CREATIVE WORK:

The use of technical means in the integrated lessons of life safety and physical education in a comprehensive school.

I've done the work:

Fazleev Marat Manafovich,

teacher-organizer of life safety,

MBOU "Lekarevskaya secondary school"

Elabuga, 2013

Introduction …………………………………………………………… ..2

Goals and objectives of training young men for military service. 3

Technical means used in the integrated lessons of OBZH and physical culture .. …………………………………… ... 4

Conclusion …………………………………………………… ........ 6

Appendix 1, Appendix 2 ……………………………………… 7

Bibliographic list …………………………………. ... ..... 10

Introduction.

Our tasks for preparing young people for military service and military-patriotic education are clearly defined in the RF law "On military duty and military service" in the 1998 edition. At one time, in all schools, great attention was paid to the preparation of young people for military service and the organization of military-patriotic education, which made it possible by the time of the abolition of the CWP, in the educational institutions of the region to create one of the best educational and material bases of the CWP. But, unfortunately, as elsewhere, on the wave of pseudo-democracy and cheap populism of individual politicians and public figures, the institution of preparing young people for military service and military-patriotic education in the country was destroyed. Under the slogan of fighting for the demilitarization of the school, the CWP was practically abolished. But, as time has shown, our state has won absolutely nothing from this, and the country has lost only in the first Chechen war in more deaths than in 10 years of the Afghan war.

One of the important tasks of the state is the military-patriotic education of young people, which is based on the preparation of young people of the country for service in the Armed Forces of the Russian Federation, education of love for the army, the formation of a high sense of pride in belonging to Russia, constant readiness to defend the Motherland. School graduates, future defenders of the Motherland should be highly educated, physically developed young people with high moral principles. This is what the national doctrine of education in the Russian Federation, approved by federal law, which is a fundamental state document, aims at us. It determines the goals of education and training, ways to achieve them through state policy in the field of education, the expected results of the development of the education system for the period until 2025.

Given the current situation, the country's leadership is taking drastic measures to improve the state of affairs.
In March 1998, a new version of the RF Law "On Military Duty and Military Service" was adopted, which introduces in the country a compulsory and voluntary system for preparing young people for military service, military-patriotic education, as well as medical and health-improving work, without which it is impossible to educate a healthy generations of Russia.
The Resolution of the Government of the Russian Federation No. 1441 of December 31, 1999, signed by Vladimir Putin, was adopted. It bears the title "On the approval of the Regulation on the preparation of citizens of the Russian Federation for military service."

The school should not raise the question: whether or not to prepare young people for military service in institutions of general and vocational education. It is quite obvious that the shorter the service life, the more difficult the service itself, the better the pre-army readiness for it a pre-conscript should have.

Improving physical qualities, instilling skills in handling weapons, will allow, by the time a young man is called to service, to give confidence, faith in his strength, his capabilities. Thanks to integrated lessons in life safety lessons and physical culture, extracurricular work in sections and circles using technical means, students acquire the skills of accurate shooting, endurance, discipline, and the growth of sportsmanship. All these qualities are necessary during the performance of service in the ranks of the armed forces. I consider the making of various devices to improve the quality of air rifle shooting with their own hands especially effective and useful for young men of pre-conscription age. For example, a target made by students in the school and used in biathlon has increased interest in shooting classes, especially in combination with cross-country skiing.

The device for learning aiming rules allows you to acquire strong aiming skills at the initial stage of shooting training in a short time.

I consider pre-conscription training to be relevant

young men to serve in the army. I am deeply convinced that military-technical, sports education, preparation of citizens to fulfill their constitutional duty is the most important direction in the upbringing of growing youth , future defenders of the Fatherland.

2. Technical means used in the integrated lessons of life safety and physical education.

Shooting training of students is based on the general provisions of the methodology of other types of sports shooting. However, in integrated lessons it has its own specific features, namely: shooting after intensive skiing or cross-country skiing in conditions of high blood pressure and with high emotional arousal. Now, in training in shooting, high requirements are imposed on the scientific and methodological support of the training process, the factual data of which create the preconditions for managing the training of an athlete.

The organizers of the OBZH, working with young shooters, understand that they are faced with a difficult task - to develop the skill of stable effective shooting among young men. Therefore, it is necessary to lay the foundations of shooting training even in the initial period of training. Because of how the base for shooting training will be laid at the initial and subsequent stages of training, there will be a general result of training.

When aiming, beginners usually make a gross mistake: they tend to accurately bring the front sight under the "apple" of the target and do not follow the alignment of the top of the front sight with respect to the hangers of the sight comb. An indispensable condition for correct aiming is such a mutual arrangement of the sighting devices, at which the "even front sight" will be maintained. When aiming, you should always set only a straight front sight.

A beginner at the time of aiming most often makes such mistakes. The top of the front sight is located above the edges of the sight slot - hits will be higher. Even a small deviation of the front sight in the sight slot gives a significant movement of the midpoint of impact (STF), i.e. some central point around which holes are located in the scattering area. And if the top of the front sight is located below the edges of the sight slot, the STP will move down. If the top of the front sight, being at the level of the edges of the sight slot, is located closer to its right or left edge, the STP will move to the right or left.

1. The technical means for acquiring the skills to exhibit a "straight front sight" (Appendix No. 1) allows in a short time to teach the student the correct aiming. The air rifle is installed in the machine, and the device is attached to the stop at a distance of 8-10 meters. One student is located at the rifle, the other moves the target on command on the sighting device. After pressing the trigger, a light bulb comes on with the result of aiming. In this device design, from 10 (max) up to 5 (min After several attempts, the students change places, then the next pair begins to train. The teacher, depending on the result, makes corrections, notes inaccuracies in aiming, achieving solid knowledge and skills in this exercise.

2. The technical means "biathlon" (Appendix No. 2) is used at the integrated lessons of life safety and physical culture, in extracurricular activities, in military-patriotic circles. This product is of great interest to students, easy to manufacture (made by the students themselves), portable, used both indoors and on the ski track, cross track. Shooting is carried out from 8-10 meters at 6 targets located on the "biathlon" device. The target has the size of a target for an air rifle # 8. When it hits the target, the target automatically closes and disappears on the white background of the device. Ease of use, clarity, safety, makes this device a very effective tool for teaching air rifle shooting. Photos and a composite drawing of the biathlon device are attached in Appendix # 2.

3.Conclusion.

If graduates possess the basic skills of military service acquired at school, then military service will be easier for them, and commanders will not need to start training soldiers from scratch. Consequently, the Russian army will effectively organize the training of military personnel. Graduates must have practical skills - in shooting, carry out internal service, perform drill techniques, live in the field, participate in tactical exercises. Carrying out preparatory work with pre-conscripts, in the teaching staff of the school, in conversations with parents, I emphasize and convince you that it is necessary to prepare for military service and cannot be canceled. And in the foreseeable future, the service will be carried out not so much under the contract as on the call, and therefore it is necessary to decide how to ensure the preparedness of our guys for military service.

Students are interested in military service. Pupils of our school serve in the army with honor, choose the profession of the military and employees of the Ministry of Internal Affairs.

I believe that the work of the school in preparation for military service requires further improvement, deepening in all areas, the main result of which, the graduate of the school is morally and physically prepared, a reliable future defender of the Motherland!

4. BIBLIOGRAPHIC LIST.

1.Vasnev V.A., Chinenny S.A. Fundamentals of preparation for military service: Book. for the teacher. - M. Education, 2002.2.Latchuk V.N., Lukyanova V.R., Mironov S.K .. OBZh: Didactic materials. ! 0-11 grades - M .: Publishing house NTs ENAS, 2001 - 160 p. 3. Bulletin of military information. - Agency "Voeninform" of the Ministry of Defense of the Russian Federation and the Russian information agency "Novosti". - 2005 - No. 1-12. Military doctrine of the Russian Federation // Bulletin of military information. - 2004. - No. 5.4. Military psychology and pedagogy: Textbook. allowance / Ed. Colonel General V.F. Kulakov. - M.: Perfection, 1998.5. Military encyclopedic dictionary. - Moscow: Military publishing house, 2003.6. Methods of shooting training .- Moscow: Military publishing house, 2007.

Appendix No. 1

Straight front sight

Appendix No. 2

Shooting training device "Biathlon"

Shooting from a prone position in the gym

Shooting from the knee position

Shooting from a "standing" position in biathlon lessons at the integrated lessons of life safety and physical education.

Coaching session

TOPIC: Ways of introducing the Fundamentals of Safety of Human Life in

military training lessons for students in grade 10

“Devotion to the Motherland, to the interests of a common cause is the main task

military education programs ”. M.I. Dragomirov (general)

“The preliminary knowledge of what you want to do gives

courage and lightness. (Diderot, Denis)

Coaching was conducted by: G.M. Magzumova, O.S.Kulaga.

Time spending:

Lesson name

Ways of introducing the Fundamentals of Human Life Safety at the lessons of CWP in grade 10.

Common goals

Get a correct understanding of the need to comply with safety precautions in CWP lessons. To master new methodological approaches and practical techniques for introducing life safety issues into the lessons of CWP. Discuss actual practical problems arising in the disclosure of life safety issues in the lessons of CWP.

Learning Outcome

At the end of the coaching session, teachers can:

In accordance with the calendar-thematic planning of the distribution

pour life safety questions into sections of the plan;

Acquire skills in applying methods and techniques for studying life safety issues in the lessons of CWP;

Are able to draw up a short-term plan with questions of OBZH (in accordance with the topic of the CWP lesson)

Key ideas

1. Introduce life safety issues into the calendar-thematic plan, in accordance with the topics of the lesson;

2. Consider strategies, methods and techniques that, in practice, will help the teacher introduce questions into the CWP lesson

3. In practice, draw up a short-term lesson plan, revealing the questions of life safety in the lesson of CWP.

Sources

"Teacher's Guide" (for 1st (advanced) level)

A.K. Mynbaeva, Z.M. Sadvakasova “Innovative teaching methods. or How interesting it is to teach ”2013

"The art of teaching: concepts and innovative teaching methods" - Almaty, 2013 A. Mynbaeva, Z. Sadvakasova

Internet resources - video "Tragedy in Almaty"

Materials and equipment

handout, video "Tragedy in Almaty"

Course of the lesson

Stages of the lesson

Time -60 minutes

Instructor actions and participant actions

Greeting

5 minutes

Psychological moment

Division into groups (groups according to the location of schools in the area)

Goals and objectives of coaching

5 minutes

1.Viewing the video "Tragedy in Almaty"

(exit on the topic of coaching sessions - the meaning of knowledge

and observance of safety measures in the lessons of CWP)

Working on the topic of coaching

20 minutes

1. Task number 1 (strategy "Find a match"). It is necessary for a group of teachers in KTP on CWP in grade 10 to introduce life safety questions in accordance with the subject of the lesson

(handout - KTP for NVP grade 10, life safety topics, for each group 5 topics)

1 lesson ... Rules of conduct in conditions of forced autonomy in nature. Orientation.

1 sabaқ. Tabigat baadarlauda muzhbur autonomy zhadayynda mines-ulyk erezheleri. Baғdarlau.

2 lesson. Rules of conduct in situations of a criminogenic nature.

2 sabaқ. Criminogenetic zhadayda mines-ulyk erezheleri.

Lesson 3. Criminal liability of minors.

3 sabaқ .. Kәmeletke tolmaғandardyң қylmystyқ zhauapkershilіgі.

Lesson 5. The Unified State System for Prevention and Elimination of Emergency Situations (RSChS). Structure and objectives.

5 sabaқ. Tөtensche zhadaylardyk aldyn alu zhune olardy zhuyu birygay memlekettik zhuyesi. The wings of men are mindetters.

Lesson 9. Organization of engineering protection of the population from the damaging factors of emergencies in peacetime and wartime.

9 sabaқ. Zhergіlіkti tұrғyndardy ziyandy factorlardan zhune sogys uaқynda engineer қorgau zhyesin uyymdastyru.

Lesson 10. Means of individual protection.

10 sabaқ. Zheke қorkau құraldary.

Lesson 11. Organization and conduct of emergency rescue operations in the emergency zone

11 sabaқ. Apat aymaғynda tқaru zhumystaryn ұyymdastyru zhune өtkizu.

12 lesson. Organization of civil defense in educational institutions.

12 sabaқ. Bilim take uyymdarynd azamattyk korganysty uyymdastyru.

Lesson 13. Maintaining and strengthening health is an important concern of every person and of all humanity.

13 sabaқ. Densaulykty saktau men nygaytu - әr adam men adamzattyk mindeti.

Lesson 14-15. Infectious diseases, their classification. Infection transmission and prevention of infectious diseases.

14-15 sabaқ. Zhuқpaly aurular olardyk zhіkteluі. Zhұқpaly aurulardyң zhұқtyru men aldyn alu zholdary.

Lesson 16. Healthy lifestyle, concepts and definitions that make up a healthy lifestyle.

16 sabaқ. Salauatty өmir salty. Tusinikter men anyyktamalar.

Lesson 17. Biological rhythms. General concepts. Influence of biorhythms on human performance.

17 sabaқ. Biologalyқ yrғaқtar. Zhalpy Yymdar. Adam Kyzmetine biorhythm әseri.

Lesson 18. The importance of motor responsibility and physical education for human health.

18 sabaқ. Adamnyk densaulykyna dene belsendiligi men dene shynyktyrudyk men.

Lesson 19-20. Harmful habits, their impact on health. Prevention of harmful habits.

19-20 sabaқ. Ziyandy әdetterdin adam densaulykyna tigizetin әseri. Ziyandy Adetterdin Aldyn-Alu Zholdary.

Lesson 21. Alcoholism and smoking, their prevention.

21 sabaқ. Maskenemdik zhune shylym shegu, olardyk aldyn alu.

Lesson 22. Drug addiction - a direct threat to human life and health.

22 sabaқ. Nashakorlyk - adamnyk umirine men densaulykyna tkeley kauip.

2. Work protection

3. Viewing the presentation, from the experience of the teacher of the NVP Zhumashov AT.

Practical part

25 minutes

1. Develop a lesson plan with the introduction of life safety issues in the lesson on CWP grade 10

(goals, objectives of the lesson, strategies and methods at this stage of the lesson)

2. Protection of the short-term plan

Reflection

5 minutes

1. "We distribute stars" (salute + from each teacher a star with feedback on the significance of this coaching session)

60 minutes

Melnitsky Vladimir Sergeevich
Educational institution: MSOPE "Electrotechnical College"
Brief description of work:
Date of publication:2019-12-09 Methodology for conducting non-traditional lessons on CWP and life safety Melnitsky Vladimir Sergeevich MSOPE "Electrotechnical College" One of the most important tasks in the work of a teacher who builds his activities in accordance with the requirements of developing education is to increase the effectiveness of teaching methods and intensify the learning process. The solution to this problem is facilitated by the widespread use of non-traditional lessons in teaching, as well as the improvement of the methodology for their application in the educational process. Many non-traditional forms of conducting lessons have already been created, but in my opinion the following non-traditional lessons are the most suitable for CWP and OBZH subjects: video lesson, lesson-judgment, lesson-competition, lesson-game.

Methodology for conducting non-traditional lessons on CWP and life safety

Main part

Most of all in classes onNVP and OBZH i use video tutorials, or partial use of video clips in almost every lesson.

The most important pedagogical features of using video in teaching are the following:

1 Demonstration of the studied objects and phenomena in dynamics is the most valuable feature.

2 Demonstration of rapidly developing processes that are not available for direct observation (the flight of bullets, shells) and slowly occurring phenomena that require a long time to observe.

3 Demonstration of microprocesses and micro-objects that are not accessible with microscopes and telescopes (the process of fusion of the nuclei of Deuterium and Tritium in a hydrogen bomb, microorganisms in biological weapons.)

4 Study of invisible phenomena: It vividly and captivatingly shows the hidden, deep-seated processes occurring both in inanimate nature and in living organisms.

5. Highlighting when showing the main, typical for a given object and phenomenon, as well as an instant change in the object of consideration, which makes it possible to compare, contrast various phenomena and processes occurring in different places and under different conditions.

6. Display of a model image of processes (using animation).

7. Demonstration of the design features of complex machines and mechanisms (military equipment and weapons), as well as the processes taking place inside them.

8. The most vivid, truthful, emotional reflection of life, showing the interaction of theory with practice on specific documentary examples.

Practical application of video in the lessons of CWP and OBZH.

Using the example of one of the video lessons on the fire training course, we will consider how video is used in the training process. This lesson was an introductory lesson in the course of fire training and was supposed to give students a general idea of \u200b\u200bthe basics and rules of shooting. Lesson topic: The phenomenon of a shot. Bullet trajectory and its elements. Lesson objectives. To give students an idea of \u200b\u200bthe processes occurring during a shot, to help them master the techniques and rules of shooting, to understand the trajectory of a bullet's flight, its elements, to help instill in students a sense of patriotism and love for the Motherland.

As a rule, when announcing the topic of the course and the topic of the lesson, students of all groups ask the same question: when and from what will they shoot? To which I answer them that before you shoot a weapon, you need to study the theory of fire training well and draw attention to the importance of the topic

our lesson. Then I ask the students the question, "How many thinks he can shoot well already?" As a rule, most young men believe that they shoot very well and if they are given military weapons, they

hit all targets. In the course of the interrogation, it turns out that they fired mainly at a shooting range from an air rifle and from a distance of no more than 5 meters. Then I explain to them the difference between shooting from combat and sporting weapons. I give an example that in sports the maximum firing distance is 100 meters, and in the army, the close firing range is considered to be up to 200 meters, the average up to 600 meters - up to 1000 meters long, at these distances the bullet under the influence of various reasons strongly deviates in different directions and the probability of hit decreases sharply. As an example, I cite the following data: ammunition consumption per 1 hit target in WW1 (World War I) was 50 thousand cartridges, in WW2 (World War II) –200 thousand cartridges, in the Vietnam War –400 thousand cartridges. These figures usually cause distrust among students, but showing visual aids with these data makes them wonder why such a large consumption of ammunition, they ask me to explain what caused this, and I, using this interest, move on to considering concepts such as the phenomenon of a shot ( I give the trajectory of the bullet and its elements for recording).Then I tell you how to amend the shooting taking into account the atmospheric pressure using the table, I give examples from military history of how air humidity affected the shooting of snipers, especially when firing through water obstacles (rivers, lakes, swamps). I give the students to solve several practical problems to determine the trajectory of a bullet when firing across the Irtysh River at different times of the year and day, at different distances. Students solve problems using tables in visual aids and fire training posters. Making sure they are already confident enough to use

tables and solve practical problems in the ballistics of a shot, for the purpose of better assimilation and memorization of educational material, I show an educational-methodical film: "The Art of a Sniper", a video plot from a TV show:

"Serving the Fatherland" about the competition of anti-terror snipers, video clip from the TV show: "Army Affairs" about one of the snipers of the Kapchagai air assault brigade. In these videos, the questions on firepower training studied in the lesson are shown very clearly and methodically correctly, which, on the one hand, leads to an increase in students' interest in studying the theory of firepower training, and on the other hand, to a better assimilation of this difficult educational material.

Using the interest that the students have after watching the video materials, I organize a discussion of the watched videos, paying attention to the most important moments in my opinion, I strive to better consolidate the material they have viewed in the memory of the students, as well as spread their interest in subsequent classes, involve them in classes on shooting sports.

At the end of the lesson, I make a small show of literature and video tapes that I used in preparation for this lesson. These are A. Potapov's textbook "The Art of the Sniper", the Encyclopedia of Military Art "Snipers", the Manual on SVD, magazines: "Spetsnaz", "Soldier of Fortune", "Master Rifle", "Weapon". For those who are interested in this literature, I give the opportunity to work with it at home.

Thus, using the example of this lesson, it can be seen that the CWP teacher compiled and applied a whole set of visual aids, including textbooks, posters, tables, applications, photo album, magazines, and especially video films, which sharply increased the interest of students in the lesson, contributed to a deeper assimilation of educational material by them.

On video lessons on CWP with groups of the 1st course on the topic "Modern armyKazakhstan ", the students got acquainted with the video review on types and families of the Armed Forces of the Republic of Kazakhstan, we looked at how they live and what modern soldiers of Kazakhstan are doing.

I use video lessons mainly on the topics of the course: Tactical training and Fire training, when studying the course Civil defense I often use a lesson-court, when studying the course of the Armed Forces of the Republic of Kazakhstan on guarding the Motherland, a lesson-game.

Here is how the lesson-game is conducted on the topic: "Military ranks and insignia". The platoon is divided into teams in advance. Everyone comes to this lesson in army shirts with shoulder straps of various types of troops and in the ranks from private to major general. Then contests are held between the teams. For example, they must line up in one line or in a column one by one according to military ranks, the team that lined up the fastest and did not make mistakes wins. One of the teams sits in the classroom, where students of the other team enter one by one. Those who are junior in rank must stand up and give a military salute, while those in senior rank remain sitting. Teams stand opposite each other and take turns asking questions about military ranks and insignia, getting points for correct answers. The team with the most points in the entire game wins. Such a lesson, in contrast to the standard one, allows you to memorize military ranks and insignia of the Armed Forces of the Republic of Kazakhstan several times faster.

On the topic “Nuclear weapons and their damaging factors” the lesson is conducted in the form of a game: “What? Where? When?"

Questions of teams in the game “What? Where? When?"

Questions of 1 team (1 section)

1.What was the name of the project to create the 1st nuclear bomb?

2.What is the yield of a nuclear bomb dropped on Hiroshima?

3. How many people in Hiroshima died in a nuclear explosion and the consequences it caused?

4. What damaging factors of a nuclear explosion do you know? Name them.

5. Why was Hiroshima chosen as the target of the nuclear strike?

Questions 2 teams (2 section)

1. What was the name of the bomb dropped on Nagasaki?

2. How many people in Nagasaki died in a nuclear explosion?

3. When and where was the first nuclear charge detonated?

4. Why was Nagasaki chosen as the target of a nuclear strike?

5. What is the date of the nuclear bombing of Hiroshima? Questions 3 teams (3 section)

1.What was the name of the bomb dropped on Hiroshima?

2. Which countries were on the verge of developing nuclear weapons before World War II?

3. What is the name of the scientist who created the first nuclear bomb?

4. Who and why gave the order to use nuclear weapons against civilians?

5. What is the power of the bomb dropped on Nagasaki?

Several times a lesson on this topic took place in the form of a trial of those who ordered the use of the first nuclear bomb in Hirasima. The trainees were assigned roles: some played the crew of an airplane that dropped a nuclear bomb, others were victims of a nuclear explosion, lawyers, judges, and police officers. During the trial, it was necessary to identify the perpetrators of inciting nuclear war and convict them. The lesson was always emotional, at the end of the lesson poems written by the students themselves about Hiroshima were read and paper cranes were launched in memory of those killed in Hiroshima, Nagasaki and at the Semipalatinsk nuclear test site.

By subject OBZH video lessons were conducted with students on the topic "Assessment of the situation inemergency situations "in which they viewed special films on survival in extreme conditions and discussed how toto act correctly in case of emergencies. In addition, the students watched the 12-episode film “Taiga. Survival Course ”, which they liked very much and taught them a lot. The survival school of the master of hand-to-hand combat I. Kormushin, his advice on how to resist the bandits, were discussed more than once in the OBZh lessons, and the teachers expressed regret that we did not have a self-defense section in our college.

Conclusion

From all this, we can conclude: non-traditional lessons on CWP and life safety arouse students' greatest interest in these subjects, the methodology for their implementation should be improved from year to year with the accumulation of experience in conducting such lessons. All this, ultimately, contributes to an increase in the effectiveness of classes on CWP and OBZH.

Teacher of NVP Pinigin L.A.

List of references:

1. Life safety. Lecture course. Prikhodko N.G. Almaty, 2006 366 s.

2. Big encyclopedia of survival. Ilyichev A.A. Moscow, 2001 1112 p.

3. Guide to first aid. Chris McNab. Moscow, 2002, 327 p.

4. One-on-one with nature: On human survival in extreme conditions. Moscow, 1989 348 p.

5.Spetsnaz: Individual training course. Wiseman D. Moscow, 2001 304 p.

6. Self-defense in the city. Wiseman J. Moscow, 2002, 224 p.

7. Technique of survival in extreme conditions. Stillwell A. Moscow, 2001 352 p.

8.Tutorial CWP. Amanzholov K.R. Almaty, 2006 -384 p.

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The patriotic education of schoolchildren by all available means is one of the main tasks of the teacher. Physical and aesthetic development, preparation for the defense of the Fatherland - the main thing in the classroom and in the extracurricular activities of the teacher-organizer of life safety.

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Report at a seminar for OBZH teachers on the topic: "Fundamentals of military training in OBZH lessons at school"

Native land can do anything: drink from its bright springs, and feed with its own bread, and surprise with the beauty of blooming gardens, that's one thing she just can't - defend herself, and this must be done by the one who drinks her water, eats her bread and admires her beauty.

A.V. Suvorov.

The problem of patriotic education of young people and instilling the foundations of military training is more urgent than ever. In the context of the loss by our society of the traditional Russian patriotic consciousness, widespread indifference, cynicism, aggressiveness and the decline in the prestige of military service, a complex of inferiority and inferiority of the nation is being formed. A significant proportion of young people lack positive motivation for conscientious military service. Many of the young men perceive it as an unpleasant inevitability and ungrateful obligation, which should be performed only to avoid criminal liability. Involvement in the defense of the Motherland, pride in belonging to the Armed Forces, military honor and dignity - these concepts are losing their significance in the eyes of young people. Therefore, the urgency of solving the most acute problems of upbringing patriotism as the basis for consolidating society and strengthening the state is obvious. A taskpatriotic education the younger generation is among the priorities today. But it is one thing to announce it publicly, and quite another to comprehend it and take concrete steps.

Many school disciplines deal with issuesmorality ... However, the subject of OBZH can significantly improve moral education in school. Another question: how to do this and what is needed for this? Indeed, in these textbooks of the Basics of Life Safety on the topic of moral education, there is practically nothing, and for the education of patriotic citizens who are able to be the defenders of their Fatherland, a purposeful and effective impact on the student is necessary in the sphere of secondary education, i.e. at school.

The most important aspects arepsychological training and obtaining certain skills of military service: adolescents who have completed the training course find it much easier to find a common language with their peers and elders, are able to make decisions in a difficult situation. This is especially important when they join the army. Young men do not experience a panic fear of military life and upon arrival at the unit calmly carry out their duties.

Any system of a teacher's work is made up of clearly and clearly defined goals and objectives of education and their implementation. This helps to form a creative personality, ready to serve the Fatherland in the military and civilian arenas, and, through interaction with various structures, to create an open educational space.

Teaching young people to live safety is meaningless without the formation of moral values, patriotic consciousness. In this way,i see the goal of teaching life safety at school primarily in preparing physically and morally developed young people who could adapt in a rapidly changing world.

Let's highlight four main directions in our work:

• patriotic education;
• military training;
• physical development;
• aesthetic development.

The named directions cannot but arouse the keen interest of students, since they equip them with vital knowledge, give a lot in moral and physical terms.

Implementation patriotic direction carried out through extracurricular activities, where students get acquainted with the history of the state symbols of the country, city, region. Meetings are organized with war and labor veterans, employees of power structures, get acquainted with the life of military units.

Military training - This is the study of military affairs (drill and shooting training), military sports competitions, excursions to military units, summer military field practice. In the "Fundamentals of Military Service and Life Safety" classes, students get acquainted with the specifics of military work, prepare for the duties of a soldier, learn the features of military service, and develop the qualities necessary for the defender of the Motherland. They get acquainted and learn the techniques of drill training and the implementation of exercises in applied physical training. The study of the military oath helps to reveal the most important requirements for the moral and combat qualities of a soldier, to show what the highest duty a soldier takes upon himself, taking the oath and joining the ranks of the defenders of the Motherland. Fire training classes provide an opportunity to show the superiority of our small arms over foreign ones.

To our great regret, in recent years there have been no five-day training camps, which, in my opinion, are one of the most effective forms of familiarizing students with the basics of military service. The study of the implementation of the initial shooting exercise, familiarization with the placement and life of military personnel, with the organization of daily duty and guard service, as well as with weapons and military equipment of the unit is carried out during a five-day training session at the end of the tenth year of study. Thus, the fieldwork serves as a test of practical skills and allows students to evaluate their preparation for defending their homeland.

Physical development is aimed at forming a strong conviction that human health is the property of the state and is carried out through extracurricular activities dedicated to physical culture and sports, the organization of sports competitions.

Development of communication skills, the education of a culture of behavior and communication, a culture of leisure, students receive through the organization of evenings of rest, visiting the theater and museums of the city of Volsk.

Due to its specificitymilitary service belongs to the category of the most dangerous professions. It requires a person to be socially and psychologically ready to act in an extreme situation, characterized by a risk to life and health, a lack of time for decision-making, and great physical and psychological stress.

The current situation in the field of pre-conscription training of youth is characterized by a number of negative factors. The main ones include the following: a decrease in the health and physical development indicators of most of the recruits, a weak training system for military service, insufficient sports training, the lack of a unified coordinated programmilitary-patriotic education, insufficient development of military - applied and technical sports.

Education on the military traditions of the people and the Armed Forces.

1. Activities to perpetuate the memory of those who died in the struggle for the independence of our Motherland: - Watch of memory on Victory Day; - Installation of memorial plaques to the soldiers who died in Afghanistan on the wall of the school.

2. Conducting excursions, lessons of Courage, meeting with veterans of the Great Patriotic War and local wars. Congratulations and performances with concerts in front of war and labor veterans. We have established close cooperation with the "Combat Brotherhood" public organization, which is actively operating in Volsk.

3. Celebrating memorable dates, participating in various city events, holding exhibitions, quizzes, contests, watching videos.

4. Conducting of contests for drill, military-patriotic songs, shooting tournaments, as well as other festive events (concerts) dedicated to the great holidays.

Military sports games.

The Fire and Applied Sport movement exists in the name of a noble goal. Children are busy with useful work, introduce other schoolchildren to it, learn to help themselves and a neighbor who is in trouble, get acquainted with the work of rescuers, if it were not for them, there would be no way to expect revenue in an emergency.

Next year we plan to revive the military sports game "Zarnitsa".Military-sports game "Zarnitsa»: - these are strong, courageous, dexterous, skillful. Such events help to form in children: - moral and physical qualities; - This is initiation into military service; - the ability to preserve life, health (one's own and that of other people) is acquired; - promotion of a safe lifestyle and a safe type of person; - finding optimal solutions to overcome emergencies; - systemic communication with adults on an equal footing compensates for the lack of communication between generations; - faith in yourself, in a friend, faith in the biggest, strongest, most beloved, dearest team, which is called Russia.

Communication between school and military teams.

Excursions to the VVUT museums and the Aeronautical Center. Communication with contract servicemen and cadets, graduates of school 16 (yesterday's schoolchildren), whom the guys know from school, gives a good result. Often there is a rethinking of their behavior at school.

CONCLUSION

In conclusion, I would like to say that our work, the work of the entire teaching staff of the school in military-patriotic education requires further improvement, deepening in all areas, the main result of which, the graduate of the school is a patriot, a reliable future defender of the Motherland! The profession - to defend the Motherland will forever remain for all generations of Russians socially significant, filled with a high, noble meaning.

INTRODUCTION

1.2 Characteristics of secondary school (adolescence) age (11-15 years)

1.3 Teaching first aid in OBZH lessons in modern conditions

2. NEW APPROACHES IN TEACHING MIDDLE-AGE SCHOOLS ON RENDERING FIRST AID IN LIFE LESSONS

2.1 Training in primary care for trauma

2.2 Modular training in teaching first aid skills in the middle stage

2.3 First aid lesson in grade 6

CONCLUSION

LIST OF REFERENCES

INTRODUCTION

Ensuring personal safety and preserving one's health is perhaps one of the most important aspects of the practical interests of mankind from ancient times to the present day. Man has always existed surrounded by various dangers. In the early stages of its development, these were mainly natural, natural hazards. With the development of civilization, numerous dangers of a technogenic and social nature were gradually added to them. In the conditions of modern society, the issues of life safety have become sharply aggravated and have taken on the characteristic features of the problem of human survival, i.e. "To stay alive, to survive, to protect yourself from death."

Not a day goes by that newspapers, radio and television do not bring alarming messages about another accident, catastrophe, natural disaster, social conflict or criminal incident that resulted in the death of people and enormous material damage. Thus, in the Russian Federation, more than 300 thousand people die annually from social, man-made, natural and other hazards, 100 thousand become disabled, millions lose their health, are subjected to violence. The country suffers enormous moral and economic damage commensurate with the national income.

Now, when at any moment the question may arise: “To live or not to live?”, The main task of OBZh teachers is seen in giving students special knowledge, skills and abilities of survival in various life situations, including the most unfavorable ones; correct actions in the event of natural and man-made disasters, adequate behavior in the face of acute social, socio-political and military conflicts, internal readiness to act in extreme conditions, including with arms in hand, to defend their Fatherland. The school is designed to become a key link in the formation of a safe type of person - a person who is safe for himself, others, an environment focused on creation and development.

The object of the research is the process of formation of knowledge and skills of first aid in middle school age at OBZH lessons.

The subject of the research is the forms and methods used to form theoretical knowledge and practical skills in the provision of first aid in middle school age at the lessons of life safety.

The purpose of the work is to consider modern pedagogical technologies of teaching methods of first medical aid at the lessons of life safety for students of secondary school age.

This goal of the study determined the formulation of the following tasks:

1. Analyze the pedagogical, methodological literature on life safety.

2. Analyze and systematize methods and forms aimed at the formation of students of secondary school age theoretical knowledge and practical skills in providing first aid in life-saving lessons.

1. THEORETICAL BASIS OF FIRST AID TEACHING FOR SECONDARY SCHOOL AGE STUDENTS

1.1 The need for training in first aid in modern conditions

A poor road network, the use of a dilapidated production base, outdated equipment, and a lack of a culture of safe behavior inevitably lead to a significant increase in accidents in everyday life, in transport and at work. Minister of Civil Defense and Emergencies of Russia S.K. Shoigu has repeatedly stressed that the country is literally "rolling" into a period of accidents and disasters. Every year, statistics show an increase in mortality in the country from injuries and accidents of all types, primarily of a social nature.

Therefore, every person should be able to provide first aid, especially a graduate of a secondary educational institution. The main task of providing first aid in an accident is to save the life of the victim until the arrival of rescue services, to use every chance to save him. This axiom is indisputable, but in practice we see the obvious helplessness of the majority of citizens - eyewitnesses of incidents.

To reduce the number of deaths and the severity of injuries in our country, it is necessary to work more actively in several areas:

♦ begin to eliminate the causes and conditions of injuries and deaths everywhere (narrow roads, outdated equipment, lack of a culture of safe behavior, work and rest). This will take many, many years;

♦ train all citizens, especially personnel of hazardous types of production and transport, skills (and not just knowledge) of first aid in extreme situations;

♦ equip all health centers of enterprises and institutions, means of transport, places of rest, etc. first aid kits and medical equipment that meet modern requirements for first aid at the scene.

The main thing that hinders the solution of the problem of fast and effective learning is formalism and the prevalence of verbalism in teaching first aid techniques, rather than practical exercises.

Even the study of anatomy, physiology, visits to intensive care units cannot give a person without medical education the skills and psychological training of a professional physician. Knowing the theory and methodology of first aid does not mean being able to use this knowledge in an extreme situation.

To see a helpless, bloody victim, and even more so a loved one, is a colossal stress for everyone. Any person, and even more so a child or adolescent, in this situation experiences some confusion and a sense of fear that interfere with the provision of assistance. A whole group of doubts, fears and arguments have been identified that prevent a quick start of assistance. The most common ones are:

“I'm afraid of harm. He may die because of my fault. "

"I am afraid of contracting the flu (tuberculosis, hepatitis)."

“Why should I come up first, that I am the smartest? Then my actions will be discussed, it will be me who will have to make decisions and bear the full burden of responsibility. "

"If I cannot save the victim, then I will have to make excuses that I did not kill him."

In order for a potential rescuer (and everyone should become) not to be hampered by these natural doubts and fears, it is necessary to put in his hands sufficiently solid skills, and in his consciousness - confidence in the importance and correctness of his actions. But not enough attention is paid to skills and the development of an attitude towards indispensable assistance in the context of traditional schooling (informing about knowledge).

Thus, the teaching of first aid in life safety lessons plays a huge role. In modern conditions of increased danger, it is necessary to teach adolescents to provide first aid.

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