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Kompetentnostnyj the approach in educational process of military high school

One of advantages of the advanced country is connected with its human potential, in many respects defined quality of formation. V.V. Putin marks: «Formation is a priority of the state. The future of each person, each family, and the future of all country depends on it» [116] also.

The Government program of the Russian Federation «the Development of education for 2013-2020», interdepartmental and departmental programs in an education sphere have created base for the decision a domestic education system of the problems directed on strengthening of its role in social and economic development of the country, reduction of the maintenance of formation, technologies of training and methods of an estimation of quality of formation to new results, in conformity with modern requirements.

It should provide creation of conditions for satisfaction of requirements of citizens, a society and a labour market in a quality education, by creation new institutsionalnyh regulation mechanisms in an education sphere, updatings of structure and the maintenance of formation, development of fundamental nature and a practical orientation of educational programs, formations of system of continuous formation.

Priority direction is revision of structure, the maintenance and technologies of realisation of educational programs of high schools, formation of continuous system of higher education. Preparation programs should be transparent, flexible with different terms of training [42].

Perfection of the maintenance, quality and technologies of formation should be provided:

Realisation of the state educational standards of the higher vocational training on a basis kompetentnostnogo the approach;

Working out of models of the continuous vocational training, providing to each person possibility of formation of an individual educational trajectory for the further formation of professional competence;

Introduction of the new list of directions of preparation (specialities) and corresponding state educational standards of the higher vocational training (gos VPO), developed on a basis kompetentnostnogo the approach, with a view of formation of educational programs according to social and economic requirements of a labour market and system of an estimation of quality of formation;

Introduction of new educational technologies and principles of the organisation of the educational process, providing its effective realisation, including with use of modern information and communication technologies;

Realisation of system of measures on increase of competitiveness of the higher vocational training in the international market of educational services [115].

At the same time, for today there are unresolved to the full education modernisation problems:

Inertness of system of the higher vocational training (accruing discrepancy of quality of formation and demands of the employers made to its which consequence is

netrudoustroennost graduates of high schools);

Absence of the mechanism of participation of employers in the decision of questions of realisation of the higher vocational training;

Weak integration of the higher vocational training with nauchnoyoissledovatelskoj and practical activities that leads to discrepancy of formation to modern requirements on competitiveness maintenance in the world market of educational services;

Insufficiently realised principle of "continuous formation» that does not allow to prepare the competent experts, capable to provide the qualitative maintenance of educational process and to work, using innovative educational technologies [16].

Optimisation of military higher vocational training, questions of quality of preparation of military experts also become now priority. It is connected by that modern army the high quality competent experts capable successfully to carry out fighting problems in various conditions are required.

Reduction of army and simultaneous increase of its battle readiness can be provided only at achievement of quality of a military education of high level. In it should be combined qualitative professional military preparation with education of the military man as the person perceiving spirit of the present, capable to distinguish the present values and imaginary, to put forward for itself vital priorities which to the full correspond to interests of the state. [88].

Thus, it is necessary to conduct advancing development of Armed forces, uniting innovative scientific achievements.

At the same time, in military education system there are unresolved modernisation problems:

Inertness of the higher military-vocational training in relation to rates of development of arms and the military technics;

Insufficient and untimely maintenance of military high schools with modern samples of arms and the military technics;

Duration of process of optimisation of system of a military education and Armed forces;

Decrease in level of preparation of entrants;

Decrease in prestige of military service.

The Ministry of Defence takes measures on perfection of system of a military education. With a view of preservation of scientific and pedagogical potential and uchebno-material resources development military high schools will be reorganised and uchebno-centres of science are created.

So, on the basis of the Voronezh higher aviation engineering school the Military uchebno-centre of science into which structure have entered is created: Military-air engineering academy of a name of professor N.E.Zhukovsky and JU.A.Gagarin (Moscow), the Voronezh military institute of radio electronics, the Tambov military aviation engineering institute of radio electronics, the Stavropol military aviation engineering institute, Irkutsk aviation engineering institute, the Federal main research centre of radio-electronic struggle (Voronezh). It allows to keep and develop uchebno-material and laboratory-poligonnuju base of the centre.

For today the military education system has the multilevel structure including: military uchebno-centres of science, academies, universities, institutes, military faculties in civil high schools.

Additional education system represent: the academic courses, faculties of retraining and officers improvement of professional skill, the higher officer courses, the higher special officer classes, courses of improvement of qualification of teaching structure directly in high schools. In such system of preparation the principle of continuous formation when the officer stays in the complete process providing a forward trajectory of realisation of personal potential and professional development is realised.

It is necessary to note positive tendencies of development of system of a military education:

Priority directions military-vocational education and perspective structure of military high schools are defined;

The military education humanisation is productively carried out, pedagogical interaction of teachers and cadets is carried out on the basis of an organic combination personal and dejatelnostnogo approaches;

Historical experience of conducting the operations, promoting development and perfection of system of a military education [17] is rethought.

Now, with reference to military high schools, it is possible to allocate following tendencies of development of system of a military education: a continuity, integrativnost, regionalizatsija, standardization, democratisation.

Formation continuity. The humanistic idea according to which in the centre of educational process there is a cadet is embodied in it, necessary conditions for its personal and professional development are created.

Because the officer throughout the service occupies the posts of an engineering, educational, command (administrative) orientation differing from each other different professional kompetentsijami, the continuous vocational training allowing it in full to fulfil a duty of any post to which it will be appointed is necessary.

Integrativnost formations. This tendency of the most expressed was at the first stage of realisation of continuous formation in the western countries and in the conditions of the former USSR. So, in a number of the countries, with the developed market economy, for realisation of the concrete industrial purpose, large corporations do the order for training of experts of all levels in corresponding educational institutions or open educational complexes on the means.

This tendency is traced in eisteme a military education. So, according to the Federal program «Reforming of system of a military education in the Russian Federation» one of priority directions is working out of the personnel order for preparation of officers with specification of sources of its realisation [143].

Formation standardization. Working out of the standard of the higher vocational training allows to establish the base level providing continuation of formation, a necessary minimum level of qualification, improvement of quality of preparation of experts by expansion of professional level, universalizatsii maintenances of formation, introduction of progressive blochno-modular system of training, the control over efficiency of activity of educational institutions, maintenance of convertibility of vocational training both in the state, and behind its limits.

Formation standardization in Armed forces is connected with working out and introduction in activity of military high schools of the state educational standards of the higher vocational training on all specialities and inclusion of the higher military education in uniform educational space of Russia.

Formation democratisation. Democratisation process has passed in formation the important stage when equal possibilities of reception of higher education on the basis of abilities of everyone have been provided its availability, the persons directed on versatile development, on growth of respect for human rights and its basic freedom [36].

In military high schools training of cadets in two directions is carried out: specialities, according to FGOS VPO and the military speciality (specialisation) defined by qualifying requirements. It allows to provide fundamental nature of training of military experts, closer integration of a military education with
The civil higher school to raise social zashchishchennost and competitiveness of officers on the termination of military service.

In turn, Bolonsky process also has caused directions of modernisation of educational process in Russia:

Acceptance of levels according to the European qualification of higher education: "bachelor/master";

The statement kompetentnostnogo the approach as new direction in formation;

Use in educational process of concepts of the competence and competence, as key components kompetentnostnogo the approach;

Application of uniform quality assurance and the accreditation, developed on certain criteria [12].

Kompetentnostnyj the approach as much as possible effectively reflects the basic parties of process of modernisation of the higher vocational training. In a context of this progressive idea following statements are formulated:

kompetentnostnyj the approach is shown as updating of the maintenance of formation in reply to changing social and economic reality;

kompetentnostnyj the approach acts as the generalised condition of ability of the person effectively to operate outside of educational plots and educational situations [22].

As marks V.V. Serikov, kompetentnostnyj the approach in formation, it is understood as the personal life experience initiated by educational process, not subjected to processing. It cannot be multiplied, transferred trained means of traditionally understood training [125].

According to A.M.Novikova: «Kompetentnostnyj the approach - the phenomenon progressive. Its recognition scientists and the public means transition
To a new educational paradigm - from "znanievoj" to "dejatelnostnoj" »[104 with. 4].

The urgency kompetentnostnogo the approach in system of the higher military education is caused by following factors:

High rates of perfection of military technics and arms, and as consequence raising requirements to experts (got in the course of training military-professional knowledge become outdated faster, than the future officers will be ready to their realisation on functional mission);

The limited quantity of the class periods allocated for studying of military-professional disciplines that demands bolshej a practical orientation in training;

The generated set of knowledge, abilities and experienced difficulties in their realisation in practice, assumes use of knowledge for the decision of specific targets or the problem situations which algorithms of the decision are not developed;

Training of "the closed type», that is the limited possibilities of work with information sources (libraries, an interactive network "Internet", etc.), connected with features of military high school.

Obobshchenno we will present essential to training of the future officers components kompetentnostnogo the approach.

1. The prototype of modern representations kompetentnostnogo the approach considers the ideas of the general and personal development formulated in a context of realised pedagogical concepts and theories.

2. The Kategorialno-conceptual base kompetentnostnogo the approach is directly connected with idea of purposefulness and "tselezadannosti" educational process at which the competence set the higher, generalised level of skills of cadets.

3. The important conditions of realisation kompetentnostnogo the approach

Is: the creative initiative, independence, kreativnost,

Competitiveness, mobility of the future officers.

4. A Prognostichesky orientation kompetentnostnogo the approach, providing development in cadets of skills and abilities of forecasting, the analysis, a prediction of succession of events and ability of their application in military-professional work.

Elements of forecasting of results of formation, in a context kompetentnostnogo the approach, concrete knowledge and abilities, and the certain qualities of the person allowing independently to develop ability, the interests, fundamental common cultural knowledge, an outlook, ability to solve developed problems act not, to have an active vital position [1].

For this purpose it is necessary pedagogicheski to provide the polydirected activity of the cadet, to create the conditions promoting its creative development, formation of consciousness of the person, to mastering by skills of construction of strategy and tactics of modelling own voennoyoprofessionalnoj activity.

In too time, it is important to consider a number of problem questions, in system of the higher military-vocational training which, directly do not mention essence and structure kompetentnostnogo the approach, but evidently influence possibility of its introduction:

Problem kompetentnostnogo the approach, its models, the maintenance and functions in the conditions of military education optimisation;

Absence of the organizational-administrative mechanism, accurate and unequivocal methodical instructions on transition to federal state educational standards of the higher vocational training (FGOS VPO) the third generation;

Problem of adaptation of teachers and cadets to new requirements FGOS VPO of the third generation;

Problem of qualification of the faculty of military high school, with traditional representation about professional pedagogical activity, to introduced kompetentnostnomu to the approach;

Complexity and insufficient readiness of techniques of revealing kompetentsy, their qualitative and quantitative structure, necessary for effective military-professional work;

Problem of discrepancy of various sights and the representations existing in a modern military education, in all directions of pedagogical activity.

Hence, the military education system should meet the modern requirements. Thus at cadets abilities to solve a problem which algorithms of the decision are not developed yet should be formed.

The new professionally focused demands which are insufficiently considered in training programs are made to military experts. It is connected by that requirements carry nadpredmetnyj character, thereby causing necessity of working out and introduction of new pedagogical technologies, creations of situations of inclusion of cadets in different kinds and forms of innovative activity [50].

Expansion of the maintenance of curriculums, division of disciplines, the general increase in class periods does not provide the problem decision. First of all it is required to pay attention to those subjects which will allow the future officers to solve successfully fighting problems in the conditions of uncertainty and limited time.

It will be promoted by realisation FGOS VPO of the third generation on a basis kompetentnostnogo the approach, providing fundamental nature, a practical orientation in training of officers of military high school, that in turn will allow:

To transfer accent from the in detail-disciplinary and substantial party on end results of educational process - generated the competence;

To reflect in departmental standards the prospects focusing the future officers on effective professional work;

To involve in structure definition kompetentsy the direct customer;

To reveal and diagnose achievements of cadets at control grade levels.

Kompetentnostnyj the approach is directed on creation of conditions for formation kompetentsy, professional development of the future officers, in the conditions of continuously increasing requirements to military experts.

As key concepts kompetentnostnogo the approach describing lichnostno-professional qualities of the expert, for its further military-professional work act competence and the competence.

In researches of domestic teachers it is possible to allocate various definitions of lichnostno-professional qualities necessary for the graduate. So, V.K.Zaretsky and J.A.Kuljutkin, under lichnostnoyoprofessionalnymi qualities understand a self-estimation, an intellectual and personal reflexion [61, 83]. A.A.Derkach considers them as high level kreativnosti, the developed motivational sphere and the valuable orientations directed on professional formation of the expert [52, 54]. From the point of view of N.V.Kuzminoj is a competence, an orientation, ability, motivation [80, 81]. According to A.K.Markovoj is a motivation (an orientation of the person), properties of the person (ability, character, etc.) Integrated characteristics of the person (self-actualisation, individual style, kreativnost) [91]. V.G.Mihajlovsky defines as creativity, competence, flexibility, mobility, etc. [100, 102]; In V.D.Shadrikov's works the interests, the generated sights and belief, personal life experience, etc. [156] are considered as requirement.

I.M.Osmolovsky marks: «Now research of ways of formation of competent experts in high schools is carried out on an empirical basis, without revealing of deep sense of concepts« competence "and" the competence ». Characteristics of the competent expert, ways of diagnostics of achievement of a stage of competence etc. However are defined, not revealed essence of the central concepts leads to that to kompetentnostjam everything carry that characterises activity of the expert» [23].

In this connection it is obviously necessary to consider lichnostnoyoprofessionalnye qualities of cadets through the competence and competence, opening their essence and the maintenance.

A.V.farm and "competence" represents concepts "competence" as follows. The competence - cовокупность the interconnected qualities of the person (knowledge, abilities, skills, ways of activity), subjects set in relation to a certain circle and protseseov, necessary for qualitative productive activity in relation to them.

Competence - possession, possession the person the corresponding competence including its personal relation to it and a subject of professional work [151].

From the point of view of V.V. Kraevsky, the competence represents result of activity of educational institution for work of the future expert in intellectual, civil-law, communication and other areas. The competence give to the person ability to solve a problem in professional and daily activity. Competence is considered as readiness and ability to bear responsibility for the well-being and well-being of a society. For this purpose ueilija an education system and teachers should be separately aimed at development of self-organising and self-actualisation of the person [77].

According to V.I.Bajdenko, the competence is the integrated characteristic of qualities of the person, result of preparation of the graduate of high school for professional work performance in certain spheres. Competence is expressed in readiness for professional work realisation in concrete situations [13].

From V.S.Lazareva's position, the competence - integrativnoe the formation including as knowledge, necessary for the decision of corresponding type of problems, and abilities to put a problem of the given type to plan their decision, to choose and apply adequate means of the decision, to estimate results of actions. To form and develop the competence it is necessary as from positions pedagogical, and psychological theories [84].

In the TUNING-project realised in the European higher schools, the concept of the competence includes knowledge and understanding (theoretical knowledge in the academic areas), valuable knowledge (an integral part of perception of a life in a social context), ability to operate (practical and operative application of knowledge to any situations). Competence - ability trained to realise the potential in professional work.

The analysis of researches of foreign scientists-teachers has allowed to allocate used definitions of the competence following most often and competence. So, R.Mirejbl allocates the competence as knowledge, abilities, the personal potential, connected with the future professional work. Competence is considered as effective action [162].

J. It is equal considers competence as certain ability for action performance in a concrete subject domain and including highly specialised knowledge, subject skills, special ways of thinking, and also ability of the person to bear responsibility for the actions. The concept of competence acts as the leading substantial basis of process of the training, allowing to reconsider sights on
Possibilities trained in the broadest educational spectrum. Cоответственно, the teacher should learn to see everyone trained, from the point of view of presence at it a set of professionally important qualities - kompetentsy, realised in the future activity.

The competence carry out a number of functions: help trained to study, allow workers to be more practical according to inquiries of employers, help to be more successful in the professional work. The competence are the important results of formation and should be generated at all trained, logically to interconnect all levels of training. Thus the competence - not separately making educational process, they the integrated part of its maintenance.

The carried out analysis of definitions of the competence reflecting variety of understanding of essence of this phenomenon, has allowed to formulate definition of the competence of cadets of military high school as sets of lichnostno-professional qualities (knowledge, abilities, skills, tsennostno-semantic orientations), and also results of training in military high school, significant for performance of problems on official mission, choosing and applying effective remedies for their decision, in constantly changing conditions.

Competence of cadets of military high school is considered as readiness and ability of the person to military-professional work, in a wide field of its contexts, by means of toolkit generated kompetentsy.

For the officer there is necessary not a qualification meaning abilities in certain area military-professional work, and the professional competence combining abilities to use received knowledge, the available abilities, known ways informative and practical activities, and also

The continuous self-improvement, allowing lichnostno and

Professionally to be realised in dynamically varying conditions.

The essence of professional competence is expressed in sformirovannosti at cadets integrativnogo a complex of the personal and professional qualities corresponding to requirements of military service. In it are allocated interconnected, united by the purposes and party problems: uchebno-fighting, office activity, daily relations in which personal and professional development of cadets and military collectives is carried out, are reached results of military work - high professionalism and battle readiness, a moral and psychological condition, the discipline reflecting remedial and rezultirujushchy aspects of military activity [135].

In V.V. Serikov's works, professional competence is marked as a way of existence of knowledge, abilities, the erudition, promoting personal self-realisation, a finding of a trained place in a society [125].

A.K.Markova allocates the general views of professional competence necessary for the graduate irrespective of a trade:

Special competence - ability to planning of productions, manual skills, etc.;

Personal competence - ability to plan the professional work to supervise and direct it, ability to acceptance of independent decisions and responsibility for them, ability of the decision of non-standard situations, kreativnost, flexibility of practical and theoretical decisions, ability of independent acquisition of new knowledge and abilities;

Individual competence - motivation of achievement, aspiration to success, improvement of quality of performed work, ability to self-actualisation and self-realisation, confidence of the acts, optimism [91].

The kinds of competence named A.K.Markovoj, define a maturity of the person in professional work and professional dialogue, in formation of the person of the professional, its individuality.

However, such qualities of the person as kreativnost, ability to acceptance of independent decisions and responsibility for them, self-realisation and self-actualisation, confidence of the acts, optimism, etc., rigidly are not adhered to professional sphere, and in bolshej degrees are focused on development of the personal qualities defining personal competence.

From a position of J. Ravenna, initially should be defined a problem of development of the person on the basis of an individualization of the training, the differentiated application of forms and methods of training which will promote revealing and formation kompetentnostej trained depending on their personal qualities and interests [118].

Personal competence of the future officers, of educational process of military high school, such qualities as obuchaemost, self-organisation, self-actualisation, responsibility characterise,

prognostichnost, ability to a reflexion, a call of duty, patriotism, humanity, tolerance, orientation to the standard values and culture as they act as a fundamental principle of the personal officer in professional formation.

Realisation kompetentnostnogo the approach in educational process of military high school determines development of the person of cadets, its informative interests, creative and mental abilities, requirements, valuable orientations, and also creation of conditions in which trained are personally interested in the achievements.

Thus, with reference to educational process of military high school and realised in it kompetentnostnogo the approach, concepts of personal and professional competence are expedient for considering in close interrelation and interconditionality, finally, forming
The lichnostno-professional competence of the future officers opening set of personal and professional qualities of the future officers, defined by a polyorientation and mnogoaspektnostju military-professional work.

In the maintenance of definitions transformation substantially - znanievoj, a subject (disciplinary) orientation of a military education to formation of readiness and ability of the future officers to effective military-professional work is reflected.

Thus, lichnostno-professional competence of the future officers - integrativnaja the characteristic of cadets, as subjects of the educational process, caused by the purposes, motives and features military-professional work, connected with the soldier's duty performance, representing set of personal and professional qualities, ability and readiness to solve the problems arising in various situations of military service, on the basis of generated kompetentsy and life experience.

Lichnostno-professional competence of the future officers includes self-administrative activity of cadets (self-determination, self-actualisation and self-realisation) and tseleupravlencheskuju activity of teachers, commanders in which course the cadet develops and realises the individual trajectory of lichnostno-professional development.

Training of the future officers in educational process of military high school, according to requirements, problems and features voennoyoprofessionalnoj activity, is possible through formation lichnostnoyoprofessionalnoj the competence necessary for successful performance of functional duties and problems of military service.

So, in O.J.Efremova's works the wide attention is given to formation process kompetentsy the future officers [59].

In the psihologo-pedagogical literature the essence of concept "formation" is defined as follows: "formation" defines as process and result of development of the person under external influence of educational circle (JU.K.Babansky); process of formation of the person as social beings, under a complex of influencing factors (I.P.podlasyj); a kind of development of the person, its maturing, change under external influences (G.M.Kodzhaspirova, E.S.Rapatsevich) [10, 113, 72, 120].

Thus, concept "formation" we will consider as process of complex purposeful development, perfection and formation of the person of the future officer, under the influence of external factors (educational process, the military environment, etc.).

It is necessary to notice, that external influence is the core (but not the only thing) the factor, it is important to consider and the internal (personal) factor - individual qualities (consciousness, self-determination).

Formation of lichnostno-professional competence of the future officers - process of pedagogical interaction of teachers and commanders with the cadets, directed on their personal and professional development, development kompetentsy, perfection of personal and professional qualities which are determined by the purposes and problems of military service, formation of a steady vital position.

In the course of formation of lichnostno-professional competence, the big attention is given independence of the future officers in a context of concepts: self-determination, self-actualisation, self-realisation and self-administrative activity of graduates of military high schools as a whole.

So, A.V.Petrovsky represents independence as the personal property consisting in ability to make and carry out the program of activity, according to objectively changing conditions in
Relative independence of group and individual pressure [109].

With reference to formation of lichnostno-professional competence of the future officers it is expedient to focus attention on informative independence of cadets, considering it as integrativnoe the personal quality shown in requirement independently to find and apply knowledge for the qualitative decision of military-professional problems, osoznanno and adequately estimating own activity »[79].

Thus, the overall aim of educational process of military high school consists in complex pedagogical maintenance of all-round personal development of the future officers, causing effective formation of lichnostno-professional competence of graduates of military high school.

Educational process of military high school represents the organised, purposeful interaction of teachers and commanders with cadets, for the purpose of formation at the future officers kompetentsy, developments of thinking, creative abilities and personal qualities, adaptations to the military environment and creation of pedagogical conditions for development of professional educational programs.

Problems of educational process of military high school define interconnected and vzaimoobuslovlennuju activity of subjects and objects, interaction degree in it.

For achievement of the purposes of educational process of military high school, with the assistance of controls the military education, carries out the pedagogical maintenance of this process including:

Working out of teoretiko-methodological maintenance, for occurrence of military high schools in nation-wide educational structure, taking into account requirements FGOS VPO;

Working out of the conceptual device of didactics of the higher military school, specification of essence of some key definitions without which it cannot independently exist;

Gathering and the analysis of the saved up experience of military training and education, for working out of the constructive offers providing perfection of system of preparation of cadets of military high schools;

Studying of features of pedagogical activity of teachers and commanders in educational process of military high school, working out of requirements to their professional competence;

Working out of ways of improvement of quality of educational process, and also participation of military high school in system of continuous formation, providing the further increase of lichnostno-professional competence of the future officers in educational process of military high school.

In too time, investigating a problem of increase of efficiency of formation of lichnostno-professional competence of the future officer, in small degree the question of pedagogical maintenance of this process is considered.

Maintenance - process or result of formation of demanded properties and characteristics, and also preservation and increase of these characteristics. To provide - to create as much as possible necessary conditions for realisation of any process [106].

Pedagogical maintenance is expedient to consider set of accepted and used didactic means, creation of the pedagogical conditions promoting course of educational processes, realisations of the set plans, programs, projects [26, 146].

In working out of a problem of pedagogical maintenance of processes of the educational activity, essential value belongs to a number of concepts and scientific researches: concepts of pedagogical support
(T.V.Anokhin, O.S.Gazman, S.M.Jusfin, etc.); scientific questions of pedagogical maintenance (O.S.Grebenjuk, M.I.Rozhkov, A.L.Umansky, etc.); scientific representations about pedagogical support and sotsialnoyopedagogicheskom support (M.I.Gubanova, E.F.Zeer, S.V.Kulnevich, etc.); dissertational researches and separate scientifically-practical workings out of pedagogical maintenance (O.V.Boltykov, O.V.Goncharenko, N.G.Grigoriev, N.V.Ljahova, A.A.Pozharsky, T.V.grey-haired, A.I.Timonin, S.V.Filimonov, N.M.Filippova, etc.).

Thus, scale of researches of pedagogical maintenance of processes of educational activity has defined its transition from private aspects to system consideration and application of theories, concepts of pedagogical maintenance (N.G.Grigoriev, A.I.Timonin, G.A.Shabanov, etc.) [67].

However, in a wide field of teoretiko-methodological practice, in a context of formation of professional competence of the future officers, concept «pedagogical maintenance» has not received the complete and regular description.

With reference to educational process of high school, from a position of a place, a role, function and mechanisms of pedagogical maintenance, a number of positions is defined.

So, in A.I.Timonina's research, pedagogical maintenance of processes of educational activity of high school is considered as set of personal resources trained, institutsionnyh resources and resources of environment, with a vector directed on actualisation of the named resources, by means of realisation of the developed strategy, the concept [139].

According to N.G.Grigorevoj, pedagogical maintenance is directed on activization of stage-by-stage development of educational process of high school by subjects, direct influence of external factors with
Consecutive interiorizatsiej and transition to a dominating role of internal factors of self-development [44].

Objects of pedagogical maintenance are: the pedagogical conditions raising efficiency of provided process (N.V.Chekaleva); set of the means directed on integrity of educational process, including intellectual, didactic, technological and organizational means (N.P.bunch); adequate ways of pedagogical support and construction of interactions, for the purpose of achievement of an ideal of erudition trained (N.P.Klushina) [71, 117, 155].

From the analysis of the aforesaid and considering features of educational process of military high school, pedagogical maintenance lichnostnoyoprofessionalnoj competence of the future officer us

It is considered as the polydirected pedagogical activity

Teachers and the commanders, causing activization

The academic resources of military high school, and realisation of personal resources of cadets, during the differentiated pedagogical interaction with them, promoting effective formation lichnostnoyoprofessionalnoj competence of the future officers, of specially created pedagogical conditions.

Personal resources of cadets are caused by specific features and include emotional, strong-willed, motivational, intellectual components.

The academic resources include the maintenance, the organisation and management of educational process of military high school, its feature.

Pedagogical maintenance is characterised poligrannostju, mnogourovnevostju, dynamism with integrativno-diferentsirovannoj function.

With a view of efficiency of formation of lichnostno-professional competence of the future officers and the organisation of the educational
Process in military high school as a whole, pedagogical maintenance should be shown:

In adaptation of military high school to educational interests and requirements of cadets;

Inclusion in traditional technologies of training of the future officers of modern information-communicative means;

In possibility of construction by cadets of an individual educational trajectory, increase of independence of chairs and research divisions of military high school;

Humanisation of educational process of military high school, with strengthening of a humanitarian component, at an optimum parity with voennoyoprofessionalnoj preparation of cadets.

The structure of pedagogical maintenance of lichnostno-professional competence of the future officers contains:

The purposes and problems of educational process of military high school, in a formation context kompetentsy cadets;

The competence, necessary for effective voennoyoprofessionalnoj activity;

Model of formation of lichnostno-professional competence of the future officers and the Target pedagogical program of formation kompetentsy cadets;

The pedagogical conditions providing effective formation kompetentsy of cadets of military high school.

Source of development of educational process are contradictions inherent in it which express specificity of process and are shown in sphere of action of laws.

The Russian scientists V.M.Zhuravlyov, G.B.Masalsky, S.A.podlesnyj, JU.S.Perfilyev, M.T.Reshetnikov allocate following basic contradictions of higher education:

Between narrow specialisation of knowledge and a wide profile of the developed methodological means;

Between requirements of operating educational approaches, concepts, theories and real requirements of a modern society;

Between fast rates of updating of knowledge, a technological both information intensification of formation and certain restrictions on their mastering [85].

Thus for military education system following contradictions are characteristic:

Between requirement of cadets for theoretical knowledge, individual experience, the moral-ethical qualities necessary for formation of lichnostno-professional competence of the future officers and insufficiently developed pedagogical maintenance, defining theoretical and scientifically-methodical bases of realisation of this process;

Between a wide circulation kompetentnostnogo the approach in system of the higher vocational training and ambiguously certain base concepts kompetentnostnogo the approach in the military education system, not to the full considering its features;

Between necessity of revealing of levels sformirovannosti lichnostno-professional competence of graduates of military high school and nerazrabotannostju estimation indicators sformirovannosti kompetentsy cadets.

These contradictions define the general contradiction between requirement of Armed forces of Russia for the competent officers ready to independent professional work is direct on release from military high school and nerazrabotannostju scientifically-methodical bases of pedagogical maintenance of lichnostno-professional competence of the future officers in military high school.

Studying and definition of ways of the permission of the presented contradictions, causes necessity of research of process of pedagogical maintenance of lichnostno-professional competence of the future officers for educational process of military high school, on a basis kompetentnostnogo the approach.

Basic difference FGOS VPO, on a basis kompetentnostnogo the approach, from used earlier, consists in their dejatelnostno-practical and cultural urological components, thus keeping traditional fundamental nature and universality of the higher vocational training.

The new educational standard, in a context kompetentnostnogo the approach, considers qualification of the graduate from the point of view of training end results - kompetentsy.

The competence are considered as the main purposes in realisation new FGOS VPO. It gives the chance to vary structure and the maintenance of subject matters, forms of the organisation of educational process, that essentially expands professional functions of the teacher, according to requirements of improvement of quality of training of the future officers in military high school.

During realisation kompetentnostnogo the approach the necessary requirement to activity of the teacher in military high school is possibility to transform the subject maintenance of a subject matter in means of personal and professional development of cadets.

Level of achievement trained in educational process, according to the purposes, requirements and norms of the federal state educational standard defines quality of formation [19].

With reference to educational process of military high school, quality of formation was considered as the integrated characteristic of system
The military education, reflecting degree of conformity of real reached educational results to the state standard requirements to graduates of military high school.

For definition and judgement of the teoretiko-methodological device of system of a military education it is required to formulate accurately the purposes of preparation of the future officers on different specialities, and also to provide a transparency kompetentsy, to expand structure and flexibility of curriculums with obligatory inclusion in their structure of materials for diagnostics of educational achievements of cadets. Operatively to develop with participation of representatives of the customer (managements of kinds and childbirth of Armed forces) new educational programs, including in an advancing mode.

It is necessary to notice, that mastering kompetentsijami is impossible without acquisition of experience of use of knowledge outside of subject matters in which maintenance they are presented, in various situations.

Here on the foreground interdisciplinary synthesis at which training process gets new sense acts, becomes process of development of methods of reception of missing knowledge, abilities, skills and activity experience, for the purpose of achievement of high level lichnostnoyoprofessionalnoj competence.

Designing OOP on a basis kompetentnostnogo the approach is realised by carrying out of the substantial and methodological coordination of subject matters, creation of model of studied object or the phenomenon. Educational process functions in unity of two functions: reproductive and developing. Thus, in a cycle of the basic subject matters has mainly reproductive character, and the developing effect is reached at the expense of interdisciplinary communications - possibility to apply knowledge on one discipline at studying another. For this purpose purposeful deepening of these communications is necessary at
Condition of preservation of theoretical and practical integrity of all subject matters.

Advantage kompetentnostnogo the approach is integrity of the pedagogical process promoting self-development of cadets through formation at them of requirements and abilities to use the device of subject matters as methodological, theoretical and technological means of revealing and the decision of problems. The didactic importance is defined by possibility of regular training to a complex of procedures nauchnoyoteoreticheskogo researches.

Also at designing of educational process it is necessary to consider, that its success and efficiency can be reached only in that measure in what cadets realise the personal and social importance of result (i.e. the result is perceived by cadets as value). If it does not occur, cadets are alienated from educational process. Thus technologies and the maintenance of educational activity cease to play defining role, and essential there are questions of the organisation and the control of activity [137].

At the same time, valuable self-determination represents long nonlinear process. It is necessary for projecting simultaneously with working out of the basic educational programs (OOP) as an integral part.

Kompetentnostnyj the approach can form the basis for designing new OOP in directions and specialities. In this context maintenance OOP, realising FGOS VPO, should be added by components kompetentnostnogo the approach. And the competence as result of formation, instead of separate disciplines, should become a semantic kernel new OOP. During drawing up uchebnoyometodicheskih complexes are specified: the competence for which formation they will be organised; disciplines on which material the program is realised; kinds informative and practical activities; forms
Teamwork of cadets and teachers (the decision of complex problems, performance of projects, protection of the performed work before group of experts of this profile etc.) [48].

The problem of teachers - to define, what studying of disciplines, or their separate modules will provide formation of those or others kompetentsy. Working out OOP can become one of perspective directions of innovative activity of military high schools as their maintenance will consider features of a concrete military speciality and educational process as a whole, specificity of formation lichnostnoyoprofessionalnoj to competence, the social (military) environment, structure trained, potential of teachers and commanders.

In too time, at the present stage military education transition on FGOS VPO, with two-level system of preparation, becomes complicated a number of problems:

Lack of school hours because of reduction, more than at 1/3 o'clock, allocated for military-special disciplines, at transition on earlier entered gos VPO (it is required to the bachelor yet less than year of training for development of disciplines in full);

Complexity at transition to "wartime" curriculums (the program of the reduced training);

Inexpediency of training in a magistracy without army experience.

Therefore reforming of system of a military education assumes realisation of the differentiated approach with definition of requirements to working out of programs of training on military specialities, and also observance of conditions of transition on new FGOS VPO, performance of principles according to which educational process of military high school is realised.

Principles - key rules of pedagogical activity of the teacher of the military high school, directions specifying it. They act
Link between abstract character of law and concreteness of practice [20].

Leading forms of activity of teachers on the organisation and realisation of educational process of military high school are defined obshchedidakticheskimi by principles: scientific character, problematical character,

Orientations of training, interrelation of the theory with practice, sistemnosti, availability, presentation, efficiency, etc.

Given obshchedidakticheskie principles are put into practice irrespective of directions of programs of preparation. However, at allocation of principles of training it is important to consider features of educational process.

With reference to educational process of military high school we had been allocated following features:

Training of the future military engineers with qualification "expert"; inconsistency of federal laws in a sphere of education, on the one hand, and in the field of defence and safety, with another, is generated by internal problems of legislative regulation of system of a military education. So, the requirement of increase of fundamental readiness of cadets mismatches requirements of supervising documents at transition to the accelerated terms on "wartime", as training of the future officers as military professionals, it is carried out according to curriculums basically on older years;

Strict regulation of ability to live of cadets charters, instructions, orders and other supervising documents;

Small time of adaptation of first-year students to requirements of educational and office activity in military high school while in data senzitivnom the period the motivation of the cadet to educational and voennoyoprofessionalnoj activity is defined. [103].

Let's notice, that adaptation of the person of the cadet in educational protses its military high school is understood as process of active development trained the military environment where it acts not only object of adaptation, but also the subject [34].

Thus, considering features of educational process of military high school, a direction of educational programs, we allocate such principles as: dialectic unity obshcheprofessionalnyh and voennoyospetsialnyh disciplines, a formation continuity, modulnosti, recurrence, anthropocentrism, a humanisation, the subject-subject of relations of the teacher and the cadet, continuity, training and education in military collective and through collective.

The principle of dialectic unity of subject matters is expressed in necessity of maintenance of equivalence of all subject matters: military-special, obshcheprofessionalnyh, humanitarian. The given principle defines internal structure of educational process in military high school.

Continuous formation is one of the major principles of ability to live of the officer who during all military service receives new knowledge, forms abilities, improves professionally significant qualities - the competence.

The essence of a principle modulnosti consists in use of educational modules as means of mastering by cadets of the educational information. On the basis of the functional analysis of the formed competence, the teaching material shares on structural elements, each of which provides achievement of the certain didactic purpose. The module can have disciplinary (a separate subject matter) and interdisciplinary (a cycle of subject matters) character.

The recurrence principle assumes the structurally-logic organisation of educational process, with feedback presence, for the timely control, correction and an estimation of educational success.

According to an anthropocentrism principle, the cadet occupies the central position in educational space of military high school, and its consciousness is the major factor of integration. There is a displacement of accents from teaching (active academic activity professorsko - teaching structure) on training (active educational activity of the cadet). The future officer becomes not only semantic, but also the organizational centre of training. Thus the teacher should provide differentsirovannost pedagogical support.

The principle of a humanisation of educational process provides free and versatile development of the person of the cadet, and is directed on creation of conditions for formation personal and obshcheprofessionalnyh kompetentsy, being present in all forms and training methods.

The principle the subject-subject of relations of the teacher and the cadet is realised when the cadet passes from the passive listener in the active participant of educational process, and the teacher realises functions of the adviser, the tutor. One of the factors defining success of training, level the subject-subject of relations between the teacher and the cadet is.

The principle of continuity providing continuous transfer from generation to generation of cultural wealth, military traditions and rituals, ways of their preservation and augmentation in the course of training and education of the future officers [2].

The principle of training and education of cadets in military collective and through collective is based on an optimum combination of group and individual forms of the organisation of educational process of military high school. So, P.I.Obraztsov allocates its with one of fundamental principles of the organisation of pedagogical process of training of the future officers [105].

The considered set of principles is not settling and can be added by other principles. At the same time it
Provides necessary methodological and simultaneously methodical basis for the organisation of educational process in military high school on a basis kompetentnostnogo the approach.

It is necessary to notice, that kompetentnostnyj the approach is productive for professional development of the military expert, allows to estimate deeply its professionalism as the valid phenomenology of professional experience are not its components (in which role knowledge, abilities, the skills proving with high degree of variability in different military-professional kinds of activity), and features of the structural organisation of that hierarchy of qualities of the person and the subject of activity which define empirically ascertained properties of professional experience acts. An effect of integration in

Professional experience of knowledge, abilities, skills and personal qualities lichnostno-professional competence of the officer is.

Realisations kompetentnostnogo the approach in educational process of military high school assumes a support on this or that pedagogical theory or the concept.

According to E.G.Yudin, in pedagogics, it is possible to define the approach as basic methodological orientation of research, as the point of view from which the object of studying as concept or a principle supervising the general strategy of research [158] is considered.

In addition we will notice V.V. Serikov's scientific representations that «the Approach is strategy of professional work of the teacher. Theories or the concepts integrally interfaced with kompetentnostnym by the approach, should become reguljativom according to which process of formation of professional competence of experts is projected and carried out and should give it certain target, substantial and remedial components» [126].

In turn strategy of is professional-pedagogical activity proizvodna from its senses also leans on prognosticheskoe
Vision of the pedagogical purposes, thereby setting a vector of development of professional behaviour for long enough period. Besides it activity strategy appreciably predicts a range of pedagogical results which can be received otherwise [29].

In the works, I.A.winter rasmatrivaja the question on a place kompetentnostnogo the approach, considers, that different approaches applied in a science, the theory and the concept do not exclude, and at a differentiated parity, supplement and improve each other [63].

Kompetentnostnyj the approach is interdisciplinary, in it there are also personal and dejatelnostnye aspects, a pragmatical and humanistic orientation. Kompetentnostnyj the approach strengthens practical orientation of a military education, its in detail-professional party, accents a role of experience, abilities practically to realise knowledge, to solve problems.

For today pedagogicheski a number of approaches, theories and concepts in the training, persons considering specific features, specificity of educational institutions also is psychologically proved, regularly approved.

In preparation of military experts the associative-reflex concept of training is widely applied. According to it didactic principles, methods and training forms (A.V are formulated. Drummers, D.N.Bogojavlensky and dr). Advantage of this concept is its adaptability to manufacture. In it accurately definite purposes and a training problem, are set activity directions, the wide spectrum of didactic means is developed. Thus it is necessary to note a weak feedback trained and the teachers, insufficient level of management of informative activity of cadets, low level of an individualization of training of cadets. Formation of skills and abilities, development of mental abilities depend not only on the informative
Activity of cadets, but also from practical activities experience. Here the essential result gives training on the basis of the concept of planning and formation of intellectual actions and concepts (P.J.Galperin, N.F.Talyzina). The Positive side of the given concept is: logic poetapnost teaching material input, increase of independence and activity of knowledge trained in the course of mastering, increase of level of an individualization. Negative - excessive detailed elaboration of a teaching material, low level of creative training of cadets, complexity of updating of a teaching material on specialities.

Problemno-dejatelnostnaja the training concept (A.V. Drummers, A.M.sparrow, V.P.Davidov, E.N.Korotkov) realises two basic principles: a principle of problematical character and an activity principle in training. The essence problemno-dejatelnostnoj training concepts consists that in educational process special conditions (situation), in which trained are created, leaning against the acquired knowledge, independently finds out and comprehends a problem, carries out constant search of optimum variants of its decision.

There are also other concepts of training successfully realised in educational process of military high school taking into account specificity of solved problems. So, the concept of the programmed training which means mastering of a teaching material by means of training programs and means is widely applied. The teaching material represents the blocks of the educational information submitted in logic sequence. In the end of each block the control in the form of interrogation, problems, exercises is carried out. According to the concept of the programmed training the automated curriculums and systems on development of the military technics, special and military-special disciplines that is especially actual for educational process of military high school are developed.

The pedagogical theory or the concept on which basis it is realised kompetentnostnyj the approach, should cover not only predmetnoyotehnologicheskuju, but also socially-moral aspects of activity of cadets, realise the purposes as training, and education.

To these requirements there corresponds dejatelnostnaja the theory (S.L.Rubinshtejn, A.N.Leontev) in which intellectual and personal development is considered through various forms of subject activity of the subject. That this theory became a realisation basis kompetentnostnogo the approach in military high school, its modernisation is necessary. So, it is necessary to allocate with activity unit, an act bearing in of property, both concreteness, and a sociality.

In development dejatelnostnoj theories and with reference to problems of modern vocational training the theory of contextual training is developed. It is possible to allocate three sources of the theory of contextual training in military high school: dejatelnostnaja the training theory, theoretical generalisation of complete experience of use of forms and methods of problem training, understanding of influence of a subject and social context of the future professional work of the cadet on process and results of its educational activity [33].

As basic unit of the maintenance of contextual training the problem situation acts. Not information transfer becomes the main thing, and development of ability of cadets competently to resolve problems and problems in the created conditions. Thus, the cadet realises, that by it is made, that it is necessary to make (informative activity carried out by it) and that it is necessary (modelled situations of professional work). All it will be motivatorami informative activity, the educational information and educational process get personal sense, the information turns to personal knowledge of the future officer - the competence.

Thus, the cadet from the very beginning is in contextual training in dejatelnostnoj positions, its all potential joins
Activity from perception level, to decision-making level. Knowledge is acquired in a context of the permission by the cadet of modelled professional situations that causes development of informative and professional motivation, personal sense of process of the doctrine. From object of pedagogical influences the cadet turns in the subject informative, professional and sotsiokulturnoj activity.

A.A.Verbitsky notices, that the developing person and its individuality that makes a real humanisation of formation [32] becomes the logic centre of pedagogical process.

It is necessary to notice also, that till now, the cadet is considered as a being social, and at construction of educational models external conditions of formation separate it kompetentsy, instead of its consciousness and self-realisation are described and developed.

In this context it is reversible to concepts of a humanisation and gumanitarizatsii educational space. So, M.V.Bulanov - toporkova in substantive provisions of a humanisation and gumanitarizatsii allocates:

The complex approach to complete problems of the person;

Humane educational technologies;

Integration of humanitarian and technical spheres; mezhdistsiplinarnost in formation;

Functioning of socially-humanitarian disciplines in high school as fundamental educational cycle [30].

The humanisation in formation is considered by P.I.Pidkasistym: «as the statement of universal values of ability to live of people, a recognition of self-value of each person, granting to everyone the right and possibilities of free development of the abilities» [111, with. 408].

The military education humanisation is directed on creation of conditions for development of individuality and personal qualities of future officers,
At which the graduate of military high school in the life and activity will consider public requirements, to regulate and correlate the inquiries to inquiries of a society, to show tolerance to another.

However, it is necessary to notice, that to a dominant of a humanisation of educational process in military high school, development not individualities, and individualism at which interests of military collective and a society as a whole are neglected is possible.

Gumanitarizatsija formations, especially engineering, expansion of the list of humanitarian disciplines, deepening of integration of their maintenance for reception of system knowledge assumes. The developed logic, purposefulness, the general and professional culture, professional mobility are necessary for the qualified military expert not only knowledge on a speciality, but also.

The humanitarian component of knowledge is personalised, tsennostno-focused, dialogichnoe, the contextual knowledge confirming the right on mnogourovnevost, universality and uniqueness of human displays, providing variety as one of the major sources of development of the person [73].

It assumes active and interested participation of the cadet in educational process of military high school. Pedagogical activity is presented as complex activity in formation lichnostnoyoprofessionalnoj to competence of the future officers, joint overcoming of difficulties in individually-personal formation and subject development.

Gumanitarizatsija a military education promotes attention strengthening to expansion of the nomenclature of subject matters of a humanitarian cycle and simultaneously enrichment of natural-science and technical disciplines of a humanitarian component.

Hence, the orientation of educational process in military engineering high school should be interdisciplinary. Here it is possible to allocate
Two directions: studying of disciplines of a humanitarian cycle and enrichment of humanitarian specialities and disciplines bases of technical and natural-science knowledge. It promotes formation at cadets of an independent way of thinking, ability to solve the complex problems arising on a joint of different fields of knowledge, to see interrelation of results of basic researches, technologies and requirements of army and a society, to be able to estimate efficiency of an innovation, to organise their practical realisation.

Thus, realisation kompetentnostnogo the approach in educational process of military high school assumes complex vzaimodopolnenie positions of different theories and the concepts applied in student teaching. It will provide not only constant growth and integration of knowledge, abilities, skills, but also formation lichnostnoyoprofessionalnyh qualities - kompetentsy. The key aspect here consists in knowledge and the account of specific features of formation kognitivnyh, potrebnostno-motivational, emotsionalnoyovolevyh, communicative reguljatov, providing samoorealizatsiju the cadet, both in educational, and in further voennoyoprofessionalnoj activity.

Kompetentnostnyj the approach places emphasis on results of training which are the basic result of educational process (from the point of view of knowledge and abilities), instead of on means which are used by teachers for achievement of results. Orientation to results of training, aspiration to reach bolshej accuracy in definition of what results reaches each cadet, displaces accent from intentions and problems of the teacher on real achievements of the trained. D.A.Ivanov notices, that kompetentnostnyj the approach is accented on results of formation, and as result the sum of the acquired information, and ability of the person to operate in various problem situations [68] is considered not.

Kompetentnostnyj the approach conducts to reorientation of an educational paradigm to creation of conditions of mastering by all complex kompetentsy, providing a steady vital position, personal and professional development, in the conditions of changing requirements to the expert [107].

Determinant of such context as the result of formation, in aggregate motivatsionno-valuable, socially-personal and kognitivnyh components acts the concept "competence" applied to a designation of educational result, expressed in ability to solve a task in view. It assumes corresponding methodical, organizational and technological maintenance. The teacher becomes the head and sistematizatorom knowledge trained with directing function. In turn from the cadet high activity, motivation to independent training is required.

Thus, reinterpreting the vocational training purposes, we observe transition of the higher military vocational training focused on qualifying standards, to the approach based on integrativnyh characteristics of the person - kompetentsijah.

Realisation of educational process on a basis kompetentnostnogo the approach, with an orientation inherent in it on a practical component and training end results, will promote the resolution of problems, educational programs arising between the maintenance, volume of an academic load and requirements to level voennoyoprofessionalnoj to readiness of the future officers in educational process of military high school.

1.2.

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A source: Meshcherjakov Dmitry Viktorovich. PEDAGOGICAL MAINTENANCE LICHNOSTNOYOPROFESSIONALNOJ of COMPETENCE of the FUTURE OFFICERS In MILITARY HIGH SCHOOL. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. 2014. 2014

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