ТЕХНОЛОГІЗАЦІЯ ПЕДАГОГІЧНИХ ПРОЦЕСІВ НА ОСНОВІ МЕТОДИКИ ПРОВЕДЕННЯ ГРУПОВИХ І ПРАКТИЧНИХ ЗАНЯТЬ У ВВНЗ ТА ВІЙСЬКОВИХ ПІДРОЗДІЛАХ

Abstract

Introduction. The article highlights the features of the educational process and technology, ie compliance with the content and sequence of educational stages; the peculiarities of the task in military units are determined, which contain elements of problems, ie conditions are created under which a serviceman finds one correct meaning from several ambiguous decisions or answers.It is noted that both in universities and their units, and in the army, a common type of training is group training. This type of training is conducted with a study group (unit) and aims to consider in detail the theoretical issues, elements of practical activities of commanders and staffs in solving problems, as well as in the study of samples of weapons and military equipment. A characteristic feature of the group lesson is the use of various illustrations (electronic manuals, posters, diagrams, stands, samples of equipment, etc.). Purpose. Teaching material is carried out in close connection with the tasks of professional training of servicemen. There are four periods of transformation of the content of the concept from "technology in education" to "technology of education". The classification of "learning technology" is specified. It is emphasized that pedagogical technology brings pedagogy closer to the exact sciences, and makes pedagogical practice an organized, managed process with predictable positive results.Methods. The article uses some general scientific and special methods of theoretical and empirical research, including analysis of the scientific literature on the problem, systematization and generalization of materials.Results. The organization of the study of new educational material with the training group (unit) will allow the head of the lesson to deeply and concretely reveal its essence, clearly show the application of theory in solving various practical problems, to provide constant feedback to servicemen. Modern didactics presents a variety of learning technologies. Their diversity is due to the fact that each author and performer brings to the pedagogical process something of their own, individual, thereby changing the technology..Conclusion. The practical component is the introduction of interactive forms of education namely business and role-playing games in the educational process of military educational institution, which bring theoretical training as close as possible to real practice, because business and role-playing games are the basis of decision-making both in specific combat situations and in classes, they contribute to the formation of knowledge, laws, trends in military affairs, logical methods of system analysis. Role-playing techniques such as behavioral-game techniques are very important, they are based on stimulating the game interactions of cadets in close proximity to the real professional military combat activities of an officer. Such techniques include: instruction, activation of game parties, correction of the game participants behavior, step and final evaluation techniques. The so-called cognitive-game techniques are of particular importance in the organization of role-playing games in the military training. Such techniques include: a) techniques that promote entry into the role - image (description of each participant role in the game, motivation, encouragement, question-hint, as well as encouragement and humor); b) methods of role correlation (leading questions, comments - questions, support - defence etc).