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05.03.1919 - 06.10.1999
Hero of the Soviet Union
| Monuments | |
Naumenko Yuri Andreevich - commander of the 289th Guards Rifle Regiment (97th Guards Rifle Division, 5th Guards Army, 1st Ukrainian Front), guard lieutenant colonel.
Born on March 5, 1919 in the city of Romny, Poltava province (now Sumy region, Ukraine). Since 1921 he lived in the village of Loknya (Romensky district). In 1934 he graduated from the 7th grade of school, in 1936 he graduated from the Romensky College of Agricultural Mechanization. In 1936-1937 he worked as a standardization technician at a metallurgical plant in the city of Voroshilovsk (now the city of Alchevsk, Lugansk region, Ukraine), in 1937-1939 - as a loader in the Kerch seaport, an accountant and chairman of the local trade union committee at a state farm in the village of Bagerovo (now the village of Leninsky district, Crimea).
In the army since December 1939. In July 1941 he graduated from the Zhitomir Military Infantry School.
Participant of the Great Patriotic War: in August 1941 - company commander of the 963rd Infantry Regiment (Southern Front). Participated in the defense of Zaporozhye. On August 18, 1941, he was wounded in the head and leg; until September 1941, he was in a hospital in the city of Novocherkassk (Rostov region).
From October 1941 - assistant chief and chief of staff, and in October 1943 - May 1945 - commander of the 1151st (from May 1943 - 289th Guards) rifle regiment. He fought on the Southern, Don, Voronezh, Stepnoy, 2nd and 1st Ukrainian fronts. Participated in the Rostov defensive and offensive operations, the Barvenkovo-Lozovsky operation, the Kharkov battle, the Battles of Stalingrad and Kursk, the Belgorod-Kharkov operation, the liberation of Left Bank Ukraine, the Kirovograd, Uman-Botosha, Lvov-Sandomierz, Sandomierz-Silesian and Berlin operations. During the war he was wounded three times in total.
He particularly distinguished himself in the Berlin operation. The regiment under his command on April 16, 1945 successfully crossed the Neisse River (Nysa-Luzhitska), broke through the enemy’s defenses north of the city of Bad Muskau (Germany) and was the first in the division to immediately cross the Spree River and reach the Elbe River near the city of Torgau (Germany). ). In battles, the regiment's soldiers destroyed 22 enemy tanks, 12 assault and 20 field guns, and 14 armored personnel carriers.
For skillful command of the regiment and courage and heroism shown in battles, by Decree of the Presidium of the Supreme Soviet of the USSR of June 27, 1945, to Guard Lieutenant Colonel Naumenko Yuri Andreevich awarded the title of Hero of the Soviet Union with the Order of Lenin and the Gold Star medal.
In May 1945 he was the first commandant of the city of Dresden (Germany). Until 1946 he continued to command a rifle regiment (in the Central Group of Forces, Austria). In 1949 he graduated from the M.V. Frunze Military Academy. Again commanded a rifle regiment. In May-November 1956 - deputy commander of a rifle division, in 1956-1960 - commander of a mechanized division (in the Baltic Military District). In 1962 he graduated from the Military Academy of the General Staff.
In 1962-1964 - Deputy Head of the Combat Training Directorate of the Southern Group of Forces (Hungary), in 1964-1965 - Corps Commander (in the Carpathian Military District), in 1965-1968 - Deputy Commander of the Leningrad Military District for combat training. In June 1968 - October 1971 - commander of the 11th Guards Combined Arms Army (headquarters in the city of Kaliningrad, Baltic Military District).
From October 1971 to June 1975 - commander of the Volga Military District. In May 1975 - May 1980 - senior representative of the high command of the United Armed Forces of the Warsaw Pact member states in the Hungarian People's Army. In 1980-1988 - Deputy Commander-in-Chief of the Ground Forces for non-military training - Head of non-military training of the USSR Ministry of Defense. Since June 1988, Colonel General Yu.A. Naumenko has been in reserve.
Deputy of the Supreme Soviet of the USSR of the 9th convocation (1974-1979).
Colonel General (11/18/1971). Awarded 2 Orders of Lenin (06/27/1945; 02/15/1979), Order of the October Revolution (12/16/1972), 2 Orders of the Red Banner (02/6/1943; 03/28/1945), Order of Suvorov 3rd degree (08/30/1944), Order of Alexander Nevsky (03/31/1944), 2 Orders of the Patriotic War, 1st degree (11/2/1943; 03/11/1985), Order of the Red Banner of Labor (02/19/1986), 2 Orders of the Red Star (10/2/1942; 12/30/1956), order “For service to the Motherland in the Armed Forces of the USSR” 3rd degree (04/30/1975), medal “For courage in a fire” (01/23/1973), other medals, Order of the Red Banner of Battle (Mongolia, 11/12/1984), other foreign awards .
In the city of Romny, Sumy region (Ukraine), a memorial stand of Yu.A. Naumenko was installed on the Alley of Heroes. In Moscow, a memorial plaque was installed on the house in which he lived.
Member of the encyclopedia "Famous Scientists"
Doctor of Pedagogical Sciences, Professor, Head. Department of Correctional Pedagogy, Social Psychology and Health-Forming Education, Volgograd State Academy of Advanced Training and Retraining of Education Workers.
The area of fundamental scientific research is the methodology, theory and practice of health education.
Relevant areas of applied scientific research:
1) Technologies for psychological and pedagogical support of a child with disabilities during integrated education in a public school setting.
2) Technologies for positive prevention of the use of psychoactive substances by adolescents and young people and the formation of their social skills.
3) Design and implementation of the correctional activity program of the educational institution in accordance with the requirements of the Federal State Educational Standard for primary general and basic general education.
4) Design and implementation of a program for developing a healthy and safe lifestyle for schoolchildren in accordance with the requirements of the Federal State Educational Standard for primary general and basic general education.
The most significant results of scientific research and development include:
1. Socio-cultural concept of health-forming education (basic theoretical principles, design principles, implementation models in the activities of a mass secondary school and principles for evaluating effectiveness with a set of diagnostic techniques).
2. Approximate regional program for the formation of a healthy and safe lifestyle for primary schoolchildren (general requirements for structure and content, options for different types of educational institutions).
3. Approximate program of correctional activities at the stage of primary general education (general requirements for structure and content, options for different types of educational institutions).
4. Regional requirements for the content and structure of a comprehensive program of a general education institution to prevent the use of psychoactive substances by schoolchildren, as well as specific methodological developments.
For the first time in the socio-cultural concept:
Pedagogical formulations of concepts are given (health, healthy lifestyle, vitality, internal picture of health, health-saving and health-forming education, health-saving technologies in education);
Models of health-forming and health-preserving education are analyzed;
A comprehensive medical-psychological-pedagogical monitoring system has been developed to assess the effectiveness of health-preserving activities in secondary schools.
The concept is intended, first of all, for conducting and organizing applied research as a theoretical and methodological basis. However, on its basis it is possible to obtain experimental developments for applied applications.
In the exemplary regional programs for the formation of a healthy and safe lifestyle for primary schoolchildren and the correctional activities of general education schools at the initial stage of general education, mechanisms for fulfilling the requirements of the Federal State Educational Standard are described for mass schools. Information, methodological, organizational and pedagogical support for the process of developing a healthy and safe lifestyle for a primary school student and correctional activities of a comprehensive school at the initial stage of general education is presented. Using sample programs as a scientific and methodological guideline, teaching staff of secondary schools will be able to create similar programs taking into account the socio-cultural and organizational characteristics of their school.
Regional requirements for the content and structure of a comprehensive program of a general education institution to prevent the use of psychoactive substances by schoolchildren regulate the relevant activities of a general education institution, define criteria for its effectiveness and propose specific practice-oriented experimental developments. These technologies are intended for direct use in practical activities by teachers of secondary schools or can serve as a guide for the design of proprietary methods for relevant issues.
Scientific publications:
1. Integrative psychological and pedagogical characteristics of delinquent behavior of minors.
(article) print. Academic year: Journal of Volgograd teachers, No. 1, 2002. – Volgograd: Publishing house VGIPC RO. pp. 79-87.
2. The connection between aggressive behavior of children and emotional mental disorders.
(article) print. Academic year: Journal of Volgograd teachers, No. 2, 2002. – Volgograd: Publishing house VGIPC RO. pp. 78-88.
3. Organization of health-preserving education as a complex problem.
(abstracts) printed. Development of the socio-psychological service of the Volgograd education system: Theory and practice: Abstracts. doc. II regional scientific and practical. conf. November 11-12, 2003 – Volgograd: Publishing house VGIPC RO, 2003. P. 57-59.
4. The concept of positive prevention of drug addiction among children and adolescents in educational institutions.
(article) print. Development of the socio-psychological service of the Volgograd education system: Theory and practice: Abstracts. doc. II regional scientific and practical. conf. November 11-12, 2003 – Volgograd: Publishing house VGIPC RO, 2003. P. 148-151.
5. Socio-psychological approach to preventing schoolchildren from using alcohol and drugs.
(article) print. Academic year: magazine of Volgograd teachers, No. 3, 2003. – Volgograd: Publishing house VGIPC RO. pp. 25-30.
6. Problems in self-determination and self-affirmation in adolescence as a source of deformation of personal development.
oven Pedagogical problems of the formation of subjectivity of a schoolchild, student, teacher in the system of continuous education: Coll. scientific and method. tr. Vol. 11 / Ed. N.K. Sergeeva, N.M. Borytko, A.N. Kuzibetsky. – Volgograd: Publishing house VGIPC RO, 2003. P. 49-53. Naumenko O.V.
7. The concept of health-forming education.
(article) print. Innovations in education: Scientific and methodological journal, No. 2, 2004 - M.: Publishing house of the State Educational Institution of Higher Professional Education "Modern Humanitarian University".
8. Health-forming education in a kindergarten school.
(article) print. Ways to modernize education: innovative educational and organizational technologies in cadet schools and boarding schools: Materials and educational and methodological developments of participants in the All-Russian seminar-meeting / Volgograd, November 11–14, 2003 - Volgograd: Publishing House VGIPC RO, 2004 . pp. 50 – 57.
9. Theoretical and methodological analysis of domestic experience in school health-preserving activities.
(article) print. Innovations in education: Scientific and methodological journal, No. 5, 2004 - M.: Publishing house of the State Educational Institution of Higher Professional Education "Modern Humanitarian University".
10. Health-forming education as a goal of school modernization.
(article) print. Proceedings of the First International Scientific and Practical Conference “Scientific Potential World 2004”. Volume 42. Strategies for direct reform of the educational system. – Dnipropetrovsk: Science I Osvita, 2004. P. 30-34.
11. The concept of education that shapes the health of schoolchildren.
(article) print. School director: Scientific and methodological journal, No. 5, 2004 - M.: Publishing house. "September" company pp. 85-91.
12. School and health: theoretical and methodological analysis.
(monograph) printed. School and health: theoretical and methodological analysis: Monograph / Yu.V. Naumenko. – Volgograd: Publishing house VGIPC RO, 2005. – 244 p.
13. Choosing a healthy lifestyle: the potential of health-forming education.
(article) print. Problems of life choice of adolescents and young people in conditions of social change: Mater. speech and educational method. developments of the participants of Vseros. conf. “Problems of socialization of adolescents and youth in conditions of social change.” Volgograd, April 21, 2004 - Volgograd: Publishing house VGIPC RO, 2005. P. 100-108.
14. Model of the formation of an internal picture of health in children and adolescents.
(abstracts) printed. Personal development in the educational systems of the South Russian region: Abstracts of the XII annual meeting of the Southern Branch of the Russian Academy of Education and the XXIV psychological and pedagogical readings of the South of Russia. – Rostov-n/D.: Publishing house. RGPU, 2005. Part IV. pp. 138-139.
15. Health-saving activities of the school.
(article) print. Pedagogy: Scientific and theoretical journal, No. 6, 2005 - M.: Publishing house of RAO.
16. Health and a healthy lifestyle as values of Russian civilization.
(article) email Education: Explored Around the World [Electron. resource] / Under the patronage of the Russian Academy of Education, GNPB
17. Health-forming education as a model of sociocultural pedagogical practice.
(article) print. Standards and monitoring in education: Scientific information magazine,
No. 4 (49), 2006 - M.: Publishing house National Center for Standards and Monitoring of Education. pp. 13 – 22.
18. Modern practice of health-saving education.
(article) print. Valeology: Scientific and practical journal, No. 3. 2006 - Rostov-n/Don: Publishing house of the State Educational Institution of Higher Professional Education "Rostov State University". pp. 44 – 52.
19. Health, healthy lifestyle and Illness as values of Western civilization.
(article) el. Education: Explored Around the World [Electron. resource] / Under the patronage of the Russian Academy of Education, GNPB
them. K.D. Ushinsky. – M.: OIM.RU, 2000-2001. – Access mode: World Wide Web. URL: http://www.oim.ru. – 01/21/2006
20. Sociocultural concept of health-forming education.
(article) email Education: Explored Around the World [Electron. resource] / Under the patronage of the Russian Academy of Education, GNPB
them. K.D. Ushinsky. – M.: OIM.RU, 2000-2001. – Access mode: World Wide Web. URL: http://www.oim.ru. – 01/21/2006
21. Comprehensive strategy for strengthening the health of schoolchildren.
(article) print. Materials of the All-Russian scientific and practical conference “Health of schoolchildren. Prevention of socially significant diseases" (November 27-29, 2006,
Tver). – Tver: Scientific Book Publishing House, 2006. pp. 204-209.
22. A child with minimal brain dysfunction as a problem of primary development of the heart. Primary school: Monthly scientific and methodological journal, No. 1, 2007 - M.: Publishing house of the Ministry of Education of the Russian Federation. pp. 25-31.
23. Health as a subject of pedagogical research and an object of pedagogical practice.
(article) print. Materials of the X International Scientific and Practical Conference “Health-Forming Education: Experience, Forecasts, Problems” (May 29-30, 2007, Kazan). – Kazan: Publishing House of the Institute of Pedagogy and Psychology of Vocational Education of the Russian Academy of Education, 2007. P. 123-130.
24. Health-forming function of the educational process at school.
(monograph) printed. Health-forming function of the educational process at school: Monograph / Yu.V. Naumenko. – Volgograd: Publishing house VGIPC RO, 2008. – 368 p.
25. Health as a component of the content of general education.
(article) print. Formation of a culture of health in a modern educational environment: Materials of the First All-Russian. scientific-practical conf. “Preservation and promotion of health in educational institutions of the Russian Federation” (November 8-9, 2007) / Ed. F.F. Kharisova. – M.: Federal Institute for Educational Development, 2007. P. 276-288.
26. Psychological foundations of health-forming education.
(article) print. Psychological Science and Education [Electron. magazine], No. 3, 2009 / Publisher – Moscow City Psychological and Pedagogical University. – Access mode: World Wide Web. URL: http://www.psyedu.ru / ISSN-online: 2074-5885. – 13 p.m.
27. Pedagogical essence of health-preserving and health-forming education.
(article) print. Scientific works. Volume 48, series “physical education and sports”. – Bulgaria, Sofia: Rusyn University Publishing House “Angel Kanchev”, 2009. P. 25-34.
28. Russian roots of the socio-cultural phenomenon “health”.
(article) print. Tsaritsyn Christmas readings. Issue 1 / Ed. V.I. Supruna. – Volgograd: Lyceum Publishing House No. 8 “Olympia”, 2011. P. 60-66.
29. Health-forming education: Sociocultural concept of the formation of schoolchildren’s health.
(monograph) printed. Health-forming education: Sociocultural concept of schoolchildren’s health formation: Monograph / Yu.V. Naumenko. – Publisher LAP LAMBERT Academic Publishing GmbH & Co. KG Dudweiler Landstr., Germany, 2011. – 430 p.
30. Comprehensive monitoring of the effectiveness of health-forming education: Content and assessment of the effectiveness of health-forming education.
(monograph)print. Comprehensive monitoring of the effectiveness of health-forming education: Content and assessment of the effectiveness of health-forming education: Monograph / Yu.V. Naumenko. – Publisher LAP LAMBERT Academic Publishing GmbH & Co. KG Dudweiler Landstr., Germany, 2011. – 299 p.
31. Sociocultural concept of the “health” phenomenon. (article) print. Psychology of education in the 21st century: theory and practice: materials of the International. scientific-practical conf. Volgograd, September 14-16. 2011 / ed. T.Yu. Andryushchenko, A.G. Kritsky, O.P. Merkulova (to the 80th anniversary of VGSPU). – Volgograd: Publishing house VGSPU “Peremena”, 2011. P. 22-28.
32. Design of health-forming education.
(article) print. Problems of personality development and the formation of a healthy lifestyle: a value-motivational approach: Collection of scientific and methodological materials / Comp. and scientific ed. N.Yu. Sinyagina, E.G. Artamonova. – M.: ANO “TsNPRO”, 2011. P. 9-16.
34. Correction of a teacher’s psychological health as an element of a program for advanced training of education workers.
No. 11, 2003 – Moscow: Publishing house of the NOU “School “Polar Star””, 2003. P. 3-6.
35. Fundamentals of correctional pedagogy and preventive psychology.
(educational manual) printed. Fundamentals of correctional pedagogy and preventive psychology: Educational and methodological manual for students of advanced training courses / Yu.V. Naumenko. – Volgograd: Publishing house VGIPC RO, 2004. – 224 p.
36. Organization of the activities of an educational institution in health education.
76 p. – Supplement to the magazine “Educational Year”, No. 6, 2004. Series “Health Saving”. Vol. 1. – pp. 4-14.
37. Organization of health-building activities in an orphanage and boarding school.
38. Design of health-forming education.
No. 5 (38), 2004 - M.: Publishing house National Center for Standards and Monitoring of Education. pp. 46-51.
39. Methodology for hygienic assessment of lesson schedules.
76 p. – Supplement to the magazine “Educational Year”, No. 6, 2004. Series “Health Saving”. Vol. 1. – pp. 63-68.
40. Course program “My Health” (grades 2-4).
(educational program) print. Experience in implementing a comprehensive education strategy that shapes the health of schoolchildren: Sat. scientific method. developments / Ed. Yu.V. Naumenko. – Volgograd: Publishing House VGIPC RO, 2005. – Supplement to the magazine “Educational Year”, No. 8. Series “Health-saving”. Vol. 2. – pp. 141-154. Shcherbina A.V.
41. Course program “My Health” (grades 5-7).
(educational program) print. Experience in implementing a comprehensive education strategy that shapes the health of schoolchildren: Sat. Art. and scientific method. developments / Ed. Yu.V. Naumenko. – Volgograd: Publishing House VGIPC RO, 2005. – Supplement to the magazine “Educational Year”, No. 8. Series "Health Saving". Vol. 2. – pp. 154-171. Solid bread A.I.
42. Organization of comprehensive preventive work in a general education institution to prevent drug addiction among students. (methodological recommendations) printed. Standards and monitoring in education: Scientific information magazine,
No. 6 (45), 2005 - M.: Publishing house National Center for Standards and Monitoring of Education. pp. 39-45 (beginning).
Standards and monitoring in education: Scientific information magazine, No. 1 (46), 2006 - M.: Publishing house National Center for Standards and Monitoring of Education. pp. 51-56 (end).
43. Mathematics: correctional and developmental classes.
(method. development) print. Mathematics: Correctional and developmental classes with students of preparatory and 1-2 grades of primary school /Auth.-comp. Yu.V. Naumenko, A.A. Shabanova. – Volgograd: Publishing house “Teacher”, 2006.–268 p. Shabanova A.A.
44. Russian language: correctional and developmental tasks and exercises (grades 1-2).
(method. development) print. Russian language: Corrective and developmental tasks and exercises for students in grades 1-2 /Auth.-comp. Yu.V. Naumenko, E.P. Pleshakova. – Volgograd: Publishing house “Teacher”, 2006. – 134 p. Pleshakova E.P.
45. Russian language: correctional and developmental tasks and exercises (grades 3-4).
(method. development) print. Russian language: Corrective and developmental tasks and exercises for students in grades 3-4 / Author-comp. Yu.V. Naumenko, E.P. Pleshakova. – Volgograd: Publishing house “Teacher”, 2006. – 156 p. Pleshakova E.P.
46. Optimization of the class schedule: comparison of the normative and real workload of students. (methodological recommendations) print. School director: Scientific and methodological journal, No. 2 (107), 2006 - M.: Publishing house. company "September". pp. 65-70.
47. Possibilities for correcting deficiencies in the intellectual health of younger schoolchildren when studying mathematics.
No. 2 (47), 2006 - M.: Publishing house National Center for Standards and Monitoring of Education. pp. 23-30.
49. Preventing stress and strengthening the emotional health of adolescents.
51. Features of teaching children with MMD. (methodological recommendations) print. Raising and teaching children with developmental disorders: Scientific and practical journal, No. 5, 2006 - M.: Publishing house "School Press". pp. 3-11.
52. Prevention of drug addiction among students at school. (methodological recommendations) print. Prevention of drug addiction among students at school: Methodological recommendations / Ed. Yu.V. Naumenko. – Volgograd: Publishing house VGIPKRO, 2006. – Supplement to the magazine “Educational Year”, No. 42. Series “Health Saving”, Vol. No. 3. – 128 p. Dodina N.P.
53. Monitoring of school health-preserving activities. (methodological recommendations) print. Standards and monitoring in education: Scientific information magazine, No. 3 (54), 2007 - M.: Publishing house National Center for Standards and Monitoring of Education. pp. 20-27.
54. Modeling of health-forming education. (method. recommendations) print. Issues of education: Scientific and educational journal, No. 2, 2007 - M.: Publishing house of the State Educational Institution of Higher Professional Education "State University "Higher School of Economics"". pp. 140-160.
55. Comprehensive strategy for the prevention of drug addiction among students at school.
(methodological recommendations) print. Comprehensive strategy for the prevention of drug addiction among schoolchildren: Methodological recommendations for teachers and parents / Ed. Yu.V. Naumenko. – Volgograd: Publishing house VGIPC RO, 2007. – 112 p. Gavrilova T.A., Dodina N.P.
56. HIV/AIDS prevention program in educational institutions.
(methodological development) printing. HIV/AIDS prevention program in educational institutions / Ed. Yu.V. Naumenko. – Volgograd: Publishing house VGIPC RO, 2007. – 70 p. Gavrilova T.A., Dodina N.P.
57. Prevention of HIV/AIDS in educational institutions: Guidelines for teachers.
(methodological recommendations) print. Prevention of HIV/AIDS in educational institutions: Methodological recommendations for teachers. – Volgograd: Publishing House VGIPC RO, 2007. – Methodological recommendations were developed within the framework of the regional program of activities of the Administration of the Volgograd Region to combat drug use and drug trafficking for 2006-2008. – 188 p. Gavrilova T.A., Dodina N.P.
58. Comprehensive assessment of the effectiveness of health-preserving activities of the school.
59. My health: Formation of a value-based attitude towards health and prevention of HIV/AIDS in adolescents at school.
(methodological recommendations) print. My health: Formation of a value-based attitude to health and prevention of HIV/AIDS in adolescents at school / author. P.P. Kuchegasheva, Yu.V. Naumenko, I.V. Fedoskina; edited by Yu.V. Naumenko. – M.: Globus, 2008. – 236 p. – (Series “Educational work”). Kuchega-sheva P.P., Fedoskina I.V.
60. Health-saving activities of the school: monitoring of effectiveness.
(methodological recommendations) print. Health-saving activities of the school: monitoring of effectiveness. Methodological recommendations for teachers and heads of educational institutions / Author-ed. Yu.V. Naumenko. – M.: Publishing house “Globus”, 2008. – 125 p. – (Series “School Management”).
61. Preventing stress and strengthening the emotional health of adolescents.
(methodological recommendations) print. School planning: Magazine for school administrators, No. 6, 2008 - M.: Publishing house "National Education". pp. 57-69 (beginning). - School planning: Magazine for school administrators, No. 1, 2009 - M.: Public Education Publishing House. pp. 78-88 (end).
62. Monitoring of physical education and health work at school. (methodological recommendations) print. Primary school management: Scientific information magazine, No. 4, 2009 - M.: Publishing house of ZAO "MCFER". pp. 70-78.
63. Monitoring students’ knowledge about a healthy lifestyle.
64. Key approaches to teaching gifted children. (methodological recommendations) print. Primary school management: Scientific information magazine, No. 11, 2009 - M.: Publishing house of JSC "MCFER". pp. 4-10.
65. Comprehensive monitoring of the effectiveness of school health-preserving activities.
(methodological recommendations) print. Health-saving activities in the context of state educational policy: Materials of the II All-Russian. scientific-practical conf. “Preservation and promotion of health in educational institutions of the Russian Federation” (October 30-31, 2008) / Ed. F.F. Kharisova. – M.: Federal Institute for Educational Development, 2009. P.113-158.
67. Gifted child, family and public school: how to preserve and increase young talents?
68. Comprehensive monitoring of the effectiveness of school health-preserving activities: recommendations for heads of educational institutions.
(methodological recommendations) print. Comprehensive monitoring of the effectiveness of health-saving activities of schools: recommendations for heads of educational institutions / Ed. Yu.V. Naumenko. – Volgograd: Osnova Publishing House, 2010. – 60 p. Biryukova Yu.O., Kozlovtseva E.A., Chandra M.Yu.
69. Comprehensive monitoring of the effectiveness of school health-preserving activities: recommendations for specialists of municipal education authorities. (methodological recommendations) print. Comprehensive monitoring of the effectiveness of school health-preserving activities: recommendations for specialists of municipal educational authorities / Ed. Yu.V. Naumenko. – Volgograd: Osnova Publishing House, 2010. – 68 p. Biryukova Yu.O., Kozlovtseva E.A., Chandra M.Yu.
70. Optimization of the class schedule: comparison of the normative and real workload of students.
72. Proper nutrition of schoolchildren: problems and recommendations. (methodological recommendations) print. Encyclopedia of administrative work at school: A universal electronic reference book for the administrator of an educational institution. No. 15, 2011. – M.: Publishing company “September”. P. 21.
73. Approximate program of correctional work.
74. Health-saving activities of the school: monitoring of effectiveness.
75. Activities of an educational institution to create a culture of health and a safe lifestyle for primary school students. (collection of programs) print. Activities of an educational institution to create a culture of healthy and safe lifestyle for elementary school students: Collection of programs / Author-comp. Yu.V. Naumenko. – M.: APKiPPRO, 2011. – 48 p. Annenkov V.V., Masterov A.G., Chubarenko V.V.
76. Recommendations for teachers on organizing preventive work with parents to prevent drug addiction among children and adolescents. (methodological recommendations) print. Scientific and methodological journal of the deputy school director for educational work: Management of the educational process at school. No. 4, 2011. – M.: Publishing house NOU Center “Pedagogical Search”. pp. 50-58.
77. Sample program for creating a culture of healthy and safe lifestyle.
Naumenko Yuri Vladimirovich has awards:
Yu.V. Naumenko, Doctor of Pedagogical Sciences, Professor,
Head of the Department of Correctional Pedagogy,
social psychology and health education
Volgograd State Academy of Advanced Studies
qualifications and retraining of education workers
“My Health” program: conceptual foundations
Value foundations of the educational program “My Health”
Researchers are unanimous that within the framework of each culture there is a historically established system of interconnected culture-forming symbols, designed to accustom people to certain types of life activities in accordance with a certain given model necessary for the existence of a certain type of sociocultural integrity. Without disputing the existence of other systems, we have substantiated the existence the following basic system of culture-forming symbols: “health - healthy lifestyle - ill health.”
“Health” as a culture-forming symbol is an image of a person (ideal), corresponding to a certain system of ethical and philosophical views on the world as a whole and on the place (purpose) of a person in this world, characteristic of a specific socio-cultural community. A healthy person is a person who is able not only to exist safely within a given culture, but also to support it with his direct life activities. Accordingly, a “healthy lifestyle” as a culture-forming symbol, derived from the symbol “health”, sets a way of life for an individual person that is favorable for a given socio-cultural community.
The sociocultural symbol “illness” describes the image of a person who, consciously or unconsciously, does not fully or partially accept the value system of a particular sociocultural community and therefore cannot be successful in it.
Thus, the system of interdependent culture-forming symbols “health - healthy lifestyle - ill health” preserves the integrity of culture through its reproduction in each individual person.
In Russian and, subsequently, in Soviet culture, the phenomenon of “health” at the level of public consciousness (mentality) has always been perceived as an integrative characteristic of the holistic development of an individual and has been identified with the “health” of a person, that is, well-being in mental, social and family life. The culture-forming symbol “healthy lifestyle” corresponding to these ideas assumed a time-infinite process of self-education and improvement by a person of his physical and spiritual-moral nature in their inextricable unity to achieve social and personal well-being.
In the new sociocultural conditions, the health-preserving activities of an educational organization, based on medical and biological ideas about the phenomenon of “health,” cannot solve the problem of developing an attitude towards health as a value in the younger generation, since the medical and biological model of health is far from sociocultural ideas about the phenomenon of “health.” "
We propose the following sociocultural content of the “health” phenomenon, corresponding to the Russian mentality and culture: health is a state of integrity of a person’s physical, mental and social development, which he needs to achieve personal and social well-being. The system-forming idea for the proposed sociocultural symbol “health” is the position: a person is healthy if he spiritually and physically improves himself and constantly strives for the best in his personal and public life.
Traditionally, a qualitative characteristic of the phenomenon “health” is vitality, which we define as a systemic quality of personality that characterizes the organic unity of a person’s psychophysiological and social abilities to effectively use the means of positive self-expression and self-realization within a specific cultural and historical society. Summarizing psychological research, we distinguish two levels of vitality: psychophysiological and social-personal.
Psychophysiological vitality characterizes human life at the level of the biological organism and individual-typical mental properties:
The human body has a fairly high adaptability to changes in its typical natural and social environment, which is manifested in the preservation of the usual positive state of health;
Constancy and identity of emotional experiences in similar situations;
Correspondence of mental reactions to the strength and frequency of environmental influences, social circumstances and situations.
Social and personal vitality characterizes a person’s life activity at the level of subjectivity (in the interpretation of E.I. Isaev and V.I. Slobodchikov):
The individual’s awareness of the continuity, constancy and identity of his physical, mental and personal self;
The ability to manage one’s behavior in accordance with social norms, rules and laws;
Positive criticism of oneself and one’s own life activity in all its forms and manifestations, as well as its results;
The ability to positively plan one’s life activities and implement this plan in general terms;
The ability to change behavior and clarify the meaning of one’s existence depending on changing life circumstances.
Therefore, a person’s lifestyle is an individual strategy for achieving a state of well-being, built taking into account the individual characteristics of vitality. The corresponding content of the sociocultural phenomenon “healthy lifestyle” is human life activity aimed at self-development according to the laws of natural and social existence, at natural self-preservation and manifestation of selfhood for positive self-affirmation in one’s own body, in the immediate social environment, in society and nature as a whole. School education, which strengthens the health of a child, should consist, first of all, of developing in him, in joint life activities with peers and teachers in the conditions of a holistic educational process, constructive ways of resolving difficult life situations as a necessary condition for preserving and strengthening their viability. This means achieving a state of “optimally whole” with the characteristics “sustainable” and “stable in manifestation.”
A new non-traditional understanding of the phenomenon of “health” is associated with research into the semantic sphere of personality (D.A. Leontiev), where the sociocultural content of the phenomenon of “health” is reflected in the form of a personal semantic system “internal picture of health”, which performs the function of structuring the subject’s relationship with the world and giving stability of the structure of these relationships based on an individual reading of the sociocultural symbol “health”. We identify four levels of the personal meaning system “internal picture of health.”
At the first (informational-passive) level, health is perceived as a certain given, independent of a person, as a state of absence of disease. Activities to preserve and strengthen one’s health are expressed in local non-systemic treatment and preventive measures in connection with the occurrence of the state of “ill health.”
At the second (adaptive-supporting) level, health is perceived as a state of well-being that a person can independently achieve as a result of systematic preventive measures and adherence to a healthy lifestyle in its traditional sense. Activities to preserve and strengthen one’s health at this level are of a systematic, purposeful nature, but its content remains a variety of therapeutic and preventive measures in order to prevent ill health. At the third (resource-pragmatic) level, health is perceived as a resource that an individual needs to adapt to external social and natural conditions in order to achieve a state of success. Therefore, health must be maintained and improved so that this resource is not prematurely used up. At this level, activities to preserve and strengthen health are also systemic and purposeful in nature, but its content is determined by the psychophysiological characteristics of a person and his personal aspirations.
At the fourth (personally oriented) level, health is perceived as a manifestation of a person’s ability to harmonious (physical, social and spiritual) development and achieve a state of well-being. Health is associated with the state of a person as a unique, original personality who realizes himself in creative activity. Therefore, activities to preserve and strengthen one’s health are perceived as necessary and natural for self-development and self-improvement.
Thus, the pedagogical understanding of the phenomena of “health” and “healthy lifestyle” can be formulated as follows.
Health is a sociocultural characteristic of a person that integrates systemic elements of the effective-practical and semantic spheres of the individual (vitality and internal picture of health) and is manifested in the success of life activities in achieving a state of well-being (physical, mental and social).
Consequently, a healthy lifestyle is an individual strategy for a person’s life to achieve a state of well-being, which is implemented on the basis of value-based sociocultural ideas about the phenomenon of “health” and taking into account individual characteristics of vitality.
At the same time, traditional health-preserving education is focused on preserving and strengthening the psychophysiological vitality of schoolchildren and does not cover all the problems of developing the complex sociocultural phenomenon of “health” among schoolchildren. Therefore, achieving systematic and comprehensive health-preserving activities of the school by increasing the number of health-preserving technologies used and their diversity without a significant change in the semantic ideas of schoolchildren about the socio-cultural phenomenon of “health” is unpromising, since it does not solve the problem of acquiring the socio-cultural content of the phenomenon of “health”.
Thus, the strategic task of the school for the formation of health as a sociocultural phenomenon is the formation in schoolchildren of a personal system of meanings “internal picture of health” at the resource-pragmatic and personality-oriented levels in conjunction with improving the vitality of schoolchildren at the psychophysiological and socio-personal levels.
Tactical objectives of the school to develop health as a sociocultural phenomenon:
Training in methods of identifying factors that cause stress and are associated with the performance of current activities together with a specific sociocultural group, which would help to understand the essence of these factors, timely detect and anticipate their impact;
Learning strategies for solving individual problems by purposefully improving one’s vitality in order to achieve an individually significant result when performing current activities;
Training in specific measures to protect against exposure to stressors or quickly eliminate the adverse consequences of such exposure;
Learning to manage your emotions by providing assistance in identifying and understanding them, in regulating and verbally formulating your emotions in accordance with the sociocultural attitudes of society;
Training in methods of effective communication under stress or in anticipation of such stress;
Improving psychophysiological vitality in physical culture and health activities, taking into account the real state of somatic health.
The “My Health” educational program should help solve the first five of the tactical tasks listed above in relation to primary school students.
Principles and features of organizing training in the educational program “My Health”
The logic and trends in the development of the content and forms of organization of general education today are manifested as an increase in the importance of the value-semantic components of the content of education in comparison with civilizational ones, as the replacement of the reproductive-functional model of education with a competency-based one. This trend is clearly embodied in the federal state educational standards for primary general education and basic general education. Therefore, the health-forming orientation of general education is manifested in the identification of specific components of its content in the form of the educational program “My Health”, which contribute to the formation of the personal experience of a child designing himself and his life activities in accordance with the sociocultural content of the “health” phenomenon, as well as taking into account the individual characteristics of vitality and possibilities for its improvement.
This health-shaping focus of the “My Health” educational program is supported by the following principles:
The principle of ideological and semantic integrity of the knowledge component of the content of general education, which forms the sociocultural content of the “health” phenomenon;
The principle of a child’s cultural identification as a result of mastering the sociocultural content of the “health” phenomenon in the process of general education;
The principle of designing the developmental component of the health-forming orientation of the content of general education;
The principle of organizing personality-oriented education, which involves mastering the sociocultural content of the “health” phenomenon.
The principle of ideological and semantic integrity of the knowledge component of the content of general education, forming the sociocultural content of the phenomenon of “health”
This principle is based on the fact that:
The system of knowledge about health as a socio-cultural phenomenon should reflect the general idea: “A person is healthy if he spiritually and physically improves himself and constantly strives for the best in his personal and public life”;
The structure of knowledge about health as a socio-cultural phenomenon at educational levels should reflect an interconnected system of ideas characterizing health as an integrity in accordance with the integral model of its formation.
The principle of ideological and semantic integrity of the knowledge component of the health-forming orientation of the content of general education, in addition to the educational program “My Health,” is most effectively implemented in the subject content of the subjects “The World Around Us” and “Physical Culture”.
Failure to comply with this principle when structuring the content of general education leads to the fact that knowledge about the content of the “health” phenomenon is unsystematic and is based mainly on medical and biological concepts. As a result, this knowledge is not included in the value-semantic picture of the world. This mistake can be avoided if the content of general education is designed in the form of a set of cultural and eventful life-affirming situations for the children’s group to live and experience together.
The leitmotif of all cultural-event life-affirming situations offered to students for awareness and discussion should be the thesis that the health of each person in the unity of his physical, mental and social manifestations is a necessary condition for the preservation and development of culture and society - social well-being can only be built physically and spiritually healthy people. Our position is based on the statement of A.B. Orlov that experience is capable of anticipating situations and events that have not yet occurred, but which are presented in the consciousness of the subject as emotionally charged states and act for him as an event in his life. Experiencing an event or situation does not necessarily imply participation in that event. You can also experience an event mentally, imagining yourself in a particular situation and experiencing “something special.” The experiences themselves, of course, do not motivate a person to commit actions, but it is this “something special” that acts as an internal signal through which the personal meaning of future events is realized. Following the proposed logic, we argue that a child’s experience of a cultural-event life-affirming situation leads to the formation of an emotional-evaluative attitude towards the phenomenon of “health” in relation to himself and society in the coordinates “healthy - unhealthy”. In terms of the traditional approach to describing the content of education, the above can be paraphrased as follows: a child’s experience of a cultural-event life-affirming situation is one of the ways to form the experience of personal relationships. In accordance with the above, we formulate the principle of a child’s cultural identification as a result of mastering the sociocultural content of the “health” phenomenon in the process of general education.
The principle of a child’s cultural identification as a result of mastering the sociocultural content of the “health” phenomenon in the process of general education
In order for the student’s personality to develop as a person of culture in the process of general education, it is necessary to fill the content of education with a variety of cultural and life-affirming situations for the children’s team to live and experience together in order to form a semantic attitude in each member of the team, which is a necessary condition for the preservation and development of culture and society is the health of each person in all its manifestations (physical, mental and social).
Among the wide variety of forms of emotional experience, we have identified the most common:
A general positive emotional background that appears when schoolchildren perceive information about health and a healthy lifestyle, as well as when assessing facts and phenomena of reality for their compliance with the sociocultural content of the “health” phenomenon. This emotional state is characterized by instability and undifferentiation in relation to the objects of experience and is based on the formula “pleasant - unpleasant” (or “painful - not painful”, “possible - impossible”);
Situational emotional assessment of information about health and the surrounding reality, which is differentiated (the formula “right - wrong” or “reasonable - unreasonable”). As a rule, it arises when the student already has a certain emotional experience when assessing the facts and phenomena of reality for their compliance with the sociocultural content of the “health” phenomenon;
A stable differentiated emotional assessment of one’s own life activity and the surrounding world for compliance with the sociocultural content of the phenomenon “health” (the formula “useful - causes harm” or “develops and helps to improve - destroys beauty and integrity”). An analysis of teaching practice shows that a general positive emotional background when perceiving information about health and a healthy lifestyle is typical for the majority of junior schoolchildren. Therefore, teachers do not structure the content of general education in the system in the form of a logically connected sequence of cultural-event life-affirming situations. As a result, these unstable and undifferentiated experiences do not acquire a new qualitative state as schoolchildren grow older and, as a result, gradually lose their evaluative and regulatory function.
The implementation of the culturological component of the health-forming orientation of the content of general education, in addition to the educational program “My Health”, is most effective in the subject content of such academic disciplines as “Literary reading”, “The world around us”, “Fundamentals of the spiritual and moral culture of the peoples of Russia”, “Art” , "Physical culture".
The principle of designing the developmental component of the health-forming orientation of the content of general education
The developmental component of the content of general education will be focused on students’ mastery of the sociocultural phenomenon “health” if:
The content of general education will contribute to the actualization and awareness by students of the need for positive interaction with others to solve the problems of a particular person’s life and problems of social development (the system-forming idea: “Health as a state of well-being is impossible without the well-being of others, and even more so due to their ill health”);
Mastering the content of general education will be mastered by students in the process of resolving an interconnected sequence of life-affirming situations, the content of which is solving the problem of optimizing the educational activities of schoolchildren, taking into account their individual psychophysiological capabilities and the characteristics of interaction in the conditions of a specific children's group.
An analysis of pedagogical practice shows that the developmental component of the content of general education with a health-forming orientation, in addition to the educational program “My Health,” can be implemented in almost all school subjects of primary school.
The principle of organizing personality-oriented education, which involves mastering the sociocultural content of the “health” phenomenon
In order for general education, which forms the sociocultural phenomenon of “health,” to become personally oriented, it is necessary:
As a system-forming idea for structuring the content of general education, highlight the existential problem: “Preservation and improvement of individual health in the conditions of systemic social transformations to achieve a state of complete well-being”;
To solve this problem in relation to specific situations in the student’s life, invite him to experience life-affirming situations of various form and content, living and experiencing which the student will demonstrate basic personal functions.
Thus, personality-oriented health-forming education in the understanding we propose should lead to the actualization of the following basic personal functions of schoolchildren:
Selectivity (revision) of someone else’s and one’s own life experience for its value in comparison with the sociocultural content of the “health” phenomenon;
Reflection on your own life situation, assessment of your behavior, status in the team, communication and business success, etc. on their correspondence to the essence of the phenomenon “health” (the state of physical, mental and social well-being);
The correlation of current experience with strategic values and plans of the individual, achieving and maintaining the state of “health” as physical, mental and social well-being;
Self-regulation and responsible decisions in various life situations in order to avoid disruption of one’s health in all its forms (or minimize the consequences of possible negative impacts of the surrounding socio-cultural environment);
The need for self-realization through creativity and going beyond traditionalism when designing an individual life strategy based on the sociocultural content of the “health” phenomenon;
The ability to be free, independent, independent of external authorities and focus in making vital decisions on individual characteristics and the need to preserve and maintain one’s health (state of physical, mental and social well-being).
An analysis of teaching practice shows that, as in the situation with the implementation of the developmental component, the effectiveness of the school’s activities in the implementation of personality-oriented education with a health-forming orientation also remains low. The main reason for this phenomenon is the lack of understanding among the teaching staff of the essence of the phenomenon of “health” as a sociocultural characteristic of a person. As a result, a personality-oriented, health-forming education is designed on medical and biological ideas about health, and possible successes in this area of the school’s activities are local and extra-systemic achievements that do not affect the overall result.
The principle of forming in schoolchildren a competency-based component of the content of general education, focused on the formation of the sociocultural phenomenon “health”
In order for education, which shapes the sociocultural phenomenon of “health” among schoolchildren, to be of a competency-based nature, it is necessary:
In the content of general education, highlight a sequence of task-situations that model real life situations of schoolchildren’s self-determination when interacting with a specific sociocultural group in activities that are relevant to them, which carry the risk of health problems in any of its forms (physical, mental, social) and actualize the problem of improving their vitality (psychophysiological and social-personal) to maintain health;
Offer students an adequate technology for solving these problem-situations in the form of individual design of a strategy for their own behavior and subsequent collective reflection of each decision in order to optimize it and consolidate it in the form of a dynamic semantic system “readiness to optimize viability in the conditions of systemic social changes”;
Organize pedagogical support for schoolchildren in the process of forming the sociocultural phenomenon “health”.
In addition to the educational program “My Health”, in the lessons of natural science, the subject “The World Around us” and physical education, various situations of life self-determination associated with the need for volitional efforts to give up unhealthy habits can be simulated, and in the lessons of literary reading and the foundations of the spiritual and moral culture of peoples Russia - situations related to the fulfillment of social roles and orientation in the system of moral and cultural values necessary for maintaining social and mental health.
Types of activities and forms of classes
The educational program “My Health” is exemplary and does not set a strict sequence for studying the material in a particular class. At the same time, its study presupposes a concentric approach to the presentation of educational material for the entire period of study at the initial stage of general education: all topics are studied in full in all classes, but at different levels of complexity of the presentation of the material and the degree of cognitive activity of students. In particular, in grades 3-4, the main form of organizing the educational process should be students’ implementation of design and research work on relevant topics.
The educational program involves conducting health lessons once a week at the expense of hours of the variable part or hours of extracurricular activities of the educational (educational) plan, implementing the main educational program of primary general education, in a general cultural direction. The structure of the lessons consists of the following parts:
Updating existing experience and everyday knowledge. This part uses various psychological exercises, including brainstorming, as well as stimulating audio materials;
Formation of new ideas. It is carried out using psychological games, creative sketches, elements of psychodrama;
Working out a personal strategy of behavior (“auctions of ideas”, carrying out design and research work, as well as other ways to solve problem situations);
Understanding the experience gained, reflection (“continue the sentence” and others).
The formation of the phenomenon of “health” as a sociocultural characteristic of a person is possible only in specially organized life-affirming situations, including the mechanisms of personal meaning-making. Therefore, each lesson should be devoted to understanding and finding ways to resolve such situations.
By life-affirming situation we mean the project of a holistic situation of the formation of the sociocultural phenomenon “health” as a manifestation of a person’s life self-determination, which not only requires him to demonstrate the properties of the subject of life and life activity, but also gives a result that determines the characteristics of his life creativity as a whole.
The following types of life-affirming situations are distinguished:
The situation of searching for motives and goals of life activity based on the sociocultural content of the phenomenon “health” and the situation of analysis and assessment of life problems and circumstances, taking into account the sociocultural content of the phenomenon “health” and individual characteristics of vitality (meaning education);
The situation of life choice and decision-making, taking into account the sociocultural content of the phenomenon of “health” and individual characteristics of vitality (meaning awareness);
The situation of designing a lifestyle (improving vitality in conjunction with clarifying the semantic system “internal picture of health”) and taking responsibility for one’s “project” (meaning construction).
All three types of situations are possible for elementary school students to perceive. But, as practice shows, in grades 1-2, learning is more effective when designing life-affirming situations of meaning-formation and sense-awareness.
In grades 3-4, lessons should be dominated by life-affirming situations of meaning-building, which are effectively resolved in the form of completing an educational project. As a result, the younger student will be able to build an optimal individually effective strategy of behavior within the currently unfolding activity in interaction with a specific sociocultural group, which will allow him to achieve success without compromising his health in all its manifestations.
Planned results of students mastering the content of the educational program
Universal competencies that are formed in the process of mastering the content of the educational program “My Health”:
The ability to organize one’s own life activities to achieve a state of complete well-being (somatic, psychological and social);
The ability to actively participate in joint activities, interact with peers and adults to preserve and strengthen personal and public health as a sociocultural phenomenon;
The ability to convey information on health-preserving topics in an accessible, emotionally vivid form in the process of interaction with peers and adults.
Positions held: Deputy Director for Scientific Work of the Central
Siberian Garden SB RAS (CSBS SB RAS), head. Laboratory of Lower Plants of the Central Botanical Garden of the Siberian Branch of the Russian Academy of Sciences.
Disciplines taught:"Limnology". "Ecology". “Environmental Law”, “General Biology, Water Microbiology and Hydroecology”, “Fundamentals of Law, Water, Land and Environmental Law”.
Currently: “Limnology”, “General biology, microbiology of water and
hydroecology”, “Fundamentals of jurisprudence, water, land and environmental law”.
Academic degree: Doctor of Biological Sciences.
Academic title: senior researcher.
Total work experience: 40 years old.
Work experience in specialty: 40 years old.
Additional information:
Naumenko Yu. V. made a great contribution to the study of algae of various types of reservoirs of Siberia, to the development of floristry, ecology and geography of algae, as well as issues of the dynamics of the number and biomass of phytoplankton and assessment of the quality of water bodies of reservoirs using algae indicators of saprobity. When studying the phytoplankton of the river. Ob, a key component of the autotrophic part of this aquatic ecosystem, he established the biological diversity of plankton algae in this reservoir at the level of 1000 species, varieties and forms. The materials from these studies formed the basis of his doctoral dissertation. In recent years, in addition to the river. Obi. Yu. V. Naumenko conducts large-scale work on the study of algae in the reservoirs of the Altai Mountains, Khakassia and Tuva, including the International Ubsunur Biosphere Reserve, which, along with other aquatic organisms, serve as indicators of vital activity, self-regulation and relative stability of aquatic biocenoses.
In 1977 he graduated from Irkutsk State University with a degree in biology.
In 1985 he defended his thesis (Novosibirsk) on the topic “Phytoplankton of the Ob, Lower Irtysh and its changes under the influence of anthropogenic factors.”
In 1996 he defended his doctoral dissertation (Novosibirsk) on the topic “Phytoplankton of the Ob River”.
Since 2000, Deputy Director for Scientific Work of the Central Siberian Garden of the SB RAS.
Since 2006 head. Laboratory of Lower Plants of the Central Botanical Garden of the Siberian Branch of the Russian Academy of Sciences.
Naumenko Yu.V. works on a number of dissertation councils for the defense of doctoral dissertations, is deputy chairman of the doctoral dissertation council at the Central Library System of the Siberian Branch of the Russian Academy of Sciences, deputy editor-in-chief of the journal “Flora World of Asian Russia”.
Dissertations completed under the guidance of Yu. V. Naumenko and defended for the degree of Candidate of Biological Sciences:
Nazyn Chechekma Dembirelovna - “Algoflora of the Elegest River basin (Republic of Tyva), 2007
Skorobogatova Olga Nikolaevna - “Phytoplankton of the Vakh River (Western Siberia), 2010.
Evgenia Gennadievna Makeeva - “Algae of lakes in the steppe part of the Khakassky State Nature Reserve,” 2012.
