Kuchma V R, Efimova N V, Tkachuk E A, Mylnikova I V
Gig Sanit. 2016;95(6):552-8.
The state of health in children and adolescents during the time of education in secondary schools is getting worse: the prevalence rate of functional disorders and chronic diseases is increasing. There was executed the assessment of the overwroughtness of the training-education process in secondary school institutions. The prior characteristics of the educational activity are: intellectual, sensory, emotional loads; their monotony and mode of educational activity, school work intensity. The system of indices of the overwroughtness of the education labour was formed with account ofpsycho-physiological characteristics of children's organism. There was performed the research of the overwroughtness of educational activity in 820 schoolchildren. The overwroughtness of the educational process was evaluated on the basis of chronometry research, questionnaire survey of teachers and parents, and with taking into account the organization of educational process. In questionnaire survey there were involved 52 teachers and 389 parents. The assessment of overwroughtness factors of the educational activity was carried out in 5-10th classes for academic disciplines: Russian Language, Literature, Mathematics, History, Geography, Foreign Languages. It was found that the characteristics of "mental load" in schoolchildren are established to be the one of the main limiting factors that allow to refer training activities to "overwroughted of first degree" (3.1 class). Sensory loads on the studied academic subjects are rated as the second class of overwroughtness and are "permissible." The monotony of loads was revealed to correspond to 1st and 2nd class of overwroughtness and is therefore an optimal or acceptable. Training activities in the traditional educational institution corresponds to the 2nd class of overwroughtness - "permissible." The arduousness of the educational process in an innovative school is rated as the third class of the first degree ofthe overwroughtness (3.1). According to results of the study of the arduousness of the educational labor the study of mathematics in grades 5-9 on indices of the mental load was noted to correspond to the 1st degree of arduous activity (3.1 class). The acceptable level of the arduousness of the training and educational labour in nearly all classes was established in the Russian language, Literature, History and Geography, Foreign language. High school students are established to be exposed to effects of emotional load more than mid-level students. There are developed proposals on the optimization of the learning process, allowing to reduce the level of intellectual, sensory, emotional load.
在中学教育阶段，儿童和青少年的健康状况正在恶化：功能紊乱和慢性病的患病率在上升。对中学教育机构中教育培训过程的过度劳累情况进行了评估。教育活动的主要特征包括：智力、感官、情感负荷；其单调性以及教育活动模式、学校作业强度。考虑到儿童机体的心理生理特征，形成了教育劳动过度劳累的指标体系。对820名学童的教育活动过度劳累情况进行了研究。基于计时研究、对教师和家长的问卷调查，并考虑到教育过程的组织情况，对教育过程的过度劳累情况进行了评估。在问卷调查中，有52名教师和389名家长参与。针对5至10年级的学术科目（俄语、文学、数学、历史、地理、外语）进行了教育活动过度劳累因素的评估。结果发现，学童“精神负荷”的特征被确定为主要限制因素之一，这使得培训活动可被归为“一级过度劳累”（3.1级）。在所研究学术科目上的感官负荷被评定为二级过度劳累，属于“可允许范围”。负荷的单调性被揭示对应于一级和二级过度劳累，因此是最佳的或可接受的。传统教育机构中的培训活动对应于二级过度劳累——“可允许”。创新学校教育过程的繁重程度被评定为一级过度劳累的三级（3.1级）。根据对教育劳动繁重程度的研究结果，5至9年级数学学习在精神负荷指标方面被指出对应于繁重活动的一级（3.1级）。几乎所有班级中培训和教育劳动繁重程度的可接受水平在俄语、文学、历史、地理、外语方面得以确定。高中生比初中生更容易受到情感负荷的影响。已制定了关于优化学习过程的建议，以降低智力、感官、情感负荷水平。
