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2.1 Stages of realisation of experimental work according to efficiency of pedagogical maintenance lichnostnoyoprofessionalnoj competence of the future officers of educational process of military high school

For an estimation of efficiency of pedagogical maintenance of lichnostno-professional competence of the future officers, on the basis of the developed model, it is necessary to pass to consideration of stages of activity of cadets and teachers of military high school in dynamics of their expansion in the created pedagogical conditions.

Experimental work which as marks M.N.Skatkin, can give proved enough recommendations about perfection of educational activity if it was for this purpose spent:

It was spent on the basis of scientifically received data according to theoretically proved hypothesis;

Transformed the validity, creating the new

Pedagogical processes and the phenomena;

It was accompanied by the deep analysis, from it theoretical generalisations became, conclusions [128] were formulated.

With reference to our research experimental work assumed:

Working out of the maintenance and sequence of stages of carrying out of pedagogical experiment;

Definition and substantiation of pedagogical conditions of formation kompetentsy the future officers;

Definition of indicators and formation levels lichnostnoyoprofessionalnoj competence of graduates of military high school;

Generalisation and the analysis of results of experimental work, working out of offers on increase of efficiency of pedagogical maintenance of lichnostno-professional competence of the future officers in educational process of military high school.

Thus, the purpose of experimental work was the estimation of efficiency of pedagogical maintenance of lichnostno-professional competence of the future officers in educational process of military high school, on the basis of the developed model. To track, in what measure of an expert corresponds to a teoretiko-methodological part of model, and also to develop methodical recommendations, the account and which realisation will promote effective pedagogical maintenance lichnostnoyoprofessionalnoj to competence of the future officers.

With a view of check of the theoretical positions presented in chapter 1, the complex of methods [5, 29] was used:

Organizational methods (rather-comparative, longitjudnyj), allowing to carry out researches of the same cadets throughout all semestre of training;

Empirical ways of getting of scientific data - observatsionnye methods (direct and indirect supervision, introspection); experimental methods (laboratory, field); psihologoyopedagogicheskuju diagnostics (tests, questionnaires, questionnaires, etc.); prognosticheskie methods (modelling of pedagogical process);

Methods of processing of results of experiment - receptions of statistical data processing (quantitative), and also the qualitative analysis (differentiation of a material, drawing up professiogramm).

Also it was used faktologichesky a material received by employees of branch of is professional-psychological selection,
The processed data of questionnaires and questionnaires experts of laboratory of military-sociological researches [69].

Experimental work included ascertaining and forming experiments and was spent to three stages.

The first stage - definition of the purpose and experiment problems. The experiment purpose was realisation developed teoretikoyometodologicheskih positions and acknowledgement of efficiency of pedagogical maintenance of lichnostno-professional competence of the future officers on the basis of the developed model. For purpose achievement, following problems were solved: were defined control and

Experimental groups, time, place and structure of participants of experiment.

In experimental groups educational process was carried out with use of model of formation lichnostnoyoprofessionalnoj competence of the future officers, of the created pedagogical conditions. By results of the analysis of the data received during ascertaining experiment, the model maintenance was specified.

Experiment was spent on the basis of a military uchebno-centre of science of military-air forces źMilitary-air academy of a name of professor N.E.Zhukovsky and JU.A.Gagarin╗ to the period since 2010 on 2014

Preparation of experts in the internal form of training was carried out within five years on the educational programs developed according to requirements FGOS VPO of the third generation.

Participants of experiment were: 107 cadets, 5 teachers of faculty of Radio-electronic struggle and information safety, 7 teachers obshcheprofessionalnyh chairs and commanders of divisions (course officers, chiefs of courses, the chief of faculty and its assistants - only 6 persons). For experiment carrying out the necessary uchebno-material resources have been defined: audiences, specialised classes, laboratories with modern information-communication tutorials, educational
Methodical complexes, and also are created pedagogical conditions formations raising efficiency kompetentsy the future officers.

The second stage - realisation of model of formation lichnostnoyoprofessionalnoj competence of the future officers of experimental group.

The third stage included processing and generalisation of the received results.

Proceeding from an object in view, at the second and third stages of experimental work following problems were solved:

Experimental check of efficiency of pedagogical maintenance of lichnostno-professional competence of the future officers on the basis of the developed model was carried out;

The Target pedagogical program of formation kompetentsy cadets, taking into account indicators and levels estimating them sformirovannost was realised;

Complex studying of the major factors influencing formation kompetentsy at the future officers;

Revealing of specificity of pedagogical maintenance lichnostnoyoprofessionalnoj competence of graduates of military high school;

The analysis intermediate and end results of experiment for specification of theoretical positions of model of formation lichnostnoyoprofessionalnoj competence of the future officers of military high school;

Check of pedagogical conditions of formation kompetentsy.

At carrying out of experimental work following positions were realised:

1. For maintenance of reliability of results of experiment, the quantity of cadets, initial indicators and levels sformirovannosti kompetentsy, and also qualification of the faculty which conducted lessons in control and experimental groups, are approximately identical. The analysis dovuzovskoj was for this purpose carried out
Preparations of cadets (a diploma mean score, results EGE) and the qualitative characteristic of the faculty.

Comparison of uniformity of control and experimental groups has been made for check of "cleanliness" of experiment. It was necessary, that they should be homogeneous for level of success of training and service, abilities, and personal qualities. The Expert estimation dejatelnostnoj success of cadets of military educational institutions ╗(N.P.Fetiskin) allowing proranzhirovat of cadets [145] was for this purpose appliedź.

It is important to notice, that uniformity of educational groups of cadets of military high schools was initially provided at a stage of their acquisition on the first course. As it was marked earlier, in features of educational process of military high school, personal and professional qualities of cadets develop in army collective (fighting problems, as a rule, are carried out as a part of group, calculation, crew), hence, military mutual aid and association act as a dominant in relations of cadets. Proceeding from it, quantity of cadets in groups with a high mean score of the diploma (results EGE), good sports preparation, and also different nationalities and creeds, from the point of view konfliktogennosti and conformism, were distributed in regular intervals [134].

2. The teaching material was structured so that training of cadets in experimental group was carried out on border of their informative possibilities. The constant control of results of mastering of a teaching material and sformirovannosti kompetentsy at cadets was carried out. In cases when complexity of solved problems surpassed their possibilities (a sign of it decrease in educational motivation and the initiative was, hypererethism, increase of quantity of errors), loading level decreased.

3. Forming experiment was spent during the lecture and group employment, taktiko-special doctrines, and also at work on
To the military technics that provided possibility of the differentiated pedagogical interaction of teachers with cadets, taking into account levels sformirovannosti kompetentsy.

4. Results of formation kompetentsy at the training initial stage are relative, owing to different level dovuzovskoj preparations, and also the adaptable period different in duration at cadets.

5. At otsenivanii results of formation lichnostnoyoprofessionalnoj competence of the future officers of training semestre features of educational process in military high school were considered.

6. The criterion was applied to objective interpretation of results of measurements χr2Фридмана, allowing to establish, that positive dynamics of change of level sformirovannosti lichnostnoyoprofessionalnoj competence of cadets of experimental group occurred not in a random way [127].

In pedagogical maintenance of lichnostno-professional competence of the graduate of military high school with the important direction definition of the pedagogical conditions promoting achievement of high results is. So at a stage of the organisation of experimental work, generalising results of the analysis of the scientific and pedagogical literature, dissertational researches pedagogical conditions of formation kompetentsy the future officers, representing an essential component of educational process and a complex of the measures directed on achievement of objects in view integrating have been revealed.

V.I.Andreev marks importance of pedagogical conditions, as result źpurposeful selection, designing and application of elements of the maintenance, methods (receptions), and also organizational forms of training for achievement of the educational purposes╗ [6, with. 124].

N.M.Borytko considers pedagogical conditions as the external circumstance, making essential impact on course of complete educational process, to some extent the conscious
Designed by the teacher, demanded result assuming achievement [28].

With reference to pedagogical conditions of professional formation of officers in military high schools, V.M.Korovin allocates:

Activization of consciousness, thinking, will of the cadets, directed on development in them of interest to the future professional work, their prompting to constant perfection demanded voennoyoprofessionalnyh qualities;

Education at cadets of high moral qualities, discipline, a soldier's duty, self-consciousness and responsibility for the charged business;

Presence in military high schools of the competent pedagogical and command shots having a wide experience of professional work and capable to transfer to its cadets;

Maintenance with the necessary uchebno-material resources, allowing to carry out training of the future officers on modern samples of arms and the military technics or the training apparatus simulating conditions, approached to real [74].

Taking into consideration a wide context of concept źpedagogical conditions╗, were defined by us what have essential value for formation of lichnostno-professional competence of the future officers in educational process of military high school.

So, we had been allocated following pedagogical conditions: the individualised approach to development of personal and professional qualities of cadets; self-actualisation of personal potential and adequacy of a self-estimation of cadets; the account of an orientation of graduates to a certain kind military-professional work; objectivity of the account of the factors influencing pedagogical activity of the teacher of military high school; pedagogical competence of the teacher
Military high school; the differentiated pedagogical interaction of the teacher and cadets in educational process of military high school.

1. The individualised approach to development of personal and professional qualities of cadets.

Pedagogical dialogue - the multiplane organizational process based on mutual understanding between the teacher and cadets, caused by the purposes and the maintenance of their joint activity.

The individual approach to the military man has many aspects as covers all its activity: educational process, combat training, maintenance of high military discipline and strengthening of a moral and psychological condition [113].

The teacher provides dialogichnost the individualised approach. Thus it considers, that the cadet, as the person of certain age and as the person, can be characterised from three parties:

Physiological which includes, first of all, type of the higher nervous activity, level of physical development etc.

Psychological - an orientation, temperament, character, abilities on which the result and dynamics of personal and professional development depend;

Social in which qualities of personal and professional development are expressed, the public relations defined by an accessory of the cadet to social group, realisation voennoyoprofessionalnoj activity.

The individualised studying of these parties opens qualities and possibilities of the cadet, its age and personal features.

So, development of informative interests, erudirovannosti, a lexicon, abilities precisely to correlate concrete and abstract concepts, to develop abstract thinking - a direction of activity of the teacher and the cadet for formation socially-personal and command (administrative) kompetentsy.

At formation is professional-specialised kompetentsy, during studying of natural-science and mathematical disciplines activity of the teacher is directed, first of all, on development in cadets of logic and abstract thinking, severity and logicality of judgements, abilities any way to operate own thought processes.

At formation is professional-specialised kompetentsy, during development obshcheprofessionalnyh disciplines, active stimulation of mental faculties, sformirovannost spatial representation about processes, speed and ingenuity, that is effective-practical intelligence is required.

2. Self-actualisation of personal potential and adequacy of a self-estimation of the cadet.

According to A.Maslou, self-actualisation - revealing and development by the person of the fullest personal and professional properties and qualities, comprehension of necessity of self-improvement, the maximum realisation of the personal potential [93].

Self-actualisation of the cadet in military high school can be shown in different directions: in command (employment of younger command posts), organising, izobretatelskoj and rationalisation work. These directions are interconnected, so, the cadet, actively participating and proving in military-scientific work, forms military-special the competence. At discharge of duties of younger commanders, the chief of station, calculation, fighting group, sentry, during working off of actions for development of command-methodical skills, are formed command (administrative) the competence of graduates.

So, V.A.Petrovsky focused attention on conscious character of self-actualisation and suggested to use a principle active neadaptivnosti, combining a freedom in choosing and responsibility of the person in the course of self-development [110]. During too time, self-actualisation - not only
Self-development process. Essential influence on it is rendered by the teacher, commanders and military collective. So, on the first curriculum in bolshej degrees are necessary individual employment (consultation), group employment make essential impact on self-actualisation of potential of the cadet. Also to educational groups of cadets curators (tactical heads) from among skilled teachers, for rendering assistance in self-actualisation, professional formation and formation lichnostnoyoprofessionalnoj competence are appointed.

It is necessary to notice, that self-actualisation should corresponds with an adequate self-estimation which is characterised by following parametres: level, a parity with real success (adequate, inadequate) and features of environment (disputed, not disputed, etc.) [99].

For development of the person such character of a parity when high enough self-estimation is combined with adequate, differentiated, partsialnymi self-estimations of different level is effective. Steady and at the same time flexible enough self-estimation (which if necessary can vary under the influence of the new information, the got experience, estimations of associates, changes of criteria) is optimum both for development, and for productive activity. Negative influence is rendered by excessively steady self-estimation, and also strongly fluctuating, unstable. Therefore correctly to estimate the actions and acts to the cadet the teacher should help. Comparison of an estimation of the teacher, the commander and a self-estimation of the cadet allows to receive objective enough result. Thus it is necessary to consider the following:

It is important to diagnose initial level of preparation of the cadet, as the primary factor of military-professional formation of the person and the military expert;

To advance cadets, to carry out a positive reinforcement of results at the first grade levels in military high school, for prevention of development of negative stereotypes;

To consider the status of the cadet in military collective as reaction of cadets to this or that influence of the teacher can be various (obstinacy and discrepancy as negative reaction to bias of an estimation of results of activity of the cadet).

3. The account of an orientation of graduates to a certain kind voennoyoprofessionalnoj activity.

Upon termination of military high school graduates will occupy military posts by following kinds military-professional work: administrative (daily and fighting);

Engineering-operational;

Training and educational.

For definition of the abilities necessary in mastering by that or other direction of activity, preliminary drawing up professiogramm which it is used with a view of working out of information, diagnostic and correctional methodical grants, practical recommendations about maintenance of correlation of the cadet and a speciality (trade) [40] is required.

For revealing of an is professional-official orientation of cadets it is necessary:

To define criteria and indicators of an orientation of the cadet to this or that kind of military activity;

To reveal stages of formation of an orientation of the cadet to a certain kind of activity;

To prove the conditions promoting formation lichnostnoyoprofessionalnoj of competence of the cadet in directions of military activity.

Effective technology of forecasting and definition of a corresponding optimum field of activity of the future officer is the typology which assumes necessity to consider psychological type of the person, preferences, the competence, predispositions and to be guided by it at a choice of a kind of activity or its change [62].

In each person are put initially in pawn and are formed potential the competence. Than more than the qualities corresponding to a certain kind of activity, in the person it is put in pawn by the nature and conditions of an initial stage of ability to live, especially high level of the competence it can reach with other things being equal.

The typological approach helps to reveal the basic characteristics of the professional work which judgement promotes effective formation kompetentsy, important for future voennoyoprofessionalnoj activity.

4. Objectivity of the account of the factors influencing pedagogical activity of the teacher of military high school.

Essential influence on pedagogical activity renders a number of factors: social and economic, political, scientific and technical, collective, moral and psychological, spiritual and moral, etc.

The Socio-economic factor defines working out of mechanisms of development and management of an education system, reductions of formation, technologies of training and methods of an estimation of quality in conformity with modern requirements.

With reference to military high school it is necessary to consider expenses for the uchebno-material component which main objective is maintenance of scientific and pedagogical activity in more details. Forming and improving an uchebno-material component it is necessary to provide: scientific validity and expediency of its working out;

Adequacy to the purposes, methods and organizational forms of training in military high school;

Adaptability to innovations in all fields of activity;

Availability in development and use;

Ability to transformation and modelling.

Political factor. Especially it is necessary to allocate voennoyopolitichesky aspect in a military education about which legitimacy there are disputes and discussions. Armed forces - state institute. They are the subject of political relations. The future officer should have complete idea about processes and the phenomena occurring in the political world, about bases of national and military safety of the state, the military doctrine of the Russian Federation.

The Scientific and technical factor. Scientific and technical development of different branches of manufacture creates preconditions for constant perfection of military technics. Dependence of military-pedagogical process on the military-technical factor has natural character and is caused by a number of factors, including difficulties of economic character, acquisition of Armed forces, etc. the Modern technics develops on essentially new scientific and technical base that assumes deep understanding military experts of physical sense of the processes proceeding in equipment, knowledge of optimum conditions of its functioning, causing thereby necessity of increase of a role of theoretical, general scientific knowledge, intellectual skills at formation is professional-specialised kompetentsy graduates.

Collective, as the factor.

Formation of military collectives (educational groups), their development, is carried out according to laws which act in the form of tendencies. From them it is possible to carry to the cores:

Conformity of daily ability to live of cadets and internal mutual relations in military collective (educational group) to a social context;

Regular orientation of military collective (educational group) to consecutive increase of educational success and military discipline;

Understanding all members of military collective (educational group) purposes and primary goals;

Harmonisation in military collective (educational group) general and individual interests;

Dependence of unity of military collective (educational group) on education and self-education at cadets, consciousnesses and feelings of responsibility for their results joint military-professional work;

Continuous expansion and deepening of communications between military collectives (educational groups, courses) high school;

Regular increase of insistence of military collective (educational group) to cadets, prevention and operative overcoming of intracollective (group) conflicts.

The Moral and psychological factor is caused by following problems:

Personal - the problems worsening professional development of cadets, their moral and mental condition, state of health, the potential possibilities connected mainly with difficulties of socially-psychological adaptation of the future officers to conditions of training in military high school [122];

Group - the problems worsening a moral and psychological climate of educational group, caused by infringements of intracollective communications, absence of unity of the cadets expressed in daily conflicts, various forms psychological
Incompatibility, formation of microgroups with informal leaders [7].

dejatelnostnye - the problems inherent in educational and office activity of cadets, arising because of discrepancy of psychological qualities of the future officers to objective requirements of training in military high school that is shown in decrease in educational success, infringement of military discipline at performance of office problems (guard duty execution, discharge of duties of persons of daily details, etc.).

Spiritual and moral factors. Spiritual bases of education motivate the cadet to performance civil and a soldier's duty.

Spirituality represents a highest level of development and self-control of the mature person of the cadet when human values become the basic reference points of its ability to live. It is shown in orientirovannosti persons of the cadet on action for the good of associates, on search of moral components.

The morals represent one of the most universal forms of public and personal outlook, are set of consciousness, skills and the habits of the person connected with observance moral and ethical standards, rules and requirements of the general principles under the relation to each other and to a society [4].

5. Pedagogical competence of the teacher of military high school.

Reforming of system of a military education causes updating of curricula and programs, working out of innovative technologies of training and education. Requirements to pedagogical activity of teaching structure and its professional competence have increased.

A.A.Faktorovich marks direct dependence of quality of higher education on quality of pedagogical activity of the teacher of high school [142].

Pedagogical activity of the teacher of military high school consists in a complex of works on methodical and technical maintenance of educational process, and also participation in research and is innovative-technical works. Features of pedagogical activity of the teacher of military high school at the present stage are: integrativnyj character, an orientation on formation kompetentsy cadets; actualisation of problems of military education, lichnostnoyoprofessionalnogo developments of the trained; search and realisation of educational technologies adequate to modern requirements, knowledge the teacher of requirements and social development tendencies; possession of scientific and pedagogical knowledge.

Process of formation and perfection of pedagogical activity of the teacher the difficult and long process caused by a number of contradictions and factors of objective and subjective character. Pedagogical activity of the teacher of military high school is expressed in disclosing of its personal qualities (kompetentsy), in interests of achievement of the pedagogical purposes, includes social, psychological and pedagogical components, with inherent in it integrativnostju qualities of the person of the teacher - competence.

In the description of qualities of the person of the teacher, its professional lines, the complex approach, allocation not separate qualities, and groups of qualities - kompetentsy, taking into account is professional-specific functions (military training and education, development of the person of the cadet in military collective) is required:

Designing the competence, necessary for the teacher for planning and designing of materials of subject matters, in their structurally-logic interrelation;

Technological the competence for working out and carrying out of all kinds of studies, with application of the most effective technologies of training and actual didactic means;

prognosticheskie the competence, allowing the teacher scientifically to expect and adequately to estimate own professionalnoyopedagogicheskuju activity, and also to spend necessary correction;

Dialogo-information the competence, necessary for the teacher for pedagogical dialogue, and also pedagogical interaction of the teacher and cadets during educational, nonlearning, office and off-duty time [129].

Thus, pedagogical competence of the teacher of military high school is considered as the versatile activity including set of system knowledge, skills, practical experience, ability to be guided in non-standard situations and to make professionally competent decisions, to operate the moral and psychological condition, and also continuously to raise level of the lichnostno-professional development.

6. The differentiated pedagogical interaction of the teacher and cadets in educational process of military high school.

Personal and professional formation of the cadet is characterised by the active relation to determining external influences of educational process in which it becomes the active subject of pedagogical interaction.

Educational process makes active personal qualities of the cadet. The problem of the teacher consists in orientation of the cadet to the effective decision of educational problems, at preservation of the right of the subject on the independent decision, with the subsequent responsibility for result, and also ability correctly to understand and analyze problems, to make plans of their decision. In the scientific and pedagogical literature concepts are used: the pedagogical help, support, support, etc. Faithful terms closely korrellirujut among themselves.

The mechanism of realisation of pedagogical interaction (support) includes theoretical (the purpose and problems, principles, approaches) and organizational-metodiche^uju (technologies of training, Target pedagogical programs) a component.

From the point of view of P.I.Pidkasistogo, pedagogical interaction is considered as planning by the teacher of own activity and activity of cadets, the complex organisation of these kinds of activity, stimulation of activity, consciousness of knowledge trained on mastering and ways of activity, quality assurance of performance of educational actions by them, the analysis of results of training and forecasting of the further professional formation [112].

In this context, pedagogical influence of the teacher on cadets carries not so much correcting, how many the forming character which purpose is transformation of the subject of action (cadet) and formation at it different structures of intellectual, moral activity and structures of the person. For management of this activity it is necessary for teacher to present accurately, first of all, its versions and mechanisms to be able to formulate correctly the purposes and to predict their achievements, to provide both external, and internal regulation of activity of cadets in educational process of military high school.

The differentiated pedagogical interaction of the teacher and cadets in educational process of military high school is expedient for carrying out in following directions:

In intellectual development (in ability of productive thinking, in a choice of the most rational and actual methods of educational activity);

In the realised motivation of a choice of the military-professional work, comprehension of requirements, senses;

In formation of an adequate self-estimation and a condition of internal emotional stability (emotional satisfaction, feeling of confidence of the forces);

In smyslopoiskovoj activity (formation of fruitful tsennostno-semantic orientations military-professional work and preparations for it);

In development of creative abilities (kreativnosti, heuristics, individual style of activity and behaviour; involving in active educational and research work) [43].

Object of influence in the course of training of cadets are not separate personal or mental properties, and the complete person.

Thus, it is expedient to carry out complex interaction as development of the subject (cadet), dynamics of its mental displays depend, first of all, from conditions which have nonlinear character.

Pedagogical interaction is focused on rendering assistance to cadets in their personal and professional growth, in various situations. Hence, a leading principle of pedagogical interaction is the principle of orientation to self-realisation of the cadet, i.e. a support on its personal potential and possibilities.

Process of pedagogical interaction mnogoetapnyj. So, S.V.Kulnevich allocates stages: diagnostic (problem identification), search (together with the cadet search of the reasons of occurrence of a problem), contractual (designing of actions of the teacher and the cadet, with the differentiated distribution of functions and responsibility), dejatelnostnyj (maintenance of success in the problem permission) and reflective (the analysis reached in the problem decision, an objective, foreign estimation, search of ways of acceptance of the most effective decision) [27].

The basic criterion of selection of methods and forms of pedagogical interaction of the teacher and the cadet is prompting of the cadet to active independent search of the decision of problems.

Irrespective of specific features of the future officers, the teacher in each cadet should see the unique person, thus to consider their psychophysiological features (memory, attention, temperament). Only in this case the teacher, the commander can see the person in the cadet, understand it and build bilaterial interaction, exchanging intellectual, moral, emotional, business and social values that will promote personal and professional development, both the cadet, and the teacher. It is important to notice, that interaction is possible only when corresponding conditions for display of activity of subjects of interaction are created and following features are considered:

The relation to the cadet as to the subject of development;

Orientation to development and self-development of its person;

Creation of conditions for self-determination and self-realisation of the person of the cadet;

Establishment in educational process of military high school the subject - of subject relations.

Pedagogical interaction should include following functions:

Diagnostic - definition of the basic components and motives of activity of the cadets, arising problems and difficulties in the course of training;

Search - revealing of effective ways of the decision of the problems arising during educational process, a choice cadets of an individual educational trajectory;

Technological - practical realisation of educational programs on the basis of the technologies promoting the decision of problems of personal and professional development;

akmeologicheskaja - creation of conditions and stimulus for self-realisation and self-actualisation of cadets in educational process.

Realisation of these functions will allow:

By results of diagnostics to carry out the analysis of the basic components of activity of cadets, to establish the reasons leading to decrease of successful activity;

To spend pedagogical correction - to define directions of actions on elimination of the revealed lacks;

To raise level of motivation of cadets to self-development.

It is important to notice, that complex realisation of pedagogical conditions of formation kompetentsy at the graduate of military high school will depend on acceptance and understanding of their importance trained, confirming necessity of the differentiated pedagogical interaction of teachers and cadets.

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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

More on topic 2.1 Stages of realisation of experimental work according to efficiency of pedagogical maintenance lichnostnoyoprofessionalnoj competence of the future officers of educational process of military high school:

  1. Chapter 2. Experimental work according to efficiency of pedagogical maintenance of lichnostno-professional competence of the future officers in educational process of military high school
  2. pedagogical maintenance of lichnostno-professional competence of the future officers at stages of educational process of military high school.
  3. 2.2. Pedagogical interpretation of efficiency of pedagogical maintenance lichnostno-professional Competence of the future officers of educational process of military high school
  4. Chapter1. Theoretical aspects of pedagogical maintenance of lichnostno-professional competence of the future officers in educational process of military high school
  5. 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
  6. Meshcherjakov Dmitry Viktorovich. PEDAGOGICAL MAINTENANCE of LICHNOSTNO-PROFESSIONAL COMPETENCE of the FUTURE OFFICERS In MILITARY HIGH SCHOOL. The dissertation AUTHOR'S ABSTRACT on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2014, 2014
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  11. THEORETICAL BASES of DESIGNING of the MAINTENANCE And the ORGANIZATION of PROCESS of PSIHOLOGO-PEDAGOGICAL PREPARATION of CADETS In MILITARY HIGH SCHOOL
  12. optimisation of pedagogical process in high school as the main condition in preparation of the future expert