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THE BASIC MAINTENANCE OF THE DISSERTATION

In introduction the urgency of dissertational research is proved, the problem of research and degree of its readiness is designated, the object, a subject, the purpose and a hypothesis are revealed osyonovnye the contradictions causing the scientific research problem, opredeyoleny.

According to tasks in view teoretiko-methodological bases of research are defined, scientific novelty, the theoretical and practical importance of work is opened, are formulated poyolozhenija, taken out on protection.

In chapter 1 «Theoretical aspects of pedagogical maintenance of lichnostno-professional competence of the future officers in obrazovayotelnom process of military high school» reveal intrinsic characteristics nayo
uchnyh representations, and also the analysis of various definitions of base concepts kompetentnostnogo the approach - "competence", «lichnostyono-professional competence» with reference to educational proyotsessu military high school is carried out. The essence and structure pedagogiyocheskogo maintenance of lichnostno-professional competence of the future officers, with allocation of its specificity and features of educational process of military high school are proved and represented in soderzhatelyono-productive and remedial aspects.

Being guided FGOS VPO on a speciality 210602 «Special rayodiotehnicheskie systems», qualifying requirements to voenyono-vocational training of graduates of military high school, and also polina - pravlenostju military-professional work future officers, have been identified necessary for them the competence and their classification is spent.

The model of formation lichnostno-professional kompeyotentnosti the future officers as a teoretiko-methodical basis of pedagogical maintenance of lichnostno-professional competence of cadets of military high school is developed.

One of the basic directions of updating military-vocational training at the present stage is definition of conditions of formation of an active internal position of cadets in educational process of military high school. To it promote FGOS VPO on a basis kompetentnostnogo the approach, providing universality, fundamental nature of a military education and its practical orientation.

The urgency kompetentnostnogo the approach in military education system is defined by following factors:

High rates of perfection of military technics, arms, and as consequence, raising requirements to graduates of military high schools (acquired military-professional knowledge become outdated faster, than the future officers will be ready to their realisation on functional mission);

During service officers occupy a number of posts by voenyono-professional work kinds: administrative (daily and fighting), engineering-operational, training and educational, that assumes sformirovannost at cadets kompetentsy, official duties necessary for qualitative performance;

Requirements to level of lichnostno-professional competence buduyoshchih officers in military high school at transition to the accelerated terms of training (on "wartime").

Along with the reached results in reforming of the military man obrazoyovanija there are unresolved such problems, as: inertness of the voenyono-vocational training, insufficient and untimely obespeyochenie military high schools modern samples of arms and technics; long terms of reforming of system of a military education and Armed forces; sniyozhenie level of preparation of entrants.

In this connection, Armed forces feel requirement for officers with high level of the lichnostno-professional competence, ready to isyo
polneniju official duties directly on release from military high school. However, for today theoretical and scientifically-methodical bases of pedagogical maintenance of lichnostno-professional competence buyodushchih officers are developed in insufficient volume. The realisation problem kompetentnostnogo the approach in educational process of military high school remains still actual: the concepts defining competently - stnyj the approach in military high school (the competence, lichnostno-professional komyopetentnost, etc.) are not concretised; levels and the indicators estimating effektivyonost formations kompetentsy of the future officers are not defined.

During research of a problem of increase of efficiency obrazovatelyonogo process of military high school its following features have been allocated:

Preparation of 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, generates problems zayokonodatelnogo regulations of system of a military education. So, the requirement of increase of fundamental readiness of cadets mismatches treyobovanijam standard documents at transition to the accelerated terms - on «voyoennomu to time», as training of the future officers as military men profesyosionalov, it is carried out according to curriculums basically on older years;

Strict regulation of ability to live of cadets charters, instrukyotsijami, 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 this senzitivnyj the period formiyoruetsja motivation of cadets to educational and military-professional work.

The resulted 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 lichnostyono-professional qualities (knowledge, abilities, skills, tsennostno-semantic orientations), and also results of training in military high school, significant for vypolyonenija problems on official mission, choosing and applying effective remedies for their decision in constantly changing conditions.

Thus, lichnostno-professional qualities of cadets opisyyovalis not through traditional concepts of the ZUNOVSKY educational paradigm, and through the competence and competence.

Competence of cadets of military high school is defined by readiness and spoyosobnostju to military-professional work in its wide field kontekyostov, by means of toolkit generated kompetentsy.

Considering features of educational process of military high school and realiyozuemogo in it kompetentnostnogo the approach, it is expedient to consider the lichnoyostno-professional competence of the future officers opening close interrelation of personal and professional qualities of the future officers, defined by a polyorientation, mnogoaspektnostju and features military-professional work.

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

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

In too time, investigating a problem of increase of efficiency obrazovayotelnogo process of military high school, in a context of formation of lichnostyono-professional competence, of insufficient degree the question of pedagogical maintenance of this process is considered.

Pedagogical maintenance of lichnostno-professional competence of the future officers in military high school should promote:

Adaptations of educational process of military high school to informative inyoteresam and to personal requirements of cadets;

Humanisation of educational process of military high school, with strengthening gumayonitarnoj a component, at an optimum parity with a voenyono-professional orientation of training of cadets;

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

To inclusion in traditional technologies of training of the future officers soyovremennyh information-communication means.

Considering features of educational process of military high school, pedagoyogicheskoe maintenance of lichnostno-professional competence buduyoshchego the officer - the polydirected pedagogical activity of teachers and the commanders, causing activization of the academic resources of military high school and realisation of personal resources of cadets during the differentiated pedagogical interaction with them, promoting formation of lichnoyostno-professional competence of the future officers in specially sozyodannyh pedagogical conditions.

Personal resources of cadets are defined individual osobenyonostjami and include emotional, strong-willed, motivational, intellectual components.

As the academic resources the maintenance, organiyozatsija and management of educational process of military high school, its feature is considered.

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

Pedagogical maintenance of lichnostno-professional competence of the future officers is system, multilevel, dynamical with inte - grativno-diferentsirovannoj function.

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 context foryomirovanija kompetentsy cadets;

The competence, necessary for effective military-professional work;

Model of formation of lichnostno-professional competence buyodushchih officers and the Target pedagogical program of formation kompeyotentsy cadets;

Pedagogical conditions of formation kompetentsy cadets of the military high school, raising efficiency of educational process.

Pedagogical maintenance of lichnostno-professional competence of the future officers integrates in itself personal and dejatelnostnye aspects, pragmatical and humanistic components, strengthening thus praktiyocheskuju military education orientation, its in detail-professional soyostavljajushchuju.

Realisation kompetentnostnogo the approach in military high school determines orientation of an educational paradigm to creation of conditions of mastering kursanyotami kompetentsijami, providing a steady vital position, lichyonostnoe and professional development, in the conditions of changing requirements to the military expert.

Kompetentnostnyj the approach is considered from a position complex vzaiyomodopolnenija positions of different theories (pedagogical designing and moyodelirovanija, contextual training, problem training) and concepts (assoyotsiativno-reflex, problemno-dejatelnostnaja, programmed obucheyonija, stage-by-stage formation of intellectual actions and concepts), applied in student teaching of the teacher of military high school. It promotes not only to constant growth and integration at cadets of knowledge, abilities, skills, but also to formation of lichnostno-professional qualities - kompetentsy. The key aspect consists in recognition and the account of specific features foryomirovanija kognitivnyh, potrebnostno-motivational, emotionally-strong-willed, communicative reguljatov, cadets providing self-realisation in obyorazovatelnoj and in further military-professional work.

Different kinds military-professional work graduates of military high school assume necessity of allocation from set kompetentsy those, koyotorye are defining for effective professional dejatelnoyosti officers.

Being based on FGOS VPO on a speciality 210602 - Special rayodiotehnicheskie systems, qualifying requirements to voenyono-vocational training of graduates of military high school on specialisation
«Means and complexes of radio-electronic struggle», results of dissertational researches, the analysis of office responses on graduates, reports gosudarstyovennyh certifying commissions, are allocated the competence, necessary buduyoshchim to officers in military-professional work.

1. Socially-personal the competence (SLK), promoting samorazyovitiju and self-realisation of the person of the future officer, defining readiness for interaction in system of interpersonal relations in various social groups and vital situations.

2. Command (administrative) the competence (To (allowing vypuyosknikam military high school successfully to solve tasks in view in an organizatsionyono-administrative field of activity and to estimate its results.

3. Is professional-specialised the competence (PSK), pozvoljajuyoshchie to put knowledge into practice on the specialities promoting prodolyozheniju of training (continuous formation), ordering of informative activity on development and perfection of knowledge.

4. Military-special the competence (VSK), it is professional orientiroyovannye the competence, directed on the decision of military-professional problems on mission in armies.

The structure and the maintenance of groups kompetentsy can be constants for a long time, forming an invariant part. Variativnaja the component will contain the competence, the structure and which maintenance is modernised, providing their openness, allowing operatively to consider changes and treboyovanija a modern society and Armed forces of Russia.

The model of formation lichnostno-professional kompeyotentnosti the future officers in military high school (drawing 1) which consists of two blocks is developed: structurally functional and operationally-productive.

The Structurally functional block includes: components of lichnostyono-professional competence - the competence, principles, Target pedayogogicheskuju the program, theories and concepts, pedagogical conditions formiroyovanija kompetentsy, acting as a teoretiko-methodological basis formiyorovanija lichnostno-professional competence of graduates of military high school and pedagogical maintenance of this process as a whole.

Components of the operationally-productive block are: izmeriyotelnyj a complex, taksony-indicators and the levels, allowing to estimate sfor - mirovannost kompetentsy cadets.

Kernel of model of formation of lichnostno-professional competence of cadets of military high school make the competence: socially-personal, koyomandnye (administrative), is professional-specialised, voenyono-special.

The Target pedagogical program of formation is developed for realisation of model of formation lichnostno-professional komyopetentnosti the future officers kompetentsy the cadets, including: the purpose, problems, forms, methods and formation means kompetentsy.

The purpose - formation of lichnostno-professional competence of graduates of military high school

The purpose and problems

Forms Uchebno-planned, sluzhebnoyoreglamentatsionnye

Means Material, ideal

COMPONENTS OF LICHNOSTNO-PROFESSIONAL COMPETENCE - THE COMPETENCE

The personal

SLK 1-7

Socially -

◄-------►

Command (administrative) To () To 1-9

Professionally -

Specialised) ◄------►

PSK 1-7

Formation principles kompetentsy

Didactic means

Methods It is explanatory - illjustr ativnyj, reproductive, problemno-search, research, Active: interactive, projects, modular, business games, group discussion, the analysis of situations, game modelling, brain storm, role games, a basket-method, etc.

Scientific character, problematical character, a training orientation, sistemnosti, availability, presentation, efficiency, dialectic unity, a formation continuity, modulnosti, recurrence, anthropocentrism, a humanisation, the subject-subject of relations of the teacher and the cadet, education in collective and through collective, continuity

\ r Educational process \//to military high school J \
Theories and concepts in formation kompetentsy

Pedagogical designing and modelling;

Contextual training; problem training

Associative-reflex; problemno-dejatelnostnaja; the programmed training; stage-by-stage formation of intellectual actions and concepts

Military-special

VSK 1-6

The individualised approach to development of personal and professional qualities Self-actualisation of personal potential and adequacy of a self-estimation

The account of an orientation of graduates to a certain kind military-professional work Objectivity of the account of the factors influencing pedagogical activity

The pedagogical

Competence

The teacher of military high school

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

X e X 4) and 4) X? About and

X X X I X about with. X? With. About ÷

X X X about 5

4) X and at 4) X X h about X OS

With

The operationally-productive block Measuring complex
Indicator of educational success Tests, questionnaires, questionnaires, activity Directions

Techniques of cadets

TAKSONY-INDICATORS OF ESTIMATION KOMPETENTSY
Takson And

Reproduction

Takson

Judgement

Takson In

Application

Takson G

The analysis

Takson D

Integration

To make definition, to repeat, fix, list, recollect, name, retell, to accent. To interpret, discuss, describe, pereformulirovat, to distinguish, explain, express, identify, find out, to inform, review. To interpret, apply, use, use, show, dramatize, to put into practice, to illustrate, operate, develop the plan. To distinguish, experiment, check up, compare, criticise, to select, survey, discuss, bring an attention to the question, to correlate, classify. To develop, systematise, pack, collect, make, create, to adjust, organise, operate, prepare, model.
XX XX XX X X
LEVELS SFORMIROVANNOSTI KOMPETENTSY
Initial Orientatsionnyj Base Professional

Result - the generated lichnostno-professional competence of graduates of military high school

Fig. 1. Model of formation of lichnostno-professional competence of the future officers in educational process of military high school.

Taksony-indicators represented set discrete defiyonitsy, the essential generality essential and distinctive signs connected by a generality, harakyoterizujushchih sformirovannost kompetentsy cadets.

Takson And - reproduction. Cadets can reproduce the core soyoderzhanie a teaching material, make definition, retell, list, etc.

Takson - judgement. Trained can explain, discuss, express, and also pereformulirovat the studied material.

Takson In - application. Cadets are capable to show, instseyonirovat, to interpret, put into practice, to develop the plan, etc.

Takson G - the analysis. The future officers are capable to distinguish, correlate, discuss, select, experiment and investigate.

Takson D - integration. Cadets are capable to pack, razrabatyyovat, to systematise, model, organise and operate a direction of the activity, and also to state it an estimation.

In aggregate taksony And also Would define initial level sformiro - vannosti kompetentsy at cadets which is characterised: absence of full knowledge of the actions concerning realisation of professional functions; sample character of activity; the analysis of results of the activity has subjective character; low motivation, responsibility.

Taksonami and In it is defined orientatsionnyj level sformirovannosti kompetentsy at cadets which is characterised: sensibleness of carried out actions, their rational execution taking into account separate generated kompetentsy. Actions tselenapravleny also are productive. Cadets are capable to estimate practically own activity, is observed motivirovanyonost to military-professional work.

Taksony In and G define base level sformirovannosti kompetenyotsy the future officers. It is characterised by steady motivation to voenyono-professional work, the creative approach, variability and tseyolenapravlennostju actions. Cadets intelligently project the obrazoyovatelnuju and further military-professional work, considering in detail-substantial, psychological, social and administrative asyopekty. At this level they are capable to predict results educational and sluyozhebnoj activity, independently to correct the revealed lacks, aspire to self-improvement, realise importance of formation of all groups kompetentsy for their subsequent realisation in military-professional work.

Taksony G and D define professional level sformirovannosti kompetentsy cadets which is characterised by abilities to carry out a choice of the most effective forms, means and methods in the training, promoting fast and effective formation of all groups kompetentsy in full.

Levels sformirovannosti kompetentsy cadets of military high school opredeyoljajut lichnostno-professional competence of the future officers.

The offered model of lichnostno-professional competence buyodushchih officers assumes close interrelation educational and office dejayo
telnosti, represents the structural formation, which kernel sostavyoljajut generated the competence.

In the second chapter «Experimental work according to efficiency of pedagogical maintenance of lichnostno-professional competence buyodushchih officers in educational process of military high school» results of check of a hypothesis of research are allocated, estimations of formation of lichnostyono-professional competence of the future officers and efficiency peyodagogicheskogo maintenance of this process as a whole by realisation razraboyotannoj are presented model, approbation of pedagogical conditions.

Also in experimental work it was defined, how the structure of model of formation of lichnostno-professional competence of the future officers can be filled by the concrete maintenance, with reference to pedagogicheyoskoj to practice of the teacher of military high school, and in what measure of an expert corresponds to a theoretical part of model.

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

The first stage - definition of the purpose and experiment problems. The experiment purpose was realisation of the developed theoretical positions and acknowledgement of efficiency of pedagogical maintenance lichnostno-professional komyopetentnosti cadets, by realisation of the developed model in specially created pedagogical conditions. For purpose achievement have been solved sleyodujushchie problems: the control group (KG) and experimental group (EG), time, a place of carrying out and structure of participants of experiment are defined; in EG obrazovayotelnyj process was realised on the basis of the developed model, in KG - in trayoditsionnom the plan; on the basis of the analysis of the results received in a course eksperiyomenta, the model maintenance was specified.

Experiment was spent on the basis of the Military uchebno-centre of science of Voenyono-air forces «Military-air academy of professor N.E.Zhukovsky and JU.A.Gagarin» (Voronezh) during the period with 2010 for 2014 At the initial stage of carrying out of experiment the necessary uchebno-material resources have been defined: specialised classes, laboratories with modern informatsionyono-communication tutorials, uchebno-methodical complexes. The pedagogical conditions promoting increase of efficiency of formation of lichnostno-professional competence of the future officers are revealed.

The second stage - realisation of model of formation lichnostyo

But-professional competence of cadets of experimental group.

The third stage included processing and generalisation of the received results eksyoperimenta, working out of methodical recommendations about increase effektivnoyosti pedagogical maintenance of lichnostno-professional competence of the future officers in educational process of military high school, on a basis razrayobotannoj models.

For realisation of forming experiment have been defined otseyonochnye the indicators, allowing to present a complex estimation formirovayo
nija lichnostno-professional competence of the future officers and effekyotivnosti pedagogical maintenance of this process as a whole.

For definition of levels and dynamics of formation kompetentsy razrayobatyvalsja the measuring complex including tests, questionnaires, oprosyoniki, were considered indicators of educational success and results of directions of activity of cadets.

For the purpose of increase of objectivity pedagogical otsenivanija, educational success was defined as arithmetic-mean value of the academic progress at flowing (seminars, laboratory and examinations, academic year projects, individual tasks, monthly certifications, etc.) and the total control (offsets, examinations).

In drawing 2 dynamics of growth of a mean score educational uspeshyonosti at cadets of KG and EG is presented. Higher results in EG showed efyofektivnost applications of model of formation of lichnostno-professional competence of the future officers and the Target pedagogical program foryomirovanija kompetentsy cadets in educational process of military high school.

Fig. 2. Dynamics of growth of a mean score of educational success of cadets of KG and EG in training semestre.

Thus it is necessary to notice, that educational success is influenced by a number faktoyorov: adaptation of cadets to educational process of military high school; complexity of subject matters; quantity in a semestre of course and laboratory works; vyyopolnenie cadets of actions of military service (daily details, participation in military parades, etc.). For objectivity of an estimation of formation kompetentsy tests, questionnaires, techniques and questionnaires were used.

Results of testing and questioning reflected dynamics formirovayonija kompetentsy. So, positive dynamics of formation kompetentsy was observed: in the test «Measurement of level of intellectual development» (R.Amt-hauer) - is professional-specialised kompetentsy; the test «Technique of research of administrative professionally significant qualities» - sotsialyono-personal and command (administrative) kompetentsy; in the test-questionnaire on
To definition of level of a self-estimation - socially-personal and military-special kompetentsy; in a questionnaire «the Rough questionnaire» - command (upravlencheyoskih), military-special and is professional-specialised; in the test «Levels of motivational determination» - socially-personal and command (administrative) kompetentsy; in the test-questionnaire of motivation of achievement and approval - socially-personal and command (administrative) kompetentsy.

Tests, questionnaires, questionnaires had the estimated scales and allowed otseyonivat dynamics of formation one or several kompetentsy. At obobyoshchenii results of testing and questioning indicators in EG were above, than in KG, confirming efficiency of model of formation of lichnostyono-professional competence of the future officers, necessity priyomenenija the Target pedagogical program of formation kompetentsy kuryosantov, a realisation urgency in educational process of military high school vyyojavlennyh pedagogical conditions, that in aggregate reflected efficiency of pedagogical maintenance of lichnostno-professional competence.

The estimation of efficiency of formation kompetentsy was carried out also by results of activity of cadets in following directions: participation in military-scientific work, participation in sports work, participation in the public work, military-special preparation, execution of official duties in daily details and disciplinary practice.

The received results (points) in control and experimental grupyopah were represented by average total estimation A (table 1).

Table 1

Dynamics of growth of an average total estimation in directions of activity of cadets of KG and EG

N p/p Activity directions Formed the competence 4

3-4 semestre

A

6 semestre

A

7-8 semestre

4

9 semestre

KG EG KG EG KG EG KG EG
1 Participation in military-scientific work PSK 1-7 3.0 3.5 3.3 3.8 4.8 5.7 6.1 6.9
2 Participation in sports work VSK 6 4.1 4.5 4.4 4.9 5.0 5.8 5.1 5.8
3 Participation in public work SLK 2,4 2.6 2.9 2.7 3.2 2.9 3.3 3.0 3.4
4 Military-special podgoyotovka PSK (1-5,7);

VSK 6

1.1 1.4 1.8 2.2 2.4 3.0 3.1 3.5
5 Execution of official duties in daily details TO () TO 3,4,8,9 1.7 1.9 2.1 2.4 3.1 3.4 3.3 3.7
6 Disciplinary practice SLK 1,2,5;

TO () TO 9

2.2 2.5 2.6 3.2 3.1 3.4 3.2 3.6

Objectivity of an estimation of the results reflecting dynamics of formation kompetentsy, was provided with expert group as a part of teachers, koyomandirov kursantskih divisions, employees of laboratory of voenyono-sociological researches and is professional-psychological selection
Academies. For an estimation of each group kompetentsy the structure of experts according to an is professional-official orientation stole up. So, for an estimation socially-personal kompetentsy teachers of the humanitarian chairs which are military-special kompetentsy - teachers of chairs of a voenyono-professional orientation, and also employees of is learnt-research laboratory of research of problems of formation and podgoyotovki experts for Military-air forces of Russia were involved.

The results presented in table 1, reflect dynamics of growth of an average total estimation in directions of activity of cadets EG and KG. It is necessary to notice, that average total estimations in EG above, that shows effekyotivnost models of formation of lichnostno-professional competence of the future officers and necessity of realisation for educational process voyoennogo high school of the revealed pedagogical conditions.

The spent experimental work has confirmed efficiency pedayogogicheskogo maintenance of lichnostno-professional competence of the future officers in military high school during realisation of model of formation of lichnostyono-professional competence, the Target pedagogical program and the revealed pedagogical conditions of formation kompetentsy cadets in educational process of military high school.

In the conclusion results of dissertational work are generalised, predstavyoleny the general conclusions and are defined directions of the further scientific searches. The received results of research as a whole have confirmed the put forward hypothesis and give the basis to assert, that the scientific research problem is solved in sootyovetstvii with a subject, the purpose and problems.

Results of dissertational research allow to formulate the basic conclusions of research.

1. The essence and structure of pedagogical maintenance of lichnostyono-professional competence of the future officers taking into account features of educational process in military high school are opened.

2. Specificity of pedagogical maintenance of lichnostyono-professional competence of the future officers which account raises its efficiency is revealed.

3. The model of formation lichnostno-professional kompeyotentnosti the future officers and the Target pedagogical program of formation kompetentsy cadets, as teoretiko-methodical bases of the organisation pedayogogicheskogo maintenance of lichnostno-professional competence of the future officers in military high school is developed.

4. Indicators (vosproizveyodenie, judgement, application, the analysis, integration) and levels (initial, orientatsionnyj, base, professional), estimating sformirovannost kompetentsy and lichnostno-professional competence of the future officers, and also efficiency of pedagogical maintenance of lichnostyono-professional competence of graduates of military high school as a whole are defined and experimentally approved.

5. Effective formation kompetentsy cadets in military high school is promoted by realisation of following pedagogical conditions:

The individualised approach to development personal and professioyonalnyh qualities of cadets;

Self-actualisation of personal potential and adequacy of a self-estimation of cadets;

The account of an orientation of the future officers to a certain kind of voenyono-professional work;

Objectivity of the account of the factors influencing pedagogical activity of teachers of military high school;

Pedagogical competence of the teacher of military high school;

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

The further pedagogical researches are expedient for continuing in working out of methodological bases of pedagogical maintenance lichnostnoyoprofessionalnoj competence of the future officers and a scientific substantiation of a complex estimation of results sformirovannosti kompetentsy graduates of military high school.

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A source: 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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