The main personality traits of a safe type of behavior. A person of a safe type is a psychological and social aspect. Relation to hazards as a structural component

The main psychophysiological characteristic of LBTP is adequate, safe for the surrounding human brain activity. The psyche of any individual is one of the forms of the reflective activity of the brain. Mental activity - highest level the functioning of the brain, its specific feature is the reflection of reality in the form of images, concepts, emotional experiences and volitional impulses to activity. Any cognitive and emotional activity, i.e. volitional regulation of personality behavior, is based on a neurophysiological basis and presupposes the corresponding processes in the human nervous system.

For a BZ teacher, it is necessary and important to understand that the work of the brain in general, including its mental activity, is of a reflex nature. The qualities of LBTP, characterizing the state of people in crisis or extreme situations, in the process of interaction with environment, communication with other people, etc., are due to the corresponding neurophysiological processes and properties nervous system a person, providing him with a safe life. In this regard, the teaching of I.P. Pavlov on the physiology of higher nervous activity... This knowledge helps to understand the exclusivity of the personality, to identify the reasons for failures in the activities of a student, to predict dangers in relation to oneself, the world around and other people, to help a person understand the situation or task in time, and most importantly, not to be a source of dangerous actions himself.

Most often, when faced with various kinds of dangers, difficulties, failures, a person falls into a state of passion or stress. For the first time term "stress" introduced into medicine by G. Selye in 1936 to indicate the state of the body when exposed to any irritating factor. If unfavorable conditions are created, the body tries to restore the lost balance - there is adaptation syndrome. Along with the classic stress, the causes of which can be trauma, burns, etc., distinguish emotional stress, which is a consequence of the impact on the psyche. The difference between them is rather arbitrary: in classical stress, the adaptation syndrome occurs at the moment of meeting with the stimulus, while adaptation to emotional (psychological) stress may occur in advance. So, for example, influencing the human psyche special methods and by means, it is possible on a conscious level to control such an emotion as fear. All researchers of the human psyche are looking for the answer to the question of how to achieve this. What does a person need to know and be able to do in order to reduce the feeling of fear, confusion, gain confidence, stay calm in an unfavorable situation? How to deal with anxiety, stiffness, fear, fussiness, panic - the companions of fear?

The influence on a person of fear or danger is determined by the action of three psychophysiological mechanisms.

1. Undoubtedly reflex mechanism manifests itself in the fact that some stimuli (darkness, the appearance of a feeling of fear in front of another person, ignorance of how to act in a situation, etc.) serve as unconditioned signals to which the psyche reacts with a state of fear or panic of varying degrees. As you adapt to these kinds of influences unconditioned reflexes weaken, the emotions of fear are inhibited, and then completely disappear.

2. Conditioned reflex mechanism acts when a person has received some negative experience and has developed conditioned reflex to those elements of the situation that are safe in themselves, but previously accompanied the action of a real danger. If fear was previously associated with one or another element of real danger, then it can be caused by almost any factor. A BZ teacher must use in his practice the process of inhibition of this reflex in a student, create compensatory pedagogical conditions to exclude its influence.

3. Action intellectual mechanism manifests itself in the fact that the feeling of fear can be a consequence of the mental recreation of danger, imagination of a dangerous situation, memories of an experienced threat, etc. The suddenness of the situation, lack of information, fatigue, overwork are all factors that aggravate unsafe human behavior.

The inability to act in a difficult situation and the emergence of fear force a person to do wrong. A person who has learned to act correctly in situations that can cause fear is able to adapt and overcome it. He is more likely to emerge victorious from extreme situation and at the same time is able to help others.

Faced with various circumstances in the process of life, which can be both ordinary and extreme situations (temporary, requiring a lot of willpower), an unprepared person can get into a difficult situation, his behavior is difficult to predict, he can take dangerous actions in relation to to yourself, people, nature and society.

Thus, the distinctive features of a person of a safe type of behavior are psychological stability and psychological readiness to act in various life situations.

Psychological resilience suggests:

The presence of persistent altruistic community-collectivist motives of behavior;

Knowledge of the features of the surrounding world;

A painless awareness of possible threats and dangers in relation to oneself;

Knowledge of the physical basis of surrounding hazards;

Knowledge of the peculiarities of one's psyche and somatics (from gr. Soma - body);

The ability to see the peculiarities of the psyche and somatics of another person.

In order for a person to be psychologically ready to adequately behave in emergency situations, he must, in addition to specific personal qualities (composure, quick reaction, etc.), possess necessary knowledge and skills.

4.4. Social characteristics of a person of a safe type of behavior

Social side of LBTP characterized by:

Rational and humanistic human activity in society;

Ability to apply safe ways self-realization in the process of interaction with nature, information and infrastructure of the city and the team, entering into social and legal relations;

Ability to harmoniously communicate with other people;

Constantly improving the level of their intellectual, emotional and physical development.

In particular, this finds expression in the fulfillment of the official duty to defend the Motherland, in the ability to build relationships with state, administrative and law enforcement, in healthy interfaith, interethnic relations, in the development of the family and the state, strengthening the humanistic worldview, in real life practice, etc.

The formation of such qualities of LBTP is facilitated by the following main pshkholo-pedagogical conditions:

Awareness of the unity of nature, society, man in all existing spheres of life;

Understanding of their capabilities in ensuring the safety of nature, society and personal safety;

Knowledge of the dangers affecting humans in society and nature;

Mastering the methods of rational and humanistic interaction with nature, technology, people;

Acquisition of the ability to create for oneself the necessary resources of a safe existence;

Ability to organize safe life activities for yourself and other people.

Safe behavior assumes the presence of four main components:

Anticipation of danger;

Avoiding the influence of danger;

Overcoming danger;

Creation of security resources.

Anticipating danger suggests:

Knowledge of the dangers surrounding a person;

Knowledge physical properties dangers affecting humans;

Anticipation of danger from the environment (natural, man-made, social, in cases of a military situation);

Foreseeing danger from your own "I" (yourself, your environment, other people);

Systematic education and training of a person for safe life.

To avoid the influence of danger, a person must understand the nature of the occurrence, the nature of the development of dangerous situations, be aware of the real possibilities to overcome the danger, be able to correctly assess the situation and rationally distribute his forces.

The BZ teacher is obliged to form in the student the confidence that he, even if it is impossible to avoid the influence of danger, is capable of overcome its impact, if it behaves adequately to the complexity of a dangerous situation (in society, on water, in a forest, in a fire, in the mountains, etc.), to know and apply methods of protection (methods of early shelter from danger, methods of protection during exposure danger, as well as dealing with the consequences of hazards); possess the skills of self- and mutual assistance (in case of injury, in conditions of autonomous survival in nature, with burns, with electric shock, with insect bites, etc.). To do this, it is necessary to mobilize motivational attitudes, emotions, will, intelligence, personal and activity orientation of students.

Educational work on the formation of safe behavior is carried out in two directions:

Assisting trainees in dealing with external difficulties (failure in life, illness, misfortune, natural disaster, accident, etc.);

Formation of such personal qualities as nobility, honesty, kindness, generosity, etc.

General the goal of LBTP formation is the development of certain skills and abilities that allow you to build your behavior so that the level of dangers emanating from the individual is reduced, as well as their prevention in the world around a person.

The sources of danger are usually of a combined nature. Therefore, in modern conditions it is necessary to ensure the functioning of an integrated mechanism of readiness for safe life. This mechanism includes:

Acquisition and transfer of knowledge and skills of personality development in various life situations;

Formation of an ecological worldview;

Learning to act in conditions natural disasters;

The development of the ability to adequately respond and behave in acute social conflicts in society;

Formation of readiness to defend the interests of the Fatherland.

conclusions

The main components of a personality model of a safe type of behavior are:

Social and collectivist motives of citizen behavior;

Respect for the world around you;

Literacy in all areas of life safety;

The presence of legal skills to protect against threats from nature, people, oneself, emanating from external sources and from oneself.

Safe behavior assumes:

Anticipation of danger;

Avoiding danger;

Overcoming danger;

Giving help.

The main link of the LBTP model is the anticipation of danger both from the environment (natural, technogenic, social, etc.) and from one's own “I” (inflicted on oneself, the environment, other people). It includes:

Correct assessment of the situation (type of hazard, nature of the development of the hazard and its consequences, legal orientation of behavior);

Organization and planning of actions to prevent the influence of a specific hazard;

Creation of a material and spiritual base to provide assistance to the victims.

Control questions

1. What are the causes of destructive behavior?

2. Describe the different types of destructive behavior.

3. List the psychological and pedagogical conditions for the formation of the qualities of LBTP.

4. What are the main personality traits of a safe type of behavior.

5. What is included in the concept of "safe type of behavior"?

6. Describe the psychophysiological aspect of LBTP.

7. Expand the content of the components of the behavior of a person of a safe type.

8. What are the psychological and pedagogical conditions for the formation of LBTP.

Abulkhanova-Slavskaya K.A. Personal development in the process of life. Psychology of the formation and development of personality. M., 1981.

Ananiev B.G. Man as a subject of knowledge. L., 1968.

Andreev V.I. Dialectics of education and self-education creative personality... Kazan, 1988.

Asmolov A. G. Personality as a subject psychological research... M., 1984.

Safety life activity / Ed. S. V. Belova. M., 2000.

Safety Russia. M., 2001.

V. V. Gorshkova The problem of the subject in pedagogy. Khabarovsk, 1993.

Zhuravlev V.I. Pedagogy in the system of human sciences. M., 1990.

Modeling pedagogical situations. Problems of improving the quality and efficiency of general pedagogical training of a teacher / Ed. Yu.N. Kuliutkina, G.N. Sukhobskaya. M., 1981.

The basics human life safety: Method, manual for teachers of grades 1-4 / Ed. L.A. Mikhailova. SPb., 1998.

The basics human life safety: Method, manual for teachers of grades 5-6 / Ed. L.A. Mikhailova. SPb., 1998.

The basics human life safety: Method, manual for teachers of 7-9 grades / Ed. L.A. Mikhailova. SPb., 1998.

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Person of a safe type (behavior) Is an idealized concept. Personality who is focused on rational relationship with the environment (with all its components), preservation of the natural component of the environment, with knowledge, skills and abilities of safe behavior, the life of which is safe both for oneself and for others.

Safe type personality behavioral psychological and social characteristics.

The starting points that determine the content of a person of a safe type are the person's capabilities and abilities to satisfy the needs for self-realization, self-determination, self-affirmation, independence and self-esteem, which constitutes the core of the personality. According to the qualities inherent in personality, people are divided into those who have these opportunities and abilities, and those who have them to some extent limited. Therefore, in order to identify the limitations in human behavior, it is proposed to consider the personality in two aspects: psychophysiological and social.

The psychophysiological aspect, or side, of a person of a safe type is the activity of the human psyche and brain, the ratio of the social and biological in the psyche of the individual. Faced in the process of life with various circumstances, which can be everyday situations and situations of an extreme nature (temporary, requiring a lot of exertion of all the willpower of a person), an unprepared person will have great difficulties, his behavior is difficult to predict, which can lead to dangerous actions in relation to to yourself, people, nature and society. Thus, a person of a safe type should differ in a certain level of psychological stability and psychological readiness to act in various life situations.

The psychological stability of a person of a safe type is determined by persistent community-collectivist motives in behavior; knowledge of the surrounding world; awareness of possible threats and dangers in relation to oneself. The psychological readiness of a person of a safe type is explained by the anticipation of dangers, awareness of the possibilities to avoid dangers; the presence of the skill to overcome the danger.

The social characteristic of a person of a safe type is expressed in the activity of a person in society, in the use of dangerous and safe methods of self-realization in conditions of interaction with nature, the infrastructure of the city, social and legal relations in society, communication with other people, his personal physical development and performing other actions, and namely: military service, relations with state, administrative and law enforcement agencies, etc.

Psychophysiological aspect, or the side of a person of a safe type is the activity of the psyche and the human brain, the ratio of the social and biological in the psyche of the person. Faced in the process of life with various circumstances, which can be everyday situations and situations of an extreme nature (temporary, requiring a lot of exertion of all the willpower of a person), an unprepared person will have great difficulties, his behavior is difficult to predict, which can lead to dangerous actions in relation to to yourself, people, nature and society. Thus, a person of a safe type should differ in a certain level of psychological stability and psychological readiness to act in various life situations.

Social characteristic a person of a safe type is expressed in the activity of a person in society, in the use of dangerous and safe methods of self-realization in conditions of interaction with nature, the infrastructure of the city, social and legal relations in society, communication with other people, his personal physical development and the performance of other actions, namely service in the army, relations with state, administrative and law enforcement agencies, etc.

Based on the requirements for a person by the environment (nature, society, technogenic environment), the main features of a safe type of personality can be called:

social and collectivist motives of citizen behavior;

respect to the outside world;

literacy in all areas of ensuring safe life;

the availability of skills to protect against threats from nature, people emanating from external sources and from oneself.

anticipation of danger;

avoiding danger;

overcoming the danger.

Anticipation of danger presupposes:

correct assessment of the situation (type of hazard, nature of hazard development, hazard consequences, legal and normative-practical preparedness);

foreseeing the danger from the environment (natural, man-made, social), military operations;

foreseeing the danger from one's own "I" (threatening oneself, the environment, other people).

Realizing the possibility evade danger, a person must know the nature of the occurrence and the nature of the development of dangerous situations, know their strengths and capabilities to overcome the danger, be able to correctly assess the situation. In addition, it is necessary to form a person's confidence that he, having failed to evade danger, nevertheless able to overcome its consequences. A person must be able to behave adequately to the complexity of a dangerous situation (on the water, in the forest, in case of fire, in the mountains, etc.), know the methods of protection and have the skills to use them (shelter from danger or in time of danger and the use of methods to deal with the consequences dangers), possess the skills of self-and mutual assistance (in case of injury, with burns, with electric shock, with bites of poisonous snakes, in conditions of autonomous survival in nature, etc.).

The general goal of forming a safe type of personality should be reduced to the development of skills and abilities that allow you to correctly build your behavior and thus reduce the level of threats emanating from yourself, as well as to prevent the dangers surrounding a person in modern world.

Control questions

1. What is a Type-Safe Personality?

2. What are the contents of the levels of psychological stability of a person of a safe type?

3. Determine the content of destructive behavior.

4. What is victim behavior "

5. What are the conditions for increasing the vulnerability of an individual.

Preview:

PERSONAL FORMATION

SAFE TYPE

AT THE FIRST STAGE OF EDUCATION

INTRODUCTION

Global changes taking place in the modern world are largely associated with the introduction of new technologies, which not only give mankind the opportunity to meet their needs more broadly, but also determine the trends of increasing threats to human life and health.

The problem of the formation of skills for safe life was considered in domestic pedagogical science, primarily from the standpoint of: a healthy lifestyle, reducing injuries, preparing for military service... New challenges of the time necessitate a comprehensive solution to an important pedagogical problem, the development of conceptual framework formation of a safe type of personality in the education system.

So, safe type personality- this is a person who is aware of himself, the high meaning of his activity, his mission, striving to live in harmony with himself, the surrounding nature, harmoniously combining an active creative principle with counteracting evil, with the preservation and development of life on Earth and in the Universe, ready to the most decisive action. He respects the history and traditions of his homeland, the existing system of values, laws, takes care of the life, health and safety of people.

In Russia, the problem of safety is extremely urgent also in connection with the increasing number of road accidents.

More than 1 million people die as a result of road accidents worldwide every year. The world community is very concerned about this problem. The meeting of the UN Session was devoted to the issues of road deaths, at which the UN General Assembly resolution “Improving the safety of road traffic worldwide".

In our country, the problem of road traffic injuries in terms of the scale and severity of injuries has all the signs of a national disaster. Almost 38 thousand people die on the roads of Russia every year. The situation with child road traffic injuries is of particular concern. About 1,500 children are killed on the road every year.

Comparative characteristics of the state of child road traffic injuries in our country and developed foreign countries confirm the severity of the problem. V Russian Federation per 100 thousand population, the accident rate is 3 times higher than in Italy, 2 times higher than in France and Germany.

With the increase in traffic intensity on the streets and roads, the requirements for all road users are constantly increasing. At the same time, the number of accidents with children on the roads is increasing. This is largely due to the fact that students do not know the rules of safe behavior in the yard, on the street or on the road in modern cities and, violating them, do not realize the possible dangerous consequences of their actions. We, teachers and parents, are especially worried about the most defenseless citizens - children. Therefore, it is very important to find ways of teaching and educating schoolchildren that can ensure the familiarity and naturalness of the rules of safe behavior in modern conditions.

The main goal work on the topic: "Formation of a safe personality at the first stage of education" I defined as follows:

the formation of sustainable motivation for educational activities based on expanding the horizons of students in the field of life safety;

the formation of skills of safe behavior in the world around;

increasing knowledge and skills in the practical application of traffic rules;

While working on this topic, I put the following tasks :

to acquaint with the basic norms of life safety;

help to comprehend, consolidate and test in practice theoretical knowledge in the field of life safety / component of traffic rules / received by students in school course"The world";

to acquaint students with the basics of medical knowledge and to form the skills of their practical application.

In this regard, traditional forms of training can be used only partially and it is necessary to pay more attention to the organization. different types activities that contribute to the acquisition of children practical experience... Theoretical lessons are held in primary school, mainly in game form using didactic material and technical training aids. Comprehensive classes are held in order to consolidate and improve knowledge and skills, practical actions, the development of ingenuity and initiative, the acquisition of moral and psychological stability in conditions of increased danger.

INTEGRATION OF COMPULSORY AND ADDITIONAL EDUCATION FOR OBZH

The formation of safe behavior skills is an integral component of life safety and a healthy lifestyle in general. Lack of skills of correct behavior in everyday life, in dangerous and emergency situations has a detrimental effect on the health and life of people. Numerous studies have noted that there is a logical connection between a person's lifestyle and their health and safety. Healthy way life as an individual system of everyday human behavior provides him with physical, spiritual and social well-being in the environment. In order for a growing organism to have a certain set of competencies associated with maintaining a correct lifestyle, the ability to adapt to environmental conditions, purposeful education is necessary.

Since 1991 in educational institutions Russia began to form a new educational area- "Fundamentals of Life Safety", the focus of which was the person as an intrinsic part of society and a factor in its development. Teaching the basics of life safety at each stage of the general education school has its own characteristics. The study of life safety issues in primary school is determined by the basic plan, the content of the state standard of general primary education... This work can also be organized in accordance with the current programs of the OBZH course at the expense of free hours of the variable part of the basic plan, as well as in the process of extracurricular work, in the system additional education.

This is about extracurricular work v comprehensive school, which is able to fill the space between the two poles: ensuring the process of forming the general spiritual and cultural needs of children and promptly responding to the changing socio-economic situation in the country. The time that the child spends within the walls of the school is his educational resource... It consists of two components:

resource for solving socialization problems;

resource for individual development.

In this case, additional education acts as a condition under which these two components are integrated and ensure the development of the individual's personal potential.

In my work, I put forward a number of areas, the implementation of which ensures the formation of safe behavior skills. junior schoolchildren in the process of integrating compulsory and continuing education.

INTEGRATION OF EDUCATIONAL SUBJECTS

To improve the study of the life safety course due to the variable part of the basic plan, approved by order of the Ministry of Education of the Russian Federation No. 1312 dated March 9, 2004, the Department of State Policy and Normative Legal Regulation of the Ministry of Education and Science of Russia in April 2007 developed and sent to the educational authorities of the constituent entities of the Russian Federation Guidelines by organization educational process in educational institutions on the course "Fundamentals of Life Safety".

At the first stage general education(Grades 1-4) - to carry out the obligatory study of individual elements of the foundations of life safety at the expense of the federal component of the state standard of primary general education in the integrated course "The World Around".

In this regard, I have developed a draft of the integrated course "The World Around" and "OBZH", among the topics there are those that provide for the acquaintance and study of traffic rules. In these lessons, children receive theoretical knowledge, develop skills and habits of safe behavior on the roads, which also provides for the prevention of child road traffic injuries.

My task is not only to protect and protect students, but also to prepare them to face various, difficult, and sometimes dangerous life situations. All these rules and situations should be explained to children in detail, then monitor their implementation. In addition, children may find themselves in unexpected situations on the street and at home, so one of the main tasks that I set myself is to stimulate the development of independence and responsibility in schoolchildren.

Working with children shows that they are better able to perceive and remember new information, if the latter is based on experience and existing knowledge. Children are especially interested if knowledge of other academic subjects is involved.

Integrated lessons allow taking into account the student's experience, diversifying methods and techniques of work, avoiding repetitions of the same knowledge in different academic subjects and thereby reduce the costs of the child for the development of knowledge.

The essence of integrated lessons is that educational material is selected and located in such a way that it allows you to build his study synchronously. It is necessary in advance and accurately to present the place of each of the lessons in the topic and synchronize them in time with the study of the corresponding topics in other subjects.

The issue of integration itself is not new. It rises repeatedly in pedagogical literature, but the theoretical material on the development of integrated lessons is not enough.

Therefore, I consider it expedient to work with the aim of integrating academic subjects. In the lessons of the world around us, we go on excursions, in mathematics lessons we study movement problems, in Russian lessons we write vocabulary words on the topic: "Transport", in the classroom literary reading we read works that awaken the feeling of the motherland in a child. In these lessons, we not only learn new material, but we are constantly talking about safety on the roads and streets, we consider possible dangerous situations on the roads and options for getting out of difficult situations. (Annex 1)

As a result of the work carried out, the children have an increased interest in the learning process, a stable motivation is formed, the types of work in the classroom have diversified, which has a positive effect on the results of the educational activities of schoolchildren.

SCIENTIFIC - RESEARCH ACTIVITIES

One of the priority tasks of a modern school is to create the necessary and full-fledged conditions for personal development each child, the formation of an active position, the student's subjectivity in educational process... Its solution is especially relevant for the initial link. schooling since from the position domestic psychologists(L.S.Vygotsky, V.V. Davydov, A.N. Leontyev, D.B. Elkonina and others) educational activity in this period is leading in the mental development of children 7-10 years old.

Concerning great importance acquires not only the development and improvement of a new educational content, but also the exclusion from practice of unproductive styles and forms pedagogical communication, teaching methods. Among the latter, the most successful, from the point of view of the named task in elementary school, is the problem statement, partly the search method, which are widely used in the systems of developmental education by D.B. Elkonin - V.V. Davydova, L.V. Zankova and others.

Research activities include the following types of student work:

collection, study, accounting and storage of materials for the work of the office;

creation of an exposition, its change and replenishment;

search work;

preparation of individual and group projects;

implementation of projects.

An important role in organizing the work of young researchers belongs to their mentor.

The leader has three goals:

organizational -instill in schoolchildren the skills of self-organization, group work, planning, teach them to set intermediate goals, conduct discussions, etc .;

cognitive - teach them rational methods knowledge, methods of research;

creative - help schoolchildren to master a creative approach to research, the ability to identify the main thing, etc.

The choice of research topic is free. The initiative always meets the understanding and attention of the leader.

Methodological scheme of work on the project:

preparatory activities -distribution of responsibilities in a group, if the project is a group, theoretical preparation of projects, collection of documents, their study, intermediate conclusions;

research activities -analysis of documents and materials, conducting surveys and analyzing their results, establishing a causal relationship between phenomena, performing additional assignments etc.;

registration of the results of work on the project -formulation of conclusions and practical recommendations, preparation of an abstract, project passport.

I assign a special place in the system of work on the study of the Rules of the Road to the method of projects, which are based on the development of the cognitive interests of students, the ability to independently construct their knowledge and navigate the information space, to exercise competence in issues related to the topic of the project; develop critical thinking.

The project method is always focused on the independent activity of students - individual, pair or group, which students perform for a certain period of time. The main task of the projects is to equip the child with tools for solving problems, searching and researching in life situations. The main value of the project method is that it orients students not to a simple study of a topic, but to create a specific educational product.

1.3 OUT-OF-CLASS WORK

For the formation of a safe type of personality, traditional forms of education can be used only partially and it is necessary to pay more attention to the organization of various types of activities and the acquisition of experience by children. After all, everything that children are taught at school, they should be able to apply in practice, in real life... Theoretical lessons are conducted in elementary school, mainly in a playful way, using didactic material and technical teaching aids. Comprehensive classes are held in order to consolidate and improve knowledge and skills, practical actions, the development of ingenuity and initiative, the acquisition of moral and psychological stability in conditions of increased danger.

To effectively ensure the safety of life of each person, it is necessary that he not only knows, but also possesses the necessary skills, skills, information. The determining factor is the motivation of the student's activity: desire, interest, need to ensure their own safety and the safety of others.

A) ORGANIZATION OF OUT-OF-CLASS EVENTS

For the successful organization of extracurricular activities, several conditions are necessary:

freedom to choose content, types of activities, partners. Extracurricular activities for the formation of safe behavior skills in junior schoolchildren are carried out in their free time from the main study and are characterized by voluntariness, initiative and activity of all participants (children, parents, teachers); lack of strict regulation of activities; informal and comfortable communication;

developing methods of teaching children, focused on the development of their abilities and personal growth everyone;

continuity and consistency of the activities carried out;

wide use of different types of visualization;

regulation of the workload of schoolchildren during extracurricular hours.

The permissible workload of its participants on the problem under study per week does not exceed 4-5 academic hours. Moreover, in the first grade, it is 1-2 academic hours; in the second grade - 2-3 academic hours; 3-4 classes - 4-5 academic hours.

The duration of the lessons of children in associations of additional education should not exceed 1.5 hours on school days, on weekends and holidays - 3 hours.

To implement this direction, I bring to your attention the planning of work on the prevention of road traffic injuries. (Appendix 3)

B) MEANS OF FORMING A PERSONALITY OF A SAFE TYPE

The task of adults, parents and teachers is not only to protect and protect the child themselves, but also to prepare him to face various, difficult, and sometimes dangerous situations.

To solve this problem, I have developed a system of games, crosswords for younger children school age... (Appendix 2) The main focus of this system is the study by children of the Rules of the Road. When working on safe behavior prevention, I use games in all academic subjects that pupils study in primary school. All games are designed with psychological, age characteristics schoolchildren.

I use role-playing, outdoor games, games for attention with the aim of:

formation of a safe type personality;

education of citizenship, patriotism, responsibility to society.

Among the intellectually developing games, games in puzzles ... Of interest is both the process of guessing riddles and the result of this peculiar competition. Riddles broaden the horizons, introduce you to the world around you, develop and enrich speech through intersubject connections. Also, according to EA Tupichkina, they "are invaluable in the formation of intellectual components of the ability to create: logical thinking, elements of heuristic thinking." The riddle, according to KD Ushinsky, "provides the child's mind with a useful exercise."

Solving a crossword puzzle or a rebus, students consolidate knowledge about the Rules and road users. Solving crosswords is an effective method of activation cognitive activities, thinking, memory, expansion vocabulary... It is very important that the conceptual content of the word coincides with its figurative content, and therefore, when familiarizing with a new concept, you need to give a drawing - a graphic image of the object or concept itself. These images are used in the design of crosswords and puzzles.

As a result of this work, students should know and be able to apply in practice the knowledge of the Rules of the Road. Finding themselves in a difficult situation, students will be able to apply their skills and knowledge.

WORK WITH PARENTS

I pay special attention to working with parents. Parents are full participants in the entire process of teaching and upbringing of schoolchildren. Parents provide special help while working on creative projects, we invite mothers and fathers to competitions held in the classroom and at school, we invite them to lessons.

During the preparation and conduct of the parent-teacher conference, I set myself the following goals:

familiarizing parents with the methods and forms of the teacher's work with students, who develop the ability to apply the knowledge gained in the lesson in practical activities;

increasing parental interest in the process of teaching schoolchildren.

As a result of the work carried out, the students expanded their knowledge of traffic rules, continued group work while performing creative tasks, and intensified educational and extracurricular activities. Each student felt his importance in the common cause. Parents drew attention to how their children feel in a team, whether they are able to perform team tasks. The children followed and helped their parents with great interest, willingly shared their knowledge.

1.5 TRANSPORTATION CULTURE OF PUPILS

Consideration of the problem of the formation of the transport culture of schoolchildren requires, first of all, a detailed unfolding of the content of the very concept of "transport culture of a schoolchild".

The risk of a road accident in Russia is 3-4 times higher than in countries with developed motorization. Back in the 90s of the last century, more than 90% of our compatriots who died in accidents and disasters that occurred in all types of transport were victims of road accidents. In the Russian Federation, the number of accidents involving children under 14 years old per 10 thousand vehicles is almost 30 times higher than in Italy, and 10 times higher than in Great Britain.

The appeal to transport culture is due to modern trends social development orienting the system teacher education to find ways to prepare students of educational institutions of all levels for a safe life and work in a modern transport environment.

Transport culture of a schoolchild -it is the specific systemic relationship of the student with the environment and its inhabitants and the specific form of his life in the transport environment for the targeted satisfaction of his needs in the organization and implementation of material, information and social exchange with the obligatory provision of the maximum level of his own safety and the safety of the surrounding participants in transport processes.

Based on the above, we come to the following conclusions:

the problem of the formation of the transport culture of schoolchildren is an integrated problem determined by the dialectical connection of the transport culture with many branches of the general culture;

the problem of the formation of the transport culture of schoolchildren should be considered in the context of the problem of increasing the level of transport culture of the entire population of Russia and as an integral part of the latter.

There are four main components of the systemic concept of "schoolchildren's transport culture"

a student is a person of a safe type of behavior in a transport environment;

independent safe participation of the student in transport processes;

independent safe life of a student in a transport environment;

law-abiding and cultural behavior of the student in the transport environment.

The protection of people from dangers is predetermined by a complex of individual mental qualities, such as temperament, attention, sensations, thinking, will, coordination of movement, emotional stability. The combination of these human properties is also called the "human factor", which plays a role in the occurrence of accidents.

CONCLUSION

The guys from my class took part in the regional competition of research projects of children and youth, and in the nomination "Creative projects of children from 7 to 14 years old" we took first place.

In May 2007, the class team took part in the regional Festival technical creativity, where in the nomination "Design of a subject-spatial environment" he was awarded a 1st degree diploma for the collective development of a children's playground "Safe town"

2007-2008 academic year our class became a laureate of the school competition "Best class of the year"

In the 2008-2009 academic year, the children were awarded a 3rd degree diploma in the regional competition "Crossroads"; 1st degree diploma in the nomination "Defense of the" Machine of the Future "project; Diploma of 1 degree in the nomination "Competition" Leaflet "(Appendix 4)

The team "Svetoforik", which consists of class students, received a 1st degree diploma in the regional competition - the show "The best squad young inspectors movement "

Our class takes an active part in the implementation of the program of the pilot project "Integration of lessons and extracurricular activities with schoolchildren on instilling a culture of personal safety ”.

When my students moved to grade 5, they continued to actively participate in regional and regional events aimed at preventing child road traffic injuries. In the 2009 - 2010 academic year, they became laureates of the 2nd degree in the municipal and regional competitions "Safe Wheel"

LITERATURE

LI Naimushina, LI Lemeshko, EF Dubinina "Non-traditional lessons in primary school"

Study guide for ped students. Universities and advanced training systems teaching staff/ Ed. E.S. Polat. M.: Ed. Center "Academy", 2003

Yubelaker E. Time. Word. 1994 year

Textbook "Fundamentals of life safety" 1-4 grade

Textbook "Road safety" Moscow "Third Rome" 2000

Niebrzhidovski L. Children's mind grows in the warmth of parental attention // Family and school. 1993. No. 7

Tupichkina E.A. Playing with children in riddles Magazine elementary School. 1990 №6

Annex 1

The world around us and OBZH / component of traffic rules /

Appendix 2

Attention games

GAME "Red, yellow, green"

Purpose: to consolidate knowledge of traffic signals, develop attention.

Equipment - balls of red, yellow, green.

Description of the game - the teacher shows a red ball - the children are standing, the teacher shows a yellow ball - the students clap, the teacher shows a green ball - the children start to walk on the spot.

GAME "Road, transport, pedestrian, passenger"

Content: children stand in a circle, in the middle of it there is a traffic controller. He throws the ball to one of the players, while uttering one word: road, transport, pedestrian, passenger. If the driver said the word "Road!", The one who caught the ball should quickly name some word related to the road. For example: street, sidewalk, curb, etc. On the word "Transport!" the player responds with the name of a transport. The ball is then returned to the traffic controller.

GAME "Collect the traffic light"

GAME "Whose Sign"

Purpose: consolidation of the acquired knowledge about road signs.

Games - chants

Game "Attentive pedestrian"

Now I will check what kind of attentive pedestrians you are and whether you are ready to play. I ask you a question, and you answer "yes" or "no".

What do you want - say, sweet water in the sea?

NO!

Say what you want - red light - no way!

YES!

What do you want - say, every time we go home, we play on the pavement?

NO!

What do you want - say, but if you are in a hurry, then run in front of the transport?

NO!

What do you want - say, we always go forward only where the transition is?

YES!

Say what you want - we are running forward so quickly that we do not see the traffic light!

NO!

What do you want - say, there is a person drawn on the sign "there is no passage"?

NO!

What do you want - say, on the round signs - red means "here is a ban"?

YES!

Recess Games

GAME "traffic controller"

Purpose: consolidation of knowledge of the meaning of traffic controller signs.

Equipment - traffic controller's baton, traffic controller's cap.

Description of the game - First the teacher, then one of the students shows the signals of the traffic controller, and the pedestrians (students) carry them out.

GAME "Nimble pedestrian"

Purpose: repeating the rules for crossing an intersection, road signs.

Equipment - traffic light layout, ball, road signs.

Description of the game - a pedestrian (students) in turn cross the intersection. To go means to explain the road signs that are found at the intersection, to throw the ball into the green peephole of the traffic light. If you hit the red one - don't cross the street - you drop out of the game. Hit the yellow one - you get the right to throw again.

GAME "Traffic Light"

Purpose: consolidation of knowledge of the meaning of traffic signals.

There is a red light at the traffic light!

The path is dangerous - there is no passage!

And if the yellow light is on

He "get ready" says.

Green flashed in front -

The way is free - cross over.

Magic Ball game

Games - riddles

Purpose: to repeat the spelling of vocabulary words.

Wonderful house - slider

On its eight legs

Day-day on the road:

Runs along the alley

Along two steel snakes.

(Tram)

Look, what a strong man:

On the go with one hand

Used to stop

Typological features of LBTP include motives of behavior, goals and methods of activity.

Motives: community-collectivist, prompting a person-citizen to live in traditions mutual assistance, excluding gaining self-interest from difficulties, weakness of the people around and not allowing a predatory attitude towards nature.

Target settings: constant production of the potential for the safety of human existence (including oneself), nature and society.

Methods of activity: minimization of internal threats, made (consciously or unconsciously) to oneself, and prevention (limitation) of activity containing a danger to people and the environment.

Based on the requirements for a person by the environment (nature, society, technogen), the main features of LBTP can be distinguished:

* altruistic, social and collectivist motives of behavior;
* respect for the surrounding world;
* literacy in all areas of ensuring safe life;
* foreseeing the dangers affecting humans;
* organizational skills in personal and collective safe life;
* the presence of legal and physical skills to protect nature, people, oneself from threats emanating from external sources and from oneself.

The following conditions (criteria) for the formation of LBTP are distinguished:

* awareness of the unity of nature and man in the energy plan and understanding by everyone of their role in ensuring a safe life on the planet, in the country, collective, family;
* mastering practical skills of behavior in situations of interaction with people and nature;
* the ability to use their own resources for a safe existence in everyday life and in extreme conditions.

Thus, the concept of "safe type personality" denotes a person's ability to secure self-realization in the world around him. This ability is based on certain motivational attitudes, volitional qualities of the individual and affects his emotional and intellectual sphere. In addition, the condition for safe behavior is competence in ensuring the political, legal, social, moral, physical and other security of a person.

Psychophysiological characteristics of a person of a safe type of behavior

The main psychophysiological characteristic of LBTP is adequate, safe for the surrounding human brain activity. The psyche of any individual is one of the forms of the reflective activity of the brain. Mental activity is the highest level of brain functioning, its specific feature is the reflection of reality in the form of images, concepts, emotional experiences and volitional impulses to activity. Any cognitive and emotional activity, i.e. volitional regulation of personality behavior, is based on a neurophysiological basis and presupposes the corresponding processes in the human nervous system.

For a BZ teacher, it is necessary and important to understand that the work of the brain in general, including its mental activity, is of a reflex nature. The qualities of LBTP, which characterize the state of people in crisis or extreme situations, in the process of interacting with the environment, communicating with other people, etc., are determined by the corresponding neurophysiological processes and properties of the human nervous system that ensure safe life. In this regard, the teaching of I.P. Pavlov on the physiology of higher nervous activity is of particular importance. This knowledge helps to understand the exclusivity of the personality, to identify the reasons for failures in the activities of a student, to predict dangers in relation to oneself, the world around him and other people, to help a person understand the situation or task in time, and most importantly, not to be a source of dangerous actions himself.

Most often, when faced with various kinds of dangers, difficulties, failures, a person falls into a state of passion or stress. For the first time the term "stress" was introduced into medicine by G. Selye in 1936 to designate the state of the organism when it is exposed to any irritating factor. If unfavorable conditions are created, the body tries to restore the lost balance - an adaptation syndrome arises. Along with the classic stress, the causes of which can be trauma, burns, etc., there are emotional stress, which is a consequence of the impact on the psyche. The difference between them is rather arbitrary: in classical stress, the adaptation syndrome occurs at the moment of meeting with the stimulus, while adaptation to emotional (psychological) stress may occur in advance. So, for example, by influencing the human psyche with special methods and means, one can consciously control such an emotion as fear. All researchers of the human psyche are looking for the answer to the question of how to achieve this. What does a person need to know and be able to do in order to reduce the feeling of fear, confusion, gain confidence, stay calm in an unfavorable situation? How to deal with anxiety, stiffness, fear, fussiness, panic - the companions of fear?

The influence of fear or danger on a person is determined by the action of three psychophysiological mechanisms.

1. An unconditional reflex mechanism is manifested in the fact that some stimuli (darkness, the appearance of a feeling of fear in front of another person, ignorance of how to act in a situation, etc.) serve as unconditioned signals to which the psyche reacts with a state of fear or panic of varying degrees ... As you adapt to such influences, unconditioned reflexes weaken, the emotions of fear are inhibited, and then completely disappear.
2. The conditioned reflex mechanism acts when a person has received some negative experience and has developed a conditioned reflex to those elements of the situation that are safe in themselves, but previously accompanied the action of a real danger. If fear was previously associated with one or another element of real danger, then it can be caused by almost any factor. A BZ teacher must use in his practice the process of inhibition of this reflex in a student, create compensatory pedagogical conditions to exclude its influence.
3. The action of the intellectual mechanism is manifested in the fact that the feeling of fear can be a consequence of the mental recreation of danger, imagination of a dangerous situation, memories of an experienced threat, etc. The suddenness of the situation, lack of information, fatigue, overwork - all these are factors that aggravate unsafe behavior person.

The inability to act in a difficult situation and the emergence of fear force a person to do wrong. A person who has learned to act correctly in situations that can cause fear is able to adapt and overcome it. He often emerges victorious from an extreme situation and at the same time is able to help others.

Thus, the distinctive features of a person of a safe type of behavior are psychological stability and psychological readiness to act in various life situations, which guarantee the safety of life.

Psychological stability presupposes:

* the presence of persistent altruistic community-collectivist motives of behavior;
* knowledge of the features of the surrounding world;
* painless awareness of possible threats and dangers in relation to oneself;
* knowledge of the physical foundations of the surrounding dangers;
* knowledge of the peculiarities of their psyche and somatics (from gr. soma - body);
* the ability to see the peculiarities of the psyche and somatics of another person.

Social characteristics of a person of a safe type of behavior

The social side of LBTP is characterized by:

* rational and humanistic human activity in society;
* the ability to apply safe methods of self-realization in the process of interaction with nature, information and infrastructure of the city and the community, entering into social and legal relations;
* the ability to harmoniously communicate with other people;
* constant increase in the level of their intellectual, emotional and physical development.

In particular, this finds expression in fulfilling the official duty to defend the Motherland, in the ability to build relationships with state, administrative and law enforcement agencies, in healthy interfaith, interethnic relations, in the development of the family and the state, strengthening the humanistic worldview, in real life practice, etc.

The following basic pedagogical conditions contribute to the formation of such qualities of LBTP:

* awareness of the unity of nature, society, man in all existing spheres of life;
* understanding of their capabilities in ensuring the safety of nature, society and personal safety;
* knowledge of the dangers affecting humans in society and nature;
* mastering the methods of rational and humanistic interaction with nature, technology, people;
* the acquisition of the ability to create the necessary resources for a safe existence;
* the ability to organize a safe life for yourself and other people.

Safe behavior has four main components:

* anticipation of danger;
* avoidance of the influence of danger;
* overcoming the danger;
* creation of security resources.

Anticipation of danger presupposes:

* knowledge of the dangers surrounding a person;
* knowledge of the physical properties of hazards affecting humans;
* correct assessment of the situation (type of danger, nature of the development of danger and its consequences, legal orientation of behavior);
* anticipation of the danger from the environment (natural, man-made, social, in cases of a military situation);
* foreseeing danger from your own "I" (yourself, the environment, other people);
* systematic education and training of a person for safe life.

To avoid the influence of danger, a person must understand the nature of the occurrence, the nature of the development of dangerous situations, be aware of the real possibilities to overcome the danger, be able to correctly assess the situation and rationally distribute his forces.

The BZ teacher is obliged to form in the student the confidence that he, even if it is impossible to avoid the influence of danger, is able to overcome its effect if he behaves adequately to the complexity of a dangerous situation (in society, on the water, in the forest, in case of fire, in the mountains, etc.) etc.), know and apply methods of protection (methods of early shelter from danger, methods of protection during exposure to danger, as well as dealing with the consequences of hazards); possess the skills of self and mutual assistance (in case of injury, in conditions of autonomous survival in nature, with burns, with electric shock, with insect bites, etc.). To do this, it is necessary to mobilize motivational attitudes, emotions, will, intelligence, personal and activity orientation of students.

Educational work on the formation of safe behavior is carried out in two directions:

* providing assistance to trainees in the fight against external difficulties (failure in life, illness, misfortune, natural disaster, accident, etc.);
* the formation of such personal qualities as nobility, honesty, kindness, generosity, etc.

The general goal of LBTP formation is to develop certain skills and abilities that allow you to build your behavior so that the level of dangers emanating from the individual decreases, as well as their prevention in the world around a person.

The sources of danger are usually of a combined nature. Therefore, in modern conditions, it is necessary to ensure the functioning of a complex mechanism of readiness for safe life. This mechanism includes:

* Acquisition and transfer of knowledge and skills of personality development in various life situations;
* the formation of an ecological worldview;
* training in actions in conditions of natural disasters;
* development of the ability to adequately react and behave in conditions of acute social conflicts in society;
* formation of readiness to defend the interests of the Fatherland.