How to keep students working in class.doc - How to keep students working in class. Changes in the working capacity of students in the process of learning activities

Efficiency is the ability of a person to develop maximum energy and, spending it economically, achieve the goal with the qualitative performance of mental or physical work. This is ensured by the optimal state of various physiological systems of the body with their synchronous, coordinated activity. Mental and muscular (physical) performance is closely related to age: all indicators of mental performance increase with the growth and development of children. For equal work time, children aged 6–8 can complete 39–53% of the volume of tasks performed by 15–17 year old students. At the same time, the quality of work of the former is 45–64% lower than that of the latter.

The rate of increase in the speed and accuracy of mental work increases unevenly with increasing age, similar to the change in other quantitative and qualitative characteristics that reflect the growth and development of the organism. Annual rates of increase in mental performance indicators from 6 to 15 years range from 2 to 53%.

At all ages, students with disabilities in the state of health have a lower level of mental performance compared to healthy children and the class team as a whole.

In healthy children of 6–7 years old who enter school with insufficient readiness of the body for systematic training in terms of a number of morphological and functional indicators, working capacity also turns out to be lower and shows less stability compared to children who are ready for learning, quickly adapting to it and successfully coping with emerging difficulties. . However, the stability of working capacity in these children, in contrast to weakened schoolchildren, usually increases by the end of the first noon.

The phases of working capacity and its daily frequency: in any work, including mental, the human body, and especially the child, does not immediately turn on. It takes some time to get into the work, or work it out. This is the first phase of performance. During this phase, quantitative (volume of work, speed) and qualitative (number of errors - accuracy) performance indicators often improve and deteriorate asynchronously before each of them reaches its optimum. Such fluctuations - the body's search for the most economical level for work (mental activity) - is a manifestation of a self-regulating system.

The development phase is followed by the phase of optimal performance, when relatively high levels of quantitative and qualitative indicators are consistent with each other and change synchronously. Positive changes in higher nervous activity correlate with indicators reflecting a favorable functional state of other physiological systems.

After some time, less for students aged 6–10 years and more for adolescents, boys and girls, fatigue begins to develop and the third phase of working capacity appears. Fatigue manifests itself first in an insignificant, and then in a sharp decrease in working capacity. This spike in performance decline points to the limit effective work and is a signal to stop it. The drop in performance at its first stage is again expressed in the mismatch of quantitative and qualitative indicators: the amount of work is high, and the accuracy is low. At the second stage of the decline in performance, both indicators deteriorate in a coordinated manner. At the first stage of the decrease in working capacity, an imbalance of the excitatory and inhibitory processes is recorded in the direction of the predominance of the excitatory process (motor restlessness) over active internal inhibition.

At the stage of a sharp decrease in working capacity, the functional state of the central nervous system: protective inhibition develops, which outwardly manifests itself in children and adolescents in lethargy, drowsiness, loss of interest in work and refusal to continue it, often in inadequate behavior.

Developing fatigue is a natural reaction of the body to a more or less prolonged and intense load. Fatigue loading is necessary. Without this, the development of children and adolescents, their training, adaptation to mental and physical stress is unthinkable. But the planning and distribution of these loads must be carried out in a qualified manner, taking into account the age-sex, morphological and functional characteristics of schoolchildren.

In order to have junior schoolchildren fatigue developed less, it is necessary to regularly train your body with physical activity. The fundamental means of physical development is morning exercises.

The educational opportunities and academic success of children of primary school age largely depend on their mental performance. Younger schoolchildren with a high level of efficiency study well, get sick less and miss classes less often. In addition, high mental performance allows children to master various skills and abilities without stress, and also ensures their moral and volitional development. Upon reaching a high level of working capacity, the child manages to achieve significant success in the development of cognitive abilities, attention, memory, imagination and volitional qualities.

Today in the world there are contradictions between doctors and psychologists on the one hand and teachers on the other about what time is optimal for starting lessons for children of primary school age. The first ones are sure that optimal time for the beginning of lessons in elementary school falls on 10-12 o'clock in the morning, since it is at this time that the peak of activity of mental performance of younger students is observed. The second ones say that the differences in the fluctuations in the mental performance of younger students are not significant, so there is no urgent need to start classes a few hours later.

In the most general sense of the word, mental performance refers to the ability of a person to perceive information and process it. Mental performance can be considered as the potential ability of a person to perform the maximum number of tasks for a given time and with a certain efficiency. Mental performance can also be understood as the ability of a person's thinking to work in a given mode.

In more detail, mental performance is considered as a state of a person, determined by the capabilities of his mental functions, which characterizes his ability to perform a certain number of mental tasks for a specific period of time. Thus, mental performance is the ability of thinking to effectively perform tasks in a given situation.

Mental performance has features of dynamics - changes in the ability of thinking to the efficiency of performing tasks during any time period (day, week, month, year, etc.).

For the first time the term "mental performance" was introduced into psychology by E. Kraepelin in 1898. E. Kraepelin not only described the concept of "mental performance", but also identified its main stages. By mental performance, he understood the ability of an individual to perform a purposeful activity at a given level of efficiency for a certain time. He referred to the main stages of mental performance:

1) working out - orientation of a person in a situation;
2) optimal performance - the maximum mental activity of an individual to perform a given job;
3) fatigue - a sharp decrease in the mental performance of the individual;
4) the final impulse - the minimum ability of the individual to perform activities.

In the 30s. 20th century a model of psychology as a science of behavior emerges. E. L. Thorndike and J. B. Watson begin to consider thinking as a set of skills and motor reactions of the body in response to external stimuli. Thinking is formed by learning. Mental performance refers to a person's ability to control their behavior and master new skills.

In the middle of the XX century. cognitive psychology begins to develop as an independent science. The problem of human mental performance is considered in the context of the psychology of thinking. So, T. Kelly attributed to the main factors that determine a person's ability to think productively, spatial thinking, computational abilities and verbal abilities, as well as memory, concentration and stability of attention.

In domestic psychology, the mental performance of a person was considered as a problem of mental activity, i.e. as the ability for effective mental work. Representatives of this approach relied on the fact that the mental performance of a person is the most important indicator of the functional state of the psyche. This indicator reflects the ability of a person to successfully adapt to specific environmental conditions. Ultimately, a person's mental performance determines the degree of his inner comfort and life status.

V. M. Bekhterev wrote that “labor (its conditions, content) is an essential social factor in human development. Mental labor acts as a condition social progress". The student of V. M. Bekhterev A. F. Lazursky carried out a number of studies devoted to the study of mental performance and human fatigue. He experimentally established the phenomenon of reducing the originality of associations with mental fatigue. Mental fatigue was also studied under the guidance of I. M. Sechenov, which is described in his article "On the question of the influence of the stimulus of sensory nerves on the muscular work of a person"... It was found that it is important in mental and physical work is the ratio of the time of mental activity and the time of rest.

According to the definition of R. M. Baevsky, mental performance is a certain amount of work performed without reducing the level of functioning of the organism that is optimal for a given individual. The possibility of fluctuations in the volume of mental work performed by each subject is assumed, i.e. the presence of high, medium or low performance in different periods of time.

The structure of mental actions, from the position of P. K. Anokhin, includes decision-making, goal setting and achievement of the final useful result.

According to A. A. Ukhtomsky, interrelated processes - motivation and memory - cause a pre-working state. From a physiological standpoint, the pre-working state corresponds to the dominant, which is based on the excitation of certain nerve centers. The principle of self-regulation inherent in mental performance is carried out due to the constant receipt of information about the final result through the flow of afferent information.

IN educational psychology mental performance was considered as a student's ability to effectively perform educational tasks within a given time. So, P. Kapterev studied the problem of mental performance of students through the directed formation of the foundations of their ability to work. He identified defects that lead to impaired mental performance. He attributed laziness to such defects.

Within the framework of the concept of subject-activity psychology, S. L. Rubinshtein characterized mental performance as a complex indicator on which a person’s success in educational activities and mental work depends.

In the context of the psychology of age giftedness, N. S. Leites understood mental performance as mental abilities that characterize the possibilities theoretical knowledge and practical activities of the child.

In modern Russian psychology, the mental performance of schoolchildren is considered in two aspects:

1) mental performance as an indicator of the functional state and capacity of younger students;
2) mental performance - one of the criteria for adaptation to the school load and an indicator of the body's resistance to fatigue.

Proponents of the first (physiological) approach understand the potential ability of a person to perform the maximum number of tasks for a given time and with a certain efficiency by working capacity. Mental performance depends on biological seasonal rhythms and is determined by the physiological characteristics of the child. Research by R. G. Sapozhnikova shows that fatigue by the end of the school day, school week and school year is growing. She found negative changes in the indicators of higher nervous activity, deterioration in the functions of visual and auditory analyzers, a decrease in the level of oxygen saturation in the blood, an increase in distraction from work, a decrease in working capacity and other physiological indicators. P. D. Belous understands mental performance as such a resolution of psychophysiological processes, in which it is possible to achieve high quantitative and qualitative indicators of mental activity at maximum physiological costs. I. S. Kondor and V. S. Rotenberg propose to combine the physiological and psycho-emotional indicators of the body to determine mental performance. Under mental performance, they understand the strength of the subject's motivation, his level of wakefulness, focus and stability of attention.

Proponents of the second (psychological-pedagogical) approach understand mental performance as a characteristic of a child's current or potential abilities to carry out mental activity at a given level for a certain time. Mental performance integrates the basic states of the child's psyche: perception, attention, memory, thinking. A high level of mental performance is one of the indicators of a child's psychological health. Most often, the authors of this approach are engaged in the study of any one factor that characterizes mental performance, and use various methods. So, G. A. Berulava notes that when assessing mental development of the child, both the level of the child's actual development and the level of his possible development should be taken into account. M. V. Antropova considers attention as the most significant indicator of the mental performance of children of primary school age. In her research, she found that the stability of attention of students in grades 1-3 increases in the first two days of school. And on Friday, on the contrary, the lowest attention span is recorded. T. V. Vorobyova notes that the mental performance of younger students changes during the school year - by the end of it, the level of mental development of students increases by 25.5% compared to the beginning of the school year. N.K. Korsakova proposes to investigate the mental performance of primary school students, based on an analysis of the characteristics of auditory, visual and speech memory and visual-figurative thinking of the child. In the study by E. N. Dzyatkovskaya, the mental performance of children aged 7–9 years is also considered through the integration of several indicators. For a comprehensive assessment of the mental performance of children of primary school age, the author proposes to study the indicators of memory, attention and thinking.

The level of mental performance of a junior schoolchild is decisive for his psychological and pedagogical status. Mental performance includes:

1) the main characteristics of attention (activity, focus, stability);
2) perception as the basis of mental functions;
3) memory ( different kinds memory, speed of consolidation, preservation of the ability to perceive);
4) thinking as an indirect form of reflection processes;
5) special abilities;
6) personality traits that influence the child's behavior and determine the effectiveness of his activities.

Mental performance is some integral property of a child's cognitive activity, consisting of three main components:

- cognitive (features of the processes of perception, memory and thinking of the child);
- creative (general and special abilities of the child - originality and flexibility of thinking);
- personal (character traits that affect the behavior of the child and determine the effectiveness of his activities).

In the age aspect, the data describing the dynamics of the mental performance of schoolchildren are very contradictory. Most scientists note a natural increase in the mental performance of children in connection with their growth and development. This is due to the improvement of higher nervous activity, an increase in the lability of nervous processes, the qualitative and quantitative formation of new temporary connections, which indicates the dependence of mental performance and its stability on the level of physical development. It was found that students with more high level growth and development have the highest mental performance.

The mental performance of a student changes during the day, week and year. During the school year, the dynamics of the mental performance of schoolchildren is considered in quarters. Efficiency, as a rule, decreases by the end of the second quarter, this is due to a decrease in the functional capabilities of the body. Rest during the winter holidays contributes to the restoration of students' working capacity. During the second half of the year, mental performance remains fairly stable, but decreases by the fourth quarter. It is believed that favorable hours for human mental activity fall at 10–12 am and 6–8 pm. By 14-16 hours, mental performance, as a rule, is greatly reduced.

The problem of disruption of the dynamics of mental activity was noted by L. S. Vygotsky in his doctrine of fatigue, saying that the reason for the violation of the dynamics of mental activity of students is systematic fatigue, which can lead to persistent school failure of the child. Educational activity requires the simultaneous joint activity of a number of bodies. As a result, general nervous fatigue may occur. "In this case, three basic concepts should be distinguished: fatigue, fatigue and overwork. We will call fatigue that nervous state that can occur even when there are no physiological grounds for the onset of fatigue. Fatigue can also be after good night, and suggested, and due to lack of interest and boredom from the processes taking place before us. In normal cases, fatigue is for us a signal of the onset of fatigue. Fatigue is a purely physiological factor ... ". Thus, fatigue is a subjective reaction, and fatigue is an objective state of the body. "Overwork means such an abnormal loss of strength, when their full recovery is no longer possible. Then there is some minus, an irreplaceable expenditure of energy, which threatens with painful consequences for the body.

Violation of mental performance of younger schoolchildren can be attributed to one of the main groups of causes that cause the syndrome of persistent school maladaptation. The main manifestations of impaired mental performance of children of primary school age are:

1) frequent headaches during the school day;
2) motor disinhibition - some hyperactivity;
3) general fatigue;
4) insufficient concentration of attention for learning;
5) intolerance to sensory stimuli, including loud noise or other children's conversations;
6) incapacity for prolonged mental stress;
7) slowing down the rate of assimilation educational material;
8) weak switching from one educational task to another;
9) difficulties in memorizing educational material.

As a result, children with mental disabilities learn educational material not in in full At the same time, the process of mastering educational skills is significantly disrupted in them, and acute school uncertainty is rapidly growing.

As a rule, in children with impaired mental performance, mood swings are noted from capriciousness, instability, erratic activity to lethargy, lethargy and passivity.

Teachers and psychologists working with children of primary school age need to remember that fatigue is a necessary physiological process that preserves the integrity of the work of the child's body. But especially strong fatigue can lead to a violation of the mental performance of younger students. When organizing training and correctional and developmental classes, you need to use various forms activities, try to switch the attention of children from one object to another. It is important to leave time for the rest of the children. This includes, if possible, a small physical activity child during the lesson.

When studying the weekly dynamics of mental performance of younger schoolchildren, conducted by Yu. V. Baskakova under the guidance of A. S. Obukhov, it was found that the average value of mental performance tends to increase at the beginning of the week, on Wednesday it reaches its maximum value and by the end of the week falls. On Friday, the level of mental performance of younger students is lower than on Monday. The peak of mental activity of primary school students falls in the middle - the second third of the school week (Wednesday - Thursday).

When compiling an educational schedule for children of primary school age and planning classroom and school-wide activities, it is necessary to take into account the peculiarities of their mental performance, including its dynamics throughout the entire school week. The readiness of the child to participate in classroom and school-wide activities reaches its maximum only by the middle of the school week. It is at this time that the child is most active and receptive to gaining new knowledge and mastering new forms of activity.

With regard to the daily dynamics of the mental performance of younger schoolchildren, it was revealed that most children are most active and capable of mental work and the best perception of educational material in the middle of the school day. During the 1st-2nd lessons, there is an increase in the level of mental performance. At the 3rd and 4th lessons, the level of mental performance is stabilized. At the 5th lesson, there is a sharp jump in the level of mental performance (mental activity of students decreases markedly). After the 6th lesson, a sharp decline in the level of mental performance of younger students begins. As a rule, by the end of the school day, the mental performance of elementary school students becomes even lower than the level at which it was at the beginning of the 1st lesson. It must be remembered that after the end of the lessons, the younger student needs a rest from mental work.

Maximum activity, the ability to perceive material and master new forms of activity occurs in a child of primary school age at the 3rd-4th lessons on Wednesday and Thursday, a sharp decrease in the level of mental performance occurs on the 4th, 5th and 6th lessons on Friday.

Individual features of the weekly dynamics of the mental performance of elementary school students were also identified. Seven types of weekly dynamics of mental performance of children of primary school age have been identified - one main (dominant) and six individually typical.

1. Mental performance increases by the middle of the week and decreases towards its end - This type of mental performance dynamics includes most of the younger schoolchildren (about 80%). These children are most active towards the middle of the school week. By the end of the week, their mental performance drops noticeably.
2. Mental performance increases by the middle of the week and remains unchanged until its end.– this type of weekly dynamics of mental performance includes an insignificant part of younger schoolchildren (about 5%). These children are often quiet until about the middle of the week. Then their activity increases and remains at the same level until the end of the school week.
3. Mental performance is unchanged until the middle of the school week and decreases sharply by the end of it - this type of weekly dynamics of mental performance is characteristic of a few junior schoolchildren (about 1.5–2%). These kids are different. good mood and a high level of mental activity from the beginning to the middle of the school week, but by the end of it, the child's mood drops sharply, the level of activity decreases, the desire to engage in mental work disappears, and the time to concentrate decreases.
4. Mental performance continuously increases by the end of the school week- this type of weekly dynamics of mental performance is characteristic of approximately 6-7% of younger students. The level of mental activity of such children rises sharply by the end of the school week.
5. Mental performance decreases by the middle of the school week and increases towards its end - Approximately 3% of younger schoolchildren belong to this type of weekly dynamics of mental performance. Children tend to be very tired by the middle of the week. As a rule, this is accompanied by a decrease in the mood and level of mental activity of the child. But by the end of the week, the activity and mood of the child are restored.
6. Mental performance decreases by the middle of the school week and does not change until its end.- Approximately 1.5–2% of primary school students belong to this type. Such children tend to be somewhat tired by the middle of the school week. This is associated with a decrease in mood and mental activity levels. But there are no trends towards a further decrease in the level of mental performance.
7. Mental performance is unchanged during the week - approximately 1.5–2% of students also belong to this type of weekly dynamics of mental performance. There are no visible changes in mood and mental activity during the school week.

Younger schoolchildren with a high level of working capacity study well, get sick less and miss classes. In addition, high mental performance allows this category of children to master various skills and abilities without stress, and also ensures their moral and volitional development.

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Introduction

2. Phases of health

4. Changes in the working capacity of schoolchildren in the process of learning activities

5. Observation of changes in the working capacity of schoolchildren in the process of learning activities

Conclusion

Bibliography

Introduction

In any work, including mental, the human body and especially the child is not included immediately. Some entry into the work (working out) is necessary. The working-in phase is followed by the optimal performance phase.

A large study load, an irrational mode of study and work activity, or their incorrect alternation during the day and week cause pronounced fatigue of the body.

student working capacity study load

1. Efficiency and its dynamics

Working capacity is understood as the ability of a person to develop maximum energy and, spending it economically, achieve the goal with the qualitative performance of mental or physical work. Mental and muscular (physical) performance is closely related to age: all indicators of mental performance increase with the growth and development of children.

The rate of increase in the speed and accuracy of mental work with increasing age increases unevenly and heterochronously, like a change in other quantitative and qualitative signs that reflect the growth and development of the organism.

At all ages, students with disabilities in the state of health have a lower level of mental performance compared to healthy children and the class team as a whole.

In healthy children of 6-7 years old who enter school with insufficient readiness of the body for systematic training in a number of morphological and functional indicators, working capacity also turns out to be lower and shows less stability compared to children who are ready for learning, quickly adapting to it and successfully coping with emerging difficulties. . However, the stability of working capacity in these children, in contrast to weakened schoolchildren, usually increases by the end of the first half of the year 1 .

After a long, excessive, as well as during monotonous or hard work, fatigue occurs. A characteristic manifestation of fatigue is a decrease in performance. The development of fatigue is associated primarily with changes occurring in the central nervous system, a violation of the conduction of nerve impulses in synapses.

The rate of onset of fatigue depends on the state of the nervous system, the frequency of the rhythm in which the work is performed, and on the magnitude of the load. Uninteresting work causes fatigue faster. Children get tired with prolonged immobility and with limited physical activity.

After rest, working capacity is not only restored, but often exceeds the initial level. THEM. Sechenov showed for the first time that the recovery of working capacity during the onset of fatigue occurs much faster not with complete rest and rest, but with active rest, when there is a switch to another type of activity.

Fatigue is preceded by a subjective feeling of fatigue, the need for rest. In case of insufficient rest, fatigue, gradually accumulating, leads to overwork of the body 1.

Overwork of the body is manifested in sleep disturbance, loss of appetite, headaches, indifference to ongoing events, decreased memory and attention. At the same time, the mental performance of the body, which is sharply reduced, is reflected in the academic performance of children. Prolonged fatigue weakens the body's resistance to various adverse influences, including diseases.

Overwork in children and adolescents can occur as a result of excessive or improperly organized educational and extracurricular work, work, reduced sleep, outdoor recreation, poor nutrition.

The biological significance of fatigue that develops in children and adolescents in the process of educational and labor activity is twofold: it is a protective, protective reaction of the body against excessive depletion of the functional potential and, at the same time, a stimulator of the subsequent increase in working capacity.

Annual rates of increase in mental performance indicators from 6 to 15 years range from 2 to 53%.

The speed and productivity of work for the first three years of study increase equally by 37-42% compared with the level of these indicators when children enter school. Over the period from 10-11 to 12-13 years, the productivity of work increases by 63%, and the quality - its accuracy - by only 9%. At the age of 11-12 (grades V-VI) there is not only a minimum growth rate of the qualitative indicator (2%), but also its deterioration in a significant number of cases compared to previous ages. At 13-14 years old (girls) and 14-15 years old (boys), the rate of increase in the speed and productivity of work decreases and does not exceed 6%, while the increase in the quality of work increases to 12%. At 15-16 and 16-17 years old (IX-X classes), productivity and accuracy of work increase by 14-26%.

The alternation of mental work with physical, switching from one type of activity to another, the cessation of mental work of children and adolescents at the time of the onset of a sharp decrease in working capacity (not far from the advanced stage of fatigue) and the subsequent organization of active recreation contribute to the restoration of the functional state of the central nervous system.

The systematic performance of work (training sessions, labor activity) within the normative age limits of duration improves mental performance.

In most children and adolescents, the activity of physiological systems increases from the moment of awakening and reaches an optimum between 11 and 13 hours, then a decline in activity follows, followed by its relatively less prolonged and pronounced rise in the interval from 16 to 18 hours. Such regular cyclic changes in the activity of physiological systems are found reflection in the daily and daily dynamics of mental performance, body temperature, heart rate and respiration, as well as in other physiological and psychophysiological indicators.

In the articles by M. Bronislav and D.Sh. Matrosov from different angles highlight the problem of normalizing the workload of schoolchildren.

The working capacity of a person is determined by the influence of various external and internal factors, which can be conditionally divided into three main groups:

1st - physiological nature - the state of the cardiovascular system, respiratory, etc .;

2nd - physical nature - the degree and nature of the illumination of the room, air temperature, noise level, etc .;

3rd - mental nature - well-being, mood, motivation, etc.

A person's performance cannot be constant, therefore, it is necessary to know its changes during the day, week, semester, academic year and during the session in order to level out its possible negative consequences.

2. Phases of health

In any work, including mental, the human body and especially the child is not included immediately. It takes some time to get into the work, or work it out. This is the first phase of performance. During this phase, quantitative (volume of work, speed) and qualitative (number of errors - accuracy) performance indicators often asynchronously improve and deteriorate before each of them reaches its optimum. Such fluctuations - the body's search for the most economical level for work (mental activity) - is a manifestation of a self-regulating system.

After some time, less for students aged 6-7 and more for adolescents, boys and girls, fatigue begins to develop and the third phase of working capacity appears. Fatigue manifests itself first in an insignificant, and then in a sharp decrease in working capacity. This jump in the decline in performance indicates the limit of effective work and is a signal for its termination. The drop in performance at its first stage is again expressed in the mismatch of quantitative and qualitative indicators: the amount of work is high, and the accuracy is low. At the second stage of the decline in performance, both indicators deteriorate in a coordinated manner 1 .

Change in working capacity during the school day. During the school day, as a rule, the following phases of changes in the working capacity of older schoolchildren are observed:

1. Working in (10-15 min). It is characterized by a gradual increase in efficiency and the formation of a working dominant.

2. Optimal (sustainable) performance (1.5-3.0 hours). In this phase, changes in body functions are adequate to the ongoing learning activities.

3. Full payment. Initial signs of fatigue appear, which are compensated by strong-willed effort and positive motivation.

4. Unstable compensation. Fatigue increases, and the productivity of educational activity decreases.

5. Progressive decline in performance. A short-term increase in working capacity is possible due to the mobilization of the body's reserves (final breakthrough).

6. A sharp decrease in work productivity. There is a fading of the working dominant.

At the stage of a sharp decrease in working capacity, the functional state of the central nervous system worsens even more rapidly: protective inhibition develops, which outwardly manifests itself in children and adolescents in lethargy, drowsiness, loss of interest in work and refusal to continue it, often in inadequate behavior.

During the period of organized active recreation, recovery processes not only ensure the return of working capacity to the original - final level, but can raise it above this level. At the same time, fitness occurs when the next load follows the restoration and strengthening of indicators after the previous work, while chronic exhaustion occurs when the next load follows before the restoration of working capacity has reached its original level. The alternation of mental work with physical, switching from one type of activity to another, the cessation of mental work of children and adolescents at the time of the onset of a sharp decrease in working capacity (not far from the advanced stage of fatigue) and the subsequent organization of active recreation contribute to the restoration of the functional state of the central nervous system.

The systematic performance of work within the normative age limits of duration achieves the improvement of mental performance.

The daily periodicity of physiological functions, mental and muscular performance has a permanent character. However, under the influence of the regime of educational and labor activity, changes in the functional state of the body, primarily the central nervous system, can cause an increase or decrease in the level at which the daily dynamics of working capacity and vegetative indicators unfold.

A large study load, an irrational mode of study and work activity, or their incorrect alternation during the day and week cause pronounced fatigue of the body. Against the background of this fatigue, deviations occur in the regular daily periodicity of physiological functions. Thus, in cases of excessive production and teaching load, almost half of the students of vocational schools had

1 Gorbunov N.P. Functional state of schoolchildren in the process of adaptation in educational activities // Pedagogy. - 2005. - No. 6. - from. 9-13.

not only deviations in the daily dynamics of working capacity were diagnosed, but also the erratic nature of changes in body temperature and heart rate.

The optimal state of working capacity in the morning hours, the decline in working capacity in the second half of the day are typical for most healthy students of all grades. During wakefulness (from 7 to 21-22 hours), the curves of the periodicity of working capacity and physiological functions in 80% represent a two-peak or one-peak type of fluctuations.

3. Weekly performance dynamics

In addition to the daily periodicity of physiological functions and psychophysiological indicators, including working capacity, their weekly change is clearly expressed. The greatest working capacity happens by the middle of the week - on Wednesday, by Saturday it falls. On Monday, a person is drawn into work, from Tuesday to Thursday he works with full dedication, and on Friday there is a sharp decline in working capacity.

On Monday, students in all grades general education schools and vocational schools register low rates of mental performance. On Tuesday and Wednesday, students are characterized not only by a higher level of mental and muscular performance, but also by greater stability. Thursday and Friday in most cases turn out to be days of reduced performance and its least stability.

Saturday is the most unfavorable school day. The performance of children and adolescents is low. However, often on Saturday there is an increase in the positive emotional mood of students in connection with the upcoming day of rest, anticipation of interesting things and entertainment, excursions, trips, visiting the theater on Sunday. The body, despite fatigue, mobilizes all the resources it has, which is expressed in a relative rise in mental performance - the phenomenon of the so-called final impulse.

Changing the position of the body - motor anxiety, recorded in students in the classroom, is a protective reaction of the body. The number of movements, the duration of maintaining the relative constancy of the posture, the frequency of using the desk cover as an additional support for the body also objectively reflect the increase in students' fatigue and the decrease in their performance. For example, from Monday to Saturday in children 7-8 years old, the total number of movements in the lessons increases by 32%, the duration of maintaining the constancy of the posture decreases by 65%, and the stability of standing upright also decreases.

In children 6 and 7 years old, starting systematic education, during the period of adaptation to academic loads, new learning conditions and the requirements of discipline in the first 6-9 weeks, the days of optimal performance, when they agree with each other relatively high speed and accuracy of work shift from Tuesday to Thursday. Only after some time is established a permanent day of the best performance of first-graders - Tuesday.

For students of 7-8 and senior grades, the optimum performance in most cases falls on Tuesday. On Wednesday, a sharp decline in all performance indicators is recorded, and on Thursday there is a significant increase in the speed and accuracy of work. A drop in working capacity on the environment indicates an early onset of fatigue, a significant tension in the mechanisms of regulation of the functional state of physiological systems, and a search for resources to equalize working capacity. As a result, a relatively high, but one-day (Thursday only) rise in the levels of all performance indicators is provided. However, there is no strengthening of levels, and on Friday there is a deterioration in performance, a pronounced imbalance between the processes of excitation and inhibition in the nerve cells of the cerebral cortex, and a weakening of active internal inhibition.

Very often, a drop in working capacity by the middle of the week and the body's search for resources to equalize it is delayed by high school students until Friday. Then only on Friday a relative rise in working capacity is manifested, however, with its low stability. In these cases (rise on Thursday or Friday), the weekly performance curve of students has two peaks and, accordingly, two declines.

1. Changes in the working capacity of students in the process of learning activities

In the first half of the training sessions, the majority of primary school students' working capacity remains at a relatively high level, revealing an increase after the first lesson. By the end of the third lesson, performance indicators deteriorate and further decrease by the end of the fourth lesson.

In accordance with the dynamics of performance indicators, the behavior of students changes during the school day. At the beginning of the third lesson, there is a decrease in students' attention. They look out the window, listen absently to the teacher's explanations, often change their body position, talk and even get up. A short period of excitement in most children from the second half of the third lesson is replaced by lethargy; children stretch, yawn, follow the teacher's explanation poorly, and with difficulty maintain the correct posture. From the beginning of lessons to their end, motor anxiety increases.

In students of middle and senior school age, less profound changes in the functional state of the nervous system were revealed for equal time of classes than in primary school students. Nevertheless, by the end of the fifth hour of classes, the changes in the functional state of the central nervous system in students of middle and senior school age turn out to be significantly pronounced. A noticeable change in the average values of mental performance indicators, visual-motor reactions, coordination of movements towards deterioration in comparison with the data before the start of classes and, especially with the data after the first lesson, manifests itself by the end of the third hour of classes.

Changes in performance indicators are especially great during the classes of high school students in the second shift. A short break between the preparation of lessons and the beginning of classes at school does not ensure the restoration of adverse changes in the functional state of the central nervous system. Efficiency decreases sharply already in the first hours of classes, which is especially clearly manifested in the behavior of students in the classroom.

Thus, appropriate shifts in working capacity are manifested in students in primary school in the first three lessons, and in middle and senior - in the fourth and fifth. The sixth hour of classes are held in conditions of reduced working capacity.

Lesson duration. Continuous mental activity significantly determines the dynamics of students' working capacity and its level throughout all classes.

The efficiency and activity of first-graders (children 6-7 years old) are the highest during the first 15 minutes of work. This is especially pronounced at the beginning of the school year. After 30 minutes of continuous work, a drop in working capacity, deterioration in attention and memory loss, a decrease in the mobility of the main nervous processes and a violation of interaction are recorded. signaling systems. Therefore, the lesson for first-graders is limited to 35 minutes. From a hygienic point of view, shortened lessons are also advisable in grades II-IV. At the same time, schoolchildren finish the school day with a higher working capacity, which is important for the subsequent preparation of homework.

The duration of the lesson for students of II-X (XI) grades is 45 minutes. To maintain the proper level of performance, small dynamic pauses in the middle of the lesson, the alternation of activities during the lesson.

2. Observation of changes in the working capacity of schoolchildren

In order to clearly monitor the change in the working capacity of students in the course of work in the lesson, it will not be superfluous to do a little research.

It will consist of 3, one might say, types, namely:

1. how has the working capacity changed in the lesson;

2. how children's behavior, attention changes;

3. what signs of fatigue appeared in the behavior of the observed.

1. How has working capacity changed in the lesson

Children were selected for observation different types higher nervous activity. As a result of the observation, it turned out that the level of working capacity in a child with a strong type of GNI is much higher than in a child with a weak type.

If we trace the dynamics of working capacity in a strong living type (Yakimets Yura - sanguine), then it can be noted that the child has an increase in working capacity and maintains it at a high level for a longer time, compared with a child with a weak type of HNA (Gennady Skrypnik - melancholic).

2. How children's behavior, attention is changing

In the course of the lesson, it was found that with the development of fatigue and a decrease in the level of working capacity, it is more difficult for a sanguine child to restrain his emotions, sit straight, not turn around, and also focus on important things for a long time. Yura began to distract his classmate from the lesson, to talk, and in the middle of the lesson he even began to sing a song and jump from the seat. Since it is very difficult for a boy to restrain his emotions, the child stopped listening even to the remarks of the teacher. The student with a weak type of GNI, on the contrary, became silent. When the children looked at the illustration, the melancholic child could not keep his attention on it for a long time, as a result, the student lowered his head to the desk and closed his eyes.

As a result, both children have less stability of attention, its slower switching from one subject to another.

3. What signs of fatigue appeared in the behavior of the observed

The first phase of fatigue is manifested by protective excitation, “disinhibition of the brakes” (according to I.P. Pavlov). The child cannot actively slow down, motor restlessness appears. Children stretch, lie down on the desk, talk. Pupils begin to be distracted, pay attention to foreign objects.

In the second phase of fatigue, the children became more indifferent, did not respond to increased intonation and the teacher's remarks.

Based on the following observations, we note that after analyzing the hygienic assessment of the lesson, we can note the observance of all hygiene standards during its preparation and implementation. Compliance of artificial lighting with all the proposed requirements guarantees the preservation of children's health, a reduction in injuries, and a longer maintenance of a high level of working capacity 1 .

Proper and active change at school allows students to recover faster, relax and maintain a positive attitude towards the learning process, which is an important factor in maintaining and strengthening the health of the younger generation.

Taking into account the age and individual characteristics of children, timely switching from one type of activity to another, the use of visual aids and physical exercises in the lesson allows you to keep the pace of the lesson high, and make the assimilation of the material deeper and more conscious.

An important fact is the knowledge and ability to recognize the first signs of fatigue in children, as well as the ability to notice and eliminate it in time. Since as a result of untimely removal of fatigue, the child may develop overwork, which can lead to serious diseases of the growing and developing child's body.

As a result of studying this aspect, I would like to note the paramount importance of knowledge of this discipline not only for teachers

schools, but also for parents, as the family and the school influence the health of the child not only in interaction, but also in their complementarity. After all, the preservation and strengthening of the health of the younger generation has always been and remains one of the most important and difficult tasks for society.

Conclusion

The considered material indicates that for the educational work of schoolchildren, regardless of its temporal parameters (school day, week, school year), the change in mental performance is characterized by a consistent change in periods of working out, stable and high performance and a period of its decline. This circumstance is important for planning measures to optimize the conditions of educational and labor activity and recreation of schoolchildren, in particular, the use of physical culture and sports.

As a result of the work carried out, we can draw the following conclusion that the rational alternation of mental and physical work will help to maintain good performance among schoolchildren in the process of educational activities.

Literature

1. Bronislav M. "On the teaching load of schoolchildren" // Soviet Pedagogy. - 1987.-№7 - p. 46-49.

2. Bryksina Z.G., Sapin M.R. "Anatomy and physiology of children and adolescents" Proc. allowance for students. ped. universities. - M.: Ed. Center "Academy", 2004. - 137 p.

3. Gorbunov N.P. "The functional state of schoolchildren in the process of adaptation in educational activities" // Pedagogy. - 2005. - No. 6. - from. 9-13.

4. Journal "Five days and health of the younger schoolchild" // Elementary school. - 1990. - No. 2. - p.64.

5. Kovalenko D.V. "Adaptation of the organism of adolescents to the training load" / under. ed.- M .: Pedagogy. 1987-152s.

6. Markhvaidze R.I. "Fundamentals of anatomy, physiology and hygiene of children and adolescents: Lectures". - Sterlitamak: SGPI, 2001. - 392s.

7. Sailor D.Sh. "Time factor in learning" // Soviet Pedagogy. - 1987. -№7. - from. 49-52.

8. Khripkova A.G., Antropova M.V. "Adaptation of the organism of students to educational and physical loads", M.: 1982.-222p.

9. Khripkova A.G., Antropova M.V., Farber D.A. "Age physiology and school hygiene". M., 1990. (Electronic textbook, chapter 9, "Physiology of activity and adaptation")

10. Khripkova A.G. "Age anatomy and school hygiene", 1990. - from. 46.

11. Electronic resources: www. yandex. en , www. google. en.

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A person works due to two of his properties: the ability to form a purposeful activity and the efficiency in which this activity is realized.

performance - a characteristic of the available or potential capabilities of an individual to perform a purposeful activity at a given level of efficiency for a specific time.

in Depending on the forms of labor activity, physical and mental performance is distinguished. Physical activity requires application of significant efforts of the body, mental - is characterized by a much smaller, often insignificant and irregular use of the motor apparatus, which contributes to a slowdown in metabolic processes, congestion, primarily in the muscles of the legs, a deterioration in the supply of oxygen to the brain, and the like (constituting 1.2-1.5% of body weight, the brain needs more than 20% of its energy resources).

The performance of students is influenced by personal and organizational factors. TO personal factors include the type of nervous activity, age, gender, health status, emotional state, fitness, motivation. The conditions of training, the organization of the workplace and working posture, the compliance of teaching aids with ergonomic requirements, the mode of work and rest are organizational factors.

Psychophysiological characteristics of children aged 6-10 significantly affect the changes in their physical performance during the lesson, day, week and academic year. The younger the students, the more noticeable fluctuations in the dynamics of their performance, this should not be paid attention to when planning educational work. The performance of students during the day or lesson is unstable, it is characterized by phase development: entry, optimal performance and fatigue. The dynamics of students' performance can be depicted as a normal distribution curve (Fig. 2.1).

Entry phase covers the functional preparation of the nervous and humoral mechanisms for controlling the future type of activity, the gradual adjustment to the desired dynamic stereotype, the achievement of the required level of the autonomic functions of the body. its duration depends on the nature of the activity. They believe that the more energetically stressful the work, the shorter this phase. So, for hard physical work it lasts 20-25 minutes, and for mental work 1.5-2.5 hours. In pupils, this phase is much shorter than in adults, which is explained by the greater excitability and functional mobility of the nervous system of children.

Optimal sustained performance phase in terms of physiological characteristics, it is fundamentally different from the entry phase. During this period, the necessary working dynamic stereotype is carried out, effective motor or mental activity, accompanied by a stable sufficient level of vegetative functions and optimal results of activity. The duration of this period also depends on the age, state of health, nature and intensity of work. Under favorable conditions, the period of optimal stable performance can last 70-75% of the working time.

As a certain activity is performed, the body's performance begins to gradually decline. Begins phase of fatigue (decreased performance), It is characterized by a decrease in the performance indicators of the work performed, a deterioration in the functional state of the body and the development of fatigue (the last 5-10 minutes of a lesson in elementary school).

For some types of activity, in addition to the named phases, it turns out that there is also a so-called. final impulse phase.

End impulse phase occurs when work ends in the optimal performance phase or during its completion. It is characterized by urgent mobilization through the motivational sphere of additional forces of the body, emotional upsurge, increased feeling of fatigue and increased efficiency. The stronger the incentives for activity, the more pronounced is the phase of the final impulse. In this case, the nature of the natural dynamics of performance changes significantly.

So, the curve of the dynamics of students' working capacity during the lesson has certain features. The entry phase lasts 5-10 minutes and requires relatively little effort. During the period of optimal stable performance, which lasts 20-30 minutes, the load should be maximum (feeding new material, fixing it, performing independent work and etc). The last 5-10 minutes of the lesson belong to the fatigue phase, so the load must be reduced (Fig. 2.1).

Student performance changes throughout the day. Thus, in the first half of the school day, the working capacity of the majority of younger schoolchildren remains at a relatively high level. The rise in working capacity is observed after the first lesson and continues until the third. At the end of the third lesson, performance indicators decrease, and at the fourth and fifth lessons they become very low. So, in the first lesson it is worth studying relatively easy subjects, in the second or third - the most difficult, and then again easy.

The regulation of the teaching load is closely related to the question of the degree of complexity of the subject for the perception of the student. This indicator depends on the content of a particular lesson, teaching methods, inclinations, abilities and level of knowledge of students, their emotional perception of the subject, age, skill and personality of the teacher, etc. Based on numerous studies of hygienists, subjects were classified by complexity; The classification criterion was the presence objective signs fatigue that appeared after a certain lesson. For practical use proposed such a distribution of subjects according to the degree of complexity in descending order: mathematics, foreign language, physics, chemistry, history, native language, literature, natural history, geography, physical education, labor training, drawing, drawing, singing. There are tedious subjects that children meet for the first time (for example, for students in grade 2 - natural science). At primary school age, a reading lesson is tedious, since the process of developing reading skills is complex and tedious. However, when reading at the second lesson (the period of optimal body capabilities), the daily dynamics of working capacity is better and more effective (54.1%) than under other conditions (18.3%).

According to the characteristics of the dynamics of daily performance, so-called. doves, larks and owls. "Doves" are characterized by a double-peak curve of performance dynamics: the first peak occurs at about 10-11 o'clock, at 14-15 o'clock. performance decreases, at 17-18 hours. rises again, falling in the evening. "Owls" work most productively in the evening hours, and "larks" - in the morning.

The performance of students also changes during the week. On Monday, it is slightly reduced for the beginning of the weekly phase of entry into educational activities. For junior schoolchildren, the peaks of working capacity fall on Tuesday and Thursday. On Friday, this figure gradually decreases due to fatigue. Some studies show that on Friday, younger students experience an increase in working capacity, due to the emotional expectations of rest days. Behind such principles, the working capacity of children also changes during the school year.

The considered dynamics of working capacity is typical for the majority of healthy students who are involved in learning activities. However, the typological and age characteristics of the organism of children to a certain extent can change the dynamics of working capacity. In addition, the younger the student, the lower the level of his performance and the shorter the period of optimal stable performance.

Dependence of students' working capacity on the properties of the nervous system and individual style of activity on the example of students of Lyceum No. 3

Introduction

Chapter I. Causes of fatigue and ways to improve the mental performance of students

Individual features of the human nervous system

Chapter II. Experimental study of the properties of the nervous system and the performance of students

Conclusion

Literature

Introduction

In Russia, health has always been and is treated irrationally, and to a greater extent emotionally. In our Russian mentality, it is customary to complain about health, pity the poor, sympathize, condole. Perhaps this is one of the reasons why healthy lifestyle life has not become a cultural value of our society.

Today, the state of health of the nation is an indicator of the well-being of the state. The school is one of the most significant institutions facing the future of mankind, having an impact on the emerging generation. But school is the mental work of the child, it is always overload and fatigue. Which definitely affects their health.

According to research results, the vast majority of students significantly lose their health by the time they finish school. Most frequent pathology at school age - visual impairment. According to studies, the main reason for the decrease in visual acuity at school age is myopia. By the time children enter school, myopia is 3%, by the end of the 11th grade, the percentage of children with myopia increases to 18 - 20%.

In the age of science and technology, modern man the organ of vision and hearing experiences the greatest load. The eyes rest only during sleep. The ear is constantly awake, to a certain extent even at night, in sleep. He is constantly exposed to irritation, since he does not have any protective device, similar, for example, to the eyelids that protect the eyes.

The fatigue of the organs of vision and hearing affects the performance and well-being of the child. Prolonged visual loads and loud noise increase the likelihood of neurosis, cause depression, fatigue, and headaches. The unpleasant effects of noise and prolonged visual stress have a stronger effect on mental performance than on physical performance.

Mental performance is the maximum mental activity that a person is able to perform when all the reserves of the body are mobilized. The depletion of these resources leads to severe, often irreversible health problems. A person should spend only a part of his functional resources and to such an extent that this does not prevent their subsequent and complete restoration.

The purpose of the study: to study the influence of the human nervous system on its performance.

Object of study: 10th grade students of MOBU Lyceum No. "3" in the amount of 24 people.

Subject of study: the influence of the properties of the nervous system

on student performance.

Research hypothesis: we assumed that the productivity of a person's activity is influenced by the characteristics of his nervous system, as well as the individual style of activity, i.e. ways and means of organizing this activity.

Chapter I. Causes of fatigue and ways to improve the mental performance of students

.Human performance and causes of fatigue

Efficiency is the ability to perform a certain type of work for a given time and maintain high quality and quantity indicators. During the day, a person's performance changes. It is characterized by two periods of increased activity of physiological functions: between 10-12 hours and 16-18 hours. Correspondence of the mode of activity to biological rhythms helps to increase labor productivity, contributes to the preservation of health, allows you to achieve results with less energy and time.

When performing work, several periods are distinguished:

The first - working in, is characterized by a gradual increase in working capacity. The body completely leaves the state of sleep and adapts to the new requirements imposed by work on a person. The duration of this period is determined by the state of the body, as well as the nature of the work. In an adult with heavy physical work, it takes 20-25 minutes, with moderate work - 1-1.5 hours, with creative mental activity - 1.5-2 hours .. With mental activity, it lasts 1.5 - 2 hours .

The second period - sustainable performance - lasts an average of 2-3 hours. This period may be replaced by a period of compensatory restructuring.

The third is compensatory restructuring. when only the first signs of fatigue appear in the form of an increase in micropauses, a decrease in attention, the pace of work, a deterioration in some physiological functions, but the performance does not fall due to the volitional efforts of a person. To prevent an increase in fatigue, it is during this period that it is useful to carry out hygienic measures to regulate the magnitude of the load. It lasts an average of 2-3 hours and ends when the first signs of fatigue appear in the form of a decrease in attention, the pace of work. But efficiency does not fall only due to the willful efforts of a person. If the work continues, then after the period of compensatory restructuring, fatigue develops and a decrease in working capacity occurs. This period falls on 5-6 lessons.

Fatigue is defined as a temporary deterioration in the state of the body resulting from work, which is expressed in a decrease in working capacity. Fatigue is a process that performs a certain protective role in the body, protecting its individual systems and organs from excessive overstrain and possible damage due to this.

The performance of schoolchildren is determined by many factors. First of all, it depends on age: the younger the student, the lower its level, and the period of stable optimal performance is shorter. It is also affected by health disorders and diseases that reduce the functionality of the body. For example, low performance is observed in children with disorders of the nervous system, delayed physical development, allergic diseases, hearing loss, as well as in long-term and frequently ill children.

Modern scientific research has established that the biorhythmological level of mental performance in school-age children falls within the interval of 10-12 hours. During these hours, the greatest efficiency of assimilation of the material is noted at the lowest psychophysiological costs of the body. Therefore, in the schedule of lessons for younger students, the main subjects should be taught at 2-3 lessons, and for students of middle and older age - at 2,3,4 - lessons.

In middle and senior school age, working capacity is significantly reduced at the 4th lesson. With the continuation of work at the 5th lesson, due to the inclusion of compensatory mechanisms, the working capacity of schoolchildren increases slightly, and then by the 6th lesson it falls again and more significantly.

During the week, the same periods of change in working capacity are noted as during the day. On Monday, work is done, on Tuesday, Wednesday, the maximum working capacity is noted. From Thursday, fatigue gradually begins to accumulate, which increases by Friday and Saturday.

The rate of development of fatigue (the time from the beginning of work to the appearance of the first signs), as well as its depth at the end of work, are closely dependent on the level of functional stress of the body.

For a long time, scientists considered fatigue to be a negative phenomenon, a kind of intermediate state between health and illness. However, time has not confirmed this concept.

If the body did not get tired, then recovery processes would not occur. Thus, a normal physiological process that performs a certain protective role in the body, protecting its individual physiological systems and organs from excessive overstrain and possible damage in connection with this. Fatigue usually appears at the moment when the body has used up a large proportion of energy resources. Why is this most useful thing has a negative connotation: reduces interest in work, worsens mood, often causes pain in the body?

So, fatigue is a state of a person caused by work. Physical fatigue is promoted by dynamic (for example: long walk, running) and static (lifting weights, holding them, transferring) loads. Mental fatigue is caused by a load on the senses (sight, hearing, touch), a strong tension of attention, awareness of responsibility.

The main signs of mental fatigue are presented in the table:

Objects of observation Slight fatigue Significant fatigue Sharp fatigue Attention Rare distractions Distracted, frequent distractions. Weakened, there is no reaction to new verbal instructions. The desire to put the head on the table, stretch out, leaning back in the chairMovementAccurateUncertain, slowFussy movements of the hands and fingers (deterioration of underline) Interest Lively interest, asking questions Weak interest, lack of questions. Complete lack of interest, apathy.

Moderate fatigue quickly passes with a change in type of activity. If rest is not enough to fully restore working capacity by the beginning of the next working period, then during this period fatigue develops more quickly and its depth by the end of work will be more significant than in the previous period, i.e. fatigue will accumulate and overwork will develop. It is not eliminated during the usual periods of rest (daily, weekly), but requires a longer break from work or special treatment. The main signs of overwork (according to N.N. Platonov): sleep disorders (from difficulty falling asleep to insomnia), loss of appetite, headaches, shifts in the emotional sphere (mood swings, irritability, indifference to ongoing events), decreased mental performance (difficulty concentrating, forgetfulness, impaired memory and attention).

If the functional stress exceeds physical abilities, overvoltage of protective mechanisms occurs and disease occurs. For example, excessive physical exercise can cause injury to the musculoskeletal system; excessive psycho - emotional stress can provoke the development of neurosis, psychosis, diseases of the cardiovascular system.

Individual features of the human nervous system

In the labor activity of a person - physical or mental - the whole organism takes part as a whole. This interaction of all organs and systems in a living organism is directed and regulated by the nervous system.

The nervous system performs two functions: it organizes and coordinates the activities of all parts of the body and carries out its connection with the external environment.

Nervous activity is divided into higher and lower. The lower nervous activity ensures the internal unity of the organism, the higher - the external unity of the organism with the changing conditions of existence.

Nervous activity is carried out as a result of the interaction of two main nervous processes - excitation and inhibition.

Excitation is a nervous process that brings the body into an active state. Outwardly, excitement is manifested in the activity of a person, his readiness for activity.

Inhibition is a nervous process that leads to a temporary cessation or weakening of the active state of the body.

The type of higher nervous activity is a peculiar component of the basic properties of the nervous processes of excitation and inhibition - strength, balance and mobility.

The strength of nervous processes is understood as working capacity nerve cells. The strength of the nervous system is characterized by its ability to withstand prolonged and significant loads. Depending on the stock of reactive or functional substance in the nerve cells, the nervous system may be strong or weak.

The balance of the basic nervous processes - excitation and inhibition - is the second property that characterizes the type of higher nervous activity. If both processes are approximately the same strength, then they balance each other and such a nervous system is called balanced .. If one of the processes (usually excitation) prevails over the other (inhibition), then such a nervous system is called unbalanced .. Predominance processes of excitation over processes of inhibition is expressed in the rapidity of the formation of conditioned reflexes and their slow extinction, and vice versa. External manifestations are expressed in increased excitability and unbalanced behavior, speed of action, sharpness of movements, impulsiveness and vivid expression of emotions are characteristic.

The third property is the mobility of the nervous processes of excitation and inhibition. The human nervous system is constantly exposed to environment, which is characterized by inconstancy and variability. The mobility of the nervous system includes the speed and switchability of nervous processes, i.e. the ability of the nervous system to move from a state of excitation to a state of inhibition, and vice versa. the nervous system can be mobile and inert (sedentary). The mobile nervous system is characterized by the rapid course of nervous processes, the speed and easy change of the process of excitation and the process of inhibition. A feature of a sedentary nervous system is the relatively slow flow of the main nervous processes and the difficulty of their mutual change.

A person with a strong nervous system maintains a high level of performance during long and hard work. He recovers quickly. In a difficult unexpected situation, such a person is confident, does not lose emotional tone, does not pay attention to small, distracting influences.

A balanced person behaves calmly and collectedly in any, even the most exciting environment. Works evenly, without random ups and downs.

A mobile person is able to quickly and adequately respond to changes in the situation, easily abandons the chosen stereotypes and quickly acquires new skills and habits. Such a person easily moves from rest to activity and from one activity to another, emotions quickly arise and clearly manifest in him, he is capable of instant memorization, an accelerated pace of actions and speech.

efficiency nervous experiment student

Chapter II. Experimental study of the properties of the nervous system and the performance of students

Does the working capacity of students depend on the properties of the nervous system and is an individual style of activity formed in lyceum students?

We had to find the answer to these two questions in our study.

The study was conducted in the 10th grade. The study involved 24 students. Two methods were used:

Determination of the properties of the nervous system was carried out using the express method of E.P. Ilyin, it allows to determine the strength of the nervous system by psychomotor indicators and is based on determining the dynamics of the maximum rate of hand movement. The strength of nervous processes is determined by the performance of nerve cells and the nervous system as a whole. A strong nervous system can withstand a load greater in magnitude and duration than a weak one. Each student was given a form for the tapping test.

The variants of the dynamics of the maximum rate obtained as a result of processing the experimental data were conditionally divided into five types:

A strong (growing) type of the nervous system, characterized by a very high performance and endurance.
Medium - strong type of nervous system, characterized by high performance, but average endurance.
The average (smooth) type of the nervous system is characterized by average performance and average endurance.
Medium - weak type of the nervous system, characterized by an initial decrease in the pace of work, and then a short-term increase in the pace almost to the original.
Weak (descending) type of the nervous system, characterized by low performance and endurance, high fatigue.

Based on the analysis of the shape of the curves for the right and left hands, the strength of the nervous system is diagnosed.

These studies are shown in Table No. 1.

Nervous system type

The results of studying the type of nervous system in students can be presented on the graph (Graph No. 2)

The graph shows that the class is dominated by students with an average

(41%) and moderately weak (45.5) types of the nervous system. If people with an average type of nervous system are distinguished by an even working capacity and an average level of fatigue, then people with a medium-weak type of nervous system first reduce the pace of work, then they are capable of short-term mobilization almost to the initial level, and then there is a decrease in working capacity again. There are also children with a weak type of nervous system in the class - 2 students - 9%. And although there are no students with a strong type of nervous systems in the class, there are no underachieving students among them.

To judge the performance and the presence of fatigue, tasks of corrective tests were used. This technique is quite informative for assessing the impact of mental load on the functional state of the body. By the amount of work performed, i.е. the number of traced characters at a given time, the operating speed is set. The number of errors in terms of a constant amount of work characterizes its accuracy, coefficient A. By speed and accuracy, one can determine the productivity of work - coefficient E, and by changing these indicators in dynamics - fatigue.

Correctness factor

A \u003d / C - H /

/C + O /

where C is the number of correctly crossed out letters, H is the number of incorrectly crossed out letters, O is the number of erroneously omitted letters.

E \u003d S x A

where S is the number of scanned characters, A is the coefficient of correctness.

Comparative table No. 3 - the performance of students in grade 10

Study days Saturday Monday Performance levels Number of students % Number of students % High941 741045 81Medium732836Low626418 The table shows that by the end of the week, 26% of students showed a low level of working capacity. Over the weekend, there were minor changes, with a low performance indicator - 18% of students. This suggests that in one day off, 18% of 11th grade students were not able to relax and increase their working capacity. And this means that fatigue will accumulate during the week.

We continued our research by doing a performance study on the Saturday of the following week. But the studies conducted on Saturday - 2, ie. the next week, showed that fatigue in students accumulates slightly. This is evident from comparison table № 4.

Survey Days Saturday - 1 Monday Saturday -2 Performance Levels Number of Students % Number of Students % Number of Students % High941 741045 81943 78Medium732836835Low626418422

Compared with Monday to Saturday - 2, students have a slight accumulation of fatigue (4% of students).

So, we determined that during the second week, students in grade 10 experience a decrease in working capacity and accumulation of fatigue, although less than in the previous week. Perhaps this is because the studies were conducted at the end of the term, when the children were already very tired during the entire term. To find out whether the students were able to remove the accumulated fatigue during the holidays, a study was conducted immediately after the holidays. We compared the results of each student in three studies. The results are presented in Comparison Table No. 6.

Comparative table No. 6 of the performance of students in grade 10. before holidays and after. The table includes only those students who participated in all studies, i.e. those who missed at least one of the studies were not included in the table.

RabotosposobnostPonedelnik Saturday 2 after break-type N.S.PokazatelPokazatelUrovniPokazatelUrovni1sl361322pon428pov2sr548sl350333pon448pov5sr321314pon393pov6s-sil413438pov480pov7s-sl533581pov634pov8sr405447pov512pov9s-sl559553pon520pon10sr434403pon556pov11sl490578pov549pon12sr392533pov564pov13sr569486pon576pov14s-sl354507pov543pov15s-sl537572pov590pov16s-sl460418pon408pon17s-sl457465pov479pov18sr402534pov376pon19s-sl430603pov559povpv - 12 - 57% nB - 11 - 52% nB - 15 - 79% Mo - 9 - 43% Mon - 10 - 48% Mon - 4 - 21%

From the comparison table, it can be seen that students who showed an increased performance result compared to the last day of the study increased to 79% (from 52% of the previous study).

The number of students with a reduced level of working capacity decreased from 48% to 21%.

The table shows that the majority of students (15 people) have increased working capacity, i.e. - 79% of students showed an increased result compared to the study conducted before the holidays. This means that during the holidays there was a removal of fatigue accumulated during the previous study period in 79% of students. 15 students of the 10th grade during the holidays were able to relax and showed an increased level of efficiency. A student with a weak type of nervous system showed a lower result after a day off, but during the holidays he was able to rest and showed an increased result.

Of those guys who showed a reduced level of performance: two with an average - weak type of nervous system and one with an average type of nervous system.

The table also shows that the majority of children with a moderately weak type of nervous system, which are characterized by a reduced level of performance, show an increased level of performance. This means that the features of the nervous system are not the main ones in the performance of work and success in training.

Output

As a result of the study, the hypothesis put forward was partially confirmed that the productivity of a person’s activity is influenced by the characteristics of his nervous system, as well as the individual style of activity, i.e. ways and means of organizing this activity.

Each person in his activity uses his own methods and ways of performing certain work, i.e. forms his own, individual style of activity. Working capacity is also affected by how his activity proceeds, how quickly and in what way fatigue manifests itself, what methods help a person fight fatigue, what mode of work is most favorable for him. In other words, in what ways, and under what conditions, it achieves the greatest productivity.

The productivity of the children's activities depends primarily on the attitude to the work performed, interests, knowledge and skills, in particular, the teachings to organize their work. the performance of 10th grade students does not depend on the strength of the nervous system. Therefore, a student with a weak nervous system can give high productivity.

From the results of the study, we can say that the children of the 10th grade have formed an individual style of work, developed their own methods and methods of activity. As a result, each of them is successful in learning.

From this we can conclude that the children have formed an individual style of work, developed their own methods and methods of activity that help them in their educational activities.

Conclusion

Sometimes it is believed that it is necessary to look for ways to change the properties of the nervous system in the desired direction. This point of view cannot be considered correct. Since it is not known what should be considered "desirable properties of the nervous system." For example, a weak nervous system is a nervous system of low efficiency (in the physical sense), but of high sensitivity. Which nervous system is better: more sensitive, but less efficient or less sensitive, but more efficient? It is unlikely that anyone can unambiguously answer this question.

In addition, the productivity of a person's activity depends, first of all, on such factors as attitude to the work performed, interests, knowledge and skills, in particular, the ability to organize one's work. All these factors do not depend on the strength of the nervous system. Therefore, a person with a weak nervous system can give high productivity. But the strength or weakness of the nervous system is indicated not only by the productivity of activity, but also by how its activity proceeds, how quickly and in what way fatigue manifests itself, what methods help a person fight fatigue, what mode of work is most favorable for him. In other words, in what ways, and under what conditions, it achieves the greatest productivity. Each person in his activity uses his own methods and ways of performing certain work, i.e. forms its own, individual style of activity.

The individual features of higher nervous activity are determined not by any one of the considered properties, but always by their totality. Three properties that make up the type of nervous activity can form various combinations. Type of nervous activity - natural feature organism. It is hereditarily determined and to some extent changes under the influence of environmental conditions. It has been experimentally established, for example, that a strong type with a predominance of excitation can, through training, strengthen the lagging process of inhibition. It is also known that there are age-related changes properties of the nervous system.

With the help of certain techniques, a person consciously or spontaneously compensates for weak sides its typological features and makes the best use of its natural advantages. For example, people with a mobile nervous system perform urgent activities as they arise and perform them in a rush, jerk, and inert people prefer to protect themselves from jerks in work with increased attention to the work being done. The productivity of both is the same, but achieved in different ways.

The concept of "individual style" includes not only external practical methods of action, but also methods and techniques for organizing mental activity. For example, in people with a strong type of nervous system, the organization of attention stability is achieved through volitional efforts. In people with a weak type of nervous system, the stability of attention is compensated by a high level of switching.

Psychologists, who have studied the individual style of activity in many ways, have shown that it does not arise in a person immediately and spontaneously. An individual style is developed and improved if a person is actively looking for techniques and ways to help him achieve better results. The formation of an individual style of activity begins in childhood, occurs under the influence of training and education throughout life.

Literature

Adaptation of the body of a teenager to the training load / Ed. D.V. Kolesova. M., Pedagogy, 1987.
Belov N.V. Everything for girls from A to Y. M .: Modern writer, 2000.
Doskin V.A., Kuindzhi N.N. Biological rhythms of a growing organism. M.: Medicine, 1989.
Ivanchenko V.A. Secrets of your cheerfulness. M .: Knowledge, 1988.
Mnatsakanyan L.I. Personality and evaluative abilities of high school students. M.: Education, 1991.

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