociopedagogical problems is largely determined by the work of Soviet teachers. The Communist Party and the Soviet government value the work of the teacher and his unstinting concern for the education of the various generations of builders of communism. This concern is evidenced by the establishment of the honorary title "People's Teacher of the USSR" [Narodnyi uchitel' SSSR], which will be awarded for special services in the teaching and communist education of children and youth and for outstanding activity in the realm of public education. The great services and noble mission of the teacher have been repeatedly emphasized in party documents.

On Further Improving the Teaching and Social Education of General Education School Pupils and their Preparation for Labor

The Central Committee of the Communist Party of the Soviet Union (CPSU) and the USSR Council of Ministers have adopted the decree, "On Further Improving the Teaching and Social Education of General Education School Pupils and Their Preparation for Labor."

The Social Role of the Educational System and the Enhancement of this Role Under Conditions of Developed Socialism

The educational system occupies a special place in the structure of socialist society and fills a multifunctional social role. "Education is a vital part of our country's life," Comrade L. I. Brezhnev has emphasized. "It is specifically the school that lays the foundations of a person's knowledge and world view, that shapes his character. All the qualities that determine the personal makeup of the Soviet man — communist consciousness, love of work, patriotism, humaneness, and a feeling of internationalism — are instilled under the influence of, and with active participation by the school" (The Leninist Course [Leninskim kursom], vol. 2, p. 220). Unlike previous social orders, socialist society prepares for its future deliberately, purposefully, and in a planned way, not only with regard to the development and improvement of the material and technological foundation of society, but also with regard to improvement in social relations and the development of the new man. V. I. Lenin always considered the school and the cause of public education as a most important factor in developing and strengthening the entire social system and in expanding and consolidating new socialist social relations among people. In a talk with A. V. Lunacharsky, he once said, "Don't worry, Anatolii Vasil'evich, some day we will have only two large people's commissariats: the People's Commissariat of Economics and the People' Commissariat of Education, and there will not be even the slightest friction between them" (A. V. Lunacharsky, On Public Education [O narodnom obrazovanii], Moscow, 1958, p. 368). The decree of the Central Committee of the Communist Party of the Soviet Union, "On Further Improving the Teaching and Social Education of General Education School Pupils and Their Preparation for Labor," notes that during the years of Soviet power, "the general education school has made an inestimable contribution to inculcating all generations of Soviet people with communist convictions, lofty feelings of Soviet patriotism and proletarian internationalism, and a readiness to work and defend the accomplishments of their socialist homeland. The school maintains continuous ties with life, with the great accomplishments of Soviet society, and with the selfless labor of the people to fulfill the historic decisions of the Twenty-fifth Congress of the CPSU. The general education school is truly a school for all the people, a school that consistently implements the Leninist principles of a unified, labor, polytechnical school" (Pravda, December 29, 1977).